zilongwang/ReadingBank huggingface dataset:
B Sample TABLE 5 – Local NPP Non-Public Property Financial Signing Authorities Individuals Delegated Commitment and Contract Authority, and Payment Approval Authority for local NPP – CFB xxxx CDS Delegated Position Position Title Name of Incumbent Telephone E-Mail Address Commanding Officer Commanding Officer Capt(N) R. Jones Robert.Jones@forces.gc.ca Other Positions Delegated by Commanding Officer (CO) IAW CDS delegation document CO Delegated Positions Position Title Name of Incumbent Telephone E-Mail Address Chairman Unit Fund/Oversight All Messes Unit Administration Officer Cdr M. Smith Marc.Smith@forces.gc.ca Deputy Chairman Unit Fund Senior Manager, PSP Mr. John Joseph John.Joseph@forces.gc.ca PMC Officers’ Mess Unit Administration Officer Cdr M. Smith Marc.Smith@forces.gc.ca Mess Manager Officers’ Mess Mess Manager Officers’ Mess CPO2 J. Ewing John.Ewing@forces.gc.ca Manager, Fitness and Sports Manager, Fitness and Sports Mr. John Langford John.Langford@forces.gc Manager, Community Recreation Manager, Community Recreation Ms. Jane Jackson Jane.Jackson@forces.gc.ca Auto Club President Auto Club President PO1 Ken Dryden Ken.Dryden@forces.gc.ca Auto Club Treasurer Auto Club Treasurer MS Joan Collins Joan.Collins@forces.gc.ca Signed: Unit Administrative Officer Date: Distribution NPPAM (original)
and these symptoms have been present for about three days. The pharmacist does have a CDTA to prescribe certain medications and to provide immunizations. The pharmacist, based on the patient’s presentation, engages in a differential diagnosis. The pharmacist conducts a physical examination of the patient, and orders multiple laboratory tests based on the patient’s presentation. None of these preliminary steps is outlined in the CDTA. Based on the results, the pharmacist prescribes a medication not listed on the pharmacist’s CDTA. The preliminary steps in this hypothetical were: (i) examination of the patient, (ii) conducting a differential diagnosis, and (iii) ordering and reviewing laboratory tests. The concern in this hypothetical is the pharmacist providing services and prescribing a medication that is not contained in the CDTA. This could be considered as practicing beyond the scope of a pharmacist license.
1.5 Other Licenses and Permits i) Does this project involve the use of native species? Yes No If ‘Yes’ provide the Parks and Wildlife or Fisheries (or equivalent if taking place in another state) Permit No. or status of a Permit application. iii) Are prescription or controlled drugs (S4 or S8) used in this project? Yes No If ‘Yes’ provide the Medicines and Poisons Control Authorisation No. or status of Authorisation application. SECTION 2: OVERVIEW AND JUSTIFICATION OF ANIMAL USE 2.1 What is the aim of the project? What do you hope the project will establish or achieve that is different to what is already known/established? 2.2 Describe the project. Briefly, explain what you are trying to demonstrate/the hypothesis that the project is testing, including by the use of the animals in this project? 2.3 Comment on the significance of this project. How is the impact on the animals justified in relation to the outcomes the project has been designed to deliver? 2.4 What animal species and numbers are to be used/captured? Common name Scientific name Numbers
Authorship Record Form This form is used to plan and may ultimately record authorship details of research outputs having more than one contributor. HDR candidates and supervisors may use it to discuss and plan publications associated with a HDR project whether or not collaborative publication is contemplated. There is no limited to the amount of text that can be used. Plans may be changed and updated over time. The Certification record must be retained by the corresponding author and produced if requested by the University or other authorised party. Date: Research Output Type: e.g. Journal article, book chapter, exhibition. Title: This can be a draft title for the research output. Brief Summary of the Research Output: Use dot points or brief text to describe the important points of the research output. This may change over time. Contributors (Authors and Non-Authors): List anticipated contributors to the research output. This may change over time. Include staff and collaborators who should be acknowledged for their contributions even if they are not authors Authors in The order of authors may change over time. If the roles are important, clearly indicate the corresponding, senior and equal co-authors. Contributions Each Author Will Make: Record the name and contribution of each author including where appropriate the proportion of contribution to the total work. Expected Timeline for Submission or Publication: These will be estimates. Title of Expected Outlet or Publisher: List expected journal/s or book/s or publisher/s or place/s or exhibitor/s A CDU employee who is the corresponding author must record the agreement between contributors for the authorship of the research output and produce the record if requested by the University or other authority. Corresponding authors may use this form to certify inclusion or exclusion of each authors or other collaborator by printing the person’s name and having them sign below (email acknowledgements or other records are acceptable). Certification: Legibly print your name and sign to certify your inclusion or exclusion as an author
CBAP® Number: 4 Self-Directed Learning Date Submitted: 5 Volunteer Service Recertification Date: 6 Professional Experience Activity Number CDU Category (1-6) Organization Information Contact Activity (for category 6 – include hours of work experience) EEP Course Number (if applicable) Start Date End Date # CDUs Total CDUs Reported
