zilongwang/ReadingBank huggingface dataset:
In the table below, enter each document/activity that should be completed during this Process Phase. Identify the task owner, their role for each document/activity, and provide its completion date.] Knowledge Area Document/Activity Completed Task Owner Name, Role Date BPR Lifecycle Management Archived BPR Artifacts [identify the person who confirmed completion] [completion date] BPR Lifecycle Management Completed Lessons Learned [identify the person who confirmed completion] [completion date] Business Analysis and Future Definition Completed BPR Improvement Plan [identify the person who confirmed completion] [completion date] Performance Management Initial BPR Performance Report [identify the person who confirmed completion] [completion date] N/A Completed Closing Process Phase Checklist [identify the person who confirmed completion] [completion date]
Determine if BPR is the Right Approach Identify Current End-to-End Business Processes Define Vision and Align with Mission Other BPR specific documents or activities should be added as project needs dictate. In the table below, enter each document/activity that should be completed during this Process Phase. Identify the task owner, their role for each document/activity, and provide its completion date.] Knowledge Area Document/Activity Completed Task Owner Name, Role Date BPR Lifecycle Management BPR Approach Assessment [identify the person who confirmed completion] [completion date] Business Analysis and Future Definition Business Problem Statement [identify the person who confirmed completion] [completion date] Business Analysis and Future Definition Business Goals and Objectives [identify the person who confirmed completion] [completion date] Business Process Modeling Business Process Scope Model [identify the person who confirmed completion] [completion date] N/A Completed Closing Process Phase Checklist [identify the person who confirmed completion] [completion date]
[This template contains limited instructions for properly completing this document. The following contains the template style conventions and should be deleted during development.] Style Convention Normal text Indicates placeholder text that can be used for any project [Instructional text in brackets] [Indicates text that is be replaced/edited/deleted by the user] BPR [Once the activities within the Initiating Process Phase are complete, the phase checklist should be reviewed and completed. Enter each document/activity that should be completed during this Process Phase. Identify the task owner, their role for each document/activity, and provide its completion date.] Knowledge Area Document/Activity Completed Task Owner Name, Role Date BPR Lifecycle Management Completed BPR Schedule [identify the person who confirmed completion] [completion date] Business Analysis and Future Definition Identified Customer Needs [identify the person who confirmed completion] [completion date] Business Analysis and Future Definition Identified Business Process Issues [identify the person who confirmed completion] [completion date] Business Analysis and Future Definition Identified Benchmarks [identify the person who confirmed completion] [completion date] Business Analysis and Future Definition Identified Leading Practices [identify the person who confirmed completion] [completion date] Business Analysis and Future Definition Prioritized Opportunities [identify the person who confirmed completion] [completion date] Business Analysis and Future Definition Completed Current State Assessment [identify the person who confirmed completion] [completion date] Business Process Design Completed Current State Process Model [identify the person who confirmed completion] [completion date] Performance Management Completed Performance Baseline [identify the person who confirmed completion] [completion date] Performance Management Completed Performance Metric Assessment [identify the person who confirmed completion] [completion date] N/A Completed Closing Process Phase Checklist [identify the person who confirmed completion] [completion date]
Training opportunities include board level training, community led training, and school based training. Student: Welcome Back Assembly Tiger Camp Recognition Assemblies (assembly promotes anti-bullying message and strategies) Evidence –based/evidence-informed training that reinforces curriculum connections Safety Digital Citizenship Public Health presentations Staff: Restorative Practice Framework School Climate Survey/Safe and Accepting Schools Team training Mental Health First Aid training ASSIST training Self-Regulation Strategies Violence Threat Risk Assessment Protocol training Safe Schools Bullying Awareness and Prevention Week and Pink Shirt Day staff meetings Equity and Inclusive Education training New Teacher Induction Program (NTIP) training Parents: Parents as Partners Conference Parents Reaching Out Initiatives Public Health Presentations SCC guest speakers COMMUNICATION How We Are Communicating With Students, Staff and Parents To support a whole school approach, the school will communicate with staff, students, and parents. Communication methods include: Student: Discussions and conversations Announcements Classroom visits Assemblies School/board websites Newsletter Student agenda Social media Posters Staff: Discussions and conversations Staff meetings, Professional development days Weekly announcements, staff memo E-mails Social media Committees School/board websites Parents: Discussions and conversations websites Parent engagement activities (e.g., open information night, SCC meetings) Social media Student agenda Newsletters Synervoice
[This template contains limited instructions for properly completing this document. The following table contains the template style conventions and should be deleted during development.] Style Convention Normal text Indicates placeholder text that can be used for any project [Instructional text in brackets] [Indicates text that is be replaced/edited/deleted by the user] BPR [Once the activities within the Planning Process Phase are complete, the phase checklist should be reviewed and completed. Enter each document/activity that should be completed during this Process Phase. Identify the task owner, their role for each document/activity, and provide its completion date.] Knowledge Area Document/Activity Completed Task Name, Role Date BPR Lifecycle Management Completed BPR Schedule [identify the person who confirmed completion] [completion date] Business Process Design Completed Future State Process Model (high-level) [identify the person who confirmed completion] [completion date] Performance Management Completed Performance Target Inventory [identify the person who confirmed completion] [completion date] N/A Completed Closing Process Phase Checklist [identify the person who confirmed completion] [completion date]
