zilongwang/ReadingBank huggingface dataset:
Autumn Term Week Beginning Theme: Me, My Life and the Community Colour Number Shape Role Play Area: Home corner Celebrations/Events Week 1 Settling Week 2 Settling Week 3 My family and I Red 1 Circle Week 4 Where do I live Green 2 Square Week 5 All kinds of people Blue 3 Triangle Week 6 People who help us Reflect on all above Reflect on all above Reflect on all above Diwali Half Term Activities at Home Week Beginning Theme: Animals Colour Number Shape Role Play Area: Vets Celebrations/Events Week 1 Farm Pink 1 Circle Halloween Week 2 Zoo Yellow 2 Square Week 3 Woodland Orange 3 Triangle Week 4 Animals from cold countries Purple 1 Diamond Week 5 Pets Blue 2 Rectangle St Andrew’s Day Week 6 Reflect on all of the above Brown 3 Star Hanukkah Christmas Me, My life and My Community This theme is covered in the first half term of the new academic year. It is fundamental that this theme is covered in the first six weeks as it is essential for building children’s confidence as they explore new environments, relate to others and develop characteristics of effective learning. The children will learn about the codes of behaviour and expectations of the setting and they will develop their knowledge, self-esteem and increase their confidence, be able to discuss celebrations and experiences, learn about similarities and differences between themselves, others, families, faiths, culture and traditions. On the basis of this children will learn and begin to understand ways of life with which they are less acquainted. All these people who look different in many ways are part of our nursery and community, children of every cultural or ethnic background need to develop a secure and positive sense of their own identity. Children will be supported to learn positive attitudes and stereotypes they can challenge. Children will develop an understanding of how to keep themselves safe from others and encouraged to talk about ways to avoid harming or hurting others. A wide range of feelings will be talked about which will be supported with a story from sign for big feeling ideas will be discussed on what make people feel better when they are sad or angry.
Education, 28, AISECT, 28, Kota, Bilaspur, Chhattisgarh – 495113 7. To, The Secretary, Prabhat Jyotirmoyee College of Education, 532, 535, 536, 537/1019, 1020, Sale Deed, Abdarpur, Suri, Birbhum, West Bengal - 731103 19/01/2017 B.Ed. 89-37/2017 Appeal/8th Meeting, 2017 01/12/2016 01/05/2017 at 10:30 A.M. 8. To, The Secretary, Kandapasara Deshopran Teachers Training College, 203, College (Bastu), 203, Kandapasara, Chndipur, Midnapore, West Bengal - 721633 19/01/2017 B.Ed. 89-38/2017 Appeal/8th Meeting, 2017 01/10/2016 01/05/2017 at 10:30 A.M. 9. To, The Appellant, Baby Martin Public Degree College, Hardoi Road, Dubagga, Khasra No. 14/15, Mil., Baby Martin Public Society, Khasra No. 14/15 Mil., Begaria, Lucknow, Uttar Pradesh – 226101 20/01/2017 D.El.Ed. 89-41/2017 Appeal/8th Meeting, 2017 02/12/2016 01/05/2017 at 10:30 A.M. 10. To, The Manager, Institute of Teachers Training & Education, Maniram, Prayas, 127-B, Near Ganga Nagar Colony, Mirzapur, Pachperwa, Gorakhnath, Distt. – Gorakhpur, Sultanpur, Uttar Pradesh – 273001 20/01/2017 B.Ed. 89-42/2017 Appeal/8th Meeting, 2017 30/11/2016 01/05/2017 at 10:30 A.M. 11. To, The Chairman, Times College of Education, Professor Colony Damoh, Madhya Pradesh – 470661 20/01/2017 D.El.Ed. 89-43/2017 Appeal/8th Meeting, 2017 20/12/2016 01/05/2017 at 10:30 A.M.
50. To, The President, Apex College of Education, Plot No. 54-55, Village – Bidhaikhera, PO – Dangra Tohana, Fatehabad, Haryana – 125120 17/02/2017 M.Ed. 89-95/2017 Appeal/8th Meeting, 2017 02/12/2016 02/05/2017 at 1:30 P.M. 51. To, The Secretary, Kshudiram Bose College of Education, Plot No. 883, 913, Street No.-NH41, Village – Tajpur, PO – Rajarampur, Tehsil/Taluka – Mahishadal, Midnapore, West Bengal – 721628 17/02/2017 D.El.Ed. 89-96/2017 Appeal/8th Meeting, 2017 21/12/2016 02/05/2017 at 1:30 P.M. 52. To, The Secretary, Kshudiram Bose College of Education, Plot No. 883, 913, Street No.-NH41, Village – Tajpur, PO – Rajarampur, Tehsil/Taluka – Mahishadal, Midnapore, West Bengal – 721628 17/02/2017 B.Ed. 89-97/2017 Appeal/8th Meeting, 2017 21/12/2016 02/05/2017 at 1:30 P.M.
