zilongwang/ReadingBank huggingface dataset:
Suggested improvements. Users are invited to submit comments and suggested improvements via The Army Suggestion Program online at (Army Knowledge Online account required) or via DA Form 2028 to Director, TRADOC ARCIC (ATFC-ED), 950 Jefferson Avenue, Fort Eustis, Virginia 23604-5763. Suggested improvements may also be submitted using DA Form 1045. Availability. This pamphlet is available on the TRADOC homepage at Summary of Change TRADOC Pamphlet 525-5-3 The U.S. Army Functional Concept for Maneuver Support o This revision, dated 24 February 2017- o Considers both United States Army Training and Doctrine Command Pamphlet 525-3-6 and the multi-domain battle conept (throughout). o Recognizes protection as a continuing activity within the operations process and describes maneuver support contributions for protection (throughout) o Recommends changing the functional concept and warfighting function title from maneuver support and protection to maneuver support (para 1-4a). o Describes the maneuver support warfighting function (para 1-4a, b, and c). o Updates maneuver support assumptions and required capabilities (para 1-5 and app B). o Emphasizes the need for complementary and reinforcing mobility, countermobility, and protection capabilities to enable freedom of action during combined arms operations (para and chap 3). o Expands on United States Army Training and Doctrine Command Pamphlets 525-3-0, 525-3-1, and 525-3-6 ideas (chap 3). o Describes the maneuver support contributions role for homeland defense and defense support of civil authorities (para 3-5e and f). Contents Page
To a believer ‘Abdu’l-Bahá “The essence of the teachings of His Holiness Bahá’u’lláh is Universal Love comprehends all of the virtues of the world of humanity, and is the cause both of eternal life and of the progress of the individuals of the human race” (Ep. III, 544). And again he wrote: “The purpose of the appearance of the Blessed Perfection was the unity and agreement of the people of the world. Therefore, my utmost desire is firstly the accord and union and love of the believers, and after that of all the people of the world” (II, 125). And in another place: “The first bounty from the True One is love, unity and harmony, and without these all the deeds pass in vain and give no result” (II, 183). The beginning of this Revelation and its end, is Love. God’s love ordained it before the foundation of the world. God’s love in his good time has sent it forth in this human realm. God’s love has guided, governed and sustained its course. Its three heavenly Light-bearers (its Morning Star, its Sun, its Moon) shed forth in lavish and intense profusion, without stint or limit or cessation, the rays of divine love, scattering the darkness that enveloped the world. They themselves in their own being were love, for God is love and they were of his essence. Their characters and lives were all instinct with love, and so likewise was every command, every teaching they gave. By them love is revealed as the originative and supporting principle of all existence. In The Hidden Words, the Voice of God declares: “Veiled in My immemorial being and in the ancient eternity of My essence I knew My love for thee; therefore I created thee, have engraved on thee My image and revealed to thee My beauty.” Through all the grades of all that has breath or being, love is the building power, and all is enveloped by the ever-present love of God. Love reflected in the lower kingdoms is the force that gathers primordial and undifferentiated substance into structures and forms, that summons into existence the ancient elements and all their offspring, the fern, the flower, the bird, the beast, and man himself with his
Lesson Plan Procedure You must have a cover page and complete the following procedure and language analysis Time Stage name AND Stage aim Procedure: What will you do? What will students do? Interaction Anticipated problems and solutions 0 – 9 minutes 10 – 22 minutes Lead In (Group work) - Get the students to talk about the lesson’s subject (health) in a more interactive setting. This will give me an idea of what vocabulary to teach before the next exercise. Test- Vocabulary & Pair Work I will make sure that the students know different health problems and symptoms. Divide students into 2 teams and divide the board in 2. Give students 3 minutes to write different health problems on the board. After 3 minutes, I’ll give the students 3 minutes to write the symptoms to the health problems written on the other side of the board. Feedback: Use peer checks to correct wrong answers. Drill vocabulary used in this lead in if their pronunciation is incorrect. Project Vocabulary on board: Asthma, Flu, Allergy, Eczema, Plaster, Crutch, Bruise, Stitch, Inhaler, Chronic Elicit meanings Drill pronunciation T – S (when explaining task) S-S (Group work- during task) T-S, S-S (during feedback) T-S, S-T (during Vocabulary) Students might not react, so I will get students to stand up before I split them in two groups. They had a hard time understanding a task last time so I will make sure I’m as clear as possible: “I will give you three minutes to think of as many health problems as you can”. I will use ICQ’s and instructions, if needed. Students may already be familiar with some of these terms. The point of the lead in is to make sure how much they know already. Pronunciation problems. I will drill words. Task might take a little longer. If this is the case, I will reduce