Identify and Document Performance Targets Other BPR specific documents or activities should be added as project needs dictate. In the table below, enter each document/activity that should be completed during this Process Phase. Identify the task owner, their role for each document/activity, and provide its completion date.] Knowledge Area Document/Activity Completed Task Owner Name, Role Date BPR Lifecycle Management Completed BPR Schedule [identify the person who confirmed completion] [completion date] Business Process Design Completed Future Process Model (high-level) [identify the person who confirmed completion] [completion date] Performance Management Completed Performance Target Inventory [identify the person who confirmed completion] [completion date] N/A Completed Closing Process Phase Checklist [identify the person who confirmed completion] [completion date]
Business faculty should collaborate with the Tech-Prep office to develop clear pathways for transfer to four year institutions. In progress Completed No longer applicable This has been accomplished through the completion of Pathway documents. Changes in the program are communicated to Tech Prep and reflected in updated Pathway documents. As Business students who transfer to Wright State University generally have weaker analytic skills and more difficulty with quantitative courses than WSU native students, strategies to improve these skills should be developed. Such strategies might include advising students to take Math courses earlier in the sequence, requiring students to complete DEV courses, and establishing prerequisite courses for the major, if data support these measures. In progress Completed No longer applicable Various departments have ownership of these courses and have developed their programs to include all needed prerequisites and timing of completion of Math courses. Students make their choices as to when to complete courses in a program regardless of how they are sequenced in the program by the departments. Section II: Assessment of General Education & Degree Program Outcomes For the FY 2016-17 Annual Update, departments are asked to provide assessment results for Information Literacy. General Education Outcomes Year assessed or to be assessed. Course identified by the department where this outcome could be assessed Assessment Methods Used What were the assessment results? (Please provide summary data) Information Literacy 2016-2017 Marketing Plan In MRK 2101 Waiting on data from MAN/MRK Department. Not received as of 4/18/17 NEXT YEAR: Computer Literacy 2017-2018
5. Strategies for Embedding Essential Behavior Classroom Management Practices GSugai 25 May 2018 Review list of essential behavior and classroom management practices (5 min.). Brainstorm how practice be embedded within each context (20 min.). examples & consolidate into school-wide lesson plan (15 min.) EFFECTIVE PRACTICE CONTEXT Teacher-Led Activity Student-Managed Activity Transition Prompt-remind expected behavior Actively supervise Precorrect for problem situations Promote academic engagement Acknowledge, recognize, reinforce displays of expected behavior
3. Immersion visit methodology This section outlines the method used to undertake the immersion visit. It details the sample frame, recruitment and interviewing approach, analysis and research limitations. 3.1 Sample Litmus worked with the Ministry and WDHB to develop a sample frame that ensured participation of providers who are involved or engaged in the implementation and delivery of the BSP across the ten implementation areas with a particular focus on: Screening Pathway 4: Colonoscopy; Screening Pathway 5: Alternative investigation; Surveillance; Treatment (refer Table 1), and in quality monitoring across the screening pathway. Table 1: The 10 implementation areas Ten implementation areas Leadership, governance and management District coordination Register Screening Pathway 1: iFOBT kit sent Screening Pathway 2: result – Laboratory and Coordination Centre management of iFOBT kits and results Screening Pathway 3: Pre-assessment Screening Pathway 4: Colonoscopy Screening Pathway 5: Alternative investigation Surveillance Treatment In 30 providers participated in an interview. Table 2 details the interviews undertaken by provider type. Table 2: Sample achieved by provider type Provider type WDHB Other Total Ministry of Health - 4 4 Coordination Centre 5 - 5 Gastroenterologists (GE) 3 1 4 CT Computerised Tomographic Colonography (CTC) 3 - 3
11 Advanced Adenoma detection rate This is the number of people diagnosed with any advanced adenoma (villous or tubulovillous or, high grade dysplasia or, greater than or equal to 10 mm in size) per 1000 screened with a iFOBT result available for the first and subsequent screening round. No agreed international standard Approximately 19.3 per 1000 12 Adenoma detection rate This is the number of people diagnosed with any adenoma per 1000 screened with a result available for the first and subsequent screening round. 13.3-22.3 per 1000 (Range from population screening programmes with iFOBT) Approximately 34.7 per 1000 13 Positive predictive value of FIT for cancer This is the % of people with a malignant outcome in those having a colonoscopy for the first and subsequent screening round. PPV Cancer first screen Approximately 4.5% 14 Positive predictive of FIT for advanced adenoma This is the % of people with any advanced adenoma in those having a colonoscopy for the first and subsequent screening round. No agreed international standard Approximately 36.0% 15 Positive predictive of FIT for adenoma This is the % of people with any adenoma in those having a colonoscopy for the first and subsequent screening round. PPV adenoma screen 9.6 – 40.3% Approximately 65.0% * These timeframes have been extended by one week to allow adequate time for GPs to contact their patients who have a positive iFOBT result. ** This number was calculated on the expected number adverse event rates reported in the UK Bowel Cancer Screening Programme Quality Assurance Guidelines for Colonoscopy and based on the fact that 70 percent of Pilot participants proceeding to colonoscopy are identified to have had a lesion. Appendix 3: Revised participant bowel preparation information