LSA Long Term Plan 2016-7: Y10 AUTUMN SPRING SUMMER 1: 1/9/16 - 21.10.16 2: 7/11/16 - 18/12/16 3: 3/1/17 - 10/2/17 4: 20/2/17 - 31/3/17 5: 18/4/17 - 26/5/17 6: 5/6/17 - 21/7/17 7 WEEKS 6.5 WEEKS 6 WEEKS 6 WEEKS 6 WEEKS 7 WEEKS Asst 1: 6.12.16 Asst 2: 7.3.17 Sum asst: 3.7.17 POETRY ANTHOLOGY: REVISION - LOVE (1 WEEEK) ‘A CHRISTMAS CAROL’ (6 WEEKS) NON-FICTION WRITING: REVIEW (1 WEEKS UNSEEN POETRY (3 WEEKS) STORY (3 WEEKS) EXAM PRACTICE (2 WEEKS) POETRY ANTHOLOGY: CONFLICT (3 WEEKS) NON-FICTION WRITING: REPORT (1 WEEK) NON-FICTION WRITING: INFORMAL LETTERS (1WEEK) NON-FICTION COMP: Food waste Nurses Prisons (4 WEEKS) ‘MACBETH’ REVISION (3 WEEKS) REVISION: ‘A CHRISTMAS CAROL’ (2 WEEKS) ‘AN INSPECTOR CALLS’ OR ‘LORD OF THE FLIES’ NON-FICTION WRITING: SPEECH/RADIO PHONE-IN (2 WEEKS) NON-FICTION WRITING: LEAFLET (1 WEEK) PRACTICE PIECE PRACTICE PIECE PRACTICE PIECE PRACTICE PIECE PRACTICE PIECE EXAMS LETTER TO FRIEND JOINING ARMY HOW IS THE THEME OF POVERTY PRESENTED? REVIEW UNSEEN POETRY RESPONSE PERSUASIVE LEAFLET ACC: DISCUSS HOW A CHARACTER CHANGES ASSESSMENT ASSESSMENT ASSESSMENT PRACTICE PIECE EXAMS POETRY ANTHOLOGY: COMPARE ‘DULCE’ WITH ‘MANHUNT’ HOW IS THE THEME OF FAMILY PRESENTED? PRACTICE COMPREHENSION HOW IS A CHARACTER PRESENTED IN THE PLAY? LEAFLET Paragraphs Apostrophes/its & it’s Commas & c/s Speechmarks Colons & semicolons Inverted commas Capital letters/full-stops Homophones Varying vocab Plural endings alot/aswell/infact etc Dirty 30
6.) What is the purpose of the Patriot Act? 7.) What are the goals of the Department of Homeland Security? Afghanistan and Iraq 8.) Who is considered the enemy of the United States in Afghanistan? 9.) Who was defeated in Iraq? 10.) What Iraqi leader was captured and executed? 11.) Name the terrorist groups that are being fought in Afghanistan and the Middle East: 12.) Why did the United States invade Iraq?
Link Textual Evidence Speaker Role Source Analysis: Supporting Point 2 Visual Evidence Archive Year Link Textual Evidence Speaker Role Source Analysis: Supporting Point 3 Visual Evidence Archive Year Link Textual Evidence Speaker Role Source Transition Sentence (SPICE Type) Change 1 Topic Sentence Analysis: Supporting Point 1 Visual Evidence Archive Year Link Textual Evidence Speaker Role Source
Replace with above photo 1. In About page, replace with following: Dr. Arun Kumar received the B.Tech, M.Tech and PhD degrees in Electrical Engineering from IIT Kanpur in 1988, 1990 and 1995 respectively. He was a Visiting Researcher at the ECE Department, University of California, Santa Barbara, from 1994 to 1996. Since December 1996, he has been with the Centre for Applied Research in Electronics (CARE), IIT Delhi, where he is currently a Professor. He was Head of CARE from April 2012 to August 2016. He was also Head of the Instrument Design and Development Centre of IIT Delhi from May 2015 to August 2016. Dr. Arun Kumar’s research interests span the areas of digital signal processing, underwater and air acoustics, speech processing for human and machine communication, and multi-sensor data fusion for mobile and wearable devices. He is an Inventor on 4 US Patents (2 granted and 2 applications published). He has published over 100 papers in refereed journals and conferences, and has supervised 50 funded R&D projects from government organizations and Indian and foreign industries. These have led to about 20 Technology/Knowhow transfers to industry and government organizations. Many technologies developed by him are deployed in the field and are in practical use. He is an Editor of the IETE Journal of Research since 2009, and a Member of the Executive Committee of the India Chapter of IEEE Oceanic Engineering Society. Courses Offered 1. Architectures and Algorithms for DSP Systems. 2. Human and Machine Speech Communication. 3. Sensor Array Signal Processing. 4. Statistical Signal Processing. 2. Replace Research Interest page by the following (also update on faculty page): Research Interest
11.0 References 1. Department of Psychology, “Department of Psychology,” Psychology: Diversity. [Online]. Available: https://www.psychology.iastate.edu/diversity/. [Accessed: 2. Department of Psychology, “Department of Psychology,” Diversity and Inclusivity in Psychology - Department of Psychology. [Online]. Available: http://psych.la.psu.edu/diversity. [Accessed: 19-Mar-2018]. 3. Google, “Gmail,” Gmail. [Online]. Available: gmail.com. [Accessed: 20-Mar-2018]. 4. Stephens, Robert, et al. “InclusiveVT Inclusion and Diversity Strategic Planning Guide.” InclusiveVT Inclusion and Diversity Strategic Planning Guide, 9 June 2017. 5. School of Neuroscience, “Home,” School of Neuroscience. [Online]. Available: https://neuroscience.vt.edu/. [Accessed: 19-Mar-2018]. 6. U.S. Department of Health & Human Services, “Heuristic Evaluations and Expert Reviews,” Usability.gov. [Online]. Available: [Accessed: 30-Apr-2018]. 7. Virginia Tech, “The Virginia Tech Brand,” Virginia Tech. [Online]. Available: vt.edu/brand.html. 8. Virginia Tech, “Welcome to Ensemble,” Virginia Tech. [Online]. Available: ensemble.cms.vt.edu/. 9. Virginia Tech 4Help, “Web Hosting,” Virginia Tech 4Help. [Online]. Available: [Accessed: 23-Mar-2018]. 10. VT Psychology Department, “Diversity & Inclusion,” Diversity & Inclusion. [Online]. Available: https://www.diversity.psyc.vt.edu/. [Accessed: 30-Apr-2018]. 11. WordPress, “Choose your WordPress.com flavor,” WordPress.com. [Online]. Available: https://wordpress.com/pricing/. [Accessed: 19-Mar-2018]. 12. WordPress, “Download WordPress,” WordPress.org. [Online]. Available: https://wordpress.org/download/. [Accessed 23-Mar-2018].
