zilongwang/ReadingBank huggingface dataset:
TVC-1201/TVC-3201 shall record video on NAS. TVC-1201/TVC-3201 shall support the following user programmable record speeds: 30/25 fps 22 fps 20 fps 18 fps 16 fps 15 fps 12 fps 10 fps 8 fps 6 fps 4 fps 2 fps 1 fps 1/2 fps 1/4 fps 1/8 fps 1/16 fps TVC-1201/TVC-3201 shall support the following bit rate: 128 kbps to 16 Mbps, or user-defined TVC-1201/TVC-3201 shall allow the user to select whether the network hard disk recording should automatically overwrite data and how using one of two settings: No overwrite Continuous overwrite TVC-1201/TVC-3201 shall be able to continue recording without disruption when the user adjusts the normal record speed. The user shall be able to play back videos smoothly at normal or fast speeds and in forward mode, without distortion. TVC-1201/TVC-3201 shall include a Search Interface feature that allows the user to search the network hard disk for recorded videos. TVC-1201/TVC-3201 shall use H264 video compression to achieve extremely high video compression per megabyte on the hard disk. Image quality shall be user-selectable when the bit rate type is variable, on a scale of 1 through 6. Resolution shall be 1280×960, 1280×720, 704×576(704×480), 640×480, and 352×288(352×240). Connections TVC-1201/TVC-3201 shall include the following connectors: 1, RJ45 10 M / 100 M adaptive Ethernet port BNC output
Alarms System Notification HDD Error HDD Full Network Disconnected IP Address conflicted Illegal Login IP Settings Basic Settings DDNS PPPoE SNMP 802.1X QoS FTP UPnP Email Net HDD The IP bullet camera shall have the following operational features: Streaming Each TVB-1102/TVB-3102 shall support Video Streaming, which is the process that the recorder uses to listen on a specific UDP/TCP port and respond to control messages issued through web client software or third-party compatible VMS software. TVB-1102/TVB-3102 shall support multicasting to deliver source traffic to multiple receivers using the least amount of network bandwidth. TVB-1102/TVB-3102 shall be able to display and record streamed video using TCP or UDP protocols. TVB-1102/TVB-3102 shall support PSIA and ONVIF protocols. Recording TVB-1102/TVB-3102 shall record video on NAS. TVB-1102/TVB-3102 shall support the following user programmable record speeds: 30/25 fps 22 fps 20 fps 18 fps 16 fps 15 fps 12 fps 10 fps 8 fps
Environmental Operating temperature range: -30 to +60 °C IP 66 Physical Dimensions: Φ 104.8 × 255.6 mm Weight: 800 g TVB-1104/TVB-3104 conform to these internationally recognized compliance standards: FCC CE UL C-Tick REACH RoHS WEEE Contacting Support North America: 855-286-8889 Latin America: 561-998-6114 Web site: EMEA: See specific country listings at:
Quantity (Requirements Objective 43-48 Army enters requirements objective established for purpose code in rp 70. Quantity (Safety Level) 49-54 Army enters quantity that reflects the safety requirement, except for ammunition and ammunition related FSG 13 and FSC 1410, 1420, 1427, 1440, 5330, 5865, 6810, or 8140 as noted for rp 52-54 below. Project Code 55-57 Army enters project code. Routing Identifier (Storage Activity) 58-60 Army enters code of storage activity at which item is stored if different from activity preparing this transaction (FROM RI Code, rp 67-69). Date (Transaction Preparation) 61-64 Army enters Julian date of asset status (date on which transaction was prepared). For ammunition and ammunition related FSG 13 and FSC 1410, 1420, 1427, 1440, 5330, 5865, 6810, or 8140, the following data is entered in rp 52-54 of the multi-use field. Quantity Overflow 52-54 For ammunition and ammunition related items in Federal Supply Group 13 and Federal Supply Classes 1410, 1420, 1427, 1440, 5330, 5865, 6810, and 8140, when ‘9’ is entered in rp 7, enter the first through sixth positions of the on hand quantity in rp 25 – 30, and the seventh through ninth positions in rp 52 – 54, preceding significant digits with zeroes. For example for a quantity of 98,765,432, enter 765432 in rp 25 – 30 and enter 098 in rp 52-54. Routing Identifier (FROM) 67-69 Enter RI code of the ICP preparing the transaction. For ammunition and ammunition related items in FSG 13 and FSC 1410, 1420, 1427, 1440, 5330, 5865, 6810, and 8140, enter the RI code of the Storage Activity preparing the transaction. Ownership/Purpose 70 When used between Components, enter ownership code of the item. When used within a Component, enter purpose code of the item. Supply Condition 71 supply condition code of the item.
