zilongwang/ReadingBank huggingface dataset:
Health Board 60-64 years 65-69 years 70-74 years Total Invited Abertawe Bro Morgannwg UHB 9713 6248 4491 20452 Aneurin Bevan UHB 10959 7025 5128 23112 Betsi Cadwaladr UHB 13534 9646 6915 30095 Cardiff and Vale UHB 7966 4702 3265 15933 Cwm Taf UHB 5456 3561 2587 11604 Hywel Dda UHB 8178 5630 4058 17866 Teaching HB 3049 2137 1598 6784 Unknown 511 303 197 1011 All Wales 59366 28239 126857 Table 2b - Number of female participants invited for bowel screening – by age and Health Board of residence, 2014/15 Females
Health Board 60-64 years 65-69 70-74 years Total Invited Abertawe Bro Morgannwg UHB 19594 12812 9412 41818 Aneurin Bevan UHB 22015 14280 10668 46963 Betsi Cadwaladr UHB 27603 61229 Cardiff and Vale UHB 9515 6892 32036 Cwm Taf UHB 11049 7188 5278 23515 Hywel Dda UHB 16551 11332 8236 Teaching HB 6121 4279 3269 13669 Unknown 1000 602 416 2018 All Wales 119562 79413 58392 257368 Validated kits Table 3a - Bowel Screening Kits validated by test result and Health Board of residence – FOB kit
All Wales 342 0 4401 1639 6382 All Wales – FIT 5.4% 0.0% 72.9% 27.1% Table 3c – Total Bowel Screening Kits validated by test result and Health Board of residence – Total kits Number of kits validated – TOTAL Percentage - TOTAL Health Board Total Health Board Abertawe Bro Morgannwg UHB 975 1020 343 24329 Abertawe Bro Morgannwg UHB 4.0% 4.4% 98.5% 1.5% Aneurin Bevan UHB 1058 1068 24481 345 Aneurin UHB 3.9% 4.1% 98.6% 1.4% Betsi Cadwaladr UHB 1138 1429 493 35122 Betsi Cadwaladr UHB 3.2% 4.2% 98.5% 1.5% Cardiff and Vale UHB 687 744 16043 241 17715 Cardiff and Vale UHB 3.9% 4.4% 98.5% 1.5% Cwm Taf UHB 562 593 12256 200 13611 Cwm Taf UHB 4.1% 4.5% 98.4% 1.6% Hywel Dda UHB 724 837 19366 268 21195 Hywel Dda UHB 3.4% 4.1% 98.6% 1.4% Teaching HB 265 279 7455 72 8071 Powys Teaching HB 3.3% 3.6% 99.0% 1.0% Unknown 47 29 1013 9 1098 Unknown 4.3% 2.8% 99.1% 0.9% All 5456 5999 134667 1971 148093 All Wales 3.7% 4.2% 98.6% 1.4% Note: Spoilt are calculated as a percentage of the total results. Equivocal rates are calculated as a percentage of the equivocal, negative and positive results. Negative and positive rates are calculated as a percentage of negative and positive results only.
But Princeton University’s Professor Harry G. Frankfurt’s 2005 little book titled, On Bullshit, set in motion a closer look. In fact, Frankfurt’s book was on the New York Times bestseller list for twenty-six weeks. No doubt Frankfurt’s lofty station in life and record of serious academic work helped to get our attention on the topic. Some years earlier, in 1969, Neil Postman delivered a talk titled “Bullshit and the Art of Crap Detection,” in which he urged teachers “ . . .
Professor of philosophy and Chair of the Department of Philosophy at Stanford University, had this to say: “Public discourse in our times is in many ways debased. It contains a depressing stew of bullshit, propaganda, spin, and outright lies” (p. 49). In two instances, highly popular comedians and keen observers of our times have talked at length about the quantity and nature of bullshit.
receiver, receiver’s relationship to sender), then we see that bullshit not only operates at multiple levels and for multiple possible motives, but in potentially very different kinds of meaning, semantic and pragmatic. Philosophers have recognized this multiplicity of bullshit. Reisch has referred to the bullshitter as running two conversations at once. He wrote: Frankfurt’s definition of bullshit crucially involves semantics insofar as bullshitters, as he defines them,
INTERPRETATION: The sum after 4 years will be Rs 15689.88 4. Suppose a machine is expected to last 8 years and its replacement price is estimated at Rs 5000. What annual provision must be made to ensure sufficient funds are available if money can be invested at 8% per annum? Excel can be used to solve this problem by making use of PMT function FUNCTION: ==PMT(interest_rate, number_payments,pv,fv,type) interest rate= 8% per annum number_payments =8 years PV= 0.The PV is zero in the Excel function since we start with zero initial investment. FV=-Rs5000 .The FV is negative in the Excel function since we will remove the Rs 5000 ( Cash outflow) type=0 . The payment is made at the beginning of the period. INTERPRETATION: Annual deposit Rs 470.07 will need to be made at the end of the year for 8 years
Contact details of the Challenge applicant Name Phone A summary of the project/program (maximum 500 words) Please indicate which round you wish to apply for (can be more than one): Engaging hard to reach groups Innovation Collaboration Which Better Together Principles of Engagement does the project most strongly align with? (you can choose more than one): Principle #1 – We know why we are engaging Principle #2 – We know who to engage Principle #3 – We know the history Principle #4 – We start together Principle #5 – We are genuine Principle #6 – We are relevant and engaging Briefly explain how the Principle/s will be active in the project/engagement: Engagement techniques proposed: For example – what two-way communication mechanisms, events or strategies will you use? Funding amount requested (up to $5,000 per $______________ What activity/ies are the funds to be specifically used for?
