zilongwang/ReadingBank huggingface dataset:
Choose an appropriate building location on a site based on orientation and other site-specific information. Calculate the storm water runoff from a site before and after development. Document the design of a home using 3D architectural design software and construction drawings. Unit 3: Commercial Applications (57 days) Lesson 3.1: Commercial Building Systems Understandings Commercial building systems differ from residential building systems in many significant ways. Codes and building regulations define and constrain all aspects of building design and construction including the structure, site design, utilities, and building usage. Zoning regulations are used to control land use and development. Wall, roof, floor, and framing systems for commercial facilities are chosen based on many factors. Knowledge and Skills It is expected that students will: Identify common commercial wall systems and building materials and differentiate between load-bearing and non-load bearing Identify common commercial building framing systems. Identify applicable building codes and regulations that apply to a given development. Classify a building according to its use, occupancy, and construction type using the International Building Code. Research Land Use regulations to identify zoning designations and allowable uses of property. Comply with specifications, regulations, and codes during a design process. Compare a variety of commercial wall systems and select an appropriate system for a commercial application based on materials, strength, aesthetics, durability, and cost. Compare a variety of commercial low-slope roof systems and select an appropriate system for a given commercial application based on materials, strength, durability, and cost. Identify the pros and cons of the use of a green roof in a commercial building design. Incorporate sustainable building practices, especially a green roof, into the design of a commercial building. Use 3D architectural design software to incorporate revisions for the redesign of a building.
Cobb 26 GRADE 4 # STUDENTS Harris 27 Polina 25 Hood 23 Schutz 26 GRADE 5 # STUDENTS Schroeder 27 Freeland 27 Barrett 25 Meadows 28 GRADE 6 # STUDENTS Karel 34 Robertson 33 Quesada 31 GRADE 7 # STUDENTS Holleran 34 Perales 34 Stavn 33 Weisenberger 33 GRADE 8 # STUDENTS Bradeen 31 Tobar 30 Perales 30 Meadows 31 APOLLO # STUDENTS Hill 1 Pavlovic 4 Fitzsimons 9 Conlee 6 Gruntorad 3 Kirkland 6 TOTALS # STUDENTS PRE-SCHOOL 98 KINDER FD=37/HD=38 GRADE 1 76 GRADE 2 101 GRADE 3 98 GRADE 4 101 GRADE 5 107 GRADE 6 98 GRADE 7 134 GRADE 8 122 APOLLO 29 GRAND TOTAL 1039
Basketball Challenge Games CEAA Championship Basketball Game 2013 Hosted by the CESD North Teams Category North Team South Team Game Location Date Time North Contact Person Jr. Girls Innisfail Jr. Sr. High Innisfail Middle School Monday March 11th 4:00 PM Jr. Boys Innisfail Jr. Sr. High Innisfail Middle School Monday March 11th 6:00 PM 1A Girls Bowden Bowden Grandview Wednesday 6th 5:00 PM 1A Boys River Glen River Glen School Tuesday March 26th 4:00 PM 2A/3A Girls HJ Cody HJ Cody Wednesday March 13th 1:00 PM 2A/3A Boys HJ Cody HJ Cody Wednesday March 13th 2:30 PM Results 2012 -2013 CEAA Basketball Challenge Games Junior Boys: Olds High Junior Girls: Olds High 1A Girls: Olds Koinonia 1A Boys: Olds Koinonia 2A / 3A Girls: HJ Cody 2A/3A Boys: HJ Cody CEAA Badminton Tournament Issues raised by Ken Kure regarding Teams that no show What is our purpose for these tournament? Look at the date we host? Badminton tournament response from CEAA (Lindsay drafted Letter) Move the badminton tournament to
Lesson 1.4 Design Problem - Overview Preface Problems everywhere, and they vary in their degree of complexity and importance. Regardless of how problems are identified or from where they come, engineers use the design process to creatively and efficiently solve problems. Solutions to problems are sometimes created by teams. These teams work together, constantly communicating with each other, to create the desired product. The team may receive a problem for which they are expected to create a solution with very few constraints. This allows the team to think creatively and use their ingenuity. In this lesson students will work in teams to solve a design problem that focuses on energy and power. They will use their prior knowledge to create a solution to the problem. It is important for students to understand that an acceptable solution is one that fits the constraints and specifications of the design brief. Understandings Design problems can be solved by individuals or in Engineers use a design process to create solutions to existing problems. Design briefs are used to identify the problem specifications and to establish project constraints. Teamwork requires constant communication to achieve the desired goal. Design teams conduct research to develop their knowledge base, stimulate creative ideas, and make informed decisions. Knowledge and Skills It is expected that students will: Brainstorm and sketch possible solutions to an existing design problem. Create a decision making matrix for their design problem. Select an approach that meets or satisfies the constraints provided in a design brief. Create a detailed pictorial sketch or use 3D modeling software to document the best choice, based upon the design team’s decision matrix. Present a workable solution to the design problem. Essential Questions What is a design brief and what are design constraints?