School support such as connection to a caring adult (e.g., teacher, SERT, support staff, coach, ) or appropriate co-curricular program (e.g., Peer mentoring, Best Buddies, STAR leadership program) Board level support such as social workers or psychological services (with consent) Identifying community support resources Follow-up for the person(s) who has been harmed, the person(s) who has caused harm and the person(s) who has witnessed harm will include: Individual monitoring plan based on individual needs (e.g., regular check-ins) TRAINING How We Are Building Capacity for Prevention and Intervention At Our School Training opportunities include board level training, community led training, and school based training. Student: Welcome back/Code of Conduct assembly Digital Citizenship Boot Camp in September Safe Schools Student Conference Talking About Mental Illness (TAMI) Summit held this year Cyber Safety Psychological and social worker services presentations Big Bother/Sister Program mentoring Vetted training that reinforces curriculum connections Staff: Introduction to Restorative Practice Framework and Circle training Culturally Responsive Pedagogy training School Climate Survey/Safe and Accepting Schools Team training DDSB Safety Week Open House Mental Health First Aid for Adults Who Interact with Youth training (several staff trained) Violence Threat Risk Assessment Protocol training (Jan., 2015) Safe Schools Bullying Awareness and Prevention Week and Pink Shirt Day staff meeting PowerPoints Emotional Intelligence training Building Resiliency through Self-Regulation (Dr. Stewart Shanker, Zones of Regulation) Learning networks Equity representatives training New Teacher Induction Program (NTIP) training Parents: Parents Reaching Out Initiatives (Family Mathletes Night 2014) Parents and Partners Conference: “Balancing Tech Wealth with Mental Health” School Community Council guest speakers (Jim Markovski, Public Health Nurse) Parent engagement presentations/activities DDSB Safety Week Open House How We Are Communicating With Students, Staff and Parents To support a school approach, the school will communicate with staff, students, and parents. Communication methods include: Student: Discussions and conversations Announcements Classroom visits Staff: Discussions and conversations Staff meetings Department/Division meetings Parents: Discussions and conversations School/Board websites
BASILDON & PHOENIX CLUB RECORDS - FEMALE (as at 4 August 2018) EVENT SWIMMER AGE TIME DATE VENUE 50 Metres Backstroke Brooke Frost 15 30.05 December 2015 Ponds Forge 50 Metres Breaststroke Vejune Petraityte 16 33.76 August 2018 Forge 50 Metres Butterfly Holly Hildrew 17 28.45 November 2016 Luton 50 Metres Freestyle Macy Lawrence 13 26.19 November 2016 Luton 100 Metres Backstroke Brooke 13 1:03.58 March 2014 Basildon Sporting Village 100 Metres Breaststroke Vejune Petraityte 16 1:13.82 July 2018 Ponds Forge 100 Metres Butterfly Katarina Blanco 17 1:04.56 December 2014 Luton 100 Metres Freestyle Macy Lawrence 15 57.23 March 2018 Edinburgh 200 Metres Backstroke Brooke Frost 15 2:16.23 December 2015 Ponds Forge 200 Metres Breaststroke Vejune Petraityte 15 2:38.43 November 2017 Basildon Sporting Village 200 Metres Butterfly Ellie Pirrie 15 2:23.07 March 2013 Braintree 200 Metres Freestyle Holly Hildrew 17 2:04.61 October 2016 Basildon Sporting Village 100 Individual Medley Holly Hildrew 17 1:05.91 December 2016 Forge 200 Individual Medley Ellie Wheeler 15 2:18.72 December 2017 400 Individual Medley Ellie Wheeler 15 4:56.81 November 2017 Luton 400 Metres Freestyle Ellie Wheeler 15 4:25.95 March 2018 K2 Crawley 800 Metres Freestyle Ellie Wheeler 15 9:15.61 February 2018 Basildon Sporting Village 1500 Metres Freestyle Ellie Wheeler 15 17:46.69 July 2018 Forge No. of records held: Ellie Wheeler = 5, Vejune Petraityte = 3, Holly Hildrew = 3, Brooke =3, Macy Lawrence = 2, Katarina Blanco = 1, Ellie Pirrie = 1, (orange font = new record set within past 12 months) All records achieved since the formation of Basildon & Phoenix Swimming Club on 1st September 2010 Times are individual swims – i.e. no relay or split times)
Long rifle throws should be undertaken ONLY in a formation that does not have the thrown rifle(s) traveling over the head of any cadet in the formation. The use of a “V” or “H” formation is recommended for these throws. IMPORTANT NOTE - Judges typically take a reasonably straightforward, traditional, military style and approach. Units which like to incorporate dance routines will likely be penalized. For Exhibition reporting-in/out, the unit leader will notify the head judge prior to the commencement of the event where the head judge should be to receive the report in and report out. ULTIMATELY, SAFETY IS PARAMOUNT. The routine used for this phase must be within the following time constraints: five (5) minutes minimum to eight (8) minutes maximum. Timing begins once the first team member steps on the drill pad and the time ceases when the last team member steps off the pad. The Exhibition pad is 85’ by 70’. See Page _ for drill pad layout Sequence of Events for Exhibition The unit leader is to form drill team on the edge of the drill pad, and request permission to enter the drill surface from the head judge. The team commander will state “Sir/Ma’am, Example High School A/N/MC/AF JROTC from Example, California exhibition drill pad” Once permission is granted the team commander will march the drill team onto the drill pad and conduct their routine. When the routine is complete, the team commander will report out to the head and state “Sir/Ma’am, This concludes Example High School A/N/MC/AF JROTC from Example, California Armed/Unarmed/Saber Drill Team exhibition marching drill. Sir, requesting permission to exit your basic drill pad” permission is granted, the team commander will exit the drill pad. SECTION 3 FULL SABER DRILL TEAMS INSPECTION All Armed Drill teams will be inspected separately. All cadets who are to compete with said drill team must compete with the team for all phases of the competition. If a cadet is found to not have stood the personnel inspection, but competes in basic and exhibition the team will be DISQUALIFIED entirely.