7) Mendelian Genetics 3 1/7-1/31 Big Ideas: 3 with 2 & 1 with 3 Mendelian Genetics (14) Punnett Squares & Probability Non-Mendelian Genetics Genetic Disorders Genetics – virtual (3, 1) Corn Genetics/Chi Square (3, 1) Fruit Fly – virtual (3, 1) Quiz 9 (Dihybrid Chi Square) 1/18 FRQ topic: Chi Square with Genetics Genetics Exam 1/31 Genetic Disorders Presentation week of 2/4 8) Molecular Biology 4 weeks 2/1-3/7 Big Ideas: 3 with 2 & 1 with 3 DNA & RNA (16) Gene Expression (17) Regulation of Gene Expression (18) Viruses (19) Biotechnology (20) Microbiology (3) Gel Electrophoresis (3) Bacterial Transformation (3, 1) Quiz 10 2/15 DNA Models due week of 2/25 Case Study: Snow White Apples or An Infectious Cure FRQ topic: Operons and Protein Synthesis Material will be included on MoM 3 3rd Quarter ends 3/7 WINTER BREAK 2/18/19 – 2/22/19 9) Evolution 4 weeks 3/11-4/5 Big Ideas: 1 with 3 & 4 Darwin & Natural Selection (22) Population Evolution (23) Phylogeny (26) Simpson’s Diversity Diversity Independent of Chapters 27-34 (1) BLAST (1, 3) Natural Selection (1, 3, 4) Quiz 11 (Hardy-Weinberg & Cladograms) 3/22 Case Study: Evolution in Action or Sex and the Single Guppy FRQ topic: Amino Acid Sequences with Phylogeny & Evolution Exam 4/5 Hardy-Weinberg Survey Projects due 3/29 4th Quarter Independent Study due 4/30 SPRING BREAK 4/19/19 – 4/26/19 10) Plants Big Ideas: 4 with 1 & 2 Plants Independent of Chapters 35-39 Mapping of Plant Phylogeny Fungus Case Study Pigments & Chromatography Transpiration (all of the above 1, 2) Quiz 12 TBA 3rd Quarter Independent Study due 2/28 Phylogenetic Tree due 3/7 (4th quarter grade) Final Exams – early May
Lesson 3: Student Thinking Paper ALL ABOUT ME: I CAN... Name: ___________________________________ Class: ___________Date: _____________ Directions: a check mark () next to the things you can do now and an arrow ().next to the things you want to learn to do and an X next to the things in which you have no interest. Add any of your current abilities or things you want to learn that are not listed. I can I want to learn X No Interest grow fruits and vegetables work well with others follow written/oral directions write a story usually get what I want look at a person and know what kind of clothes look best on him or her write a sentence repair certain things design a set for a play solve math problems easily do science projects easily start a project and finish it plan activities for others “type” see something and explain it to others use a calculator sell things to benefit the school understand that people have teach or supervise outdoor sports write a play work with metric numbers draw a picture of what someone describes plant flowers and trees play a musical instrument understand how affect my body spell words correctly perform science experiments fix a broken toy be outside in any weather talk to people and explain things carefully keep a budget take something apart and put it together study a procedure & find a better way. rewrite an advertisement in the newspaper to make it better protect the environment problems faster than my friends feel comfortable interviewing people understand when people need to talk about their problems spend time with people and not be bored feel comfortable working outside on a job be creative in most things that I do express myself work well in a laboratory environment draw or paint _______________________ _______________________ _______________________ _______________________
If the student behaviors are limited to classroom guidance lessons, consider reasons, for example: What are the unique factors that be influencing these students’ responses during classroom guidance lessons? Have the behaviors occurred during other classroom guidance lessons? All lessons? Topic-specific lessons? Motivated by peers? Lesson 1 Student Resource Interviewing Skills Pocket Guide INTERVIEWING SKILLS: Ask question; Wait for answer; Take notes; exactly what person says; Ask for more information (e.g., tell me more, describe what you think while you do the job); Thank the interviewee; Follow-up with a thank you note. INTERVIEWING SKILLS: Ask question; Wait for answer; Take notes; Write exactly what person says; Ask for more information (e.g., tell me more, describe what you think while you do the job); Thank the interviewee; Follow-up with a you note. INTERVIEWING SKILLS: Ask question; Wait for answer; Take notes; Write exactly what person says; Ask for more information (e.g., tell me more, describe what you while you do the job); Thank the interviewee; Follow-up with a thank you note. INTERVIEWING SKILLS: Ask question; Wait for answer; Take notes; exactly what person says; Ask for more information (e.g., tell me more, describe what you think while you do the job); the interviewee; Follow-up with a thank you note. Lesson1: Student Thinking Paper JOB SATISFACTION INTERVIEWS: HOME AND SCHOOL JOBS Interviewer: ______________________________ Class: ___________Date: _____________
Central DuPage Hospital Paramedic Program Syllabus Attendance, Tardiness and Conduct: Reference the Paramedic Program Policy Manual and the behavior contract which will be distributed, discussed and signed on the first day of the class. The Paramedic Program Policy Manual and behavior contract are in effect for all four sections of the Paramedic Program, in class, labs, and clinical settings and Field Internship. In general, students should be civil and courteous and well as respectful and professional in appearance and conduct in all program settings. Phones, pagers and recording devices are not allowed in class. Should there be any change in the student’s background history during participation in any section of the program, the student must make the Lead Instructor aware of the change. Instructor availability: The Faculty’s goal is student success. Assistance with didactic, psychomotor, and affective abilities is available at the student’s request. A request for a conference and/or action plan must be made by the student. The Lead Instructor and assistant instructor(s) are available for consultation before and after class. An appointment should be made by the student who desires additional help. The Lead Instructors are available during business hours by phone and email and will return calls/emails within 24 hours. Accommodations to the American Disability Act are addressed according to the policy in the student handbook. Students must make the Lead Instructor aware of needs and reasonable accommodations will be made if possible. Students must have computer and phone access at all times and should respond to communications from the instructor(s) within 24 hours. Current phone numbers and emails must be provided and be available to the Lead Instructor at all times. Any changes to a student’s contact information must be provided to the Lead Instructor within 24 hours of the change.