Declaration To ensure adequate space and comfort for teachers and invited guests, the Convention Board has declared this to be a CLOSED, NON-SMOKING convention available only to paid delegates. Spouses, children, friends or others that do not pay convention fees may not attend the presentations. Convention delegates are asked to wear the CEATCA lanyard provided while at the Shaw Conference Centre. The lanyard will serve as identification of proper convention delegates for Shaw Security Services. Professional and Legal Obligation Teachers are obligated professionally and legally by the School Act to attend the teachers' convention. Teachers may request permission to attend alternate professional development activities. Such requests MUST be submitted in writing, to the convention attendance chairperson. This person, in conjunction with the attendance committee, will make a judgment regarding the requests. Teachers failing to request permission from their Convention Attendance Committee may be subject to investigation and sanctions under the Code of Professional Conduct. Please visit http://ceatca.teachers.ab.ca/ for more information. Central East Alberta Teachers’ Convention Association 2014 Board Members President - Jim Allan Speaker Liaison – Starla Lachowsky Past and Vice-President – Teasdale Chairperson Coordinator - Shonna Burkard Treasurer - Linda Rathwell Exhibits - Darrel Teeter Secretary – Karen Brooks Social / Hospitality Coordinator – Raelene Tupper Facilities - Lindsey Bates Publicity and Publications - Deb Venance Program Chair – Martina Ruston-Carter Evaluations - Gilles Daigle Program Vice-Chair - Cindy Roy Member at Large – Katherine Cook AV Coordinator and Webmaster - Glenda Kary District Representative - Léo Richer
26(4) Consecutive terms of committee members may serve consecutive terms 37(1) Frequency of committee meetings at least 4 times each financial year At 6 times each financial year 39 Quorum for committee meeting half the committee members Four (4) committee members 43 Number of members who can request a special general meeting half the quorum of members for a general meeting 44(1) Notice of an annual general meeting at 21 days 45(2) Notice of special resolution at least 14 days 58 By-Laws and Policies By-Laws and Policies to be made The Club adopts the By-Laws and Policies of Bowls NT ___________________________ Part 3 – additional details Composition of Committee (clause 22)
YOUR DETAILS Title: First Name: Family name: Full Postal Address: E-mail: Contact number: Please tick the checklist below to confirm that you qualify to apply for this scholarship: Motivation for applying for the scholarship: Please provide the following supporting documents with your application: copy of South African Identity document
Previous experience and training Essential Desirable At least 2 years’ experience in organising and coordinating education courses in a community setting. Experience in cross community relations/diversity work At least 2 years’ experience in project management and line managing others Knowledge of West Belfast and the education issues facing the community Experience in monitoring and evaluating projects Experience in project design and management Good knowledge of and experience in marketing techniques and engaging groups Knowledge of relevant funding opportunities Ability to use information technology as a communication and resource tool, good knowledge of Microsoft office programmes Ability to and experience of working in a team Experience in writing and producing reports Experience in working with ‘hard-to-reach’ adults and/or marginalised groups Skills Essential Desirable Excellent communication skills, both oral and written Ability to provide general advice and guidance on learning opportunities and to seek specialist advice or support where appropriate Excellent organisational and interpersonal skills Proven problem solving skills Ability to plan and deliver projects within a set timeframe and with clear outputs/outcomes Ability to work on own initiative to meet objectives in a complex, changing environment Maintaining databases and processing of essential information Access to transport to carry out the functions of the post Attitude Have a commitment to the aims and objectives of Conway Education Centre Respect the rights and responsibilities of others.