SUB-COUNTY MERIT LIST – (Separate lists for mate and female applicants) (MALE/FEMALE) Please Tick COUNTY………………………………. SUB-COUNTY……………………………… NAME/TSC NO DATE OF APPOINTMENT BY TSC AREA OF INTEREST E.G. (VI,HI,PH,MH ETC) SCORE AWARDED ACADEMIC PROFESSIONAL QUALIFICA TIONS SNE EXPERIENCE LENGTH OF TEACHING ACTIVITES COMMUNITY INVOLVEMENT RESPONSIBLITIES TOTAL SCORE
Foreign Citizens and Corresponding Challenges for Program Directors and Coordinators in General Surgery Residency Programs. Workshop Presentation. Association for Program Directors in Surgery. Boston, MA, 2011. Datta J, French D, Rowe S, Tarpley JL, Terhune K. Addressing Visa Related Issues for Foreign Citizens and Corresponding Challenges for Coordinators in General Surgery Residency Programs. Breakout Workshop Presentation. Association of Residency Coordinators in Surgery. San Diego, CA, 2012. Shelton J, Murphy A, Sexton K, Snyder R, Koller F, Terhune K. Residents as Teachers? Get Serious. Workshop Presentation. Association for Program Directors in Surgery. San Diego, CA, 2012. Snyder RA, Phillips SE, Terhune KP. Impact of a Pediatric Surgery Fellowship on General Surgery Resident Operative Volume. Association for Program Directors in Surgery. San Diego, CA, 2012. Terhune KP, Westrup J, Thatigotla B, Clements RH. The Internal Hernia: Diagnosis and Management after Roux-en-Y Gastric Bypass. Video Presentation. Southeastern Surgical Congress. Birmingham, AL, 2012. Tarpley MJ, Tarpley JL, Hansen E, Terhune KP, Murphy A. Lessons Learned from the First Cohort of an International Surgery Elective: Nuts and Bolts of Sending Residents and Bringing ‘em Back. Workshop Presentation. Association for Program Directors in Surgery. Orlando, FL, 2013. Invited Presentations/Panel Member/Moderator at National Scientific Meetings: What an Applicant Should Look for in a Residency Program. American College of Surgeons. Washington, DC, 2010. Pregnancy in Residency. American College of Surgeons. Washington, DC, 2010. A Resident’s Perspective on Simulation. Association of Program Directors in Surgery. Boston, MA, 2011. Moderator, Association for Surgical Education paper session. Boston, MA, 2011. Multidisciplinary Clinical Orientation: Using Simulation to Usher in July 1st, Association of Coordinators in Surgery. Boston, MA, 2011. “Why Do Senior Residents Quit?” in Vacancy at the Upper Levels: Attrition of Senior Residents, Panel Discussion at Association of Program Directors in Surgery. San Diego, CA, 2012. Social Media and Surgery, Medical Student Session, American College of Surgeons. Chicago, IL, 2012.
AWARDS 2013 – 2015 Postdoctoral Fellowship, University of Michigan, School of Kinesiology, Funded by the U.S. Office of Special Education Programs (OSEP) Leadership Training Grant 2013 North American Society for the Psychology of Sport and Physical Activity, Graduate Student Dissertation Research Grant. 2012 - 2013 Auburn University Biggio Center Preparing Future Faculty Program Fellow 2012 - 2013 Graduate Teaching Assistant Fellowship for Auburn University, Department of Kinesiology 2011 - 2013 Doctoral Research Fellowship for Auburn University, Department of Kinesiology 2012 Pi Lambda Theta: International Honor Society and Professional Association in Education 2009 - 2010 Graduate Research Fellowship for Auburn University, Department of Kinesiology RESEARCH REFEREED PUBLICATIONS Robinson, L.E., Irwin, J.M., Palmer, K.K., Webster, E.K., Dennis, A.L., Brock, S.J., & Rudisill, M.E. (In press). Effect of multimedia demonstration on motor skill performance in children. Journal of Motor Learning and Development. Logan, S.W.†, Webster, E.K.†, Getchell, N., Pfeiffer, K., & Robinson, L.E. (In press). The relationship between motor competence and physical activity engagement in childhood: A systematic review. Kinesiology Reviews. †indicates dual first authorship Logan, S.W., Robinson, L.E., Webster, E.K., & Rudisill, M.E. (In press). The influence of instructional climates on time spent in management tasks and physical activity of 2nd grade students during physical education. European Physical Education Review. Barnett, L.E., Robinson, L.E., Webster, E.K., & Ridgers, N. (In press). Reliability of the Perceived Movement Skill Competence Instrument in two diverse samples in young children. Journal of Physical Activity & Health. doi: http://dx.doi.org/10.1123/jpah.2014-0141
Responsible for all laboratory sessions corresponding with the Motor Learning and Performance course taught by Dr. Matt Miller. Responsible for conducting lab sessions and grading lab assignments (N = 25). PHED 1200 Cardiorespiratory endurance: Walking Summer 2013 Primary instructor (N = 10) KINE 4623 Exercise and Sport Psychology Spring 2013 Primary instructor for professional distance education course (N = 40). KINE 3650 Motor Learning and Performance Laboratory Spring 2013 Responsible for all laboratory sessions corresponding with the Motor Learning and Performance course taught by Dr. Mark Fischman. Responsible for conducting lab sessions and grading lab assignments (N = 75). KINE 4623 Exercise and Sport Psychology Fall 2012 Primary instructor for professional distance education course (N = 30). KINE 3650 Motor Learning and Performance Laboratory Fall 2012 Responsible for all laboratory sessions corresponding with the Motor Learning and Performance course taught by Dr. Mark Fischman. Responsible for conducting lab sessions and grading lab assignments (N = 60). KINE 1103 IL 2 Wellness Summer 2012 Online teaching assistant responsible for grading all assignments, communicating with students and grade submissions for distance education course (N = 30). HONORS & AWARDS University Awards 2017 Fulbright Specialist Program Scholar (Visiting Scholar to Pedagogická fakulta Univerzity Palackého) 2013 - 2015 Postdoctoral Research Fellowship, University of Michigan, School of Kinesiology, Funded by the U.S. Office of Special Education Programs (OSEP) Leadership Training Grant 2012 - 2013 Auburn University Biggio Center Preparing Future Faculty Program Fellow 2012 - 2013 Graduate Teaching Assistant Fellowship for Auburn University, Department of Kinesiology 2011 - 2013 Doctoral Research Fellowship for Auburn University, Department of Kinesiology 2012 Pi Lambda Theta: International Honor Society in Education 2009 - 2010 Graduate Research Fellowship for Auburn University, Department of Kinesiology Certifications
creature’s lifeless body had been ugly, but once life had been infused and the creature began to move the image completely changed. Lifeless, the creature poses no threat. Now that he has been given life, the creature threatens to upset society. The creature is now something that is “such as even Dante could not have conceived”. This is of course referring to Dante Alighieri’s Inferno. In Inferno, Dante travels through the levels of hell and encounters numerous monsters and horrors. Yet Victor is saying that even Dante, who can conceive all of these monstrous things, could not have envisioned the creature. That is an extreme jump from merely being “ugly” just a moment before. It is the fact that the creature is now alive that is so horrifying. The creature is so horrifying because there is no other being similar to him. People are unequipped to deal with the sight of the creature. Victor made the creature, he is not something naturally occurring in nature. Therefore people cannot deal with him naturally. The reaction is to reject what one is seeing, because it should not exist. People have a visual prejudice against him; they assume he is a monster because he is ugly. People relate to each other due to having things in common, but visually the creature cannot relate to humans. There is no other being like him, so the creature cannot start his own community in which to exist. He is forced to look for one to assimilate into. But the humans are unwilling to accept something that looks the way he does physically. Maureen McLane, in her essay Literate Species: Populations, "Humanities," and Frankenstein, writes that As both Foucault and Frangois Jacob note, species was defined in this era according to the persistence of the visible structure. For the creature, to be
Works Cited Brooks, Peter. "Godlike Science/Unhallowed Arts: Language and Monstrosity in Frankenstein." New Literary History 9.3 (1978): 591-605. JSTOR. Web. Gigante, Denise. "Facing the Ugly: The Case of Frankenstein." Elh 67.2 (2000): 565-87. JSTOR. Web. McLane, Maureen Noelle. "Literate Species: Populations, "Humanities," and Frankenstein." Elh 63.4 (1996): 959-88. JSTOR. Web. Reese, Diana. "A Troubled Legacy: Mary Shelley's "Frankenstein" and the Inheritance of Human Rights." Representations 96.1 (2006): 48-72. JSTOR. Web. Shelley, Mary Wollstonecraft. Frankenstein, Or, The Modern Prometheus. London: Penguin, 2003. Print.