Ethernet communications 10/100 Base LAN/WAN Ethernet access. Support IEEE802.11b, 802.11g, 802.11n wireless standard. Support Dynamic IP Addressing (DHCP). Support Dynamic Domain Name Server (DDNS). The TVW-1130/TVW-3130 camera have the following additional specifications: Electrical Power supply: 12 VDC, PoE (IEEE 802.3-af) Current: 330 mA Environmental Operating temperature range: -30 to +60 °C IP 66 Physical Gray housing Dimensions: 99 × 97 × 53 mm Weight: 407 g The TVW-1130/TVW-3130 shall conform to these internationally recognized compliance standards: FCC CE UL C-Tick RoHS WEEE R&TTE Contacting Support America: 855-286-8889 Latin America: 561-998-6114 Web site: EMEA: See specific country listings at:
Operating temperature range: -30 to +60 °C IP 66 IK 8 Physical Dimensions: Ø 111 × 82 mm Weight: 370 g TVD-5301 shall conform to these internationally recognized compliance standards: FCC CE UL REACH RoHS WEEE Contacting Support North America: 855-286-8889 Latin America: 561-998-6114 Web site: EMEA: See specific country listings at:
Door Offline Door Tampered Door Tampered Auxillary Door Tampered Reader Door Tampered Request to Exit Door Unlocked 28 20 00 Video Surveillance 28 23 00 Video Management System Identification The TruVision Navigator software permits security related personnel to easily and remotely gather video evidence, monitor live situations, and configure and maintain a video surveillance system over Ethernet consisting of hybrid digital video recorders (DVRs), network video recorders (NVRs), analog video cameras, and IP video cameras. Actively supported Hybrid DVRs include: TruVision TVR 45HD TruVision TVR 44HD TruVision TVR 15HD TruVision TVR 12HD Actively supported NVRs include: TruVision TVN 10 TruVision TVN 21(S)(P) TruVision TVN 22 TruVision TVN 70 Supported IP cameras All TruVision IP cameras Installation There are two installation options for TruVision Navigator. The core features and functions remain the same regardless of which of the two installation options are selected. Standalone Model (or Direct Database Connection) This installation option allows the client, services, and database to be located on the same machine. This is considered a “standalone” installation. networked clients cannot share the database. Multi-Client Model (or Client/Server) This installation option allows the client, services, and database to be located on the same or separate machines. Multiple networked clients can share the database. This installation is required to activate server online/offline mode. Administrator rights are required on the machine to install the application.
6 fps fps 2 fps 1 fps fps 1/4 fps 1/8 fps 1/16 fps TVD-540x shall support the following bit rate: 128 kbps to 16 Mbps, or user-defined TVD-540x shall allow the user to select whether the network hard disk recording should automatically overwrite data and how using one of two settings: No overwrite Continuous overwrite TVD-540x shall be able to continue recording without disruption when the user adjusts the normal record speed. The user shall be able to play back videos smoothly at normal or fast speeds and in forward mode, without distortion. TVD-540x shall include a Search Interface feature that allows the user to search the network hard disk for recorded videos. TVD-540x shall use H.265 video compression to achieve extremely high video compression per megabyte on the hard drive. Image quality shall be user-selectable when the bit rate type is variable, on a scale of 1 through 6. Resolution shall be 2592×1944 (TVD-5403, TVD-5408), 2048×1536 (TVD-5408) 2048×1536 (TVD-5402/5403/5404/5406/5407/5408), 1920×1080 (TVD 5401/5402/5403/5406), 1280×960, 1280×720, 704×576 (704×480), and 352×288 (352×240). Contacting Support North America: 855-286-8889 Latin America: 561-998-6114 Web site: EMEA: See specific country listings at:
DPOR INFORMATION FOR INDIVIDUALS (RFQ Sections 3.2.10.3 and 3.2.10.4) Business Name Individual’s Name Office Location Professional Services will be Provided (City/State) Individual’s DPOR Address DPOR Type DPOR Registration Number DPOR Expiration Date
BIRMINGHAM VOLUNTARY SERVICE COUNCIL APPLICATION FORM NO: …………… (for office use only) EQUAL OPPORTUNITIES MONITORING PART TWO The information provided in PART TWO will be kept separately from the application form, will only be used for statistical monitoring and will be kept in confidence. The form will not be shown to the selection panel and will be destroyed after six months if you are unsuccessful. Job Reference No. 107 - Team Challenge Officer (INVOLVE project) Where did you see it advertised Gender: Male Female Date of Birth: Ethnic Origin: Choose one section and tick the appropriate box to indicate the cultural background to which you consider you belong. categories are based on the 2001 Census. ASIAN OR ASIAN BRITISH Indian Pakistani Bangladeshi Kashmiri Any other Asian background (please state) ____________________________ BLACK OR BLACK BRITISH Caribbean African Any other Black background (please state) ________________________ CHINESE OR OTHER ETHNIC GROUP Chinese Vietnamese Any other (please state) ________________________ MIXED White and Black Caribbean White and Black African White and Asian WHITE British Any other White background (please state) ___________________________
PUBLIC UTILITY COMMISSION PETITION OF PECO ENERGY Public Meeting April 22, 2010 COMPANY FOR APPROVAL 2123944-OSA OF SMART METER TECHNOLOGY Docket No. M-2009-2123944 PROCUREMENT AND INSTALLATION PLAN MOTION OF COMMISSIONER ROBERT F. POWELSON Before us today is the Initial Decision of Administrative Law Judge Marlane Chestnut approving PECO Energy Company’s (“PECO” or “Company”) smart meter plan, as amended by a Joint Petition for Partial Settlement. I applaud all the parties involved for reaching a consensus on the vast majority of the issues raised, and I believe the settled issues should be approved, with two modifications. The parties agreed to use a rate of return on equity of 10.5%, to be updated following the Company’s next rate case. While we approve this approach, in the case of more than three years passing between rate cases, the rate of return on equity should be updated using the barometer group included in the Quarterly Earnings Report issued by the Commission’s Bureau of Fixed Utility Services, until a subsequent litigated base rate case ROE is determined, to be effective for such subsequent three year period. Embedded in PECO’s plan was a commitment to provide consumption data and customer information to third parties via established Electronic Data Interchange (EDI) protocols and data transfer methods described in the Implementation Order. Pursuant to our Implementation Order, EDCs were strongly encouraged to implement a new historical interval usage transaction in order to provide customers and their designated agents with 12 months of interval usage data. Under the Joint Petition for partial settlement PECO committed to provide direct access to licensed electric generation suppliers or other third parties authorized by the Commission, by means of EDI transactions, of the data currently available from its existing AMR system and any additional Advanced Read Services it is able to provide. I commend PECO for their commitment to use EDI protocols to provide consumption and other information to third parties. Neither the record nor the settlement, however, addresses how or when the Company plans on implementing these transactions. Other utilities throughout the Commonwealth have or will be soon implementing historical interval usage (HIU) transaction capabilities, and I believe it would be prudent to seek comments from the Company and other interested parties on whether PECO should adopt these protocols, and if so, how and when they should be implemented.