Role: Work-based Learning Curriculum Development Skills Standards Validation Staff Development Program Development Other (specify): Name: Representation: Title: Industry Secondary Postsecondary Affiliation: Address1: Address2: City: State: Zip Fax: Email: Area of Expertise: Role: Work-based Learning Curriculum Development Skills Standards Validation Staff Development Program Development (specify): Name: Representation: Industry Secondary Postsecondary Affiliation: Address1: Address2: City: Zip Phone: Fax: Email: Area of Expertise: Role: Work-based Learning Curriculum Development Skills Standards Validation Staff Development Program Development Other (specify): Name: Representation: Title: Industry Secondary Postsecondary Affiliation: Address1: Address2: City: State: Zip Phone: Fax: Email: Area of Expertise: Role: Work-based Learning Curriculum Development Skills Standards Validation Staff Development Program Development (specify): Demand exists The PAC will review labor market information on a local, regional and/or state basis. Check this box if demand exists for the identified occupations. The labor market information does not need to be provided with the proposal as long as there is a demand for employees according to data provided by the (DLLR) or documented by employers in letters or other correspondence. If evidence for labor market demand is not readily available, attach documentation to the proposal. Check this box if there is a unique labor market demand for a program and data are not available from the DLLR. If the occupation is new or emerging and no data exist, supporting evidence is submitted with the proposal (i.e., document local, national, or regional trends, local circumstances, or provide letters from employers or local
Credits per year per pathway option as reflected by Course Sequences 9 10 11 12 Carpentry 1 1 2 4 Electrical 1 1 2 4 Plumbing 1 1 2 4 Masonry 1 1 2 4 Total number of credits for program completion: 4 Pathway Options School Name(s) Sites School Number
English Language Arts Year Plan Template Time Frame and Unit Type Context, Theme, and Big Ideas Comprehend and Respond Focus Compose and Create Focus Assess and Reflect Focus Resources Division ELA Assessments Possible Assessment Evidence: Possible Assessment Evidence: Possible Assessment Evidence: Possible Assessment Evidence: Possible Assessment Evidence: Possible Assessment Evidence: Possible Assessment Evidence: Possible Assessment Evidence: Possible Assessment Evidence: Possible Assessment Evidence: Possible Assessment Evidence: Possible Assessment Evidence: Possible Assessment Evidence: Possible Assessment Evidence: Possible Assessment Evidence: Resources: *Please refer to the Ministry Core and Additional Resource list for resources approved for your grade. **The TRC has many context kits and other resources.
Part III New Course Proposal Information State only if it is a new course Is the new course replacing a former course in the curriculum? Yes No Former Course’s Code Former Course’s Name Is there any similar course which has content overlap with other courses offered by the university? Yes No Most Similar Course’s Code Most Similar Course’s Name Frequency of Offerings Check all semesters that the course is planned to be offered. Fall Spring Summer First Offering Academic Year Semester Fall Spring Maximum Class Size Proposed Student Quota for Other Departments Approximate Number of Students Expected to Take the Course Justification for the proposal Maximum 80 words This course is designed as one of the compulsory courses of the department. Part IV Approval Proposed by Faculty Member Give the Academic Title first. Signature Date Prof.Dr. H. Polat Gülkan 04.04.2015 Departmental Board Meeting Date 04/04/2015 Meeting Number 2015/2 Decision Number 1 Department Chair Prof.Dr. H. Polat Gülkan Signature Date 04.04.2015 Faculty Academic Board Meeting Date Meeting Number Decision Number Dean Prof.Dr. Celal Zaim ÇİL Signature Date Senate Meeting Date Meeting Number Decision Number
Continuing Education Committee 2015-2016 Branch Members Air Force Maj Justin Sandholm, OD, FAAO Capt Bryan Sixkiller, OD Army MAJ Hales, OD, FAAO CPT William Garrison, MDiv, OD Navy CDR Hong Gao, OD LT Adam Preston, OD Public Health LCDR Gregory OD, FAAO Paula Johns, OD [Vice-Chair] VA Meghan Elkins, OD, FAAO [Chair] Alyssa Fasano, OD At-Large Chung To, OD (VA)
Section 2: Training for Trainers Question 12: For each of the 19 skill areas listed below, how would you prioritize current needs for your own training? (Aggregate prioritized) Answer Options Low Medium Designing and delivering effective online training 8 11 25 Designing and delivering a blended curriculum 6 16 22 New and emerging technologies 8 18 18 Evaluating training programs and assessing learner outcomes 10 18 16 Strategies and methods for increasing learner motivation and interactivity 6 21 16 Designing and conducting training needs assessments 11 17 16 Strategies and methods for fostering learner collaboration and personal responsibility 3 25 15 Helping library staff adapt to change 13 16 15 Basic instructional design skills 11 20 13 mobile apps for training 12 19 13 New and emerging library services 6 26 12 Partnership and collaboration 15 18 11 Getting the most out of just-in-time learning 15 19 10 How to coach/mentor and facilitate peer learning 14 19 10 Using social media and other marketing tools 20 18 6 Understanding how we learn (brain models, etc.) 16 23 5 Advocacy skills 18 21 5 Presentation skills (speaking style, nonverbal communication, etc.) 24 15 5 Interpersonal skills and attitudes 22 19 3 The largest percentage of respondents (56.8%) chose “designing and delivering effective online training” as the highest priority for their own training, followed by “designing and delivering a blended curriculum” (50.0%) and “new and emerging technologies” (40.9%). Combining responses for “high” and “medium” brings “strategies for increasing learner motivation” (86.3%) and “strategies for fostering learner collaboration” (93%) higher on the priority list. Ratings indicate that the lowest priorities for training are “presentation skills” (54.5%), “interpersonal skills and attitudes” (39.6%), and social media” (45.5%).