Create a physical model and implement it in the database Avoid nullable relationships as much as possible Reverse engineer the database into Visio to check for correctness Design the user interface to support paging Lazy load trees as much as possible Evaluate all queries that require a DISTINCT clause Load test for scalability Summary Semantic data models can be very complex and until semantic databases are commonly available, the challenge remains to find the optimal balance between the pure object model and the pure relational model for each application. The key to success is to understand the issues, make the necessary mitigations for those issues, and then test, test, and test. Scalability testing is a critical success factor if you are going to find that optimal design. For more information: Did this help you? Please give us your feedback. Tell us on a scale of 1 (poor) to 5 (excellent), how would you rate this paper and why have you given it this rating? For example: Are you rating it high because it has good examples, excellent screenshots, clear writing, or another reason? Are you rating it low because of poor examples, fuzzy screenshots, unclear writing? This feedback will help us improve the quality of white papers we release. .
If yes, please give details: NOTICE TO APPLICANTS: Please note that your employment in the BPSS is subject to licensure by the Bermuda Educators Council (BEC). All teachers will need to register, which can be done by downloading the application form from (under licensing). Attention is drawn to the provisions of the Public Service Commission Regulations whereby any person who canvasses any member of the Legislature in connection with the appointment of any person to any office shall be disqualified for appointment. I CERTIFY, to the best of my knowledge, that the information contained in this application is a true and factual record and I understand that should the information provided prove to be incorrect or misleading, then the appointment, whether offered or in fact in effect, may be cancelled. Date: Signature: Ministry of Education The Department of Education - Human Resource Section BERMUDA PUBLIC SCHOOL SYSTEM TEACHER QUESTIONNAIRE Kindly complete the following questions What are your three (3) most important reasons for wanting to be a teacher? How much do you want to know about your students in order to be most helpful to them? What three (3) things do you most want to know about your students? What do you need to know in order to begin your lesson planning for a class? What four (4) key components do you believe you must include in your plan? When you think about your students, in what major ways do you most want to influence their lives?
SECTION SEVEN REFERENCES [To be completed by all applicants] Provide the following details of at least three individuals [not relatives] who may be contacted as references, including at least one previous/present superior if you are employed or have been employed: Name Telephone [work] Telephone [home] Relationship [e.g. team captain, supervisor] Period [years] Provide the name and telephone number of one academic reference – indicate course taught and Name Course/Courses/Supervisor Telephone no Signature of applicant: Date:
Cognitive assessment in the early stages of dementia Cognitive assessment should be a positive experience for the person being assessed. As well as a route to a diagnosis, it should be able to answer questions that people may have about their cognitive abilities and provide them with an account of their strengths and potential. This will give them the best chance of making the most of their abilities; irrespective of the type or stage of dementia they are facing. Whilst this is focused on assessment, the timely, accurate and sensitive feedback of findings from cognitive assessment is an intervention in itself, with the potential to help both people with cognitive impairment and their families adjust to changes, as well as direct them to the best strategies to enable people to live well with dementia. Types of cognitive assessment There is a hierarchy of assessments from short simple tests which can quickly screen for marked cognitive impairment to longer complex neuropsychological assessments which give the most comprehensive indication of a person’s cognitive abilities. Every test needs specific training to administer and interpret. All cognitive tests have strengths and limitations. Tests need to be selected to be good measures of the cognitive abilities affected by dementia, they should be given consistently and carefully, and scored and interpreted correctly. Poor quality assessments are costly for the person with dementia, services, and society. Good quality basic cognitive assessment Short screening tests are often in the public domain and may be administered by staff from different disciplines following training. Screening tests, such as the Six Item Cognitive Impairment Test (6-CIT), can typically be carried out by health care professionals such as Practice Nurses or General Practitioners with small amounts of training. More advanced tests such as the Montreal Cognitive Assessment (MoCA) or Addenbrooke’s Cognitive Examination (ACE-III) are usually carried out as part of a comprehensive assessment by specialist services. They require higher levels of training and regular supervision and monitoring of standards. These tests are essential initial assessments, but have limited ability to distinguish between dementia and other causes of poor cognitive performance, or between different forms of dementia. Cognitive decline can be overestimated in people who have sensory impairments, a limited