Yellow Council Academic SIG Career and Employment Services Consultants SIG Engineering Industry SIG Fellows SIG Publications Committee Student and Early Career Professionals Committee Biological Monitoring Committee Ergonomics Committee Health Care Working Group International Affairs Committee Occupational and Environmental Medicine Committee Green Council Clan Lab Working Group Confined Spaces Committee Construction Committee Engineering Committee Incident Preparedness and Response Working Safety Committee Elected or appointed leadership group Circle all that apply: Academy, Local Section, Local Section* Council, ACT, PCC, LCC, Finance Committee Value Strategy PT SDS and Label Authoring PT 4-Gas Meter/PID PT ________________________________ How do you believe you could be an asset to the CEC: I understand that: The mission of the CEC is to ensure the highest quality of educational opportunities for OEHS professionals The goal of the CEC is to provide OEHS professionals with education and instruction designed to enhance, attain and retain core IH and technical competencies, as represented by the membership’s volunteer groups. This goal is supported by three objectives: Identify and promote new educational programs. Monitor the quality of courses presented under the auspices of the committee. Improve communication with other AIHA technical committees. In pursuing these objectives, the committee: Coordinates and reviews the proposed, previously developed and development/ presentation of professional development courses, eLearning, symposia. Periodically assess the members' needs for continuing education. Analyzes evaluations, audits courses, and provides feedback of results. Liaises with technical volunteer groups and councils in order to proactively interact, meet and promote membership interests. CEC membership expectations: If selected to serve on the CEC, you will be expected to: Be a national member of AIHA Serve on the CEC for a four (4) year term. Have an interest in the content, quality, and availability of education for OEHS professionals. Agree to assist with the identification and development of educational opportunities
CalPERS — California Public Employees’ Retirement System CalSTRS — California State Teachers’ Retirement System — Clean Energy Business Financing Program CEQA — California Environmental Quality Act CHP — combined heat and power CPCN — Certificate of Public Convenience and Necessity CPUC — California Public Utilities Commission CSLC — California State Lands Commission CSU — California State University DG — distributed generation DR — demand response DRECP — Desert Renewable Energy Conservation Plan EDD — Employment Development Department EIM — energy imbalance market EV — electric vehicle FERC — Federal Energy Regulatory Commission GHG — greenhouse gas GO-Biz — Governor’s Office of Business and Economic Development GWh — gigawatt hour(s) IEPR — Integrated Energy Policy Report iHub — innovation hub IID — Imperial Irrigation District IOU — investor-owned utility LADWP — Los Angeles Department of Water and Power LTPP — Long-Term Procurement Plan MM — million MW — megawatt(s) NEM — net energy metering NIST — National Institute of Standards and Technology NYSERDA — New York Energy Research and Development Authority OIR — Order Instituting Rulemaking OPR — Governor’s Office of Planning and Research OTC — once-through cooling PG&E — Pacific Gas and Electric PGE — Portland General Electric PLS — permanent load shifting PV — photovoltaic R&D — research and development