Evaluator Instructions General Avoid personal conversations with players. Do not give information to players about event progress or other participants’ methods of problem resolution. Players are expected to obtain information through their own resources. Before the Exercise Review appropriate plans, procedures, and protocols. Attend required evaluator training and briefings. Review appropriate exercise materials, including the exercise schedule and evaluator instructions. Review the EEGs and other supporting materials for your area of responsibility to ensure that you have a thorough understanding of the core capabilities, capability targets, and critical tasks you are assigned to evaluate. Report to the exercise check-in location at the time designated in the exercise schedule, and meet with the exercise staff. Obtain or locate necessary communications equipment, and test it to ensure that you can communicate with evaluators and the Exercise Director. During the Exercise Wear evaluator identification (e.g., badge). Stay in proximity to player decision-makers. Use EEGs to document performance relative to exercise objectives, core capabilities, capability targets, and critical tasks. Focus on critical tasks, as specified in the EEGs. Your primary duty is to document performance of core capabilities. After the exercise, that information will be used to determine whether the exercise capability targets were effectively met and to identify strengths and areas for improvement. After the Exercise Participate in the Hot Wash, and take notes on findings identified by players. Before the Hot Wash, do not discuss specific issues or problems with participants. After the Hot Wash, summarize your notes and prepare for the Controller and Evaluator Debriefing. Have your summary ready for the Lead Evaluator. Complete and submit all EEGs and documentation to the Lead Evaluator at the end of the exercise.
Note: Begin showing page numbering on this page, with small Roman numeral. (If no tables, omit this page. To update the List of Tables, right click within the List of Tables, select “update field,” then “update entire table.” Dot leaders within the table are optional.) (If no figures, omit this page. Figures include graphs, pictures, maps, photos, etc. To update the List of Figures, click within the List of Figures, select “update field,” then “update entire table.” Dot leaders within the table are optional.)
Response 4 Exhibit 1, redacted from Mr. Reed’s rebuttal testimony, contains confidential customer information regarding the share of current throughput for NGV applications provided Clean Energy and Integrys. Question 5 In SoCalGas’ Rule 2, Section C, is the intended “point of delivery” the utility meter? Response 5 No, there is no stated or intended ‘point of delivery’ in Rule 2, Section C.
APPENDIX II: WIPO STAFF INTERVIEWED SN NAME TITLE DEPARTMENT CONTACT DETAILS 1 Mr. Kifle Shenkoru Director (Project Manager) Division for Countries 2 Mrs. Joyce Banya Project Team Manager Division for LeastDeveloped Countries 3 Mr. Roca Campaña Senior Global Infrastructure Sector 4 Mr. Irfan Baloch Director Development Agenda Coordination Division, 5 Mr. George Ghandour Senior Program Officer Development Agenda Coordination Division, 6 Mr. Konrad Lutz Mailander Head Patent Information Section [Appendix III follows]
2c The effectiveness of the program in coordinating the retrieval of appropriate technical and scientific information and the provision of appropriate in this technical area to implement this technology in a practical and effective manner Coordination of retrieval of technical and scientific information Provision of appropriate knowhow Through document review and interview with project team, and recipients and members of stakeholders policy forum SUSTAINABILITY 3a The likelihood for continued work on Appropriate Technology – Specific Technical and Scientific Information as a solution for identified development challenges for WIPO and its Member States. Measures in place to ensure that the project can continue without support from WIPO Through document review and interview with project team and recipients IMPLEMENTATION OF DEVELOPMENT AGENDA (DA) RECOMMENDATIONS 4a The extent to which the DA recommendations 19, 30 and 31 have been implemented through this project Enhance access to knowledge and technology for developing countries and LDC, Advice to developing countries and LDC on how to gain access to and make use of IP-related information on technology. Contribution to technology transfer to developing countries and access to publicly available patent information Through document review and interview with project team and recipients [Annex VI follows]
2. The project monitoring, and reporting tools and analysis of whether they were useful and adequate to provide the project team and key stakeholders with relevant information for purposes. Level of usefulness of monitoring and reporting tools Document review Interviews PMPS and DACD 3. The extent to which other entities within the Secretariat have contributed and enabled an effective and efficient project implementation. Number of WIPO involved in the project and their contribution Document review Interviews PMPS, DACD and other WIPO staff 4. The extent to which the risks identified in the initial project document have materialized or been mitigated. Type of risks encountered during project implementation and how they were addressed Document review Interviews PMPS 5. The project’s ability to respond to emerging trends, technologies and other external forces. Level of ability of the project to respond Document review Interviews PMPS Effectiveness 1. The usefulness of the project in improving and strengthening WIPO’s capacity for monitoring and evaluation and in providing better quality management information to Member States to support their coordination and decision making. Extent to effectiveness and usefulness of the project for monitoring, evaluation and quality management Document review Interviews PMPS Member States 2. The effectiveness of the project in adapting and strengthening WIPO’s existing RBM framework and in providing management tools to support the specific needs as they relate to the 45 DA Recommendations, and the reporting needs of the CDIP. Extent of; strengthening RBM framework; supporting needs of DA and CDIP Document review Interviews PMPS WIPO staff Member States 3. The effectiveness of the project in increasing the capacity and ability for independent and objective evaluations of the development impact of WIPO’s activities. Extent to increasing evaluation capacity Document review Interviews PMPS IAOD team Sustainability 1. The likelihood for sustaining results achieved to date and further developing WIPO's RBM framework including for development related activities. Likelihood of sustained results and developing RBM framework Document review Interviews PMPS Member States Implementation of Development Agenda (DA) Recommendations making