Used when we can’t/don’t want to do something. Should/Shouldn’t be(in a future context): When we have a positive feeling about a future event Students will analyse sentences and I will use examples: We’re supposed to be visiting Andrew at the hospital today. I know we’re supposed to be coming to the concert tonight. It shouldn’t be too late. We should get to yours by lunchtime Jane is supposed to be going out. You should not be worrying. Did we plan to visit Andrew in the hospital? – Yes Are we sure we’re going? – No Is Jane going out? – Maybe Did Jane say she’s going out? – Yes Is she sure she’s going out? – No Are we positive that we are getting there by lunchtime? – Yes Are we positive about going to the concert tonight? – No I will also use CCQ’s to check if students know if they’re nouns or verbs. (answers on Form) I may come up with other CCQ’s on the spot. Could/Couldn’t (simple past tense of can/can’t) instead of should/shouldn’t. I will explain that the term could/couldn’t is used when you are able/unable to. Form
RECORDING DATA Record data on a form similar to the one shown in Figure 1 (see page 8). FIGURES Figure 1. Canister Data Sheet Figure 1 Canister Data Sheet Canister Manufacturer: Canister I.D: Tested By: Canister Volume [cc]: Canister Data Time Start/End Duration [seconds] Flow Rate Q [LPM] Initial Mass mi [grams] Final Mass mf [grams] Mass Loss ml [grams] Canister Load Data Time Start/End Duration [seconds] Butane Rate Qb [g/hr] Initial Mass mi Final Mass mf mb [grams] Mass Gain mg [grams]
Third Party Information To be completed by proposed Designated Individual for each third party agreement. Third party organisation name Name: Address of third party premises where activity/ies take place Address: Postcode: Name of third party contact Job title Employing body or organisation Telephone Is there an agreement in place with the third party? Yes No What was the start date of the agreement? Does the agreement have an end date? How often is the agreement reviewed? Activity/ies relating to tissues and/or cells for human application which are taking place under the third party agreement Procurement Testing Processing Distribution Export Is the establishment licensed by the Human Tissue Authority for the activity/ies it carries out on your establishment’s behalf? Yes No If yes, please state the Human Tissue Authority licensing number and do not answer the accreditation questions below. Licensing number: If no, please answer the accreditation questions below. Does the third party who is carrying out the activity/ies on behalf of the establishment have Procurement accreditation Yes No
Section C: British Literature – Henderson 307A Moderator: Barton, Kelci, “The Lost Property Cupboard in Zadie Smith’s White Teeth and Kate Atkinson’s Behind the Scenes at the Museum” Rehyansky, Katherine Heinrichs, “Tell, Don’t Show: The Upside-Down Novelistic Technique of Alain de Botton” Shafer, Philip, “Rebuilding the Magical World of Harry Potter Brick by Brick: LEGO Games As Literary and Filmic Adaptations” Ten Minute Break Brooks, Quenton, “Chivalric Themes in Chaucer’s The Canterbury Tales” Major, David, “Beowulf’s After-Action Reports: Revising the Death of Hondscio” Canter, Zachary A., “The Battle for Hamlet: T.S. Eliot’s Mature Assessment” 11:30 a.m.-1:00 p.m.: Friday Mid-day Session Section D: Military Industrial Complex – Henderson 305 Moderator: Bond, Matthew “Would You Like a War?: Barthelme’s Snow White and the American Military-Industrial Complex” Ten Minute Break Shafer, Jennifer, “Taking One for the Team: How Baseball Represents Both Racial Oppression And Activism in Charles Fuller’s A Soldier’s Play” Gray, Barbara Lee, “Language: Waging War and Peace” Section E: Gothic – Henderson 307A Moderator: Curtis, David, “”Philip Freneau’s Gothic Revolution” Sharon, “Writhing, Malice, and Convulsions: Possession in The Scarlet Letter” Ten Minute Break Kreibel, Brandi, “The Use of Art in Nathaniel Hawthorne and Edgar Allan Poe” Thompson, Jeff, “Mary Shelley’s Frankenstein at 200 and Dan Curtis’s Frankenstein at 45”
1:00 p.m.-2:00 p.m. Lunch Break 2:00 p.m.-4:00 p.m.: Friday Afternoon Session Section F: American Literature –Henderson 305 Moderator: Timbs, Adam, “Humanism as Taboo: Tracing the Inhuman Landscapes of Robinson Jeffers’ And James Dickey’s Poetry” Austin, Joy, “Warring Words and Actions in the Fiction of William Faulkner” Blaylock, Sidney, “American Made: Turn of the Century Advances in Transportation Technology and Edith Wharton’s Fiction” Ten Minute Break Absher, Hannah, Coping with the Loss of Humanity: A Trauma-Theory Informed Reading of Turner’s Here, Bullet Ensor, Allison, “Huck and Tom Once More: Tim Champlin’s Sequel to Twain’s Classic Novels” McCrotty, Micah, “The Homeplace: Jim Wayne Miller’s Poetic Use of the Image of the House” Section G: The Vietnam War – Henderson Hall 307A Moderator: Christmas, Kyle, “Heteroglossia and New Journalism in Tim O’Brien’s Going After Cacciato.” McMillan, Scott, “‘If Your Eyes Could Cut Through That Black Stone’: Bruce Springsteen and the Aftermath of the Vietnam War” Ten Minute Break Moonshower, Candie, “The Things They Carried: Multi-Genre and Multi-Modal” Tompkins, Jessica, “Living Casualties of War: A Closer Look at Tim O’Brien’s The Things They Carried” Campbell, “The Soldierly Code: War Trauma and Coping in Tim O’Brien’s The Things They Carried “