Web synergies Campus drive on 12th February 2016 Dear All, Greetings from Aditya's Placement Division!!! We are happy to inform that Web Synergies (india) Pvt Ltd are visiting for Campus Recruitment on 12th February 2016 for B.Tech (ECE,EEE,CSE,IT) & MCA &MBA / PGDM (HR) students.Please find the attachment of eligible list and request you to inform to all eligible students. Company Name: Web Synergies (India) Pvt Ltd. Eligibility: Degree: B.Tech / BE (CS, IT, ECE, EEE) , MCA & MBA / PGDM (HR) Marks %: 65% and above throughout academics without backlogs / gaps in education. Emoluments including salary & other perks: 2.0 to 3.0 LPA. Professional Commitment: 3 years On-job training – 2 -3 months Selection Process: a) Written test for 60 Marks – Objective question paper (Analytical, logical, communication skills, and C programming) b) Group Discussion. c) Personal Interview – Technical & HR Job Location: Hyderabad
Approvals Once submitted by the employee, timesheets will be available for review by the Approver. The option to “Review Pending Timesheets” allows the Approver to view all timesheets submitted by the temporary employees assigned to that Approver. By clicking on the blue User ID field shown above, it allows the Approver to view the time submission in greater detail. The Approver can do one of four things with each submitted timesheet: Approve – Reviewing a timesheet entry and then selecting the ‘Approve’ button acknowledges that the time entered is correct and ready to be paid. Once approved, it is submitted to the JFC Payroll department and is no longer available in the timesheet approval window. Reject – Reviewing a timesheet then selecting the ‘Reject’ button will change the status of the timesheet from submitted to open. Approvers reject timesheets if they are not satisfied with one or more of the timesheet details. When rejecting a timesheet, the Approver is prompted to enter a reason so that the temporary employee has an indication as to why the timesheet was rejected. This is highly recommended to ensure quick and accurate payment to employees. Once rejected, email notification will be sent back to the employee letting them know they need to correct the error and resubmit for approval. When the employee resubmits the timecard the approval process begins again. Timecards will not be sent to Payroll for processing until an approved status is achieved. Close – Allows the Approver to exit out of the window without approving or rejecting any timesheet data. Approval History – This window allows the Approver to view information about each timesheet whenever the status of that timesheet changes. It is also possible to search for specific timesheets no matter when they were submitted or what their current status is. Simply select “Search for timesheets” from the left toolbar and enter your search criteria.
Elaine Harman - TVHS – October 23-27, 2017 Monday Tuesday Wednesday Thursday Friday Web Design/ Journalism 2nd Block Upload pictures taken this weekend from events Work on yearbook pages Work on TVHS Website Call for business ads Bill for business ads Upload pictures taken this weekend from events Work on yearbook pages Work on TVHS Website *Work on Balfour online to complete yearbook pages *upload event pictures *Prepare & send invoices Discuss timeline for sales event *Work on Balfour online to complete yearbook pages *upload event pictures *Prepare & send invoices Schedule a sales campaign for the yearbook Discuss/plan advertising Discuss/plan ad sales campaign CIS/ACIS 3rd Block Objectives: 79-97 Work on Gmetrix Work on Website Assignments Work on Alison ABC IT course Quiz SAT/IT Vocabulary Objectives: 79-97 Work on Gmetrix Work on Website Assignments Work on Alison ABC IT course Quiz SAT/IT Vocabulary Objectives: 79-97 Test on Certiport Work on Alison ABC IT Course Work on Gmetrix Quia.com Vocabulary Rags to Riches Objectives: 79-97 Test on Certiport Work on Alison ABC IT Course Work on Gmetrix Quia.com Vocabulary Rags to Riches Objectives: 79-97 Test on Certiport Work on Alison ABC IT Course Work on Gmetrix Quia.com Vocabulary Rags to Riches Keyboarding Grade 8 4th Block Objectives: 44-45 Typing Test Complete assignments from Grade 8 Website Alison Course Assignment Objectives: 44-45 Typing Web Assignment Timed Typing Test via Typing Web Introduction:Alison Course Introduction: Quizlet Vocabulary Review Objectives: 44-45 Complete assignments from Grade 8 Website Alison Course Assignment Quizzlet Vocab Review Objectives: 44-45 Typing Web Assignments Complete assignments from Grade 8 Website Vocabulary Test Quia Objectives: 44-45 Typing Web Timed Test Typing Web Assignment Alison Course Quizzlet Vocabulary Review
The screenshot shows how documents will appear for creditors on the portal. Note: If specific access is configured to a document, only those specific recipients will be able to view the documents. If you want to change user access to a document, you first need to “take down” the document from the portal. Taking down a document from the portal To take down a document or a message: Navigate to the “Messages and Publishing” tab. Filter the Messages and Publishing list by Messages - Sent Click Take Down Click “OK” to confirm The document is now removed from the portal The document is now taken down from the portal Web Users and Counterparty access by an alternative user In normal circumstances the Counterparty Email will determine the admin user for the creditors’ portal. If you want to add a different user to access the counterparty record then you can set the Contact Person for Correspondence. The contacts email will be set to the admin user. Adding a different admin user for a creditor claim (not using the counterparty email) To add an addition recipient for the creditor: Open the creditor record Click Additional Recipients Select a contact Enter the user details for a contact Make sure ‘Send notices via email’ is ticked The creditor should require uploading to the web. Upload the creditor