informed about the diagnosis in an appropriate manner, there remains concern about how much information, and of what quality they are subsequently provided with. Thus, the National Audit Office report of 2007 found that roughly half of the community services they surveyed had no policies around discussing with people with dementia and their carers about the likely progression of the illness, or options for support and care. Equality of access to Post-diagnostic Support Some specific groups may be more disadvantaged in terms of support provided than others. Significant numbers of people are identified with Mild Cognitive Impairment (MCI) through Memory Services. These people are usually seen as low priorities for support, and yet may remain for some years in a state of uncertainty as to whether this will progress to dementia, and whilst living with the consequences of changed memory and thinking abilities. People not in receipt of medication and with diagnoses may also be at risk of being discharged from memory services, or of being excluded from support aimed at people with Alzheimer’s disease or vascular dementia. This may particularly impact on younger people, including those with a diagnosis of Frontal-temporal dementia, or people with a learning disability. Similarly, services for people from Black and Ethnic minorities may also be less likely to receive support that adequately meets their needs. When adequate support is provided, then this not only improves quality of life, but also enables them to make choices about their life, reduces stress for their families, and means that people are less likely to be admitted to care homes or in-patient wards (Spijker et al., 2008; Brodaty et al., 2003). Stepped Care Model for Post-diagnostic Support To deliver support that is both clinically and cost-effective, it is important that Memory Services can target these approaches according to the needs and preferences of the individual with dementia and their family. It is not only a question of what is offered by services, but also one of the pacing and timing of what is offered, and needs to take into account the importance of relationships and continuity in staff delivering this aspect of care. Adjustment is a process, not a set of boxes to be ticked at a pre-determined point. Services need to be able to work flexibly with families around the support they need. At the same time, memory services only have a finite amount of resources, and realistically will be able to provide only a limited range of
the Receiving Party’s obligations with respect to, such Confidential Information shall not cease after said ten (10) years period. 7.3 DISCLOSURES OF CONFIDENTIAL INFORMATION The Parties shall ensure and take all necessary measures to ensure that their respective Employees who gain access, in any way whatsoever (whether by their physical presence in the other Party’s premises or by computer network or link or in any other way), to Confidential Information and/or confidential information not related to the Project, shall treat such information as Confidential Information pursuant to the terms hereof. IGW may disclose Confidential Information received from the Company, to other companies directly participating in the Project provided that (i) such other companies have an absolute need to know such Confidential Information for the purpose of performing their tasks with respect to the Project and (ii) have entered into a confidentiality and non-disclosure agreement with IGW which is substantially in the same form as this NDA. MISCELLANEOUS The Company shall not publicly release any information relating to the Project, this NDA and the result of the discussions without the written consent of IGW. Notwithstanding any provision herein contained, this NDA shall not be construed as imposing on any Party an obligation to provide or disclose any information (including Confidential Information) or any obligation or representation with respect to the accuracy or completeness of such Confidential Information. The Disclosing Party shall have no liability with respect to the use and interpretation by the Receiving Party or its Employees of any Confidential Information. Each Party shall bear its own costs and expenses incurred in relation to the execution of this NDA. The Disclosing Party shall be responsible for ensuring that all export licenses required under the statutes and regulations of the Disclosing Party’s country and applicable to the Confidential Information are in place prior to making any disclosures. The Receiving Party agrees to cooperate with the Disclosing Party in completing applications and taking any other action as may be necessary to obtain such licenses.
630 14170733 20 631 14170734 CHETNA 29 632 14170735 ISHAN ARORA 36 633 14170736 MANJU 30 634 14170737 JATIN GULATI 32 635 14170738 RAJAT SHARMA 24 636 14170739 RAVINDER JEET SINGH 51 637 14170741 KRITIKA GAUTAM 46 638 14170742 RAJAT SHARMA 33 639 14170743 SATISH 21 640 14170747 AMIT KUMAR 19 641 14170748 AMIT KUMAR 25 642 14170762 HARIPRASHAD 24 643 14170766 KAPIL BHUMBAK 32 644 14170771 KUSAM DEVI 27 645 14170783 PARVEEN KUMAR 26 646 14170794 YACHNA 43 647 14170804 SHUBHAM JAIN 39 648 14170806 SHALINI SRIVASTAVA 29 649 14170807 SACHIN KUMAR 31 DIRECTOR
Responsibility is < 0. Error for resource, QSE. Tel Non-Spin AS Resource Responsibility is < 0. Error for resource, QSE. 4 The Ancillary Schedules (Responsive and < 0 EMS NP3.10.7.5.2 (5) Sys. Ops. Telemetry High A QSE Tel Responsive AS Schedule is < 0 for resource, QSE. Tel Non-Spin AS Schedule is < 0 for resource, QSE. 5 HSL <= Sum of Reg-Up Responsibility, Responsive Schedule and Non-Spin schedule EMS NP3.10.7.5.2 (5) Sys. Ops. Telemetry High A QSE Tel HSL is ≤ sum of Reg-Up Responsibility, Responsive Schedule and Non-Spin Schedule for resource, QSE. 6 SCED Up Ramp Rate <= 0 EMS NP3.10.7.5.2 (5) Sys. Ops. Telemetry High A QSE Calculated SCED Up Ramp Rate is ≤ 0 for resource, QSE. Check Regulation AS Resource Responsibility 7 SCED Down Ramp Rate <= 0 EMS NP3.10.7.5.2 (5) Sys. Ops. Telemetry High A QSE Calculated SCED Down Ramp Rate is ≤ 0 for resource, QSE. Check Regulation AS Resource Responsibility. 8 Quality checks for use of telemetry; use last good value if suspect. – MQC 3989 EMS NP3.10.7.5.2 (5) Sys. Ops. Telemetry High A QSE Tel Parameter, Ex. Resource Status Bad is suspect. ERCOT is using Value Good for resource, QSE. 9 For Combined Cycle EMS Sys. Telemetry High A QSE Tel Parameter, Ex. Resource Status Value
configuration number validation, set it to default or last good value not 0, whichever is easier and also make HDL = LDL = Current MW NP3.10.7.5.2 (5) Ops. Bad is suspect. ERCOT is using Value Good for resource, QSE. 10 Set HSL = LSL = MW, in case of invalid telemetry – MQC 3990 EMS NP3.10.7.5.2 (5) Sys. Ops. Telemetry High A QSE Tel HSL or LSL is invalid. ERCOT is setting HSL=LSL=MW for resource, QSE. 11 Report the resources that are excluded from GTBD calculation due to invalid telemetered resource status code (NA, ONTEST, OUT, OFFNS, OFF, EMR). EMS NP3.10.7.5.2 (5) Sys. Ops. Telemetry High A QSE Tel resource status code Value Bad is invalid for resource, QSE. MW will be excluded from GTBD.