Memorial University of Newfoundland. ( 2011, May). A comprehensive framework for teaching and learning at Memorial University. Retrieved from Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054. New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60–90. Pollard, C., & Pollard, R. (2004-05). Research priorities in educational technology: A Delphi study. Journal of Research on Technology in Education, 37(2), 145-160. Schmidt, D. A., Baran, E., Thompson A. D., Koehler, M. J., Mishra, P. & Shin, T. (2009-10). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. Modern Language Journal, 81(3), 470-481. Wiske, S. (2004). Using technology to dig for meaning. Educational Leadership, 62(1), 46–50. Appendix A: Consent to Use Survey Re: using tpack survey Monday 5/14/2012 Matthew J Koehler [mkoehler@msu.edu] Roberta, You don't need permission to use the TPACK survey (see ). But if you need it in writing, I officially give you permission to use it! Sincerely, ~Dr. Matthew J. Koehler
TPAMS2025 Supplier Contacts Name ABN Address Contact Mitel Networks Limited Unified Communications 75 192 350 716 Suite 3 - Level 8 420 St Kilda Road MELBOURNE VIC 3004 Chad Hardaker Regional Manager Victoria/Tasmania P: 03 85622777 E: My Net Fone Australia Pty Ltd Voice services 73 109 671 285 520 Collins Street MELBOURNE VIC 3000 Suzanne Howard Contract Manager P: 03 9900 9518 M: 0418 347 744 E: NEC Australia Pty Ltd Unified Communications 86 001 217 527 720 Bourke St MELBOURNE VIC 3008 John Tsatsos Strategic Account Director P: 03 9264 3173 M: 0423 609 869 E: Optus Networks Pty Ltd Data services services Mobile services Internet services Unified Communications 92 008 570 330 367 Collins Street MELBOURNE VIC 3000 Doug Johnson Director Victoria and Tasmania Public Sector E: Ronan Thomas Contract Manager P: 03 9033 5370 M: 0431 255 748 E: Ronan.Thomas@optus.com.au R-Group International Pty Ltd Unified Communications 28 095 395 681 4 Parker Place BENTLEY WA 6102 Ashley Neale State Manager - Victoria P: 03 7001 1717 M: 0415 215 525 E: Telstra Corporation Limited Data services Voice services Mobile services Internet services Unified Communications 33 051 775 556 242 Exhibition Street MELBOURNE VIC 3000 Jurgen Kehne Senior Account Manager Victoria / Tasmania Government Telstra Enterprise M: 0400 190 346 E: Pty Ltd Data services Internet services 78 127 842 853 333 Collins Street MELBOURNE VIC 3000 David Jack Business Development Manager Victorian Government P: 03 8623 3624 M: 0414 884 993 E:
TPAMS2025 Vendor Contacts for publication on procurement.vic.gov.au Name ABN Address Contact Mitel Networks Limited Unified Communications services 75 192 350 716 Suite 3 - Level 8 420 St Kilda Road MELBOURNE VIC 3004 Chad Hardaker Regional Manager VIC/TAS P: 03 85622777 E: My Net Fone Australia Pty Ltd Voice services 73 109 671 285 520 Collins Street MELBOURNE VIC 3000 Suzanne Howard Contract Manager P: 03 9900 9518 M: 0418 347 744 E: NEC Australia Pty Ltd Unified Communications services 86 001 217 527 720 Bourke St MELBOURNE VIC 3008 John Tsatsos Strategic Account Director P: 03 9264 3173 M: 0423 609 869 E: Optus Networks Pty Ltd Data services, Voice services, Mobile services, Internet services, Unified Communications services 92 008 570 330 367 Collins Street MELBOURNE VIC 3000 Andrew Jenkins . Director , Victorian Public Sector & Tasmania M: 0409 992 707 E: International Pty Ltd Unified Communications services 28 095 395 681 4 Parker Place BENTLEY WA 6102 Ashley Neale State Manager - Victoria P: 03 7001 1717 M: 0415 215 525 E: Telstra Corporation Limited Data services, Voice services, Mobile services, Internet services, Unified Communications services 33 051 775 556 242 Exhibition Street MELBOURNE VIC 3000 Dale R. Kendall General Manager | Victoria / Tasmania Government | Telstra Enterprise P: 03 8649 7905 M: 0457 727 894 E: Vocus Pty Ltd Data services, Internet services 78 127 842 853 333 Collins Street MELBOURNE VIC 3000 David Jack Business Development Manager - Victorian Government P: 03 8623 3624 M 0414 884 993 E:
TARGETED PREVENTION ALLIANCE COMMUNITY CONNECTOR PERSON SPECIFICATION ATTRIBUTES REQUIREMENTS ESSENTIAL (E) OR DESIRABLE (D) METHOD OF ASSESSMENT EDUCATION TRAINING KNOWLEDGE Good level of general education Good standard of literacy, numeracy and IT competency Knowledge of a range of services and benefits/ entitlements/opportunities for vulnerable people In possession of or working towards a professional qualification in Health and Social Care or Community Work E E E D Application form and interview RELEVANT EXPERIENCE (Paid or Voluntary) Experience of working with people involved with the Statutory/Voluntary/Community sectors Experience of working positively with vulnerable people individually and in groups Understanding of the principles and practices of the Care Act, community development and based approaches E E D Application form and interview SKILLS AND ABILITIES Ability to communicate positively and assertively with people at all levels Ability to build motivational working relationships with people and groups, building on their strengths Ability to problem solve, including seeking creative and imaginative solutions Ability to work within a positive risk taking service environment E E E E Application form and interview