None direct Special Conditions The post holder will be contracted to work 36.5 hours per week but will need to be flexible to meet the demands of the post, and may have to work outside normal core hours. They will need to have the ability to travel to different locations across the region, as required. Direct Reports The post holder will be part of the Business Transformation Team. They will need to develop a clear understanding of West Midlands Police strategic objectives and how these correlate and translate into Business Change requirements and the overall change plan. The post will have no direct line management responsibility but will need to work alongside and influence the Project and Programme Managers, the PMO, the Design Authority and the Business Change Managers and SROs. Will also need to work closely within the Design Authority function and also with Corporate Finance.
Final Rating Scale: 5 = professional activity, equivalent to employee 2 = beginning level activity only 4 = competent level activity, with indirect supervision 1 = attempted but failed to engage in this task 3 = meets expectations, with direct supervision N/A = listed task deferred at this time. Please provide explanation for deferral of task. OBJECTIVES Foundation Practice Behaviors MID-TERM / FINAL RATING 1. Demonstrate Ethical and Professional Behavior. Make ethical decisions by applying the standards of the NASW Code of Ethics. Use reflection and self-regulation to manage personal values and maintain professionalism. Demonstrate professional demeanor in behavior, appearance, oral, written, & electronic communication. Use technology ethically and appropriately to facilitate practice outcomes. Use supervision and consultation to guide professional judgment and behavior. Competency Overall Score 1. 2. 3. 4. 5. Overall rating of this objective: ------------ 1. 2. 3. 4. 5. Overall rating of this objective: ------------
4. Engage in Research and Practice 5. Engage in Policy Practice Engage in practice that advocates social, economic, & environmental justice. Competency Overall Score Use practice experience and theory to inform scientific inquiry and research. ____________________________________________________ Engage in critical analysis of quantitative and qualitative research methods and research findings. _____________________________________________________ Use and translate research findings to inform and improve practice, policy, and service delivery. ______________________________________________________ Competency Overall Score Overall rating of this objective: ------------ 1. 2. 3. Overall rating of this objective: ------------ Overall rating of this objective: ------------ 1. 2. 3. Overall rating of this objective: ------------
Union County Public Schools Beginning Teacher/Mentor Assignment Roster 2015-2016 School:_______________________________ BT-Mentor Facilitator:___________________ Principal’s Signature:___________________________________ Date: _________________ Legal Name of Beginning Teacher Last Name First Name Teaching Assignment Status (Check One) BT 1 BT 2 BT 3 Legal Name of Last Name First Name Due: August 28, 2015
Supervised construction crew performing capital expenditure projects on plant site. Salt River Project - (1981 – 1983) SENIOR MECHANICAL ENGINEER Successfully accomplished capital construction and plant betterment projects at a multi-unit 700 MW coal-fired generating station including the following activities:  Engineered and implemented projects that reduced plant water usage by 20%, Developed and implemented equipment condition assessment program for Bottom Ash, Fly Ash, Fire Protections Systems, Aux Boiler and Water Treatment Systems, Designed and supervised construction of Fire Protection Systems, Structures and Chemical Addition Systems, Performed ASME PTC 1 Efficiency tests on coal-fired subcritical power boilers. Public Service - (1979 - 1981) MECHANICAL ENGINEER As one of two original participants in an engineer development program, successfully completed rotating assignments as planner-scheduler, mechanical operating engineer, procedure writer, and maintenance/betterment engineer at gas, oil, coal, nuclear and combined cycle gas turbine facilities. TRAINING National Board of Boiler Inspectors - Owner User Inspector #347 State of Nevada, Boiler & Pressure Vessel Inspector - NV OU 50, National Board Training for Manufacturers and Repair Organizations, National Board “A” Endorsement for Inspectors, National Board Training for Safety Valve (PRV) Repair, American Welding Society - Certified Welding Inspector # 03041141, American Welding Society – Certified Radiographic Interpreter # 0806004N, ASNT Level II – VT Certificate # 140537, Metal Engineering Institute - Welding Inspection and Quality Control, Hartford Insurance Co. - Boiler Inspection and Test Preparation, Magnaflux Corp. - Level 1, PT/MT NDT Course,
Demonstration: Adding Functoids to a Map Learn how to add a map page and functoids to a map. You will then see how to test the map to verify that the functoids are behaving properly. Add a New Page to a Map Resume the bt10d-demos virtual machine. If it is not open already, in Solution Explorer, PurchaseOrderFF_to_PurchaseOrder.btm to open the map. Right-click the Page 1 tab at the bottom of the map grid, and then click Rename Page. Rename the page to Links. next to the Links tab at the bottom of the map grid, and then click Add Page. Right-click the Page 1 tab at the bottom of the map grid, and then click Rename Page. Rename the page to Functoids. Having multiple map pages helps to keep the map organized. Add a String Concatenate Functoid From the Toolbox, drag a String Concatenate functoid to the map grid of the Functoids page. the String Concatenate functoid on the map grid. In the Configure String Concatenate Functoid dialog box, read the Functoid description, and then OK. Connect the LastName node from the Source Schema to the String Concatenate functoid. Connect the FirstName node from the Source Schema to the String Concatenate functoid. Double-click the String Concatenate functoid. In the Configure String Concatenate Functoid dialog box, click the Insert new parameter button (second button from the left). In the parameter, type a comma and then a space (, ). OK, then click on the map grid to deselect the String Concatenate functoid. Connect the String Concatenate functoid to the Name node in the Destination Schema. Add a Multiplication Functoid From the Toolbox, drag a Multiplication functoid to the map grid. Connect the node in the Source Schema to the Multiplication functoid. Connect the Qty node in the Source Schema to the Multiplication functoid.