Use Actual Fuel Weight 3-3 Use Actual Weight for Cargo 3-3 Use Aircraft Weight and Balance Records 3-3 V VA Approved Aircraft 9-2 VA Approved Courses 9-2 VA Disenrollment 9-2 VA Eligibility 9-1 VA Enrollment 9-1 VA Graduation 9-2 VA Medical Requirements 9-1 VA Monthly 9-1 VA Monthly/Quarterly Training Requirements 9-2 VA Passengers 9-2 Vehicle Parking 1-7 Violations and Penalties 1-3 W Weather for FCF’s 6-6 Weather minimums 3-1 Weather Minimums 4-1 Weather Recall 3-10 Weather Recall/Severe Weather 3-10 Weight and Balance 3-2 Weight and Balance by Scale Weighing 3-3 When to Notify the National Transportation Safety Board (NTSB) 5-2 Winter Engine Care (October – April) 3-8 Winter Parking Outside of Hangar (October – April) 3-8 Without Proper Authorization 6-3 Written Tests 2-2
Table 1: Review Outcomes by State 1 October 2013 to 31 December 2013 ACFI Review Statistics by State: 1 October 2013 to 31 December 2013 STATE DOWNGRADED UNCHANGED UPGRADED Total No. of Services Reviews % Reviews % Reviews % NSW/ACT 381 17.6 1,743 80.7 36 1.7 2,160 150 VIC 314 21.0 1165 78.0 15 1.0 1,494 120 QLD 108 14.0 654 84.5 12 1.6 774 55 WA 46 17.6 208 79.7 7 2.7 261 18 SA/NT 99 19.7 392 78.1 11 2.2 502 37 TAS 135 56.5 104 43.5 0 0.0 239 18 Total 1,083 19.9 4,266 78.6 81 1.5 5,430 398 Table 2: Review Outcomes by Question 1 October 2013 to 31 December 2013 ACFI Reviews on Questions: 1 October 2013 to 31 December 2013 ACFI Questions DOWNGRADED UNCHANGED UPGRADED Total Reviews Reviews % Reviews % Reviews % 01 - Nutrition 246 5 5,124 94 60 1 02 - Mobility 321 6 5,073 93 36 1 03 - Personal Hygiene 234 4 5,182 95 14 0 04 - Toileting 230 4 5,173 95 27 0 05 - Continence 147 3 5,236 96 47 1 06 - Cognitive Skills 51 1 5,359 99 20 0 5,430 07 - Wandering 86 2 5,313 98 31 1 08 - Verbal Behaviour 205 4 5,173 95 52 1 09 - Physical Behaviour 308 6 5,077 93 45 1 10 - Depression 96 2 5,280 97 54 1 11 - Medication 182 3 5,207 96 41 1 12 - Complex Health Care 646 12 4,749 87 35 1
Table 1: Review Outcomes by State 1 January 2014 to 31 March 2014 ACFI Review Statistics by State: 1 January 2014 to 31 March 2014 STATE DOWNGRADED UNCHANGED UPGRADED Total No. of Services Reviews % Reviews % Reviews % NSW/ACT 224 16.0 1,143 81.7 32 2.3 1,399 102 VIC 189 17.1 902 81.6 15 1.4 1,106 88 QLD 49 7.1 628 91.5 9 1.3 686 52 WA 93 19.4 387 80.6 0 0.0 480 38 SA/NT 59 20.1 223 75.8 12 4.1 294 20 TAS 16 21.9 57 78.1 0 0.0 73 5 Total 630 15.6 3,340 82.7 68 1.7 4,038 305 Table 2: Review Outcomes by Question 1 January 2014 to 31 March 2014 ACFI Reviews on Questions: 1 January 2014 to 31 March 2014 ACFI Questions DOWNGRADED UNCHANGED UPGRADED Total Reviews Reviews % Reviews % Reviews % 01 - Nutrition 117 3 3,852 95 69 2 4,038 02 - Mobility 177 4 3,842 95 19 0 03 - Personal Hygiene 100 2 3,913 97 25 1 04 - Toileting 95 2 3,920 97 23 1 05 - Continence 89 2 3,909 97 40 1 06 - Cognitive Skills 43 1 3,972 98 23 1 07 - Wandering 92 2 3,914 97 32 1 08 - Verbal Behaviour 118 3 3,879 96 41 1 09 - Physical Behaviour 179 4 3,823 95 36 1 10 - Depression 69 2 3,919 97 50 1 11 - Medication 154 4 3,839 95 45 1 12 - Complex Health Care 358 9 3,650 90 30 1
Table 3: National and State Breakdown of ACFI Question Review Results 1 July 2013 to 30 September 2013 ACFI Questions NSW + ACT VIC QLD WA SA + NT TAS Australia 2,571 1,017 968 576 372 82 5,586 Up Down Up Down Up Down Up Down Up Down Up Down Up Down 1. Nutrition 1% 4% 2% 5% 1% 5% 2% 2% 2% 7% 0 0 2% 4% 2. Mobility 0% 6% 1% 5% 1% 2% 1% 2% 1% 6% 2% 1% 1% 5% 3. Personal Hygiene 1% 4% 0% 2% 0% 5% 0% 1% 1% 7% 0 2% 0% 4% 4. Toileting 0% 4% 1% 3% 1% 4% 1% 2% 1% 9% 0 2% 1% 4% 5. Continence 0% 3% 2% 3% 2% 2% 2% 1% 0% 5% 0 1% 1% 3% 6. Cognitive Skills 1% 2% 0% 0% 1% 1% 0 1% 1% 1% 0 0 1% 1% 7. Wandering 0% 3% 1% 2% 1% 4% 1% 2% 1% 2% 1% 0 1% 2% 8. Verbal Behaviour 1% 2% 1% 4% 0% 4% 1% 1% 1% 5% 1% 4% 1% 3% 9. Physical Behaviour 1% 5% 1% 5% 1% 5% 1% 3% 1% 5% 1% 13% 1% 5% 10. Depression 1% 2% 1% 3% 0% 2% 2% 2% 1% 2% 0 0 1% 2% 11. Medication 1% 3% 0% 3% 1% 4% 1% 4% 1% 7% 1% 2% 1% 4% 12. Complex Health Care 0% 10% 1% 10% 1% 10% 1% 13% 1% 16% 4% 18% 1% 11%
Alcohol Quiz: Total:____________ Short Term Effects 1. 2. 3. 4. 5. 6. List two interesting facts that you learned from the quiz 1. 2. Short Term Discussion List 6 Long Term Effects 1. 2. 3. 4. 5. 6. Myths Vs. Facts: List one Interactive fact about each major organ: 1. 2. 3. 4. 5. 6. 7. 8. Examples of how to avoid drinking: Define BAC: Places to get help: Summarized Story: Play It Write It Talk It
Logistics Management Plans Development Plans Maintenance Mobility Deployments War Reserve Materiel Support Agreement Transportation Systems Supply Systems Chemical Warfare Training Requirements Determination Special Studies and Analysis F-15/RC-135 Experience Conference Planning Facility Management Red Flag Education and Training Stress Management (non-medical) Time Management Customer Service Professional Development Leadership Training Employee Career Development Assessments/Surveys Enrichment/Enhancement Career Broadening Career Ladder Challenge Preparation Financial Management Resource Advisory Budget Development/Submission Expenditure Tracking Financial Training Credit Card Maintenance Briefings (Monthly/QTR) Additional Capabilities: Staffing Solutions Information Technology Counterintelligence Homeland Security Medical Logistics Others Business Process Reengineering Management Consulting Business Training Special Studies Program Management Project Management Requirement Determination Reorganization Process Improvements Business Development Strategic Planning Business Management Management Development Training _____________________________________________________ We have access to numerous vehicles. Please contact us for specific information. ___________________________________