A JOINT RESOLUTION TO APPROVE REGULATIONS OF THE DEPARTMENT OF HEALTH AND HUMAN SERVICES, RELATING TO ARTICLES 4, 5, 7 AND 8 OF CHAPTER 126, DESIGNATED AS REGULATION DOCUMENT NUMBER 4746, PURSUANT TO THE PROVISIONS OF ARTICLE 1, CHAPTER 23, TITLE 1 OF THE 1976 CODE. Be it enacted by the General Assembly of the State of South Carolina: SECTION 1. The regulations of the Department of Health and Human Services, relating to Articles 4, 5, 7 and 8 of Chapter 126, designated as Regulation Document Number 4746, and submitted to the General Assembly pursuant to the provisions of Article 1, Chapter 23, Title 1 of the 1976 Code, are approved. SECTION 2. This joint resolution takes effect upon approval by the Governor. XXX SUMMARY AS SUBMITTED BY PROMULGATING AGENCY. The Carolina Department of Health and Human Services is proposing to amend Article 4, Article 5, Article 7 and Article 8 of Chapter 126 of the South Code of Regulations to update outdated references, to more accurately reflect administration of the Agency’s programs and to remove sections that are no longer administered by the Agency. The Notice of Drafting was published in the State Register on December 23, 2016. XX
Processed By: Processed Date: 1076 – MMRS Security Contact Maintenance Form V13 04/18/2017_____________________________ Print or Type Sign where applicable and submit form to: DFA/MMRS Robert Clark Building 301 North Lamar Street, Suite 400 Jackson, MS 39201 Fax: (601) 359-6551 MASH@dfa.ms.gov Agency Name: Agency Phone: Agency Address: MAGIC - Security Contact updates are made in MAGIC MAGIC Security contact updates are made in Identity Management by the Agency Director. Please email at mash@dfa.ms.gov or call the MMRS Call Center @ 601-3591343, Option 1, Option 3 for assistance in making this change. MATA Agency Contracts / PayMode Primary Contact – Add / Change / Delete Backup Contact – Add / Change / Delete Name: Name: Email: Phone: Phone: Contact Signature: Contact Signature: SPAHRS/ NEOGOV Primary Contact – Add / Change / Delete Backup Contact – Add / Change / Delete Name: Name: Email: Email: Phone: Contact Signature: Contact Signature: MERLIN MERLIN Agency/User Information can be requested or updated online at ACE Agency Administrator Primary Contact – Add / Change / Delete Backup Contact – Add / Change / Delete Name: Name: Email: Email: Phone: Contact Signature: Contact Signature: Asset Management (Protégé) Contact information for agency property officers is maintained by the Office of the State Auditor. FMVIEW SPAHRS Primary Contact – Add / Change / Delete Backup Contact – Add / Change / Delete Name: Name: Email: Email: Phone: Phone: Contact Signature: Contact Signature:
Atonement Lutheran Vacation Bible School June 13th– June 17th 9:00 AM – 12:00 PM Register now for a fun time! Pre-K – Grade 5 recommended donation $15/youth $30/family Preferred t-shirt size: XS___S___ M___ L___ XL___ S___ M___ L___ XG___
Offerors shall complete the table and include the required state registration and licensure information. By completing this table, Offerors certify that their team complies with the requirements set forth in Section 4.2.5 and that all businesses listed are active and in good standing. SCC & DPOR INFORMATION FOR BUSINESSES (RFP Sections 4.2.5.1 and 4.2.5.2) Business Name SCC Information (4.2.5.1) DPOR Information (4.2.5.2) SCC Number SCC Type of Corporation SCC Status DPOR Registered Address DPOR Registration Type DPOR Registration Number DPOR Expiration Date
Knowledge of ethical and sustainable issues relating to fashion subject area and associated practices Knowledge of current brand management issues Teaching qualification (PCAP or equivalent. Application & Interview Application & Interview Application Planning and organising Able to plan, manage, organise and assess own teaching contributions Able to contribute to the design of course units, curriculum development and new teaching approaches in the Academic Unit Application & Interview Application & Interview Problem solving and initiative Able to develop understanding of complex problems and apply knowledge to address them Able to develop original techniques/methods Application & Interview Application & Interview Management and teamwork Able to manage and deliver own course units and contribute to course units Able to directly supervise work of students Able to contribute to Academic Unit management and administrative processes Work effectively in a team, understanding the strengths and weaknesses of others to help teamwork development Application & Interview Application & Interview Interview Communicating and influencing Communicate new and complex information effectively, both verbally and in writing, engaging the interest and enthusiasm of the target audience Deliver lectures and seminars in courses relating to different aspects of (subject area) Able to engage counselling skills and pastoral care, where appropriate Work proactively with colleagues in other work areas/institutions, contributing specialist knowledge to achieve outcomes Interview Interview Application & Interview Application & Interview Other skills and behaviours Positive attitude to colleagues and students Flexible approach to work planning and delivery Interview Interview Special requirements