Current Events Final Project COMPLETED EXAM PACKET DUE BY END OF EXAM PERIOD on THURSDAY Project Guidelines: 1) You will locate one current event article for each of the topics listed below (11 topics = 11 articles): 2) Complete the Current Events Article Summary Form for each selected article (11 articles = 11 summaries) TOPIC DESCRIPTION Law The making and breaking of laws has always been of interest to people. Famous trials, crimes and punishments, and current bills under consideration often spark controversy and are considered newsworthy. Sports Sporting events are a popular pastime in many countries. From the Olympics to a local Little League championship, fans want to know the latest about sports and the athletes who compete in them. Entertainment News about television and movie stars, famous musicians, popular authors, and the latest Broadway hit is of interest to many people. The everyday activities of celebrities are closely monitored by the media. Human Interest Heartwarming stories, new fashions, hobbies, pets, and humorous events make the news because they capture the spirit of everyday life. Culture Culture refers to the way people live, such as their language, their customs, their music, and their beliefs. Around the world people celebrate their cultures through art, religion, holidays, and traditions. Science & Technology Scientific research, important discoveries, and technological advancements affect people around the world. Developments in the fields of communication, space exploration, chemistry, energy, biology, and environmental science are examples of this type of news. Health & Medicine Developments in disease prevention and treatment, new fitness trends, nutrition and wellness information, and environmental factors that influence people's health are things people want to know Weather Weather conditions affect travel, crops, and daily routines. From cold fronts and droughts which cause inconvenience and hardship, to blizzards, tornadoes, floods, and hurricanes which can endanger human life, weather is an important and ever-changing news event. Politics & World Leaders Government leaders make decisions that affect citizens in their own countries and in the rest of the world. Elections, treaties, trade agreements, and changes in government systems are examples of political news. War Throughout history people have struggled to change the circumstances of their lives through warfare. News about wars and acts of terrorism can sometimes make world peace seem like an elusive goal. Business Major corporations and small businesses can make decisions that have national and sometimes international impact. News about the stock market is an indicator of the health of the U.S. economy.
You must complete ONE essay question out of a wide range. OVERALL mark total is 50. This is doubled to become a %. Equipment needed A pen, and lots of ink. Topics which will be tested The First Crusade: Motives for going on Crusade, Pope Urban II, Peter the Hermit, Byzantine emperor Alexius Comnenus, Franks and Seljuk Turks, sieges of Nicaea, Antioch and Jerusalem, successes and failures of the Crusade Archbishop Becket: Causes of his argument with II, Becket as chancellor, Becket becomes Archbishop of Canterbury, Constitutions of Clarendon, coronation of Henry III, the murder itself and witnesses, consequences of the murder, Henry’s penance, pilgrimages to Becket’s tomb All notes and information required will be in your folders, whether through ‘handouts / photocopied sheets’ or your own class work (notes, questions answered and work sheets.)
Date(s) (mm/dd/yy) Hours Indicate whether or distance learning Presenter: Sponsoring Organization: Content: Date(s) (mm/dd/yy) Hours Indicate whether or distance learning Event: Presenter: Sponsoring Organization: Content: Date(s) (mm/dd/yy) Indicate whether or distance learning Event: Presenter: Sponsoring Organization: Content: Date(s) (mm/dd/yy) Hours Indicate whether or distance learning Event: Presenter: Sponsoring Organization: Content: Date(s) (mm/dd/yy) Hours Indicate whether or distance learning Event: Presenter: Sponsoring Organization: Content: Date(s) (mm/dd/yy) Hours Indicate whether or distance learning Event: Presenter: Sponsoring Organization: Content:
Upon request advise other IGOs on WIPO experience in implementing its copyright policy; Maintain an ongoing debate and exchange of experiences and best practices participating IGOs; Raise awareness of the terms and implications of the use of the CC IGO License among stakeholders. Overall duration 24 months Budget: REMARK: No specific financial or human resources have been allocated for this activity within the 2014/2015 Program and Budget. New resources would need to be identified accordingly. Non-personnel costs: Personnel costs: The Office of the Legal Counsel, the Copyright Law Division and the Communications Division, when necessary, will coordinate and undertake the necessary actions. (D1/P5: 10%; P3/P2: 20%) [Annex III follows]