The Commission set up the East StratCom Task Force in 2015 to counter internal and external disinformation threats. The EESC encourages the Commission to be more proactive in communicating the results of the work of the StratCom Task Force to the general public (for example, by promoting its website) and to increase its budget. Key outstanding issues However, a number of important issues remain unaddressed, as the Commission document does not mention possible actions to ensure the fundamental right of citizens to qualitative and reliable information, for example: support schemes for traditional media; establishing public-private partnerships willing to create paid but safe online platforms; creating more transparency around and possibly monitoring the algorithms behind the online systems; breaking apart online monopolies to restore a level playing field for fair competition. The EU should therefore continue to assess the impact of disinformation in Europe and monitor Europeans' resilience to disinformation in future Eurobarometer surveys.
Note: - Only those households can be send to scrutiny whose status is either “Draft” or “For Verification at Supervisor Level” Supervisor can view the data of ‘Urban’ area which has been filled by enumerator through the application, by selecting radio button ‘Urban’ which is available on top of the screen Click on Urban radio button, following screen will appear: Note: Rest of functionality of urban section is same as of rural section. Block- III Click on Block- III, respective screen will open for rural as shown in below screen and Block III data after synchronisation through application will be displayed here. Supervisor can only view the data. To view the Urban data, click on Urban radio button. Finalized Village/ward profile Here list of finalized Household will be displayed: Note: - Only Supervisor has access to finalize the data. To view the Urban data, click on Urban radio button. Enumerator Enter login credentials of enumerator on login screen, Enumerator Dashboard screen will display
YK 13/14 -AR-12 FACULTY OF ARCHITECTURE,DESIGN AND FINE ARTS BOARD DECISIONS Meeting Date: 17 April 2014 Meeting Participants: Assist.Prof.Dr.Hossein Sadri (Acting Dean) Assist.Prof. Dr. Senem Zeybekoğlu Sadri (Head of the Department of Interior Design) Assist.Prof.Dr.Shahin Keynoush (Head of the Department of Architecture) Assist.Prof.Dr.Mehmet Adil (Head of the Department of Painting) Sibel Kemal Uzun ( Acting Head of the Department of Graphic Design) The Board has been decided as follows: Decision No: YK 13/14 -AR-12/01 Below listed Spring 2014 semester mid-term make-up applications due to financial problems will be approved by the Faculty Bord if they clear their financial problems. Student No Course Code Course Name Lecturer Decision 121501178 ARC132 Statics & Strength of Materials Necip S. Canarslanoğlu On the condition of clearing money problem 050306001 IDES461 Interior Design Studio V Kim Bennett On the condition of clearing money problem IDES466 Professional Practice Kim Bennett On the condition of clearing money problem 070303060 ARCH461 Architectural Studio Erdaş Kuruç On the condition of clearing money problem ARCH403 Graduation Research Hassina Nafa On the condition of clearing money problem ARCH472 Ethics & Esthetics Hossein Sadri On the condition of clearing money problem 110303009 EGL102 Dev. Of Writing Skills Ayşe Şat On the condition of clearing money problem ARCH122 Building Technology Aslıhan Aldış On the condition of clearing money problem 090303116 ARCH236 Statics & Strength of Materials Necip S. Canarslanoğlu On the condition of clearing money problem ARCH222 Autocad II Fodei Conteh On the condition of clearing money problem
Approval to share information By submitting this application I give approval for this application, and any information relating to it to be shared by South Australian Animal Ethics Committees and the Animal Welfare Unit within the Department for Environment and Water for the purposes of administration, approval and monitoring. Yes Declaration of interest Is there any actual or potential interest, including financial interest or other relationship or affiliation by any research/team member involved in the project that may affect judgements and decision regarding the wellbeing of the animals involved? See Australian code for the care and use of animals for scientific purposes (the Code) Clause 2.7.4 [xxi] Yes No If yes, outline the potential and any steps to be taken to ensure the ethical integrity of the project. Primary applicant Reminder: All Honours/Masters and PhD studies must be approved by an AEC. The applicant must be the degree candidate supervisor. Name (include title) Applicant's institution and department Contact details (including After Hours) Email Phone Mobile Correspondence to Co-applicant/s If semi-permanent pitfall traps are to remain in the ground after the expiry of this approval please nominate the landholder or a company representative who will be responsible for routine checks and maintenance of these traps between survey events. Name (include title) Institution and department Contact details (including After Hours) Email Phone Mobile
The reason this Scenario set “dup” as 1000 pu is from our initial estimate how much ΔMW/(ΔHz/s) is needed from BESS to recover frequency. As we know “dup” represents the required MW change per frequency change in second, it is basically the slope of in pu/(pu/s). Figure 1.1 shows that without BESS, frequency dropped from 60Hz to 59.45Hz in 9s(10s-1s), so dup should be But “dup” must be in per unit whose MW base is BESS Rating 20MW and frequency base is 60Hz, so above equation became This is why this Scenario set “dup” as 1000 pu. The outputs of BESS’s MW and Ipcmd show real power quickly responds to help frequency recover. But the outputs of BESS’s MVar and Iqcomd don’t increase too much due to P high priority, not Q high priority set up in REEC_C to support frequency recover. If the high priority is Q, MVar and Iqcomd of BESS will increase more. The SOC output shows decreases due to BESS’s comsumption to provide power support. Figure 1.1 System Frequency with no BESS, Scenario No.1: Gen Drop Figure 1.2 System Frequency with BESS and Its “Dup” = 1000, Scenario No.1: Gen Drop Figure 1.3 BESS’s MW Output with BESS in Service and Its “Dup” = 1000, Scenario No.1: Gen Drop Figure 1.4 BESS’s MVar Output with BESS in Service and Its “Dup” = 1000, Scenario No.1: Gen Drop Figure 1.5 Bus Voltages with BESS in Service and Its “Dup” = 1000, Scenario No.1: Gen Drop Figure 1.6 BESS’s Iqcmd and Ipcmd with BESS in Service and Its “Dup” = 1000, Scenario No.1: Gen Drop