12 Add a calculation to sum the MW telemetry of transmission lines moving power from a generating plant. Compare this total to the sum of the telemetered MW output of the Resources at the same plant. Alarm the QSE if the amount exceeds a threshold. NP3.10.7.5.2 (5) Sys. Ops. Telemetry High A QSE Telemetry of Net MW Error for resource, QSE. Mismatch with Transmission Measurements 13 If the HDL = LDL = Actual Generation and Resource Status not ON TEST, or OFF alarm the QSE operator to verify data telemetry used by RLC. NP3.10.7.5.2 (5) Sys. Ops. Telemetry High A QSE HDL=LDL=MW for resource, QSE. Resource is not in test mode. 14 If Resource Status is OFF, and Resource output MW is greater than 2 MW, then alarm incorrect status. NP6.3.4 Sys. Ops. Telemetry High A QSE Tel Resource Status is Resource Status and MW > MW Threshold for resource, QSE. 15 If Resource Status is ON, and Resource output MW NP6.3.4 Sys. Ops. Telemetry High A QSE Tel Resource Status is Resource Status and Tel MW ≤0 for resource, QSE.
Operating Hour where the Generation Resource first carries AS Resource Responsibilities. D. Maggio N. Mago L Butler 11/21/2017 5.11 Approved for posting Dan Woodfin 6/19/2018 5.12 Update Section 3.2 to include guidance that approach an Aggregate Generation Resource may use when only a part of the generators within the aggregation are online. S. Sharma D. Jones D. Maggio N. Mago L. Butler 6/19/2018 5.12 Approved for posting. Dan Woodfin
In a simple model, the Na+ and K+ ions are considered to flow through ion channels where a series of gates determine the conductance of the ion channel. The macroscopic conductances of the Hodgkin & Huxley model arise from the combined effects of a large number of microscopic ion channels embedded in the membrane. Each individual ion channel can be thought of as containing one or more physical gates that regulate the flow of ions through the channel. The variation in g values is determined by the set of gate variables n, m and h. The of the conductance depends upon the membrane voltage V because the values of n, m and h depend on time, their previous value at an earlier time and the membrane voltage. The rates of change of the gate variables are (12) where the the ’s and ’s are rate constants rate of closed gates opening rate of open gates closing fraction of gates opening per second fraction of closing per second If the membrane voltage is clamped at some value V, then values of the gate variables n, m and h will reach a steady state value n, m and h x n or m or h and the steady state (equilibrium) value is given by (13) If at time t = 0, x(0) = x0, then a solution of equation (12) is (14) the time x constant for the evolution of x is (15) The K+ channel is controlled by 4n activation gates (16) The Na+ channel is controlled by 3m activation gates and 1h inactivation gate
nt(c+1) = nt(c) + dt * (An(c) *(1-nt(c)) - Bn(c) * nt(c)); mt(c+1) = mt(c) + dt * (Am(c) *(1-mt(c)) - Bm(c) * mt(c)); ht(c+1) = ht(c) + dt * (Ah(c) *(1-ht(c)) - Bh(c) * ht(c)); Fig. 7. Variation in the gate variables, conductances and current densities for a voltage-clamp applied to the axon. The depolarization produced by the clamp causes a transient increase in Na+ into the cell. The rise in the K+ current from the cell occurs more slowly and is maintained as long as the membrane is depolarized. The rate of rise of the Na+ and K+ currents increases with increasing size of the voltage clamp and the peak values of Na+ and K+ currents are significantly increased as the clamp voltage is increased, the peak values are over 100 times the magnitudes in the resting membrane. bp_neuron_02.m ACTION POTENTIAL SIMULATION The equations listed below constitute the complete set of equations to describe the membrane current in a squid axon and membrane voltage. (10) (11) (16) (17) (13) (18) (19a) (19b) (19c) We will consider an axially clamped axon the interior potential does not depend upon the location x along its length: V(t,x) = V(t). Since the membrane voltage V does not depend upon x the second derivative in equation (10) is zero (20)
Product Product Version Product Version Instance Support Package Stacks Components Solution Manager Logical Component Comments Relevance SAP S/4HANA SAP S/4HANA 1709 SAP S/4HANA Server FPS00 Mandatory All scope items. NW FOR S4HANA NW 7.51 FOR S/4HANA OP 1709 Adobe Document Services FPS00 FPS01 Mandatory All scope items. SBOP ANALYSIS MS OFFICE SBOP ANALYSIS MS OFFICE 2.3 Analysis Office Client 2.3 XLS Addon None Optional All ERP planning scope items (BEA, BEU, BEX). An additional license is necessary. Product Product Version Product Version Instance Support Package Stacks Components Solution Manager Logical Component Comments Relevance SAP FIORI SERVER SAP FIORI SERVER 4.0 SAP Frontend Server7.52 FPS01 None Mandatory All scope items SAP FIORI FOR SAP S/4HANA SAP FIORI FOR SAP S/4HANA 1709 UI for SAP S/4HANA FPS00 FPS01 UIS4HOP1 300 UIAPFI70 500 None Mandatory All scope items SAP FIORI FOR SAP S/4HANA SAP FOR SAP S/4HANA 1709 UI for Approve Requests FPS00 UIX01CA1 200 None Mandatory All scope items SAP FIORI FOR SAP S/4HANA SAP FIORI FOR SAP S/4HANA 1709 Backend for Approve Requests SAP IW PGW 100 None Mandatory All scope items NW FOR S4HANA NW 7.52 FOR S/4HANA OP 1709 SAP Web Dispatcher FPS00 FPS01 None Mandatory All scope items