“( ) ‘Crisis intervention team’ refers to local coalition with a purpose of improving the manner in which law enforcement and the community respond to crisis situations in which an individual is experiencing a mental health or addictive disorder crisis. ( ) ‘Technical assistance center council’ refers to a council established by the Law Enforcement Training Council in conjunction with the mental health courts and the Department of Mental Health to support the development and sustainability of local crisis intervention teams.” SECTION 2. Chapter 23, Title 23 of the 1976 Code is amended by adding: “Section 232355. (A) A law enforcement officer who is Class 1LE certified in this State is required to complete Continuing Law Enforcement Education Credits (CLEEC) in mental health or addictive disorders each year of a threeyear recertification period. The number of required annual CLEEC hours in mental health or addictive disorders shall be determined by the council, but must be included in the forty CLEEC hours required over the threeyear recertification period. The training must be provided or approved by the academy and the Technical Assistance Training Council and must include, but is not limited to, the following curriculum: responding to crime scenes, responding to crisis situations in which an individual is experiencing a mental health or addictive disorder crisis, Fourth Amendment issues, incident report writing, determining primary aggressors, dual arrests, victim and offender dynamics, victims’ resources, victims’ rights issues, interviewing techniques, mental health courts and mental health court programs, offender treatment programs, and recognizing special needs populations. (B) The council shall develop guidelines to provide for an exemption from the requirement of certain Class 1LE certified law enforcement officers whose job responsibilities may not include responding to mental health or addictive disorder crisis cases from completing CLEEC hours in mental health or addictive disorders each year. The request for an exemption must be made by the chief executive officer of the law enforcement officer’s employing agency. A waiver or exemption from mental health or addictive disorders training must not reduce the forty CLEEC hours required over the threeyear period.”
Record Management Collect and maintain accurate, complete and current information on clients, workplace risks and incidents All appropriate documentation is completed within the allocated time frames House Management Undertake the daily or routine tasks of meal preparation, cleaning, washing, basic property maintenance and managing finance in order to support the efficient functioning of the household whilst actively engaging clients as much as possible. Purchase according to planned budget and be accountable for finances and assets of the service outlet, including cash, order to operate within allocated budget Completion of all household routines evidence of same completed in the house diary. Finances Organising cash payments for internal accounting fees Banking preparation with clients Maintain pre and post banking documentation up to date. Keeping client’s payments up to date Regularly attending banking with clients Learning & development Identify and actively participate in ongoing learning and development to employ best practice standards in providing support and care to clients. Attendance at structured training course or informal programs. Conduct Ensure all activities comply with agency and government policies and guidelines, including employment equity and diversity, WH & S, ethical practice and the Code of Conduct and Ethics to ensure equitable and inclusive practices. Follow ASSID code of conduct. WH &S Ensure systems are utilised to identify and address Workplace Health and Safety risks in the workplace in order to maintain a healthy and safe working environment that complies with Anowah policies and legislation. Appropriate reporting of ALL possible WH &S issues via the correct procedure Person specifications: Demonstrated Commitment to achieve the best possible outcomes for persons with a disability.