Using a Send Port Group Identify the purpose of a send port group and configure a send port group for message routing. Send Port A send port group is a collection of send ports that you can use to send a message through multiple send ports by using a single configuration. This is useful when message processing is complete and a message needs to be sent to multiple destinations. Send port groups are useful, for example, when you need to send a message from a specific business process to three different physical locations. For example, you might need to submit a confirmation message of an invoice that was over $10,000 to an FTP site, an HTTP directory, and a file drop for auditing purposes. If you create three separate send ports—one for each transport type—and then create a send port group consisting of these three send ports, you can create a single filter that will send any messages that meet the filter criteria to all three physical send ports. The filter for a send port group is configured in the same way as a filter for a single send port. You can create send port groups by using either BizTalk Explorer or the BizTalk Administration Console.
BizTalk Server 2010 Application Adapters Describe how the Windows SharePoint adapter is used to send and receive messages to and from a SharePoint site. Application Adapters Application adapters allow BizTalk Server to communicate with certain Microsoft applications or with third-party applications. BizTalk Server 2010 includes new adapters for the latest versions of the most popular enterprise applications, including Siebel, Oracle eBS, and JD Edwards. Additionally, you can write your own custom application adapter by using the BizTalk Adapter Framework.
Demonstration: Correlating Messages Learn how to configure correlation for an orchestration. Create a Property Field for Correlation Resume the virtual machine. Open the PropertySchema.xsd schema. Right-click <Schema>, point to Insert Schema Node, and then click Child Field Element. Name the element OrderID. Promote the OrderNumber in the SalesOrder Schema Open the SalesOrder.xsd schema. Right-click <Schema>, point to Promote, and then click Show Promotions. In the Promote Properties dialog box, click the Property Fields tab. In the schema tree view, click OrderNumber, and then click Add. In the Property column, in the drop-down list, click OrderID, then click OK. Promote the ReferenceNumber in the OrderApproval Schema Open the OrderApproval.xsd schema. Right-click <Schema>, point to Promote, and then click Show Promotions. In the Promote Properties dialog box, click the Property Fields tab. In the schema tree view, click ReferenceNumber, and then click Add. In the Property column, in the drop-down list, click OrderID, then click OK. Right-click the Messaging project, then click Build. Create a Correlation Type In Orchestration View, for the ProcessOrder_Cash.odx orchestration, expand Types, right-click Correlation Types, and then click New Correlation Type. In the Correlation Properties window, in the left pane, expand AdvWorks.Messaging.PropertySchema, click OrderID, click Add, and then click OK. In the Correlation Type Properties window, change the Identifier to ManualApprovalCorrType. Create a Correlation Set In Orchestration View, right-click Correlation Sets, and then click New Correlation Set. In the Properties window, in the Identifier box, type ManualApprovalCorrSet, and then in the Correlation Type list, click AdvWorks.Processes.ManualApprovalCorrType. Configure Correlation for the Orchestration
Business Rules Orchestration Scenarios Describe scenarios for integrating business rules within an orchestration. Common Orchestration Scenarios Instead of having to code and recode constantly changing business policies and logic within your complex business processes, you can incorporate a call to the Business Rule Engine and thus allow information workers to update the rules as needed. Overview You can integrate business rules into your orchestrations to support a variety of scenarios: You can use to determine whether another business process needs to be executed. For example, after successfully placing a customer order, you might want to call a second orchestration that handles the shipping of orders. You can use rules to evaluate business logic and to determine when a business process requires a variable delay. For example, you might set up a loop to check on the status of an item to see if the item is in stock. After initially checking the stock of an item that is not available, the rule delay would be one minute. The next time, the rule would wait five minutes before executing, the following time, the rule would wait 30 minutes before executing, and so on. You can use rules to determine the execution path for a business process, basing the determination on the results of the rule execution. For example, if the customer submitting the purchase order does not exist in the database, you could route the document to another business process to add the customer to the database before continuing to process the purchase order.