Coercion / control Risk Indicator No risk identified No concerns identified in this area which relate to exploitation. Low Some concerns about coercion /control within significant relationships. Reduced contact with family / friends, which raises concern. Medium Limited contact with family / friends. Appears to be ‘controlled’ / negatively influenced by others. Concerns about significant relationships and domestic abuse / violence. Disclosure of physical / sexual assault followed by withdrawal of allegation. Physical injuries – external / internal. Child / young person is known to be associating with risky adults and /or peers and does want to alter this. High No contact with family / friends. Disclosure of physical / sexual assault followed by withdrawal of allegation. Physical injuries – external / internal. Significant relationship (s) is assessed to involve abuse /violence/ or is controlling. Abduction / forced imprisonment. Disappears from system (no contact with support systems). Gang/criminal association through relatives / peers or intimate relationships. Child / young person is actively involved with a gang or criminal group or associated to gang/criminal activity members. Behaviour, movement and communication controlled by abusive adult Analysis/ Comment Rewards Risk Indicator No risk identified No concerns identified in this area which relate to exploitation. Low Some unaccounted for monies and / or goods (new clothes, make mobile top-ups, etc.) and ability to fund non tangible goods. Medium Concerns about unaccounted for monies and / or goods, (new clothes, make –up, jewellery and mobile phones, mobile phone top etc.) Concerns regarding the funding of misuse of drugs /alcohol /use of tobacco through unknown sources. Some concerns about how the child / young person funds other items (fast food , taxi fares, etc.). High Significant concerns regarding unaccounted for monies and / or goods, especially jewellery, items of clothing and mobile phones, which the child / young person is unable to provide explanation. Has use of more than one mobile phone. Significant concerns about who / how the child / young person funds items such as fast food , taxi fares, alcohol and substance use, cigarettes, entry into clubs, trips away from home, etc. Analysis/ Comment Risk Indicator
Yielding will occur first in the net section. However, the deformations induced by yielding will be localized around the net section. These localized deformations will not cause excessive deformations in the complete tension member. Hence, yielding at the net section will not be a failure limit state. Note 2. Why is the resistance factor (t) smaller for fracture than for yielding? The smaller resistance factor for fracture (t = 0.75 as compared to t = 0.90 for yielding) reflects the more serious nature and consequences of reaching the fracture limit state. Note 3. What is the design strength of the tension member? The design strength of the tension member will be the lesser value of the strength for the two limit states (gross section yielding and net section fracture). Note 4. are the Fy and Fu values for different steel materials? The yield and ultimate stress values for different steel materials are noted in Table 2- in the AISC manual on pages 2-and 2-0. Note 5. What are the most common steels for structural members? See The preferred materials for applicable shape series are highlighted in black, the remaining acceptable ones are highlighted in grey. According to this Table: the preferred material for W shapes is A992 (Fy = 50 ksi; Fu = 65 ksi); the preferred material for C, L M and S shapes is A36 (Fy = 36 ksi; Fu = 58 ksi). All these shapes are also available in A572 Gr. 50 (Fy = 50 ksi; Fu = 65 ksi). Note 6. What is the amount of area to be deducted from the gross area to account for the presence of bolt-holes? The nominal diameter of the hole (dh) is equal to the bolt diameter (db) + 1/16 in.
Example 2.3 Determine the effective net area and the corresponding design strength for the single angle tension member of Example 2.2. The tension member is an L 4 x 4 x 3/8 in. made from A36 steel. It is connected to a gusset plate with 5/8 in. diameter bolts, as shown in Figure below. The spacing between the bolts is 3 in. center-to-center. Compare your results with those obtained for Example .2. Gross area of angle = Ag = 2.86 in2 (from Table 1-7 on page 1-4 of AISC) Net section area = An Bolt diameter = 5/8 in. Hole diameter for calculating net area = 11/16 + 1/16 = 3/4 in. Net section area = Ag – (3/4) x 3/8 = 2.86 – 3/4 x 3/8 = 2.579 in2 is the distance from the centroid of the area connected to the plane of connection For this case is equal to the distance of centroid of the angle from the edge. This value is given in the Table 1-7 on page 1- of the AISC manual. = 1.13 in. L is the length of the connection, which for this case will be equal to 2 x 3.0 in. L = 6.0 in. U = 1- = 1- = 0.8116 in. Alternately, U = 0.60 as per Case 8 of Table D3.1. Larger value of 0.8116 and 0.60 is used. Effective net area = Ae = 0.8116 x 2.579 in2 = 2.093 in2 Gross yielding design strength = t Ag Fy = 0.9 x 2.86 in2 x 36 ksi = 92.664 kips Net section fracture = t Ae Fu = 0.75 x 2.093 in2 x 58 ksi = 91.045 kips Design strength = 91.045 kips (net section fracture governs)
Example 4.5 A compression member is subjected to service loads of 165 kips dead load and 535 kips of live load. The member is 26 ft. long and pinned at each end. Use A992 (50 ksi) steel and select a W shape Solution Calculate the factored design load Pu Pu = 1.2 PD + 1.6 PL = 1.2 x 165 + 1.6 x 535 = 1054 kips Select a W shape from the AISC manual Tables For KyLy = 26 ft. and required strength = 1054 kips Select W14 x 145 from page 4-15. It has cPn = 1230 kips Select W12 x 170 from page 4-18. It has cPn = 1130 kips No W10 will work. See Page 4-21 W14 x 145 is the lightest. Note that column sections are usually W12 or W14. Usually sections bigger than W14 are usually not used as columns. 4.8 DESIGN OF SINGLY SYMMETRIC CROSS-SECTIONS So far, we have been talking about doubly symmetric wide-flange (I-shaped) sections and channel sections. These rolled shapes always fail by flexural buckling. Singly symmetric (Tees and double angle) sections fail either by flexural buckling about the axis of non-symmetry or by flexural-torsional buckling about the axis of symmetry and the longitudinal axis. Figure 6(a). Flexural torsional buckling Figure 6(b). Flexural buckling
W40x174, W21x48, W14x99, W14x90, W12x65, W10x12, W8x31, W8x10, W6x15, W6x9, W6x8.5, M4x6 (made from A992) The definition of  and the values for p and r for the individual elements of various are given in Table B4.1b on page 16.1-17. For example, Section Plate element  p r Wide-flange Flange bf/2tf 0.38 1.0 Web h/tw 3.76 5.70 Channel Flange bf/tf 0.38 1.0 Web h/tw 3.76 5.70 Square or Rect. Box Flange (b-3t)/t 1.12 1.40 Web (b-3t)/t 2.42 5.70 Note that the slenderness limits (p and r) and the definition of plate slenderness (b/t) ratio depend upon the boundary conditions for the plate. If the is supported along two edges parallel to the direction of compression force, then it is a stiffened element. For example, the webs of W shapes If the plate is supported along only one edge parallel to the direction of the compression force, then it is an unstiffened element. Ex., the flanges of W shapes.