Rating MVA 2 Summer Emergency Branch Rating (MVA) Line rating required Rating MVA 2 > 0 Rating MVA 3 Winter Normal Branch Rating (MVA) Rating MVA 4 Winter Emergency Branch Rating (MVA) Rating MVA 5 Fall Normal Branch Rating (MVA) Rating MVA 6 Fall Emergency Branch Rating (MVA) Rating MVA 7 Spring Normal Branch Rating (MVA) Rating MVA 8 Spring Emergency Branch Rating (MVA) From Loss Assign. Loss factor (0.0 - 1.0) used to assign losses 1.0 = 100% loss assigned to FROM end of AC Transmission Line 0.0 = 100% loss assigned to “TO” end of AC Transmission Line Area AC Transmission Line Area location Refer to “” for designated Area Zone Transmission Line Zone location Refer to “” for designated ranges of Zones used by area Ohms Ohmic data flag 0 = impedances in pu 1 = impedances in ohms
Rating 2 Summer Emergency Branch Rating (MVA) (primary winding for 3-winding xfmr) Transformer rating required. Rating MVA 2 > 0 Rating 3 Winter Normal Branch Rating (MVA) (primary winding for 3-winding xfmr) Rating 4 Winter Emergency Branch Rating (MVA) (primary winding for 3-winding xfmr) Rating 5 Fall Normal Branch Rating (MVA) (primary winding for 3-winding xfmr) Rating 6 Fall Emergency Branch Rating (MVA) (primary winding for 3-winding xfmr) Rating 7 Spring Normal Branch Rating (MVA) (primary winding for 3-winding xfmr) Rating 8 Spring Emergency Branch Rating (MVA) (primary winding for 3-winding xfmr) TO Winding Rating MVA 1 Ratings – secondary winding for 3-winding xfmr TO Winding Rating MVA 2 Ratings – secondary winding for 3-winding xfmr TO Winding Rating MVA 3 Ratings – secondary winding for 3-winding xfmr Tert Wind. Rating MVA 1 Ratings – tertiary winding for 3-winding xfmr Tert Wind. Rating MVA 2 Ratings – tertiary winding for 3-winding xfmr
Southern California Region Area Number Range 20 – 29 Zone Number Range 200 – 299 2000 – 2999 Bus Number Range 20,000 – 29,999 94,000 – 95,999 200,000 – 299,999 Member System Bus Range Area No. Zone Range Area Name Member System 20 200 – 209 2000 - 2099 Mexico – CFE CFE 20,000 – 20,999 200,000 – 209,999 21 210 – 219 2100 – 2199 Imperial, CA IID 21,000 – 21,999 210,000 – 219,999 22 220 – 239 2200 – 2399 San Diego SDGE 22,000 – 22,999 220,000 – 229,999 Others 23,000 – 23,999 230,000 – 239,999 24 240 – 259 2400 – 2599 So Calif SCE 24,000 – 24,999 240,000 – 249,999 940 – 959 9400 – 9599 94,000 – 95,999 29,000 – 29,999 290,000 – 299,999 CDWR, MWD, Others 25,000 – 25,999 250,000 – 259,999 26 260 – 299 2600 – 2999 LADWP LDWP 26,000 – 26,999 260,000 – 269,999 BURB, GLEN 27,000 – 27,999 270,000 – 279,999 Others 28,000 – 28,999 280,000 – 289,999 Northern California Region Area Number Range 30 – 39 Zone Number Range 300 – 399 3000 – 3999 Bus Number Range 30,000 – 39,999 300,000 – 399,999 Member System Bus Range Area No. Zone Range Area Name Member System 30 300 – 399 PG and E PG&E 30,000 – 36,999
7 August 10, 2016 Nicholas Hatton Minor updates as directed by WECC technical writer 8 August, 2017 Sirisha Tanneeru Added four DPM change requests – Change WAPA L.C. from Area 14 to Area 19, Turbine Type, Transformer Type, Swing Criteria and Branch Type Changed existing WECC group names to the new RAC groups
Modeling and Validation Work Group Renewables Workshop Agenda June 17, 2014 8:30 pm – 5:00 pm WECC Office, 155 North 400 West, Suite 200, Salt Lake City UT 84103 Time Topic Speaker 8:30 – 9:00 Standards basis, REMTF Overview, and Guidelines Donald Davies 9:00 – 9:30 Abraham Ellis 9:30 – 10:00 Dynamic Model Specifications for PV Abraham Ellis 10:00 – 10:30 BREAK 10:30 – 11:00 Dynamic Model Specifications for Wind Pouyan Pourbeik 11:00 – 11:30 11:30 – 12:00 User Experience Irina Green 12:00 – 1:00 LUNCH 1:00 – 1:30 PowerWorld Tutorial Jamie Weber 1:30 – 2:00 PSS/E Tutorial Jay Senthil 2:00 – 2:30 PSLF Tutorial Juan Sanchez-Gasca 2:30 – 3:00 Questions for Tutorial All 3:00 – 3:30 BREAK 3:30 – 4:00 Experience with Model Validation for Wind (45 min) PV (15 min) Pouyan Pourbeik and Abraham Ellis 4:00 – 4:30 4:30 – 5:00 Open Mic – User experience, feedback, questions All 5:00 ADJOURN WECC Policy Statement: Antitrust Policy Date: 10/23/2009 Introduction
Williams Behavior Matrix All Settings and Classroom Hallway Playground Bathroom Assembly Snack Time Library Be Respectful Keep hands, feet and other objects to yourself. Be quiet when sitting or walking in the hallway. Share toys. Use kind and polite words. Be quiet when waiting your turn. Sit quietly and listen to the speaker. Stay seated and use good table manners. Use a whisper voice in the library. Sit quietly during story time. Be Responsible Clean up. Listen and follow teacher direction. Walk in a straight line. Keep hallways clean. Clean up toys. Tire chips stay on the ground. Go down slide feet first on bottom. Wash your hands after going to the bathroom. Keep bathrooms clean. Keep hands, feet and other objects to yourself. Throw trash away. Keep your food in its place Hug your book when carrying it. Gently turn pages one at a time. Be a Learner Share toys. Use kind and polite words. Include others. Share problems with your teacher. Respect the privacy of others. Use listening ears. Eat only your food. Keep pencils and markers away from books.