RAM — Renewable Auction Mechanism REAT — Renewable Energy Action Team RETI Renewable Energy Transmission Initiative RMI — Rocky Mountain Institute RPS — Renewables Portfolio Standard SCAB — Coast Air Basin SCAQMD — South Coast Air Quality Management District SCE — Southern California Edison Company SONGS — San Onofre Nuclear Generating Station — State Water Resources Control Board UC — University of California U.S. DOD — United States Department of Defense U.S. EPA — United States Environmental Protection Agency WECC — Western Electricity Coordinating Council
Table 30: SDG&E Service Territory AAEE Savings – Mid Savings Case (Scenario 3) GWh 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 Standards 40 66 131 228 320 394 480 574 642 705 759 809 Program Measures: Emerging Technologies - - 9 19 32 48 69 97 154 202 260 325 Program Measures: Other 2 4 149 291 419 510 603 659 729 819 922 1,020 Total Program Measures 2 4 157 310 451 557 672 756 883 1,022 1,182 1,345 Total IAEE Savings 42 70 288 538 770 951 1,152 1,330 1,525 1,727 1,940 2,154 MW 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 Standards 6 13 32 58 81 106 130 155 181 207 231 252 Program Measures: Emerging Technologies - - 1 2 4 7 11 16 23 31 41 55 Program Measures: Other - - 28 56 82 102 123 135 151 169 190 211 Total Program Measures - - 29 58 86 109 134 152 174 200 231 265 Total IAEE Savings 6 13 61 116 167 215 264 307 355 406 462 518 MM Therms 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 Standards (0.3) (0.5) (0.6) (0.6) (0.6) (0.4) (0.2) 0.1 0.4 0.7 0.9 1.2 Program Measures: Emerging Technologies - - 0.0 0.1 0.3 0.6 1.1 1.6 2.3 3.2 4.2 5.4 Program Measures: 0.1 0.1 2.1 3.9 5.5 7.8 10.2 12.2 14.5 16.9 19.1 21.4 Total Program Measures 0.1 0.1 2.1 4.0 5.9 8.4 11.3 13.9 16.8 20.1 23.3 26.8 Total IAEE Savings (0.2) (0.4) 1.5 3.4 5.3 8.0 11.2 14.0 17.2 20.7 24.3 27.9 NOTE: Individual entries may not sum to total due to rounding. Source: California Energy Commission, Demand Analysis Office, 2013
TV Energy use per square inch Power Use by Average Size Annual Power Use * CRT 0.23 watt 101 watts 192.6 kWh/year DLP and rear 0.14 watt 245 watts 467.2 kWh/year LCD 0.27 watt 144 watts 274.6 kWh/year Plasma 0.36 watt 361 watts 688.4 kWh/year *Annual power use is calculated by multiplying power use with hours of television use per year. According to PG&E’s CASE study annual hours of use per television are 1907. PG&E estimates that the existing stock of televisions is made up of 63 percent CRT, 30 percent LCDs, 5 percent plasma flat screen, and 2 percent DLP. The July 8 2009 revised PG&E study estimates the average television use to be 1907 hours per year. Table 4 shows the estimated total energy consumed in California per year by each type of television technology. Table 4: Total Energy Consumed Per Year by Each Type of TV Technology Television Type Existing Stock (Million Units) Use (W) by Average Size TV Energy consumption per year in Millions of kWh/year CRT 22.3 101 4,295.1 DLP and Projection 0.7 245 327.1 LCD 10.6 144 2,910.9 Plasma 1.8 361 1,239.2 Total 35.4 129.78 8,772.3 *Source: Average watts per square inch and average screen area per technology is derived from analysis of Energy Star®, CNET, CEC Pier, EICTA, and MTP television data sets The power consumption for each type of television technology is calculated by multiplying the existing stock with the average wattage used and multiplying the product by the average hours of use per year. Summing the energy consumption for all television types, the estimated statewide total energy use attributable to televisions is an estimated 8,772.3 gigawatt hours/year.