SAP The following SAP Notes need to be considered for specific countries: SAP Note No Content Comments Relevance 2405701 SAP Best Practices for SAP S/4HANA (on premise) (Germany) (V4) Information on the activation of SAP Best Practices for SAP S/4HANA (on premise) package Germany All Items / all FPSs 2405723 SAP Best Practices for SAP S/4HANA (on premise) (U.S.A) (V4) Information on the activation of SAP Best Practices for SAP S/4HANA (on premise) package USA All Scope Items / all FPSs 2342316 SAP Best Practices for SAP S/4HANA (on premise) (Canada) (V3) Information on the activation of SAP Best Practices for SAP (on premise) package Canada All Scope Items / all FPSs 2342305 SAP Best Practices for SAP S/4HANA (on premise) (Australia) (V3) Information on the activation of SAP Best Practices for SAP S/4HANA (on premise) package Australia All Scope Items / all FPSs 2342286 SAP Best Practices for SAP S/4HANA (on premise) (Great Britain) (V3) Information on the activation of SAP Best Practices for SAP (on premise) package Great Britain All Scope Items / all FPSs 2342277 SAP Best Practices for SAP S/4HANA (on premise) (Netherlands) (V3) Information on the activation of SAP Best Practices for SAP S/4HANA (on premise) package Netherlands All Scope Items / all FPSs 2342278 SAP Best Practices for SAP S/4HANA (on premise) (Hungary) (V3) Information on the activation of SAP Best Practices for SAP S/4HANA (on premise) package Hungary All Scope Items / all FPSs 2342296 SAP Best Practices for SAP S/4HANA (on premise) (Singapore) (V3) Information on the activation of SAP Best Practices for SAP S/4HANA (on premise) package Singapore All Items / all FPSs 2342298 SAP Best Practices for Information on the activation of SAP Best Practices for All Scope Items / all FPSs
Massachusetts Rhode Island Connecticut New York New Jersey Maryland Virginia North Carolina TENNESSEE - 1796 Pennsylvania South Carolina Delaware VERMONT - 1791 KENTUCKY - 1792 **New Hampshire **Georgia Massachusetts Rhode Island Connecticut New York New Jersey Maryland Virginia North Carolina Tennessee Pennsylvania Delaware OHIO - 1803 LOUISIANA - 1812 Vermont Kentucky New Hampshire Georgia **South Carolina **Maryland Rhode Island New Jersey Virginia North Carolina Tennessee Pennsylvania Delaware Ohio Louisiana * Connecticut * Massachusetts MISSISSIPPI - 1817 Vermont Kentucky New Hampshire Georgia South Carolina Maryland **New York INDIANA - 1816 ILLINOIS - 1818 ALABAMA - 1819 MAINE - 1820 MISSOURI - 1821 By 1850, all states had eliminated religious, property and tax qualifications. Source: adapted from Allan O. Kownslar and Donald B. Frizzle,”Discovering American History”. New York: Holt, Winston and Rhinehart, 1970, pp. 326 – 327
Massachusetts Rhode Island Connecticut New York New Jersey Maryland Virginia North Carolina TENNESSEE - 1796 Pennsylvania South Carolina Delaware VERMONT - 1791 KENTUCKY - 1792 **New Hampshire **Georgia Massachusetts Rhode Island Connecticut New York New Jersey Maryland Virginia North Carolina Tennessee Pennsylvania Delaware OHIO - 1803 LOUISIANA - 1812 Vermont Kentucky New Hampshire Georgia **South Carolina **Maryland Rhode Island New Jersey Virginia North Carolina Tennessee Pennsylvania Delaware Ohio Louisiana * Connecticut * Massachusetts MISSISSIPPI - 1817 Vermont Kentucky New Hampshire Georgia South Carolina Maryland **New York INDIANA - 1816 ILLINOIS - 1818 ALABAMA - 1819 MAINE - 1820 MISSOURI - 1821 By 1850, all states had eliminated religious, property and tax qualifications. Source: adapted from Allan O. Kownslar and Donald B. Frizzle,”Discovering American History”. New York: Holt, Winston and RHinehart, 1970, pp. 326 – 327 F: Free African-American points out discrepancy of American ideals and American actions
BQ3.1: Access to Records Procedure SM24.1.1A-D: Enrolment Form Publishing details Document No: BQ3 Document: Name: BQ3 - Privacy Information Policy Quality Area: Business & Quality Responsibility: Author: LTT Group Pty Ltd Status: Approved Version: V3 Approved By: National Compliance Manager Approval Date: 07/04/2017 Review Date: 1 year from approval Rationale (AQTF): AQTF ESR 1.1, 2.1, 3 Rationale (ASQA): SRTO 3.6, 6.5, 8.1, 8.5, 8.6 Relevance: All current and prospective students, clients and staff of LTT. Circulation: To be provided in SharePoint, Student Handbook and Website
British Quality Certification ISO Quality Certification & Training Head office. 2/25, B, Panchsheel, Ajmer, Rajasthan – India Mob. +974-744i3152 Qatar, Mob. +91-9672205164 India E-mail: : website. Application form for the ISO Certification Please fill the application form and forward it by email. We will keep your all the information confidential and will not be disclosed or discussed with any third party except Certification Body. Company Name Address Tel No. Contact Person Mob.No. Position Website E-mail Company Status (Please Tick) Proprietorship, [ ]Partnership, [ ]Private Ltd., [ ]Public Ltd.[ ] LLC ISO Standard Nature of Business Scope of the certification: Please describe what activities your organization carries out.