Religious beliefs What are your religious beliefs? ☐ Buddhist ☐ Christian ☐ Hindu ☐ Jewish ☐ Muslim ☐ No religion ☐ Sikh ☐ Spiritual ☐ Any other religion or belief ☐ Prefer not to say Sexual orientation What is your sexual orientation? ☐ Bisexual ☐ Gay man ☐ Gay woman / lesbian ☐ Heterosexual ☐ Other ☐ Prefer not to say Gender identity What is your gender identity? ☐ Gender identity is the same as the gender originally assigned at ☐ Gender identity is different to the gender originally assigned at birth ☐ Prefer not to say Online applications TPC has a system which allows some jobs to be applied for online. The system isn’t yet in use for every job, so please answer this question only if you have asked for a paper application form because you cannot use our online system. This will help us to improve the system so that more people can use it in future. Why do you need a paper application form? ☐ I have a disability and I cannot complete any online form ☐ I have a disability and I can complete some online forms but I had specific difficulties with this one (please explain what difficulties you had below) ☐ I have no access to the internet ☐ I tried using the online system but had technical difficulties (please give details below) ☐ Other (specify below) Please give any more details here:
Query Validation For validation against the qualification database the query must be executed using the following values for substitution parameters and must produce the following output data: Values for substitution parameters: DELTA = 90. Sample Output L_RETURNFLAG L_LINESTATUS SUM_QTY SUM_BASE_PRICE SUM_DISC_PRICE A F 37734107.00 56586554400.73 53758257134.87 SUM_CHARGE AVG_QTY AVG_PRICE AVG_DISC COUNT_ORDER 55909065222.83 25.52 38273.13 .05 1478493 Minimum Cost Supplier Query (Q2) This query finds which supplier should be selected to place an order for a given part in a given region. Business Question The Minimum Cost Supplier Query finds, in a given region, for each part of a certain type and size, the supplier who can supply it at minimum cost. If several suppliers in that region offer the desired part type and size at the same (minimum) cost, the query lists the parts from suppliers with the 100 highest account balances. For each supplier, the query lists the supplier's account balance, name and nation; the part's number and manufacturer; the supplier's address, phone number and comment information. Functional Query Definition Return the first 100 selected rows select
CONTAINER is randomly selected within the list of 2-syllable strings defined for Containers in Clause 4.2.2.13. Query Validation For validation against the qualification database the query must be executed using the following values for substitution parameters and must produce the following output data: Values for substitution parameters: BRAND = Brand#23; CONTAINER = MED BOX. Sample Output AVG_YEARLY 348406.05 Volume Customer Query (Q18) The Large Volume Customer Query ranks customers based on their having placed a large quantity order. Large quantity orders are defined as those orders whose total quantity is above a certain level. Business Question The Large Volume Customer Query finds a list of the top 100 customers who have ever placed large quantity orders. The query lists the customer name, customer key, the order key, date and total price and the quantity for the order. Functional Query Definition Return the first 100 selected rows select c_name, c_custkey, o_orderkey, o_orderdate, o_totalprice, sum(l_quantity) from customer, orders, lineitem where o_orderkey in ( select l_orderkey from lineitem group by l_orderkey having sum(l_quantity) > [QUANTITY]
TPCASTT: Poem Analysis Method: title, paraphrase, connotation, diction, attitude, tone, shift(s), title revisited and theme Title of poem means The Rose that Grew from concrete, an individual from a bad neighborhood, or rough start. Paraphrase of the Poem The Rose that overcame the odds It proved everyone wrong It does not give up It did the best with what it had Incentive to grow nobody cared but it did not stop this person. Connotation of some of the words – changing literal meaning to implied or associated values Personification- roses being able to walk Symbolism- concrete is symbolic of struggle or rough environment Rhyme Scheme- A, B, A, B Attitude What is the attitude of the author, characters or yourself? that nobody cared, proud that that he rose against the odds. At first we think or feel one way – then there is a shift: identify the shifts and explain them A shift occurs in this poem where he begins to speak of his success as opposed to his rough beginning. Title revisited Any new insights on meaning or significance of title? The new title may be the success bred from a rough start. Theme The theme of this poem may be that it does not matter where you have come from or what you had started with, but what you did with what you had and where you ended up.