EXAMINATION BRANCH QUESTION BANK Name of the branch: MECHANICAL Year & Sem: IV-II Name of the subject: PRODUCTION PLANNING AND CONTROL Name of the faculty, Designation & Mobile number: P.Anitha, Assit. Prof., 7660872442 Date of Examination: April 2017 Academic Year: 2016-17 NOTE: All the faculty requested to use Question Style - Calibri and Size - 12 UNIT-III S.N0 QUESTION APPEARED IN (R05,R07, R09, R13) MARKS Assigned 1 Define inventory. “Is inventory an inevitable evil”. Explain R07 15 2 What is inventory management and control? Discuss the objectives and benefits of inventory management and control. R09 15 3 What are the Symptoms that indicate poor inventory management in an organization? R09 15 4 Explain the various Inventory control Techniques. R09 15 5 ABC Analysis Definition, Procedure, Advantages and Limitations. R09 15 6 Compare and Contrast ABC and VED Analysis for classifying of items. R09 15 7 Define EOQ. What are the various assumptions of the EOQ Model R09 15 8 Define Materials requirement Planning. What are the inputs of MRP System. R09 15 9 Define ERP. Explain the Salient features and scope of ERP System. R09 15 10 What are the factors involved in ERP implementation. What should be done to avoid failure in ERP implementation? R09 15 UNIT-IV
APPENDIX C - DATA RAM PUMP UNITS PROJECT TITLE (P) DOCUMENT REFERENCE (P) PROJECT REFERENCE NUMBER (P) REVISION (P) PROJECT LOCATION (P) DATE (P) PUMP UNIT SUPPLIER (P/S) REFERENCE DRAWINGS INCLUDED (Y/N) (P) TAG NO./ASSET CODE (P) * - Indicates Purchaser’s default requirement 2.0 GENERAL 2.1 General 1 Number of Identical Pump Units Required (P) 2 Pump Unit Application () (P) Sludge pumping Sewage pumping Grit pumping Other (specify) 3.0 OPERATING ENVIRONMENT AND PIPEWORK DETAILS 1 Operating Environment (P) Site Location () Inland Coastal Pump Unit Location () Inside Outside Other (specify) Hazardous Areas (P) Hazard (dust or gas) Dust zone (20, 21 or 22) Gas zone (1 or 2) Gas Temperature class EMC Environment () 1st environment – C1 1st environment – C2 2nd environment – C3 2 Unusual Environmental or Operating Conditions (P) 3 Inlet Pipework Size and Length (P) 3 Outlet Pipework Size and Length (P) 3 References For Further Information (P) 4.0 TYPE AND PROPERTIES OF THE PUMPED MEDIUM 1 Sludge Pumping Applications (P) Type of Sludge (Primary, RAS, etc.) Sludge Properties (If Known) Dry solids content (wt %) (min/design/max) Rag content (high/low) Abrasive solids content (high/medium/low) pH Chloride content (ppm) Avg Max Temperature (inlet) (°C) Min Max Vapour pressure (bar abs) Kinematic viscosity (cSt) Density (kg/m3) Newtonian/non/Newtonian Polythickened (%) 1 Sewage Pumping Applications (P) Type of Sewage (Raw, Screened, etc.) Sewage Properties (If Known) Solids content (wt %) Rag content (high/low)
3 Costs of Components (£)/Time Required to Replace Components (hrs) (S) Component £ Hrs * - Number of hours operation at the GP 6.0 DESIGN SPECIFICATION 6.1 General 6.1.1 General 3 Pump Unit Designation/ Model Number (S) 5 Number of Pump Barrels/Cylinders (P/S) 6 Process Connection Details (P/S) Inlet Connection Nominal bore (mm) Flange rating (PN 16*) Outlet Connection Nominal bore (mm) Flange rating (PN 16*) 7 Auxiliary Connections () (P/S) (Y/N) Size Inlet/outlet pressure gauges Venting pipework Drain pipework Seal flushing pipework Other (specify) * - Minimum allowable flange rating 6.1.2 Weights and Lifting Arrangements 1 Weights (kg) (S) Complete pump unit Heaviest erection lift Heaviest maintenance lift 6.1.4 External Corrosion Protection 1 Coating Requirements (P) Pump external surafces (Suppliers standard paint finish*) Support structure (WIMES 4.01*) 6.1.8 O & M Manuals 1 Type () (P) Supplier’s standard Purchaser’s standard (specify reference) 6.2 Support Structure 3 Material (S) 6.3 Pump Body/Casing 2 Pump Body/Casing Material (P/S) 5 Barrel Coating Required/ Provided (Y/N) (P/S) 5 Coating Details (P/S) 6.4 Ram(s) 1 Ram Material (P/S) 2 Ram Coating Required/ Provided (Y/N) (P/S) 2 Coating Details (P/S) 6.5 1 Sealing Arrangement Between Ram and Pump Body/Casing (S) 2 Seal /Cooling Required (Y/N) (S) 2 Method of Seal , Cooling and/or Lubrication (S) 2 Seal , Cooling and/or Lubrication Requirements (S) Type of fluid required* Supply pressure (bar) Flow rate (l/min)
Compound Machines (3.2) When you put two or more simple machines together, you make a compound machine. A wheelbarrow is a compound machine. It is a lever, a straight bar with a fulcrum that carries a load. It also has a wheel and axle. Many complicated machines are formed from the six simple machines.
Eurovision Equestrian Services Ruslan Petkov & Siobhan Hoskins 110 Spinks Rd, Glossodia 2756 NSW Ph. 0428315430 or 0448327216 ABN. 12 904 696 185 I / We …………………………………………………………………………………... Of …………………………………………...………………………………………….. ………………………………………Post Code …………State …………. Telephone …………………………Mobile ………………………………….. Email …………………………………………………………………………………… Nominate the following mare ………………………………………………………... Mare Registration details ……………………………………………………………. Colour ……………………………Sire ........................................................ Dam ………………………………Dam Sire …………………………………. Date of Birth …………………………………………………………………………… Brands ………………………(Near Side), ………………………….. (Off Side) Name of inseminating vet: ………………………………………… Phone: …………………………… The address the Semen must be sent to: I / We agree to the following conditions: will be sent after payment of the service fee of $1,500 inc. GST to Eurovision Equestrian Services (bank details below).