PR1 Test pass PR75ASIC Test pass QL1 Test pass R150ASIC Test pass ELITE B6 Pass () B600-IC Pass () B6IC Pass () B6IC-100 Pass () B6R Pass () B6RIC Pass () Pass () EZ6RIC Pass () ELCO ELL7ICA Pass () EL7IC Pass () EL7RIC Test Pass LIGHTOLIER 1102P1 Fail, no bracket () 1104IC Fail () 1104ICN Fail () 1104ICR Fail () 1104ICX Fail, housing () 1104ICXN Fail, housing short () LITHONIA L7X Fail, no brackets () L7XR Fail, no brackets LC6 Test fail LP6 Fail, no brackets PROGRESS P187-TG Test fail P821-AT Fail, no bracket P87-AT Test fail P87-ATQC Fail, no bracket SEAGULL 1107 Test pass 1108 Test pass 1118 Test pass LITON LH7IC Test pass LH7 Test pass LH7R Test pass Source: California Lighting Technology Center The following products were undetermined, meaning the specification sheets and images were not sufficient to determine if the housing met the requirements specified above: Juno IC2; Capri
1230 Recirculated with 1 gallon chlorine and 1 gallon TSP solution with water 1257 86 86 61 80 3 Clean water rinse 0105 Recirculated with acidic (pH 2.4) for 15 minutes 0120 86 86 61 80 3 0128 Recirculated with degreaser and water mixture for 20 minutes 0150 88 87 61 86 3 0200 88 88 60 80 3 0245 Recirculated with 2.5 gallons chlorine for 30 minutes 0318 88 88 64 76 3 water rinse 0330 Recirculated with degreaser and left to soak overnight
Figure 19: Schematic of a Recuperated Gas Turbine Topped by a Four Port Wave Rotor Objectives The goal of this project was to prove the feasibility of a wave rotor in a microturbine to increase the thermal efficiency while simultaneously lowering the cost per kilowatt. The wave rotor uses shock waves induced by hot exhaust gases colliding with fresh air to compress that fresh air for combustion. The researchers established the following project objectives: 1. Modify a cold air test rig to allow combustion and incorporate the wave rotor. Modifications include the addition of a combustion chamber, a fuel delivery system, and exhaust piping. Modify the equipment to withstand temperatures of up to 12000K. 2. Perform computer simulations to develop an optimal design of the wave Perform the following simulations: Vary the rotational of the rotor from 5000 rpm to 10000 rpm. Vary the mass flow rate from 0.2 kilograms per second to 0.35 kilograms per second. Vary the inlet temperature of fresh air from 3000K to 4500K. Vary the inlet pressure of fresh air from 2.5 atmospheres to 3.8 atmospheres. Vary the porting configuration. 3. Fabricate the test rig including the wave Use the best configuration based on the computer simulation. 4. Operate the wave rotor test rig with a goal of enhancing pressure ratio by at least 1.2. 5. Continue the testing of the wave rotor, using the following guidelines: Measure inlet and outlet pressures to obtain the pressure gain in the channel of the wave rotor. Obtain a pressure ratio boost of at least 1.4. Demonstrate the feasibility of the sealing approach, meaning no wear or damage to the rotor or endplates. Measure the temperatures of the wave ports and housing. 6. Propose methods of implementation of the wave rotor to a selected microturbine. 7. Demonstrate that the capital cost can be $800 per kW and that a one percent efficiency increase for a recuperated microturbine is possible by varying wave rotor pressure ratio and/or wave rotor efficiency. Outcomes The researchers enhanced the cold air test rig by adding a fuel delivery system, a combustion chamber, and an exhaust system. They modified all other relevant parts to