A ATTITUDE Tone: ____________________________________________________ Supporting images: S SHIFTS Stanza divisions: Punctuations shifts: Changes in stanza length: T TITLE Examine the again: T Determine what the poet is saying and write a complete sentence:
Submissions to other funding sources for this project List the name of the funding agency(s) and the amount(s) requested. Include applications already submitted and planned submissions. Project summary Include the research questions, methodology, predicted benefits and relevance to WA children and adolescent’s health. Where a grant is awarded, this summary may be used for publicity purposes. (Maximum 500 2: (i) Coordinating Principal Investigator (all correspondence will be sent to this person) Title, First Name, SURNAME Affiliated Institutions Institution the CPI is affiliated other than the administering institution Telephone number(s) Email address Discipline / Profession Position held and year appointed Number of work experience clinical / health practice: b) postgraduate research: Highest qualification Citizenship status Australian Citizen or Permanent Resident (note if pending)
Example: AAAAAAAAOKJNECAA r_reason_desc CHAR (100) Weighted List ‘return_reasons’, row = r_reason_sk; value_col= 0; weight column: 0 Notes. DISTRIBUTE BY REPLICATION ; ship_mode (UNUSED/UNREFERENCED) size: size of 20 ship_mode Type NULL? Table is used by querys: Description Example: 1|AAAAAAAABAAAAAAA|EXPRESS|AIR|UPS|YvxVaJI10| sm_ship_mode_sk BIGINT NOT NULL Dense unique sequence. Starts at ${SK_ID_OFFSET} sm_ship_mode_id CHAR (16) NOT NULL Unique String, len: 16 charset: “ABCDEFGHIJKLMNOPQRSTUVWXYZ” Example: AAAAAAAAOKJNECAA sm_type CHAR (30) Weighted list “ship_mode". Value:0 weight:0 sm_code CHAR (10) Weighted list “ship_mode_code". Value:0 weight:0 sm_carrier CHAR (20) Weighted list “ship_mode_carrier ". Value:0 weight:0 sm_contract CHAR (20) RandString ALPHANUM, min/max: RS_SM_CONTRACT, SM_CONTRACT Notes: DISTRIBUTE BY REPLICATION ; income_band (NOT USED!) size: fixed 20 income_band Type NULL? Table is used by querys: Description Example: 1|0|10000| ib_income_band_sk, BIGINT NOT NULL Dense unique sequence. Starts at ${SK_ID_OFFSET} ib_lower_bound INTEGER Weighted List ‘income_band’ ; row= ib_income_band_sk, valueCol=0 ib_upper_bound INTEGER Weighted List ‘income_band’ ; row= ib_income_band_sk, valueCol=1 Note: DISTRIBUTE BY REPLICATION ;
The third section contains detailed the system configuration125. System Configuration Information Quantity Font Apache Hadoop/Spark Compatible Software Product name andProduct Version 9-12 pt. Times Operating System Product name, Software Version of OS, File System Type and Version 9-12 pt. Times Software Product name and Software Version of other software components (example Java) 9-12 pt. System Availability Date The Availability Date of the system, defined in Clause 0 of the TPC Pricing Specification. 9-12 pt. Times Comment: The Software Version must uniquely identify the orderable software product referenced in the Priced Configuration (for example, RALF/2000 4.2.1) The fourth section contains the storage and memory ratios. See section 7.6.2 Storage and Memory Ratios Title Precision Font Physical Storage /Scale Factor 0.01 9-12 pt. Times Scale Factor/Physical Memory 0.01 9-12 pt. Times The fifth section contains the components (see CLAUSE 7.4.4), including: Total number and type of nodes used; Total number of processors used with their types and speeds in GHz/ total number of cores used/total number of threads used; Main and cache memory sizes; Network and I/O connectivity; Number and type of data storage (for example, disks or Licensed Compute Service volumes); Total Rack Units (RU) occupied by the SUT
WC_4509 The user dashboard should show all the projects contributed to or personal projects analyzed, with indicators if it is open or closed source Testing UC-4 View Open Source Projects WC_4425 User should be able to reset password after pressing "Forgot Password" from sign in/sign on page Testing UC-5 Reset Password WC_4452 Admin should grant/deny request from Admin dashboard Testing UC-9 WC_4499 Project contributors should be granted access to projects they contributed on. Testing UC-4 View Open Source Projects WC_4508 Users should have access to open source projects within the system. Testing UC-4 View Open Source Projects
Working on Whitebox Test Cases George and Kavneet Code Needed N/A Perform Whitebox Testing George and Kavneet Code Needed N/A Repeat failed test cases George and Kavneet Test case results N/A Check for Updates on test cases and creating survey George and Kavneet Test Case Results N/A Repeat failed and new test George and Kavneet Test case results N/A Conduct and compile survey results George and Kavneet Coordination with client N/A
-Is there a charge for tutoring? If so, is funding assistance available to help with the cost? SEMINARS -Are there special seminars for students like me? -What do they cover? -How will they help me? -How do I register for them? CREDITED CLASSES -Are classes designed for students with disabilities that I can take for credit? -What are they? -Are they available every term? ADVOCACY AND ACCOMMODATIONS -Is there someone who will help me obtain accommodations if I run into a problem? -Is someone who can explain my rights and responsibilities to me? -Is there a person or committee that considers petitions for modified courses of study (such as being excused from taking a foreign language or taking a lighter class load)? -Are there student advocacy groups and/or organizations on campus? PERSONAL AND CAREER COUNSELING -Is counseling available from someone experienced with various disabilities? -What areas do personal and career counseling cover? SUPPORT GROUPS -How do students with disabilities get to know other students? -If there is a support group available, what kinds of topics are covered in the meetings? -When and where do support groups meet? LEARNING DISABILITY SPECIFIC PROGRAMMING -Are there programs set up just for students with learning disabilities? TAPING TEXTS -Do you have a program for taping textbooks? -What are my responsibilities in such a program? -If is no program, what do students that are unable to read print do? EXTRA TUITION CHARGE -Is there an extra tuition charge for the services you provide to students with disabilities? -If so, what is the charge?