Notice that its Activate property is true, and that it initializes CustomerCorrelationSet. Click the Receive_Shipping Receive shape. Notice that its Activate property is also set to true, and that it also initializes CustomerCorrelationSet. Since either receive shape can activate a new instance of this orchestration, BizTalk can handle the arrival of these messages in any order. the Parallel Action shape, then click New Parallel Branch. Notice that it is possible to add additional branches that handle the arrival of additional types of messages. Right-click the empty parallel branch, and then click Delete. Run the Orchestration In the BizTalk Administration Console, under the Demos.Northwind application, click Orchestrations. Right-click the ConvoyOrchestrations.SequentialSample, and then click Unenlist. Right-click the ConvoyOrchestrations.ParallelConvoy, and then click Start. In Windows Explorer, delete all of the messages in the C:\AllFiles\DemoCode\Northwind\Ports\Audit folder. In Windows Explorer, navigate to C:\AllFiles\DemoCode\Module15\ConvoySamples\Instances, and copy the BillingRequest_1.txt file to Navigate to C:\AllFiles\DemoCode\Northwind\Ports\Audit, and notice the message was processed. In the BizTalk Administration Console, click BizTalk Group, then in the center pane, click the Group Hub tab, and then press the F5 key. the Running service instances link, and notice that an instance of the ParallelConvoy orchestration is running. In Windows Explorer, copy the OrderShipping.xml file from C:\AllFiles\DemoCode\Module15\ConvoySamples\Instances, to C:\AllFiles\DemoCode\Northwind\Ports\FileIN. In the BizTalk Administration Console, in the center pane, on the Running tab, click Run Query, and notice that the instance of the ParallelConvoy orchestration has completed. Repeat steps 4 – 11, but copy the OrderShipping.xml file in step 4, and copy the BillingRequest_1.txt file in step 9. Shut down the bt10d-demos virtual machine.
communications bus. A sleep mode shall be included in the PID functions. This feature shall allow the motor to be stopped when at minimum speed for a user defined period, for additional energy savings. Two (2) programmable analog inputs shall accept a current or voltage. Analog inputs shall include a filter to remove any oscillation in the input signal. The minimum and maximum values (gain and offset) shall be adjustable within the range of 0 - 20 ma and 0 - 10 Volts. Additionally, the reference must be able to be scaled so that maximum reference can represent a frequency less than 60 Hz, without lowering the drive maximum frequency below 60 Hz. Process variables shall be capable of being inverted. Six (6) programmable digital inputs for maximum flexibility in interfacing with external devices. One digital input is to be utilized as a customer safety connection point for fire, freeze, and smoke interlocks (Enable). These inputs can also be used to activate the setpoints of individual control loops. Two (1) programmable analog output proportional to Frequency, Speed, Output Voltage, Output Current, Motor Torque, Motor Power (kW), DC Bus voltage, Active Reference, and other data. Three (3) programmable digital relay outputs. The relays shall be rated for maximum switching current 8 amps at 250 VAC and 0.4 A at 125 VAC. Outputs shall be full form C relay contacts; open collector outputs are not acceptable. Fifteen (15) programmable preset speeds. Two independently adjustable accel and decel ramps. These ramp times shall be adjustable from 1 to 3600 seconds. The VFD shall Ramp or Coast to a stop, as selected by the user. The displayed operating information shall be user selectable and include up to nine parameters which can be viewed and monitored at one time. Up to 20 parameters shall be user selected for storing in a user grouping for ease of configuration and customization. All applicable operating values be displayed in engineering (user) units. The keypad shall include a backlit LCD display. The display shall be in complete English words for programming and fault diagnostics. The keypad shall utilize wizards to help navigate your HVAC application. These wizards will walk you through the steps required for PID set-up, Start-up and Multi-pump applications.
“PacifiCorp Transmission Interconnection Agreement” means the interconnection agreement between Developer and PacifiCorp Transmission that is in conformance with the requirements of PacifiCorp’s Open Access Transmission Tariff filed with the Federal Energy Regulatory Commission (or any successor thereto), as the same may be amended. “Party” and “Parties” shall have the meanings set forth in the preamble of this Agreement. “Performance Guarantees” means the performance guarantees that are required to be demonstrated during the Performance Tests as a condition to Substantial Completion or otherwise, all as set forth in Appendix AA. “Performance Liquidated Damages” shall have the meaning set forth in Section 24.4. “Performance Test” or “Performance Tests” means the performance tests specified in Appendix AA. “Permitted Liens” means [______________________]. “Permit” means any authorization, approval, consent, waiver, exception, variance, order, publication, license, filing, registration, ruling, permit, tariff, certification, exemption and other action, requirement by or with, and notice to and declarations of or with, any Governmental Authority. “Person” any natural person, corporation, general or limited partnership, limited liability company, firm, joint venture, estate, association, trust, government, governmental agency or any other entity, whether acting in an individual, fiduciary or other capacity. “Pre-Closing Taxes” means Taxes of Developer, or with respect to the Project, for any Pre-Closing Tax Period. Taxes for a Straddle Period shall be allocated to the Pre-Closing Tax Period (a) ratably based on the number of days in the Straddle Period that are in the Pre-Closing Tax Period if they are imposed on a periodic basis and (b) based on an interim closing of the books if they are based upon or related to income or receipts. “Pre-Closing Tax Period” means a taxable period or a portion thereof that ends on or before the Closing Date. “Preliminary Performance Test Report” shall have the meaning set forth in Section 18.6(a). “Primary Construction Contracts” means the EPC Contract, any contract or agreement between Contractor and any Subcontractor, and all agreements and documents referenced therein.