Joseph Baines aka JJ Position – Winger Fantasy Points – 76 Bio – Creative, tricky and direct. Always a threat with 2 good feet. many full backs nightmares this season. Scored 2 crucial winners away v Glyn and Reigate. Enjoyed a decent debut season. Sets himself high standards and will be expecting to improve on his tally of 4 goals and 4 assists. Best warmer upper in the squad. Suffers from Ihavetogooutonafridayitus. Strengths – Loyalty to Ray, beating players, goal threat, performing after a boozy night out Areas of improvement – Waiting for Ray Raymond Freeman aka Raymondaldiniho aka Position – Winger/ GK Fantasy Points – 87 Another ridiculous signing this season, from Pems’ Recruitment Agency. Burst on to the scene with some early breath taking displays, scoring 5 goals in his first 3 games! Minutes and performances have been slightly hampered through injury. Causes havoc on either flank. Beats players with ease. Always a goal threat with his pace and directness. Was top goal scorer for most of the season. Favourite animal is a moose. Has filled in at LB and even in goal! A true team player! 7 goals and 4 assists. Strengths – Goal threat, physique, beating players, speed Areas of improvement – Right foot, groin, hammy, old age.
Enlisted Ranks: Cadet Airman Basic C/AB Cadet Airman C/Amn Airman First Class C/A1C Cadet Senior Airman C/SrA Cadet Staff Sergeant C/SSgt Cadet Technical Sergeant C/TSgt Cadet Master Sergeant C/MSgt Cadet Senior Master Sergeant C/SMSgt Cadet Chief Master Sergeant C/CMSgt 2-4: Active Duty Ranks Officer Ranks: 2LT – Second Lieutenant 1LT – Second Lieutenant Capt - Captain Maj – (Gold) Lt Col – Lieutenant Colonel (Silver) - Colonel Brig Gen – Brigadier General Maj Gen – Major General Lt Gen – Lieutenant General Gen - General Enlisted Ranks:
AB – Airman Basic Amn – Airman A1C – Airman First Class SrA – Senior Airman SSgt – Staff Sergeant TSgt – Tech Sergeant MSgt – Master Sergeant SMSgt – Senior Master Sergeant CMSgt – Chief Master Sergeant CMSAF – Chief Master Sergeant of the Air Force 2-5: Drill Terminology Element: The basic formation - the smallest drill unit comprised of at least 3 but usually 8 to 12 cadets, one of whom is designated as the element leader Flight: At least two but not more than four elements Interval: The between cadets placed side by side - a normal interval is an arm’s length Distance: The space between cadets (40 inches) as measured from their chests to the backs of the cadet to their immediate front while in formation Dress: Alignment of elements side by side or in line while maintaining proper interval Cover: Cadets aligning directly behind the person to their immediate front while maintaining proper distance Alignment: and cover File: A single column of cadets one behind the other Rank: A single line of cadets placed side by side Flank: The extreme right or left (that of the troops) side of a formation Step: The distance measured from heel to heel (24 inches) between the feet of an individual marching Pace: A 24 inch step - this is the length of a full step in time In Column: The arrangement of units side by side with element leaders at the head In Line: The arrangement of units one behind the other with the element leaders at the extreme right flank Time: The rate of marching 100 to 120 steps, 24 inches in length, per minute Half Time: The rate of marching 100 to 120 steps,12 inches in length, per minute Mark Time: Marching in at 100 to 120 steps per minute, raising feet 4 inches Slow Time: The rate of marching at 60 steps per minute (used in funeral ceremonies) Double Time: The rate of marching 180 steps, 30 inches in length, per minute Adjutant’s Cadence: 140 steps per minute 2-6: General Rules for Drill Command When giving commands, the leader is always at the position of attention While marching, the leader must be in step with the formation at all times
PURPOSE: 2.0 DEFINITIONS: 3.0 RESPONSIBILITIES 3.1 3.2 4.0 CONTROL OF RECORDS 4.1 4.1 1 4.1.2 4.1.3 4.1.4 4.2. 4.3 4.4 5.0 REFERENCES 5.1 Examples might include: Control of Documents Control of Records Communication 5.2 Examples might include: Management Review Form
BQPP Reimbursement Levels: ● Level 1 - sign the Network Participation Agreement (standard fee schedule) ● Level 2 - 550 points needed ● Level 3 - 750 points needed The points are allocated in the following four categories (see table for details): PCMH Recognition = up to 250 points Improving Health Outcomes = 100 points Improving Patient Experience = up to 250 points Reducing Cost = up to 400 points Total Possible Achievable = 1000 points Category Program Measurement Components Points Assigned PCMH Recognition *Mandatory NCQA/JCAHO/URAC Patient-Centered Medical Home (PCMH), Physician Practice Connection (PPC) OR NCQA Patient-Centered Specialty Practice (PCSP) Recognition OR The Joint Commission Primary Care Medical Home (PCMH) which is equivalent to a NCQA PCMH level 3 ● Level (1) - 150 points ● Level (2) - 200 points ● Level (3) - 250 points Improving Health Outcomes *Mandatory Quality Metrics Internal & Family Med: Diabetes HbA1c poor control (hybrid/clinical) Diabetes HbA1c testing Nephropathy Test Breast Cancer screening Colorectal Cancer Screening Pediatrics: ADHD- follow up (initiation) ADHD- follow up (maintenance) Appropriate Testing for Children w/ Pharyngitis Appropriate Treatment for Children w/URI 100 points for filling out the scorecard Reporting only Improving Health Outcomes *Mandatory Provider Quality Report (PQR): The Blue Quality Physician Program will award points to the practices that send their PQR Attestation to BCBSNC confirming that one practice staff and one provider have viewed the Provider Quality Report video training, accessed and reviewed the Provider Quality Report on Blue e. We encourage practices to utilize these reports to close care gaps. No points/ mandatory element
BS: __________________________________ Lic:____________ Exp: ________ ‭Branch 2 / ‭Branch 3 (Print Name)