Test Plan and Cases (TPC) Diabetes Health Platform Team Number - 06 TEAM MEMBERS ROLES VEERAV PROJECT MANAGER MUKAI ARCHITECT STEVE SOUTH IV & V VIJAYA PRABHAKARA QUALITY POINT SUDEEP SURESHAN OPERATIONAL CONCEPT ENGINEER AASHIHA PRIYADARSHNI LAKSHMI KUMAR PROTOTYPER VISHALI SOMASKANTHAN REQUIREMENTS ENGINEER VANDHANA SOMASKANTHAN IMPLEMENTER/TESTER SURABHI GOYAL ARCHITECT Version History Date Author Changes made Rationale 11/13/17 Vijaya 1.0 template and several test cases. draft for package
Safety Meeting Date:__________Topic:____________________________ Safety Meeting Conducted by: _____________________________________ Employee Name (printed) Job Title Employee Signature 6.04 Injury/Illness Record book TRANSOCEANIC PROJECTS & DEVELOPMENT COMPANY INC. INJURY/ILLNESS RECORD BOOK A B C D E F G H Case No. Date Name of Employee Job Title Date of Injury Venue of Event Description of Injury/Illness (Parts of Body Affected) Object Causing Injury
Name _______________________________________________ Date _________________ Per _______ Toxicity Exposure Frequencies Go to Purpose: To investigate student/family chemical exposure from common household personal care products. Vocabulary: Toxicity - is the degree to a substance can damage a living thing. Chemical Exposure- Touching (skin absorption), breathing, eating or drinking harmful chemicals. Dose - quantity of something (chemical, physical, or biological) that may impact an organism biologically; the greater the quantity, the larger the dose Carcinogen – substance that causes cancer Neurotoxin – substance that causes harm to the brain and/or nervous system Allergen - an overreaction of the body's natural defense system that fight infections Immunotoxin- substance that the immune system Developmental /Reproductive toxin – substance that can cause infertility, birth defects, developmental delays in children, and reproductive organ cancers Table: Toxicity Data for Group 6 Body/Face Lotion Name of Product Neutrogena Body Moisturizer Norwegian Formula Aveeno Baby Fragrance Free Olay Complete Ultra-Rich Moisturizer Lotion For Extra Dry Skin Toxicity Rating of Product Least Toxic 1-10 Most Toxic # of ingredients in the product that are: Carcinogens (causes cancer) Developmental/Reproductive toxins Neurotoxins Algerians/ Immunotoxins Irritants (skin, eyes, or
Name _______________________________________________ Date _________________ Per _______ Toxicity Exposure Frequencies Go to Purpose: To investigate student/family chemical exposure from common household personal care products. Vocabulary: Toxicity - is the degree to which a substance can damage a living thing. Chemical Exposure- Touching (skin absorption), breathing, eating or drinking harmful chemicals. Dose - quantity of something (chemical, physical, or biological) that may impact an organism biologically; the greater the quantity, the larger the dose Carcinogen – substance that causes cancer Neurotoxin – substance that causes harm to the brain and/or nervous system Allergen - an overreaction of the body's natural defense system that helps fight infections Immunotoxin- substance that the immune system Developmental /Reproductive toxin – substance that can cause infertility, birth defects, developmental delays in children, and reproductive organ cancers Table: Toxicity Data for Group 7 Tooth Paste Name of Product Crest Cavity Protection Colgate Cavity Protection Aquafresh Cavity Protection Toxicity Rating of Product Least Toxic 1-10 Most Toxic # of ingredients in the product that are: Carcinogens (causes cancer) Developmental/Reproductive toxins Neurotoxins Algerians/ Immunotoxins Irritants (skin, eyes, or lungs)
Possible Examples Possible Examples (cont.) The teacher tells students that they’re doing lessons because it’s on the test, in the book, or mandated by the district. Teacher says to a student: “Why don’t you try this easier problem?” Students turn in sloppy or incomplete work. Students don’t engage in work, and the teacher ignores it. Students have not completed their homework, and the teacher does not respond. Almost all of the activities are busy work. Teacher says: “Let’s get through this.” Teachers says: “I think most of you will be able to do this.” Students consult with one another to determine how to fill out a worksheet but do not encourage each other to questions their ideas. Teacher does not encourage students who are struggling. Only some students get down to work after an assignment is given or after entering the room. Teacher says: “This is important: you’ll need to grammatical English when you apply for a job.” Teacher says: “This idea is really important! It’s central to our understanding of history.” Teacher says: “Let’s work on this together: it’s hard, but you all will be able to do it well.” Teacher a paper back to a student, saying, “I know you can do a better job on this.” The student accepts the comment without complaint. Students get down to work right away when an assignment is given or after entering the room. The teacher says: “It’s really fun to find the patterns for factoring polynomials.” Student asks a classmate to explain a concept or procedure since s/he didn’t quite follow the teacher’s explanation. Students question one another on answers. Student asks the teacher whether s/he can redo a piece of work since s/he now sees how it could be strengthened. Students work even when the teacher isn’t working with them or directing their efforts.
Possible Examples (cont.) There are long lines for materials and supplies, or distributing supplies is time consuming. Students bump into one another lining up or sharpening pencils. Roll taking consumes much time at the beginning of the lesson, and students are not working on anything during the process. Most students ask what they are to do or look around for clues from others. Students are not sure what to do when materials are being distributed or collected. Students ask some clarifying questions about procedures. The attendance or lunch count consumes more time than it would need if the procedure were more routinized. The teacher has an established timing device, such as counting down to signal students to return to their desks. Teacher has an established attention signal, such as raising a hand, or dimming the lights. One member of each small group collects materials for the table. There is an established color-coded system indicating where materials should be stored. In small-group work, students have established roles, they listen to one another summarize different vies, etc. Cleanup at the end of a lesson is fast and efficient. A student redirects a classmate to the table s/he should be at following a transition. Students propose an improved attention signal. Students independently check themselves into class on the attendance board.