situations where you had either strong negative emotional and even physical reactions to them and you have also likely had situations where you had strong positive feelings about them. This next activity is an essential stepping stone to your preparation for the week of class time…and beyond. Make sure you work carefully on it, as we will be debriefing this activity when you return to class on Wednesday afternoon. Display Slide 10.1. Activity: Identifying Reactivity in Yourself (PG:) Activity #: Identifying Your Reactivity Purpose: This activity helps participants walk through a self-assessment tool. The first step is to become aware of emotions at the very negative end of the spectrum and emotions at the very positive end of the spectrum. PG: Materials: Crayons: at least six for each person (Red, Orange, Yellow, Green, Light blue, Dark blue. : Reactivity – What is Your Reactivity Level? : Creating a Feeling Arrow How Hot Are You? : Focusing on the Feelings : Intensivity : Heat for the Week Trainer Instructions: NOTE: Because we are talking about eliciting personal feelings in participants, be prepared to have sidebar conversations with people afterwards. Review the instructions at the top of the : Reactivity – What is Your Reactivity. To complete #1 of the Handout, have them take minutes to think about situation that elicits negative feelings and complete the column HIGH, and then have them do the same thing in thinking about a situation that elicits very positive feelings. Debrief.
Demonstrating Trusting Relationship Building Checklist Genuineness Be yourself and balance this with your professional role. Be sincere and open. Express yourself naturally without artificial behaviors. Make sure that your nonverbal behavior, voice tone and verbal responses match or are consistent. Be non-defensive. Self-disclose in a purposeful and manner. Respect Recognize the dignity and worth in each human being. Value the family member as an individual, separate from his/her behavior. Communicate care and concern. Communicate warmth. Show commitment. Recognize and use a person’s strengths. Be open-minded and non-judgmental. Empathy Recognize the person’s experience, feelings and nonverbal communication. Express/demonstrate understanding of and compassion for the person’s feelings and experiences. Concreteness Speak Clearly Be Specific Competence Know your job Know what you are talking about Know when to ask questions
Ask: How can we use this language in our conversation with Jessica Santiago? Activity #4: title Purpose: PG:X Materials: None Trainer Instructions: Divide the strength language from PPT among the participants and ask them to create a statement or question that they can ask or say to Jessica that is strength based. After 3 minutes share with class. Say: When we first began to identify strengths I asked you to write the strengths that you recognize either in your present family or family of origin. Ask: What did your families do to help create the strengths they have Ask: What strengths can you identify that would keep you from neglecting or abusing your own children or others close to you? Activity STOP Display slide 15.1.13: Strengths, Protective Factors and Protective Capacity (PG:X) Reflect on information on family protective factors, family dynamics and caregiver protective capacities. Say: Many of the families we work with were not raised with the strengths that you have. Point to the Andersen case as a positive example of the power of Jim’s and Marc’s brotherhood bond, and the positives of their family system that helped Marc overcome the challenges he experienced. Say: by identifying family protective factors and strengths during family assessment, we can build on these to make families stronger and more protective. Here are some examples of strengths to on: Parents’ ability to see safety as a concern. Parents’ willingness to identify how to establish and maintain safety. Previous efforts to keep child safe, even if ineffective or sporadic, provide a basis for growth.
Module 16: Effectively Communicating with the Family Time: 12 hours Slide 16.0.1 Slide 16.0.2 Slide 16.0.3 Module Purpose: This module establishes the importance and need for good communication skills with families and others. Participants will review what has been learned in earlier modules and relate them to interviewing skills. Participants will to practice what they have learned and create their own style of interviewing. Learning Objective: Evaluate a Hotline call: 1) Identify what information has been acquired in each of the six domains; 2) Determine what questions could be asked in order to gain a robust perspective on the family, family dynamics and culture. Demonstrate key skills: active listening, reflection, empathy, disclosure, questioning, summarizing, and accurately reading non-verbal behaviors. Communicate difficult information and conflict resolution. Apply basic interviewing skills to facilitate information collection regarding children and their family dynamics. Demonstrate basic interview skills and strategies. Reconcile discrepancies among interviews and explain how that reconciliation was accomplished. Demonstrate how to document case notes. Notes: Unit 16.1: Basic Communicaiton Skills Time: 3 hours
The next slide will point out that everyone has a viewpoint with regard to addiction that is based on his/her own experiences. Display Slide 5.1.13 - Personal-Professional Dimensions of Substance Use (PG:7) Say: All of us our personal perspectives to our work, many including views and experiences regarding addiction from our families of origin. Know how your viewpoint affects your view of parents. Each person’s experience with substance use is unique; what worked for you or your family may be different from what will work for our families. Discuss your issues with your supervisor to ensure that your own life experiences do not interfere with your ability to work objectively with your families. Tell a story based on your own experience, about how your views/experiences about substance abuse affected how you worked with someone OR use a story based on someone else’s experience OR ask the participants if anyone can relate to how this may apply to their job. For example: If a person had an addiction of any kind in the past and has recovered or overcome that addiction, they may believe that if they can do it anyone can do it, they did not see it as a disease or fatal. OR They may believe that it is useless to try to help people who are addicts because they don’t want help. Remind participants to keep their own viewpoints in mind as they continue this training. After brief discussion continue on to next slide to describe the characteristics of a disease Say: A nonuser or casual alcohol/drug user may have difficulty understanding why addicts just don't stop. Use and abuse of psychoactive (mood-altering) drugs seem to be voluntary; addiction seems to be characterized by involuntary, compulsive use. In most cases, addicts just don't stop because they are addicted; they cannot stop on their own. A person may start out taking drugs voluntarily. But as time passes, and drug use continues something happens that makes a person go from being a voluntary drug user to a compulsive drug user. Why? Because the continued use of addicted drugs changes your brain - at times in dramatic, toxic ways, at others in more subtle ways, but often in ways that result in compulsive and even uncontrollable drug use. Display 5.1.14: Criteria for Substance Dependence (PG:8)