Span Lb (ft.) bMn for Cb = 1.0 from ______ Cb bMn for Cb col. 3 x col. 4 bMp limit AB 12 549 1.67 916.8 664 kip-ft BC 8 633 1.0 633 CD 10 591 1.67 986.97 664 kip-ft. Thus, for span AB, bMn = 664 kip-ft. > Mu - OK! for span BC, bMn = 633.0 kip-ft. > Mu -OK! For span CD, bMn = 664 kip-ft. > Mu -OK! Step IV. Check for local buckling  = bf / 2tf = 7.67; Corresponding p = 0.38 (E/Fy)0.5 = 9.152 Therefore,  < p - compact flange  = h/tw = 50; Corresponding p = 3.76 (E/Fy)0.5 = 90.55 Therefore,  < p - compact web Compact section. - OK! This example demonstrates the method for designing beams with several laterally unsupported spans with different Lb and Cb values.
For Cb 1.37, bMn = 376 x 1.37 = 515.12 k-ft., but must be ≤ bMp = 473 k-ft. Therefore, for Cb = 1.37, bMn = 473 k-ft, which is > Mu (421.44 k-ft). (OK!) Step V. Check for local buckling.  = bf / 2tf = 7.87; Corresponding p = 0.38 (E/Fy)0.5 = 9.152 Therefore,  < p - compact flange  = h/tw = 49.0; Corresponding p = 3.76 (E/Fy)0.5 = 90.55 Therefore,  < p - compact web Compact section. - OK! This example demonstrates the calculation of Cb and the iterative design method.
Master Data, Organizational Data, and Other Data The SAP hybris Marketing rapid-deployment solution supports the analysis and segmentation of SAP ERP and SAP CRM data. We assume that in the back-end systems you use, all data that must be analyzed and segmented is present and that the data has been made available for SAP hybris Marketing. The rapid-deployment solution configuration guide CES – Settings for Social Contact Intelligence describes the configuration for contact data from SAP ERP and SAP CRM. If you use data from SAP ERP or SAP ERP and SAP CRM, the SAP ERP contacts and consumers are used for interaction contact information. If you use data from SAP CRM only, the SAP CRM contacts and consumers are used for interaction contact information. SAP Social Contact Intelligence is part of Customer Data Management and allows you to filter, analyze, and process not only contact data from SAP ERP and SAP CRM, but also data that has been harvested from external data sources such as social networks. If you want to use data from external data sources, you need to define the data load from these sources on customer project basis, since the integration with social media platforms is not included in the SAP hybris Marketing rapid-deployment solution. Caution Remember that the use of information originating from social networks and other data sources must be checked in the individual case against the background of all applicable laws and regulations (for example on data protection) and individual rules (for example for the relevant data source). SAP does not accept any liability for the use of the application by its customers. Note Please be aware that the data used in this test case are sample date and they might be different in your system. Business Conditions Optional – delete this section if not needed! Describe the conditions as a state that has been met. Before this item can be tested, the following business conditions must be met. Business Condition Comment 1
Sengutha. B.and Guha.H, “ Construction Management and Planning”, Tata Mc Graw Hill Publishing company, New Delhi. Feigenbaum.L., “Construction Scheduling with Primavera Project Planner”, Prentice Hall Inc. Halpin,D.W., “Financial and Cost Concepts for Construction Management”, John & Sons New York. Choudhury.S, “ Project Management”, Tata Mc Graw Hill Publishing Company, New Delhi. A.K.Datta, “Materials Management”. Prentice Hall, India. Arnold. J .R.Tony, “Introduction to Materials Management”. Prentice Hall India. Joy,P.K., “Total Project Management – The Indian Context”, Macmillan India Ltd., New Delhi. Expected Outcome: After completion of this course, the student shall understand (i) The concept of a project along with Quality & Safety concerns in Construction (ii) Plan a project using various Networking Techniques and Optimization Techniques (iii) Prepare budget of a project and construction cost estimates.