3, The Employer’s Requirement: The Services: See Appendix [ ] Service Commencement Date: insert Term: insert Price: [delete as applicable: Priced contract with activity schedule Target contract Time based contract] Special Conditions: [N/A or See Appendix “ ” ] Table 4, The Consultant’s proposal The Consultant (supplier name) is: Proposal Ref: Proposal Date: Bid Manager’s contact details: Conflicts of Interest: Provide details of actual or potential conflicts of Interests that would arise were you to be appointed, and details of how these conflicts would be mitigated. 1 insert your response here: [expand / delete]
4. Application funding and budget Please provide information about the funding of the application. Step A. Cadet B. Start month of cadet C. Estimated total average training, development and mentoring costs per cadet D. Employer contribution to training, development and mentoring costs per cadet E. Total Te Puni Kōriri contribution requested per cadet ($10,000 maximum). 1. 2. Total: $ $ Should be C – D $
1.4 GST registration For agreement and financial management. 1.5 Business activities of your company This information lets us understand more about your company and its alignment with the eligibility of the fund. Targeted national sectors include the following, based on the Ministry of Business, Innovation and Employment (MBIE) growth forecasts: Construction and Utilities (incorporating Energy and Infrastructure) Business Services (incorporating Telecommunications) Transport and Logistics Food Processing Knowledge-intensive Manufacturing Hospitality and Tourism Primary Industries (not including forestry) Employers from other industry sectors may be eligible for funding if they can provide compelling evidence of regional relevance, growth prospects and/or links to iwi, whānau and Māori communities. 1.6 How many staff does your company employ? This information us to ensure that the fund is relevant to a wide range of different-sized organisations, and enables us to provide information about different types of employers participating in the initiative. 1.7 Medium and long term growth prospects This information us to understand your company’s labour market relevance. Employers must be from one of the targeted national sectors (step 1.5), and/or should be able to demonstrate one or more of the following: Technological advancement, including adapting and enhancing existing technologies, and use of research and development to improve workplace efficiency & productivity Operating in a niche/specialised growth market with opportunities for scalability Track record of constructive engagement with iwi, whānau and Māori communities Operating in regionally-important sectors Opportunities for progression for Māori staff through existing established company HR policies and procedures. Section 2-Contact details 2.1 – 2.5 Primary contact for application This is the person who, if successful, will be named as signatory to the agreement. 2.6 – 2.10 Secondary contact information This should be the person responsible for the day-to-day management of the project. Section 3-Application information 3.1 Application Name Simple name summarises what you are doing.
4. Application funding and budget Please provide information about the funding of the application. We want to know how much funding you are seeking from Te Puni Kōkiri and the contributions being made by yourself and other organisations. Step Funding Amount 4.1 Funding summary Total $ (excluding GST) A Funding sought from Te Puni Kōkiri. Note: Please provide a breakdown in section 4.3. $ B Funding provided by applicant. Note: Please provide a breakdown in section 4.2. $ C Funding by organisations. Note: Please provide a breakdown in section 4.2. $ D In-kind contribution, such as donated goods or services that have a financial value. Note: Please provide a breakdown in section 4.2 $ Total cost of the application (A+B+C+D) 4.2 Non Te Puni Kōkiri contribution details (from 4.1: B C & D above) Organisation Intended use of financial contribution, or description of in-kind contribution Contribution confirmed? Total $ (excluding GST) Yes/No $ Yes/No Yes/No Yes/No $ Yes/No $
Impact Likelihood Severe Very likely (80-100%) Major Likely (50-80%) Moderate Possible (20-50%) Minor Unlikely (5-20%) Negligible Rare (<5%) Risk Management Please consider the possible risks to delivering your project successfully and how you might mitigate them. the table below, detail each potential risk, no matter how big or small. Identify the likelihood of the risk occurring and the impact should the risk Tell us how you will minimise the impact of the risk - planned treatment. Step Risk identified Likelihood Impact Planned treatment 5.1 i.e. unable to find a suitable provide Possible Moderate Approach industry business networks for advice Step Details 5.2 Conflicts of interest Are any conflicts of interest (real or perceived) between you as an applicant, any other member of the organisation, any third party or employee of Te Puni Kōkiri? If yes, please state how any conflict of interests have been dealt with. Note: A common example of a conflict is (a Trustee/landowner) being involved in both decision-making and delivery.
Standard Operating Procedure – TPD Rotation Management (in accordance with Code of Practice) Background HEE is responsible for continuing to implement and improve compliance with the national Code of Practice (CoP). The CoP was implemented some time ago, but compliance was raised as an issue as part of the junior doctor contract negotiations (as a non-contractual matter).. The CoP has since been updated and approved by the BMA, NHS Employers and HEE, and the new version will be implemented in November 2016. This Standard Operating Procedure relates to the rotational aspect of the CoP. fortnight a ‘Rotation Tracker’ document is circulated to TPDs, HoS, HEE YH staff and LEPs which updates all stakeholders on the progress on rotations. In relation to the rotation circulation and communication to Local Educational Providers (LEPs) and trainee elements, the agreed timescales are as follows: 5 months prior to rotation date. The HEE Programme Support Team (PST) responsible for the relevant School/ Specialty will issue rotation requests to Training Programme Directors (TPDs). This request will include an establishment report confirming number of posts for each rotation, and the rotation template. The TPD is then responsible for producing the rotation. The rotation information must be supplied on the rotation template and information presented in any other format will not be accepted; this is because the format of the rotation has been agreed by HEE with local education providers, and complies with national audit requirements. If the information is provided by administrators outside of the HEE local office supporting the TPD, the TPD MUST be copied in, along with PST. The TPD should validate the establishment data and inform the PST of any amendments/queries. This must be provided on the rotation template. The number of trainees on the rotation must not exceed the number of posts on the establishment unless LTFT trainees are sharing a slot or there are supernumerary approved trainees Trainees who are on maternity or long term sick should not normally rotate. They must remain at the Trust where they were placed when their maternity leave started because of employer/financial responsibility. Trainees on maternity leave will remain in an established post as they have a right to return to work and a post must be available for them. Trainees can be rotated immediately upon returning from maternity leave.