Behavior Major/Minor Definition Physical aggression Minor/Major Intent to cause physical harm or injury to another person. Actions include but are not limited to hitting, kicking, pushing, shoving, hair pulling, scratching, spitting, tripping, and stabbing. Verbal Assault Threat Major Verbal threatens another person’s life. Verbal Aggression Minor Yelling or teasing Danger to self or others Major Throwing objects at others or threatening ot use objects to hurt self or others Unsafe behavior Minor/Major Climbing on furniture, standing on chair Physical Contact Minor Poking, prodding and touching others Bullying or Harassing Major Overbearing person who threatens, intimidates others, socially excludes others from peers. Verbal/nonverbal attack based on ability, gender, ethnic origin, sexual orientation or religion. Weapons Major Student is in possession of knives or guns (real or look alike), or other objects readily capable of causing bodily harm. Damage or destruction of property Major To damage or destroy school property or other classmates’ belongings deliberately or maliciously. Destruction of material Minor Breaking a crayon or ripping a paper Inappropriate Language Minor/Major To use profanity within school grounds or name calling Possession of illegal school objects Major Student uses/possesses controlled substance; violates medicine policy or brings other objects that are banned from school grounds. Disruption of learning Minor/Major Disruption of learning by excessive talking, making other noises or out of seat. Minor:disruption is 2 minutes; Major: disruption is 5 minutes Not following directions Minor Failure to respond to adult request Refusal Minor/Major Refusal to complete assigned work or actively participate in classroom activities. (not sensory related) Cry/Whine Minor Child cries to avoid activity (not sensory related) Running away Minor/Major Child runs out of building, gate or from adult Lying Minor/Major Child doesn’t tell truth Other Minor to Major: 3 strikes rule On the 3rd occurrence of the SAME minor behavior that behavior becomes major.
Document Review Performed by the WECC-0099 Drafting Team / Control Work Group Regarding Document Classification of Power System Stabilizer-Related Requirements WSCC Tutorial on Power System Stabilizers . WECC Power System Stabilizer Design and Performance Criteria WECC Power System Stabilizer Tuning Guidelines WECC Policy Statement on PSS Criteria for Determining Excitation System Suitability for PSS in WSCC System WECC Test Guidelines for Synchronous Unit Dynamic Testing and Model Validation Reissued: WECC Generating Facility Data, Testing and Model Validation Requirements found . Is there overlap with other documents Consider linking or combining with Tuning Guidelines Reformatted Criteria. Tuning Guidelines Small amount of overlap with definitions and descriptions with Suitability No Yes- all Yes – with Yes – Steady State and Dynamic Data Criterion Is there overlap with NERC standards No No No Yes – In service Requirement and exceptions No No Yes – addressed when the WECC-0074 Criterion was drafted. Does the document define a requirement for reliability No Yes – PSS Minimum performance requirement No Yes- Defines application PSS, and Operation. Number of Units with PSS on-line. No-but defines the benchmark for application of PSS. No Yes – migrated to WECC-0074. Is the document a fill in the blank standard No No No No No No No, but its content is addressed in the that is a FITB document.
Does the document describe action that makes the procedure consistent in WECC for Technical procedures or consistent business practices No Yes, Verification Reporting No No No No Yes Does the document describe a goal for consistency in WECC No Yes for the Type of PSS2A and Electric Power type limitations Yes No No No Yes Does the document describe a step by Step procedure or explanation of a technical issue Yes No Yes No Yes Yes No Does the document provide training material Yes No Yes No No Yes Some value Does the document improve awareness of technical issues Yes No No No Yes No Yes Is the document only for WECC organization or WECC staff No No No No No No No Is the document up to date Should be updated for digital controllers. Consideration for updating. Should be updated for the latest IEEE Model No No No No Is the document needed? Yes Hold Yes Hold No – Should consider a means of preserving the information. Yes, for training purposes No, but historical narrative could be retained.
By default, only automatic post-contingency actions are considered when calculating voltage deviation. For P1 there is no high voltage deviation requirement. For P2-P7, there is no low or high voltage deviation requirement. Post-Contingency steady-state voltage deviation at each applicable BES bus serving load shall not exceed for P1 events. voltage shall recover to 80 of pre-contingency voltage within seconds of the initiating event for all P1P7 events 1.4 fault clearing and voltage recovery above 80%, at each applicable BES bus serving load shall not dip below 70% of pre-contingency voltage for more than 30 cycles or remain below 80% of pre-contingency voltage for more than two seconds . Rationale for Requirement WR1.5 1. is not to require that transient stability simulations be run out to 30-seconds all in order to ensure the system is stable and positively damped. Shorter runs are