Development (Jean Piaget) ,Psycho-Social Development (Erickson), Moral Development ( L .E. Kohlberg). UNIT- III UNDERSTANDING THE LEARNING PROCESS Learning as a process: Meaning, Nature and importance of learning, Different types of learning -Learning curve, Factors influencing of learning -Theories of Learning: Trial and Error learning - Thorndike, Classical Conditioning – I.P.Pavlov , Operant Conditioning – B.F. Skinner ,Insightful learning – Kohler Levels of learning – Gagne. UNIT- IV INDIVIDUAL DIFFERENCES AMONG LEARNERS Individual Differences: Meaning – Different types of ID – Factors Causing ID – Meaning – Concept of MA, Theories of Intelligence: Guilford’s Structure of Intellect, Gardner, Multiple factor and their educational implications -Emotional Intelligence: Meaning, Characteristic and role of teacher in enhancing E. Q. Creativity: Meaning, Nature, Stages and Identification of the Creative Children. UNIT- V FACTORS INFLUENCING LEARNING Motivation – Meaning, Types (Intrinsic and Extrinsic), Maslow’s theory of Hierarchical Needs, Strategies for motivating learning Process -Memory and Forgetting – Meaning, Factors influencing memory. Meaning and Causes of forgetting, Curve of forgetting -Transfer of learning – Concept, types, Theories and methods of maximize of learning. PRACTICUM: Direct Observation Case study Memory Test of creativity Intelligence test Leaning test : Whole and part learning Bilateral Transfer: Mirror Drawing Experiment.
Title Style of Assessment AQA Core Mathematics Either a 1 or 2 year course dependent on how it is run. This is to be confirmed. Compulsory content Analysis of data Maths for personal finance Estimation Critical analysis of given data and models Optional content The normal distribution Probabilities and estimation Correlation and regression Critical path and risk analysis Expectation Cost benefit analysis Graphical methods Rates of change Exponential functions *Two written papers. *Each paper contributes 50% of the qualification lasting 1 hr 30 mins. *Paper 1 Calculator – Mathematical studies (Compulsory) *Then a choice of papers 2A (statistical techniques) 2B (critical path and risk analysis) 2C (graphical techniques)
Core Skills Signposting Sector Construction Qualification Title SVQ in Carpentry and Joinery (Construction) at SCQF level 5 Developed by ConstructionSkills Approved by ACG 19 April 2017 Version 3 Core Skills Signposting SVQ in Carpentry and Joinery (Construction) at SCQF Level 5 Ref No. Title Communication Numeracy Problem solving Working with others ICT COSVR05v2 Install frames and linings Level 4 Level 4 Level 4 COSVR08v2 Install internal mouldings Level 4 Level 4 Level 4
Key Features of the Course: The new Core Maths qualification is for students who have passed GCSE Mathematics at grade C or above but have decided not to study A Level Mathematics. It builds upon and strengthens existing skills and focuses on using and applying mathematics to solve problems relevant to their everyday lives. Core Maths has been designed to maintain and develop real-life maths skills. What students study is not purely theoretical or abstract; it can be applied on a day-to-day basis in work, study or life and most courses will include a financial maths element. It will also help with other A-level subjects – in particular with science, geography, business studies, psychology and economics. The skills developed in the study of mathematics are increasingly important in the workplace and in higher education; studying Core Maths will help students keep up these essential skills. Most students who study maths after GCSE improve their career choices and increase their earning potential. On completion students will be awarded a level 3 qualification and UCAS points equivalent to the new AS structure. Entry Requirements: GCSE grade 7 or higher in Mathematics. What could this course lead on to? The new ‘Core Maths’ qualifications are designed to better prepare students for the mathematical demands of study, employment and life. The Core Maths initiative is a major part of the government’s plan to increase participation and raise standards in mathematics. The course has been developed with employers, universities and professional bodies as valuable preparation for university study and employment. Style of Assessment Either a 1 or 2 year course dependent on how it is run. This is to be confirmed. Compulsory content Analysis of data Maths for personal finance Estimation Critical analysis of given data and models Optional content The normal distribution Probabilities and estimation Correlation and regression Critical path and risk analysis Expectation Cost benefit analysis Graphical methods Rates of change Exponential functions *Two written papers. *Each paper contributes 50% of the qualification lasting 1 hr 30 mins. *Paper 1 Calculator – Mathematical studies (Compulsory) *Then a choice of papers 2A (statistical techniques) 2B (critical path and risk analysis) 2C (graphical techniques)
Please complete ONE of the relevant sections (NB, the hyperlinks above will take you to the relevant section of the form). Abstracts (not including references) should be between 400 and 600 words. Research abstract Research papers Research papers should focus on the education of healthcare professionals and have implications for learning, teaching or assessment. They are intended as an opportunity to present a fully developed study, completed phase of a study, or a systematic review. Abstracts should acknowledge, wherever possible, the international relevance of the research. The study, or phase of the study, must be complete with appropriate data and findings available by the time of presentation. Please indicate the conference theme to which your abstract relates: Developing the future of healthcare education workforce Education in clinical practice and practice development Educational enhancement E-learning/blended learning Humanising healthcare education Internationalisation and global challenges in healthcare education Inter-professional learning and working Leadership in healthcare education Learning and teaching strategies Partnership working Research methodology in healthcare education Service user and carer engagement Social, economic and policy drivers in healthcare education Student experience and engagement Using simulation to enhance learning Abstract title: Abstract authors (include names, job titles and institutions): Background, including underpinning literature and, wherever possible, the international relevance of the research