Tobacco Ingredients For each of the tobacco ingredients defined by leaf cure method, leaf type and part type used in the product, the following variables must be completed. As defined in TPD, Art2, p.18 “ingredient tobacco, an additive, as well as any substance or element present in a finished tobacco product or related products, including paper, filter, ink, capsules and adhesives”. Item # Field Comments Data Type Cardinality Priority Values 57 Tobacco_Part_Type The type of tobacco part used. List Simple M 58 Tobacco_Part_Type_Other The name of the tobacco part type if “other”. Text (100) Simple M if the value of the tobacco part type is "other" 59 Tobacco_Leaf_Type The type of tobacco leaf used. List Simple M 60 Tobacco_Leaf_Type_Other The name or description of the tobacco leaf type if “other” or “unspecified”. Text (100) Simple M if the value of the tobacco leaf type is "other" 61 Tobacco_Leaf_Cure_Method The method used to cure the tobacco leaf. List Simple M 62 Tobacco_Leaf_Cure_Method_Other The name or description of the cure method used if “other”. Text (100) Simple M if the value of the tobacco leaf cure method type is "other" 63 Tobacco_Quantity The weight per product unit in mg. Decimal Simple M 64 Tobacco_Part_Description_File The general description of the manufactured part type in the recipe. The description must provide detailed information on the quantitative and qualitative composition of the manufactured tobacco. File Multiple M if the value of the tobacco part type is 3 or 4 3 – Manufactured – Reconstituted tobacco 4 – Manufactured – Expanded tobacco
99, 100, 101, 102, 104 102 Ingredient_CLP_STOT The ingredient classification with regards to its specific target organ toxicity based on Regulation (EC) No 1272/2008 (for the most relevant exposure type/organ combination). List Simple At least one the following must be populated if value of field 63 is "yes" : 92, 93, 94, 95, 96, 97, 98, 99, 100, 101, 102, 104 – 1 – 2 – 3 103 Ingredient_CLP_STOT_Description Reference to relevant exposure type(s) and to the specific organ(s) affected based on the above classification. Text (500) Simple O 104 Ingredient_CLP_Aspiration_Tox The ingredient Classification with regards to aspiration toxicity based on Regulation (EC) No 1272/2008. List Simple At one the following must be populated if value of field 63 is "yes" : 92, 93, 94, 95, 96, 97, 98, 99, 100, 101, 102, 104 – 1 105 Ingredient_Priority_Additive_Files The copies of the report(s) which shall include an executive summary, and a comprehensive overview compiling the available scientific literature on that additive and summarising internal data on the effects of the additive. File Multiple M if the of the "ingredient priority additive" field is "yes"
Week Length TERM 4 TPL topic Leading session 1 1hr * General Communication * Team meetings Sue M Supervisors 2 1.5hr 3 1.5hr 4 1hr 5 1.5hr 6 1.5hr 7 1.5hr 8 1hr 9 1.5hr 10 1hr
Application Review Process VDOT Applicants: Once applications are compiled from throughout the organization, VDOT chiefs will review them and select participants that best meet the goals of the program and provide a good representation of the department from a functional and geographic perspective. Private Sector and Local Government Applicants: TPMI leaders from the University of Virginia Center for Transportation Studies (UVA CTS) will evaluate each application when received. Those deemed qualified for the program will be informed within 2 weeks of receipt of application materials and then registered for the program. A maximum of 20 participants will be accepted from the private sector and local government. Transportation Project Management Institute (TPMI) Scholarships Employees of companies that are members of the Virginia Transportation Construction Alliance (VTCA) may be eligible for a tuition rebate of up to $500 per participant. For details contact Jeff Bragdon, Engineer Consultant Program Manager, VTCA, (804) 330-3312, Bragdon@VTCA.org To encourage government participation in the TPMI, VDOT is partnering with the UVA Center for Transportation Studies to offer four full scholarships to eligible local government staff. Local staff must first apply to UVA CTS by March 9 for eligibility determination, and state on their application that they wish to be considered for the VDOT scholarship. Applicants will be notified of scholarship awards the week of March 19. Scholarship evaluation criteria include local government size, locality participation in VDOT funded programs, and the applicant’s project management responsibilities. For more information on the TPMI, go to the UVA TPMI website at Additional questions regarding VDOT Scholarships may be referred to Penny Forrest – 804-786-9810 – penny.forrest@vdot.virginia.gov. VDOT Project Categories Category I Projects Low complexity and schedule risk