Cash Flow Statement Balance Sheet Income Statement Assets Liabilities Shareholders Equity Cash Accts Rec. Ins. Supp. Office Equip Land Notes Pay Accts Pay Capital Stock Retained Earnings Balances,before adjustments 9530 1900 8400 240 8500 12000 10000 6940 3600 9030
Asking all coaches to participate Chick-Fil-A Night Made $53.83 (Did not go well) Website – Mike Altenhof – new sponsor Wood Heating, removed SoulFit as sponsor since they did meet agreement conditions. Open Discussion – Next meeting Sunday 10/23/16 at 7pm Close Meeting
2. HOBBIES/OUTSIDE INTERESTS 3. FULL-TIME EDUCATION School(s) Examinations – subjects and results and other Qualifications/Awards Further or Higher Education 4. OTHER EDUCATION/TRAINING (Including professional or vocational training and qualifications obtained with grades achieved, appropriate). 5. PRESENT EMPLOYMENT
16/37 P/16/200/FUL Morfa Planning Permission CONSTRUCT METAL ARCHWAY WITH NAME AND LOGOS; NOTICE BOARDS IN BLACK METAL AND GLAZED CARNEGIE HOUSE WYNDHAM STREET BRIDGEND CF31 1EF BRIDGEND TOWN COUNCIL C/O CLLR R BURNS CARNEGIE HOUSE WYNDHAM STREET BRIDGEND CF31 1EF Rec’d from BCBC Date Application Date Rec’d by BCBC Date BTC Committee Date Decision due date BCBC Comments Recommendation 15/03/2016 08/03/2016 09/03/2016 16/03/2016 04/05/2016 Noted. Notes: No Comment: Date the 21 consultation days: 04/05/2016
Third Semester B. Tech (Civil Engineering) Transportation Engineering QUESTION What is the purpose of the interpretation of planning surveys? Define ‘Roman Roads’. Write its construction procedure. What is the necessity of Highway Planning? What are its objectives? Give a general view of constructing the water bound Macadam Roads. Write in nutshell about stabilization of desert sand. Define ‘Coning of wheels’. What are its advantages & disadvantages? What do you mean by ‘Sight distance’? Give reasons for the driver’s failure to stop the vehicle in time. LONG QUESTION Explain Nagpur road plan. Also discuss its features. Discuss Bitumen affinity test. Write the principles & application of Soil-Line Stabilization. Explain the factors influencing its properties. Explain ‘Gradient’. Discuss its Discuss Construction of Cement Concrete Pavement Slab. Write its steps in detail. What is ‘Surface Drainage’? Elaborate the different structures or construction requires for it.
December 2016. The Clerk informed members that the Council's Assets had not been increased for a number of years thereby the Mayor and the Clerk re-looked at the Council's Policy and recommends to Full Council to increase the policy. Council agreed to increase the policy and pay the sum of £2317.08. - 3 - Financial Correspondence 7467 (a) BGCBC Presentation Buffet - £100.00. Correspondence. 7468 Thank you letter was received from Mrs. Andrea Durban, Secretary, Brynmawr Town Partnership for Council's kind donation towards their Annual Switch on of the Christmas Lights. Members were invited to the event. 7469 Each member was issued with a copy of a letter received from Mr. Eifion Lloyd Davies regarding the lack of zebra crossings in Brynmawr. A member said that JLL have asked for more crossings in the planning agreement site 1 of 6. Members agreed that School Patrollers do a wonderful job and put their lives in dangerous situations. It was agreed to send Mr. Davies's letter of concern to the Highways Department for their consideration and an acknowledgement letter be sent to Mr. Davies informing him of Council's decision. A member stated that there is no statutory provision for school patrollers. 7470 The letter from Peter Watkins-Hughes was discussed again. Various members commented on the Save The Market Hall Campaign held in March 2013 where the Council were given the opinion that when a Trust took over the running of this establishment that other organisations, including The Brynmawr Operatic Society would still have the option to use these premises. Members accepted that this is now not possible due to the second screen and the being made smaller. Letter noted. 7471 At this point, Councillor Mrs. M. Morris arrived in the Chamber. 7472 Each member was issued with a copy of the Formal Consultation to create a delivery model to improve provision and build capacity for children and young people with Social, Emotional, and/or Behavioural Difficulties (SEBD) document. Some members were in agreement with the consultation document but felt that it would have a knock on effect for schools. The effect would be that Primary Schools would have to pay £4,000 and Secondary Schools £10,000.