CLINICAL & SOCIAL CARE AUDIT APPLICATION: (Refer to application Guidance provided) Single Trust Audit Audit involving more than one Trust Regional Audit (Five HSC Trust areas) Audit Title – (see Note 1) Audit Lead Name: Position/Job Title: Specialty (e.g. Nursing, Medical, AHP, Social work etc): Email: Address: Postcode: Telephone: Mobile: Provide the name and job title and contact details below for a deputy who will have knowledge of the audit, will be a core member of the audit team and who will act on your behalf below: Name: Job Title: Email: Audit Deputy Name: Position/Job Title: Specialty (e.g. Nursing, Medical, AHP, Social Work etc): Email: Address: Postcode: Telephone: Mobile: Please confirm you have discussed this audit proposal with your Directorate Lead to ensure alignment with priorities and a commitment to repeat i.e. to re audit were appropriate Please provide Directorate Lead name and email below: Audit Team – (see Note 2a) Name Job Title/Specialty Trust/ Organisation Role within Audit (Audit lead, data collector, data analyse, data cleansing, report writing, internal reviewer, etc)
Advisory/Steering Team – (see Note 2b) Who in this area/theme have you discussed and agreed this audit with? Name Job Title Trust/Organisation Role in Audit Date Agreed Rationale – 500 words or less (see Note 3) Aim – 30 words or less (see Note 4a) Objectives – 200 words or less (see Note 4b) Outcomes – 300 words or less (see Note 4c) What work have you undertaken to identify links with any existing policy/guidance on this topic? (see Note 4d) How has this informed your application and proposal? (see Note 4e) Contribution of proposed audit to Quality Improvement – 200 words or less (see Note 4f) trial
If yes, were the recommendations implemented? Do you anticipate the need for statistical input/advice? Yes No If yes, where will you access this input/advice? If yes, how will this advice/input contribute to your audit? Is there Personal and Public involvement (PPI) in this audit? (see Note 9) Yes No If No: Please provide rationale - (see Note 9) Finance – (see Note 10) Resources Required to undertake the refer to table above for completion information
Vacaville Christian MS Boys Basketball Schedule - Smotherman Date Day Event Time Opponent / Event Location Dismissal Departure 12/2 Saturday TBA Bay Area Tourney @Walnut Creek N/A N/A 12/12 Tuesday 4:00 pm New Life Christian @New Life Christian 1:45 pm 2:00 pm 12/13 5:30 pm Vaca Pena @Vaca Pena MS N/A N/A 12/15 Friday 5:30pm Green Valley MS VCS Gym N/A N/A 12/19 Tuesday 4:30pm Cornerstone Christian VCS Gym N/A N/A 1/6 Saturday TBA Dixon Youth Basketball League @Old Dixon High School N/A N/A 1/10 4:30pm Vaca Pena MS @Vaca Pena N/A N/A 1/13 Saturday TBA Dixon Youth Basketball League @Old Dixon High School N/A N/A 1/19 Friday 4:30 pm New Life Christian @New Life Christian 1:15 pm 1:30 pm 1/20 Saturday TBA Dixon Youth Basketball League @Old Dixon High School N/A N/A 1/22 Monday 5:30pm Sac. Adventist VCS Gym N/A N/A 1/24 5:30pm Kairos MS VCS Gym N/A N/A 1/27 Saturday TBA Dixon Youth Basketball League @Old High School N/A N/A 2/3 Saturday TBA Dixon Youth Basketball League @Old High School N/A N/A 2/10 Saturday TBA Dixon Youth Basketball League @Old Dixon High School N/A N/A 2/15 Thursday 5:30pm Sac. Adventist MS @Sac. Adventist MS N/A N/A 2/17 Saturday TBA Dixon Youth Basketball League @Old Dixon High School N/A N/A 2/24 Saturday TBA Youth Basketball League @Old Dixon High School N/A N/A 3/3 Saturday TBA Dixon Youth Basketball League @Old Dixon High School N/A N/A *** All game times, locations, and opponents are subject to change. ***
COURSE TITLE OUTLINE Date(s) Time(s) Contact Hours: XX DESCRIPTION Write in here. Insert additional rows as needed below and copy + paste check boxes in the last two columns. OBJECTIVES CONTENT TIME FRAME METHOD & MATERIALS EVALUATION Number and list learner’s objectives in behavioral terms. Ex A: Learner will be able to… Ex B: Identify 3 types of… Provide an outline of the content for each objective. the time frame for each objective (in minutes). Choose the teaching method and describe any materials to be used for each objective. Attach a copy of materials used. Choose the evaluation method used to determine understanding and application of each objective. Attach a copy of materials used. Demonstration Discussion (Describe) Lecture Question & Answer Other (Describe) Case Study Analysis Data Collection related to quality outcome measures. Evaluation Form Longitudinal study with change in practice. Observation of performance in practice. Pre/Post Test Roll Play Other (Describe) Demonstration Discussion (Describe) Lecture Question & Answer Other (Describe) Case Study Analysis Data Collection related to quality outcome measures. Evaluation Form Longitudinal study with change in practice.
Observation of performance in practice. Pre/Post Test Roll Play Other (Describe) Demonstration Discussion (Describe) Lecture Question & Answer Other (Describe) Case Study Analysis Data Collection related to quality outcome measures. Evaluation Form Longitudinal study with change in practice. Observation of performance in practice. Pre/Post Test Roll Play (Describe) Demonstration Discussion (Describe) Lecture Question & Answer Other (Describe) Case Study Analysis Data Collection related to quality outcome measures. Evaluation Form Longitudinal study with change in practice. Observation of performance in practice. Pre/Post Test Roll Play Other (Describe)