Figure : Averaged Size of the Blackout as a Function of the Number of Outages in the Initiating Event for Four Different Network Models Figure : The Correlation of the Size of the Blackout With the Number of Overloads in the Initiating Event Shows a Clear Precursor When the System Noise Is Low Having found a number of system parameters that strongly correlate with blackout probability, and even more importantly with extreme event size, it is possible to consider monitoring these quantities in the real system. The goal there would be to see (1) whether they show variations that are meaningful and the same correlations exist, and (2) if so, whether the noise level is low enough to make any of them useful as a precursor measure—the ultimate objective of the work in this section. 5.4.4 Impact of Distributed Generation With the increased utilization of often renewable, power sources coupled with a drive for decentralization, the fraction of electric power generation that is “distributed” is growing and set to grow even faster. It is often held that moving toward more distributed generation would have a generally positive impact on the robustness of the transmission grid. This intuited improvement comes simply from the realization that less power would need to be moved long distances, and the local mismatch between power supply and demand would be reduced. The project approached the issues of system dynamics and robustness with this intuitive understanding in mind and with the underlying question to be answered, “is there an optimal balance of distributed versus central generation for network robustness?” In the interest of understanding the effects of different factors, the investigation was initiated by intentionally ignoring the differences in the economics of centralized vs. distributed generation and trying to approach the question in a hierarchical manner, starting from the simplest model of distributed generation and then adding more complexity. Since the network robustness is being explored as characterized by the risk of large failures and temporal dynamics, the OPA simulation model was used. To understand the impact of distributed and renewable generation, and thereby improve the realism of the model, a new class of generation was added to OPA. This distributed generation class allows the project to vary: (1) the fraction of power from distributed generation, (2) the fraction of nodes with distributed generation, (3) the variability of the distributed generation, (4)
CHAPTER 1 Introduction 2005 EISG Projects with IARs Included in this Section Project Researchers EISG Funding Lightweight Carbon Fiber Truss Windmill Blade Demonstrator M4 Engineering, Inc. $74,867 Constant Volume to VAV Conversion Technology Federspiel Controls, LLC $75,000 Development of Microencapsulated Change Materials for Chilled Water Systems Infoscitex Corporation $74,656 Validation of Guthrie Lead Separation Process (GLSP) Bob Guthrie $75000 Energy Efficient Processing Method for Drying Fruits and Vegetables Zhongli Pan $74,785 Advanced Onboard Diagnostics (AOD) for HVAC Systems John Proctor $74,778 Solar Panel Modulation Technology: A Feasibly Study for Solar Assisted HVAC Strategic Development Advisors LLC $74,800 Municipal Sludge Drying and Conversion for Electricity Production of , $74,995 Low-Energy Desalination of Seawater Nrgtix, Inc. $73,100 Wind Turbine Generator for Low Wind Speed / Low Noise Turbines Sonsight Inc. $75,000 A Three-Phase Grid-Tied Inverter That Suppresses Harmonics and Reactives One-Cycle Control, Inc. $75,000 Computer Controlled LED Traffic Power Supply $74,026