Task 1 1A.1 - Outline the attributes required for, and responsibilities of, sports leadership. 2A.P1 - Describe, using relevant examples, the attributes required for, and responsibilities of, sports leadership 2A.M1 - Explain the attributes required for, and responsibilities of, sports leadership Create either a newspaper or web article which outlines (1A.1), describes (2A.P1) or explains (2A.M1) both the attributes required and responsibilities for, and responsibilities of, sports leadership. You should include information on the following: Sports Leaders Sports coaches, fitness instructors, school/college coaches, local club coaches, national club coaches, amateur coaches. Attributes Skills (communication, organisation of equipment, knowledge) Advanced Skills (activity structure, target setting, use of language, evaluation) Qualities (appearance, enthusiasm, confidence) Additional Qualities (leadership style, motivation, humour, personality) Responsibilities Core Responsibilities (professional conduct, health and safety, equality) Responsibilities (insurance, child protection, legal obligations, ethics and values, rules and regulations) Task 2 1A.2 - Describe the attributes of a selected successful sports leader. 2A. P2 - Describe the attributes of two selected sports leaders. 2A. M2 - Evaluate the attributes of two successful sports leaders. 2A. D1 - Compare and contrast the attributes of two successful sports leaders. Give relevant examples of your selected successful sports leaders in your article. Make sure you are focusing on the attributes that make these sports leaders successful. Use the following to help: Sports Leaders Sports coaches, fitness instructors, school/college coaches, local club coaches, national club coaches, amateur coaches. Attributes Skills (communication, organisation of equipment, knowledge) Advanced Skills (activity structure, target setting, use of language, evaluation) Qualities (appearance, enthusiasm, confidence) Additional Qualities (leadership style, motivation, humour, personality) Responsibilities
UNIT 2 Employment Skills in Uniformed Organisations Learning Outcome 1: Know the main roles of different uniformed organisations Unit 2 Criteria 1.1 Outline the main purpose of contrasting uniformed organisations You must outline the main purpose of TWO contrasting uniformed organisations. Uniformed organisation (Military): Main purpose: Uniformed organisation (Non-military): Main purpose: Learning Outcome 2: Understand the main responsibilities of different uniformed organisations Question 2.2-1 Unit 2 Criteria 2.1 Describe the main responsibilities of contrasting uniformed organisations You must describe the main responsibilities of TWO contrasting uniformed organisations. Uniformed organisation (Military): Main responsibilities: Responsible to: National government / Local government (Tick where applicable) Uniformed organisation (Non-military): Main responsibilities: Responsible to: National government / Local government (Tick where applicable) Learning Outcome 3: Understand the different employment opportunities available in the uniformed organisations Question 2.3-1 Unit 2 Criteria 3.1 Explain the different employment opportunities available in contrasting uniformed organisations
Recruitment: To ensure the success of students it is expected that centres will recruit with integrity “…we mean that you must ensure that learners are enrolled onto qualifications that will benefit them and that will meet their aims and aspirations. You should enroll learners onto qualifications that they have the capability and opportunity to achieve” ‘A guide to recruiting with integrity and enrolling learners onto qualifications‘ can be found on the Pearson Website – Here centres can add personalised information relating to the recruitment policy for the BTEC programmes you deliver. Quality Assurance: Quality assurance is an ongoing process which includes: Quality Management Review Internal Assessment, Lead Internal Verifiers and Internal Verification Standards Verification Roles and Responsibilities The delivery of a BTEC qualification requires a team approach. The roles and responsibilities are explained on the Pearson Website –Guide to BTEC Quality Assurance BTEC Centre Guides to Quality There are a range of easy to follow handbooks which cover each aspect of the Quality Assurance model. It is recommended that these are downloaded to ensure you always have quick access. The guides include: BTEC Centre Guide to Internal Assessment BTEC Centre Guide to Internal Verification BTEC Centre Guide to Standards Verification BTEC Centre Guide for Lead Internal Verifiers BTEC Centre Guide to Managing Quality These guides can be found on the Pearson website – Quality Management Review The Quality Management Review is an annual process through which a holistic view on the quality of BTEC at a centre is reviewed. Your centre Quality Nominee will lead on this process but all BTEC staff have a part to play in the successful outcome of this process. You can read about this process and find relevant support guides on the pages of the website.
2 A1 What is an enterprise? The role of customer service in attracting new customers, securing repeat purchases, customer loyalty and an improved reputation Enterprises use creativity and innovation to meet customers’ needs by identifying gaps in the market for goods or services, or identifying a market for new goods or services Reasons why some enterprises fail Introductory activity: Students discuss how small enterprises can offer great customer service, based on their experience of using one. The teacher directs them to consider these questions: What makes customer service good? How can it be made unique? Main session activities: Students work in small groups to discuss the skills and qualities a good customer service employee should have. Students consider the training required in order to develop the best customer service skills and why these skills are important. Students also identify the actions an enterprise should take if an employee does not provide good customer service. Students visit CSS Cloud’s website to find out how it uses creativity and innovation to develop new products or services. Using their findings, they make judgements about the customer service this enterprise offers. Teacher-led discussion about why students think enterprises fail. Students make a bullet list of the key points. Plenary activity: Teacher-led discussion to establish three reasons why customer service is important for an enterprise. A useful website for students to explore is CSS Cloud (www.csscloud.co.uk), an IT support service. The company is an example of a local enterprise that offers a service. 3 A2 Types and characteristics of small and medium enterprises (SMEs) Definitions of SMEs: micro – up to ten people Introductory activity: Students work in small groups to discuss the difference between the words ‘micro’, ‘small’ and ‘medium’. The teacher lists the definitions and leads a brief discussion on how they could be applied to an enterprise. Main session activities: A useful example to consider when discussing how enterprises grow is Pasta Foods (www.pastafoods.com).