MONDAY 29th Bank Holiday TUESDAY 30th Camp Mohawk WEDNESDAY 31st Forest School visiting us at John Watson School THURSDAY 1st Spring Walk to Local Park FRIDAY 2nd Local Library, reading corner Activity’s provided in hall: Activity’s provided in hall: Out on trip 10-4pm admission £5 per child. Please ensure appropriate clothing and footwear is worn by all children, along with sun cream if the weather is hot, pack lunch and drink is provided. (Please note that activity could subject to change) Activity’s provided in hall: Outdoors during the morning. Please ensure weather proof clothing and footwear is worn by all children. Ball games Musical instruments Dolls and pram Lego TV on big screen (Please note that activity could subject to change) Activity’s provided in hall: Out for most part of the day, please ensure appropriate clothing and footwear is worn by all children, along with sun cream if the weather is hot, pack lunch and drink is provided. (Please note that activity could subject to change) Activity’s provided in hall: Visiting Wheatley library during the morning. Please ensure appropriate clothing and footwear is worn by all children. T.V and PlayStation Cars Lego Colouring Cooking of the week ‘Explore Spring Fun’
Competencies and Student Learning Outcomes for Volunteering on Campus Top competencies that employers look for: Communication Professionalism Teamwork Critical Thinking Collaboration Decision Making Technological Aptitude Guiding Principles Competencies Student Learning Outcomes (These statements begin with “The student…”) Practical Competencies Effective Communication Professionalism Problem Solving Decision Making Critical Thinking Analyzing Interpreting Follow through - Sets, articulates and pursues involvement experiences that enhance career options -Demonstrates professionalism in attire, communication, and interactions online and in social media - has gained practical experience for the CV (practical - assesses situations and address problems by drawing on multiple perspectives and sources of information - completes tasks on time and on target - Evaluates solutions to make recommendations or decisions -demonstrates consideration of the welfare of others in decision-making process - is able to interpret information and communicate that meaning to others
Professionals Demonstrate This Competency? Key Elements Distinguishing Behaviors Identifies problems and opportunities. Development Gathers information. Under Development Generates alternatives. Under Development. Evaluates alternatives and Under Development Chooses an effective option. Development Commits to action. Under Development Considers others’ perspectives. Development Personal Growth Activities may include, but are not limited to, on-the-job experience, developmental assignments, shadowing, experiential learning, participating in training as a leader or participant and other life experiences. Remember that many developmental activities can and will occur outside of work as part of your personal life. Specific EXAMPLES of developmental opportunities for this competency include: EXAMPLES of Developmental Activities
social and political costs and benefits of a specific action. Challenge your personal assumptions about your ability to exert more influence. Build and leverage the power base you already possess. Builds a compelling case. Develops broad support for ideas and initiatives. Communicates a clear and compelling vision of the business situation to be resolved that provides employees with a sense of direction and which can solicit broad support from key stakeholders. Connect actions to people’s and organization’s values. Involves others in exploring solutions. Builds, maintains and impacts internal and external networks to build collaborative
Property Value Identifier 3242-3432-45565-b4i946 Validates Criterion requirement Identifier 0892e478-84f7-4dd7-b098-a75dfea30e85 Description Minimum financial turnover in Euros for 2015 Value 344000 Applies to period See 6.3.4 The recipient of the response will be able to automatically assess whether the values are higher than the minimum threshold established in the criterion and thus will be able to automatically score the response.
Story: Fatima’s Daughter Gets Sick (Picture 1.1) Fatima and her family live in a rural village in the northern part of Tanzania. She lives with her husband and two children, Asad, who is three years old, and Afya, who just turned one. Afya is not quite walking, but crawling everywhere! Fatima loves her family and works hard to take care of them. Every day, Fatima walks with both children about thirty minutes each way to the river to fetch water for the household. Last week there were extreme rains causing widespread flooding along the river and in the fields of Fatima’s village and the surrounding villages. Yesterday was the first day Fatima was able to make it to the river with her children since the flooding. While she gathered water, Afya played on the shore of the river, putting her hands in the water and then in her mouth. Early the next day, Fatima noticed her youngest child was not feeling well at all. Afya was having very frequent, watery, and abundant diarrhea like rice water. She was also vomiting and very thirsty. By late that afternoon, Afya had stopped peeing and her eyes were sunken. Both Fatima and Asad felt okay. That night Fatima was very worried about Afya. She heard about cholera on the radio from local community health workers last year when there were heavy rains and flooding up north. The health workers said that cholera is a very serious disease and can be deadly especially in small children. She remembered that contaminated water can often be the source. As Fatima continued to care for Afya, she thought that it could just be common diarrhea. No one was talking about cholera in her village, but Fatima was very worried about Afya and unsure what to do. Fatima’s Daughter Gets Sick (Picture 1.1)