A2 Types of sports participants Participants with individual needs – types of appropriate sports for teenagers Introductory activity Individual activity: students consider the sports that they take part in with their friends. They list any sports that the group of friends are of the same ability level, and also sports where ability levels differ within the group. Main session activities Teacher-led discussion: discussion on the types of sports that are appropriate for teenagers, trending sports, mixed- and single-sex sports and self-consciousness in teenagers. Whole class activity: the teacher explains three scenarios of sports activity sessions for teenagers. Students explain what sports they could use in each scenario and provide reasons for their choices. Plenary activity Individual activity: students explain a choice of they would recommend to a teenager to encourage them to take part in sport. A2 Types of sports participants Participants with individual needs – types of appropriate sports for adults Introductory activity Paired activity: students make a list of sports and physical activities that would be suitable for adults to take part in. Main session activities Teacher-led discussion: discussion on what sorts of constraints adults may have with their time and how that may impact on their participation and types of sports that they take part in. Paired activity: students carry out research to find out what sorts of sports adults take part in in their local area. Students could visit their local leisure centre or community centre, and also ask their parents, guardians and teachers what sports they take part in. Whole class activity: students present their research to the rest of the class. Whole class activity: the teacher explains three scenarios of sports activity sessions for adults. Students explain what sports they could use in each scenario and provide reasons for their choices. Plenary activity
To achieve the criteria you must show that you are able to: Unit Criterion reference Describe the different types of customer service provided by two selected businesses. 4 2A.P1 Describe the characteristics of consistent and reliable customer service. 4 2A.P2 Explain how organisational procedures and legislation contribute to consistent and reliable customer service. 4 2A.P3 Explain how legislative and regulatory requirements affect customer service in a selected business. 4 2A.P4 Compare how two selected businesses satisfy customers. 4 2A.M1 Explain how a selected business attempts to exceed customer expectations. 4 2A.M2 Compare the impact of legislative and regulatory requirements affecting customer service on a selected business. 4 2A.M3 Assess the effect of providing consistent and reliable customer service on the reputation of a selected business. 4 2A.D1 Sources of information Websites If you have not achieved the Level 2 criteria, your work will be assessed to determine if the following Level 1 criteria have been met. To achieve the criteria you must show that you are able to: Unit Criterion reference Define customer service, giving an example of a customer service role in a selected business. 4 1A.1 Identify features of consistent and reliable customer service. 4 1A.2 Identify how organisational procedures contribute to consistent and reliable customer service. 4 1A.3 Outline how legislative and regulatory requirements affect customer service in a selected business. 4 1A.4
HOSPITALITY AND TOURISM CURRICULUM PLAN BTEC Introduction Level 1 in Vocational Studies – Key Stage 4 AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2 GROUP 6 Scheme of Work Safe and hygienic handling of food and kitchen equipment Planning dishes Food preparation and cooking activities Development of food preparation, cooking methods and presentation of food Reviewing and tasting dishes Example of Tasks Tutor-led discussion about kitchen equipment and the safe and hygienic handling and use of kitchen equipment. Discussion around selecting appropriate equipment for the task. Group discussion and tutor instructions on safe working in the kitchen (health and safety). Learners are instructed on the correct clothing, footwear and headgear to wear, and also on washing hands Tutors guide learners’ on what to cook and learners identify, select and order the food items they will need. Learners’ dishes must contain a minimum of four fresh ingredients that may be combined with other, prepared ingredients. Learners should consider how their dish will meet appearance, colour, texture and taste requirements set by tutors. Learners practise their kitchen skills, using a selection of equipment. Preparing food items for cooking and prioritising tasks to meet timings and deadlines. Learners should be able to work in a safe, clean and hygienic way and put equipment away correctly after use. Learners need to become familiar with the kitchen layout. Learners could use their visit to an industrial kitchen to list potential near accidents and Learners need to prepare and cook dishes at least four different ingredients and a range of different preparation and cooking methods. Learners present the food, ensuring it meets the requirements set by tutors. Learners complete a tutor-designed pro forma evaluating how they can improve their performance. Tutors complete Reviews on learners’ dishes, identifying items that were prepared and cooked
before and after handling food. Using a range of kitchen equipment, learners are instructed in turning ovens and grills on and off and using blenders and mixers. Tutors should ensure that learners prepare and cook dishes using a range of preparation and cooking methods in a set time. Learners are expected to understand how to manage their time and they should develop and improve the use of their time as they practise their skills for preparing, cooking and serving food. hazards that they witnessed. Students make suggestions for how their personal organisation, as well as the dishes, could be improved. Learners could review their own performance and the dish they have cooked and identify how they could improve on what they have achieved. Peer review – learners taste each other’s dishes and give feedback.
Action required: (If none then please n/a) Date to be Completed Completed Assignment Brief Authorised for Use Internal Verifier signature Date 12/09/2016 Assessor signature Date 12/09/2016 Lead Internal Verifier signature (if appropriate) Date
1980s 1990s 2000s Worksheet 3: Criteria Planning for Magazine Article describe, with reference to examples, styles of pop music describe, with reference to examples, how pop music developed P A S S explain, with reference to examples, styles of pop music explain, with reference to examples, how pop music developed M E R I
The assessor will provide additional feedback to the learner within 2 weeks of receiving their appeal. If the learner is still not satisfied with the assessor’s decision, they should submit an appeal to the Lead IV within 2 weeks. The Lead IV will provide additional feedback, in consultation with the assessor, to the learner within 2 weeks. If the learner is not satisfied with the Lead IV’s decision, the appeal will be elevated to the Quality Nominee, who will take the final decision on the assignment mark to be awarded. Take appropriate action to protect the interests of other learners and the integrity of the qualification, when the outcome of an appeal questions the validity of other results. Monitor appeals to inform quality improvement.
Poster about Miriam Report about improving Miriam’s care Journals Community Care Magazine The Nursing Times Websites Textbooks Higgins, H. et al. (2013) BTEC 2 First Health and Social Care Student Book, Harlow: Pearson Education, 978 1 44690 135 9 Walsh, M. (2013) BTEC First Health & Social Care: Student Book (2012). Collins Educational, 978 0 00 747980 1 If you have not achieved the Level 2 criteria, your work will be assessed to determine if the following Level 1 criteria have been met. To achieve the criteria you must show that you are able to: Unit Criterion reference Identify how care values are used to support users of services 2 1A.1 Demonstrate the use of care values in a selected health and social care context 2 1A.2 Identify ways in which care workers can empower individuals. 2 1B.3 Describe how an individual’s circumstances can be used to create a care plan that empowers the individual. 2 1B.4
Understand priorities and responses in dealing with incidents and emergencies. Grading Criteria To achieve a pass grade the evidence must show that you are able to: To achieve a merit grade the evidence must show that, in addition to the pass criteria, you are able to: To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, you are able to: P1 — explain potential hazards and the harm that may from each in a health or social care setting P2 — outline how legislation, policies and procedures relating to health, safety and security influence health and social care settings M1 — describe how health and safety legislation, policies and procedures promote the safety of individuals in a health or social care setting P3 — out a risk assessment in a health or social care setting M2— assess the hazards identified in the health or social care setting D1 — make recommendations in relation to identified hazards to minimise the risks to the service user group P4 — explain possible priorities and responses when dealing with two particular incidents or emergencies in a health or social care setting M3 — discuss health, safety or security concerns arising from a specific incident or emergency in a health or social care setting D2 — justify responses to a particular incident or emergency in a health or social care setting To pass this qualification you must meet all the pass criteria, for this unit are P1–P4. To obtain a merit you must meet the pass criteria and all the merit grade criteria (M1-M3). To obtain a distinction you must meet all the criteria for the pass and merit grades and the distinction grade criteria (D1-D2).
r is the distance from the source of the wave in metres. ______________________________________________________________________________________
Third Semester B. Tech Engineering Mathematics –III SHORT QUESTION Verify Euler’s Theorem when U = x3+y3+x3+3xyz. Expand f(x,y) = ex cos y in powers of x and y upto the second degree terms. Solve z = px + qy + pq Find the Laplace transform of convolution sin t* cos by its own methods. Write a short note on Runge – Kutta Methods. Solve: 2u = 0, subject to the conditions u (x, 0) = 0, uy (x,0) = sin nx ,where n is positive integer. Solve the integral equation and find f(t), if f(t) = t + + dx LONG QUESTION Eliminate the arbitrary functions f and from z = xf ( )+ y (x) and form the PDE Solve (y+z)p + (z+x)q = x+y Solve (D2+2DD'+D'2-2D-2D')Z = ex-y + x2y Find the Laplace transform of | sint| |cost| The temperature at the ends' x = 0 and x = 100 of a rod 100 cm in length are held at 0°C and 100°C respectively until steady state conditions prevail. Then at t = 0, the two ends are suddenly insulated. Find the resultant distribution in the rod.
Top of Form Does this sound like you? That is definitely not me. Sometimes that's me. That's me most of the time. Wow! That's me exactly! Nobody has to tell me to get to work. I figure out what has to be done and do it before I'm asked. I like to be in control of whatever jobs I'm doing. I'm rarely satisfied with the way things are. I want to change them, make them better. I'm good with people. I enjoy creating teams of people to tackle a challenging task. I rarely take no for an answer. I am known to be very
Beat the Heat 2016 | Pre Conference Schedule | June 29, 2016 Registration 8:30 – 9:00 AM | ESC Region 13 Training & Technology Center Main Lobby Lunch will be served from 11:45 am – 1:00 pm | ESC Region 13 Training & Technology Center Main Lobby & Central Market Areas Schedule State Capitol Highland Lakes/Canyon of the Eagles Lost Pines/Clarksville Treaty Oak Warm Springs/Natural Bridge Laguna Gloria/Enchanted Rock Barton Springs/Rosewood/ McKinney Falls 9:00 AM To 4:00 PM Foundations of Social Interaction for Early Learners with Visual Impairments and Additional Disabilities Mindy Ely Sensorimotor Early Childhood/PPCD Communication Assessing and Managing Severe Challenging Behaviors in Schools Mike Mueller Behavior Critical Conversations: Safety and Sexuality Instruction for Students with IDD Bobbie Gallagher Transition Curriculum & Instruction Building Sustainable Adult Schedules with the Life Planning Tool Vickie Mitchell Transition From Words to Written Expression: Teaching Students with Moderate & Severe Disabilities to Communicate in Academic Settings Rob Pennington Curriculum & Instruction Structure and Visual Supports in the Classroom Jill Varley Classroom Organization The Pyramid Model: An Intervention Model for Young Children with Challenging Behavior Ron Roybal Early Childhood/PPCD Behavior