to the starting position. The researchers also proposed to conduct blade design analysis and to design a cogging torque free generator, but scaled back the project objectives due to design complications and cost concerns. The researchers conducted testing of the prototype using a commercially available Skystream 3.7 small turbine as a control. Although they collected power generation data for the control, technical difficulties prevented collection of data for the prototype. Consequently, they did not perform planned noise studies. If wind turbines could be designed to harvest wind power in Class 1 and 2 areas, the researchers estimated that has the potential to generate 5 to 20 percent more energy from its wind resource than is possible using current technology. Figure 13: Prototype Hub with PPC Devices Figure 14: Schematic Diagram of Blade Setting and Cam Groove Objectives The goal of this project was to determine the feasibility of designing small wind turbines that can passively pitch their blades for maximum energy production in all wind speed conditions while being environmentally and aesthetically appealing. The researchers established the following project objectives: Document design specifications. Fabricate and bench test a passive blade pitch control device for functional objectives and optimal blade setting with respect to wind speed. Fabricate blade test articles having the following leading edge configurations: straight, swept back, and swept forward. Conduct IEC norm strength and vibration tests. Fabricate a cogging torque free generator. Discuss the parameters to be sensed and recorded for power and noise performance evaluation with test engineers. Conduct tests and verify intermittent data to see whether any parameters are to be varied. Evaluate the performance of the prototype wind turbine with respect to: Annual energy production increase by 5 percent or better
Dish Celery Cereals Containing Gluten Crustacean Eggs Fish Lupin Milk Molluscs Mustard Nuts Peanuts Sesame Seeds Soya Sulphur Dioxide Sweet & Sour Chicken x Bubble Coated Salmon x Chunky Vegetable Biryani (V) x Mixed Bean & Cheese Enchilada (V) x x Quorn Hot Dog in a Finger Roll(V) x x x Roast Chicken Dinner x x Golden Fish Goujon x x Vegetable Curry (V) x x Roast Veg Lasagne (V) x x Falafal in a Pitta (V) x Sizzling Vegetable Fajitas (V) x Chicken & Corn Pie x x Scottish Beef Bolognaise x x Veggie Bake with a Crispy Panko Topping (V) x x Cauliflower & Cheese Sausage (V) x x x Salmon & Sweet Potato Fishcakes x x
Bubble coated Fish x Scottish Beef Grill in a Burger Bun x x x SIDES Celery Cereals Containing Gluten Crustacean Eggs Fish Lupin Milk Molluscs Mustard Nuts Peanuts Sesame Soya Sulphur Dioxide Yorkshire Pudding x x x Baked Potato (v) (v) (vegan) x Seasoned Potato Wedges (v) (vegan) x Simply Potato Wedges (v) Garlic (v) x x (v) (vegan) Mashed Potato (v) x Boiled Potato (v) (vegan) Rice (v) (vegan) Roast Potatoes (v) Baked Beans (v) Roast Potatoes (V) Pitta Bread (V) x
SOUPS Celery Cereals Containing Gluten Crustacean Eggs Fish Lupin Milk Molluscs Mustard Nuts Peanuts Sesame Soya Sulphur Dioxide Lentil Soup (v) x Tomato Soup (v) (vegan) x Vegetable Soup (v) (vegan) x Potato and Leek Soup (v) (vegan) x Yellow Split Pea Soup (v) (vegan) x Minestrone Soup (v) x x SANDWICHES or ROLLS Celery Cereals Containing Gluten Crustacean Eggs Fish Lupin Milk Molluscs Mustard Nuts Peanuts Sesame Seeds Soya Sulphur Dioxide Sliced Ham (milk in spread) x x x Shaved Ham (milk in ham & spread) x x x Tuna Mayo x x x x x x Cheese (v) x x x Egg Mayo (v) x x x x x
April 2018 Week One Meat Free Monday Tuesday Wednesday Thursday Friday Menu Cycle W/C Starter Homemade soup (v) Homemade soup (v) Packed Lunch Filled Rolls/Sandwiches Yoghurt Fresh Fruit Bottle of Water Choice 1 Quorn Pasta Bolognaise (v) Sweet & Sour Chicken with Rice Scottish Minced Beef in Rich Gravy with Mashed Potatoes Bubble Coated Salmon with Potatoes & Steamed Vegetables Choice 2 (v) Veggie Balls, Yorkshire Pudding and Cook’s Choice Potatoes (v) Macaroni Cheese (v) Chunky Vegetable Biryani (v) Mixed Bean & Cheese Enchilada with Seasonal Salad (v) Choice 3 Baked Potato with a choice of fillings Baked Potato with a choice of fillings Baked Potato with a choice of fillings Baked Potato with a choice of fillings Dessert Fresh Seasonal Fruit Fruit Yoghurt /Fresh Seasonal Fruit Sponge Cake & Custard or Fresh Seasonal Fruit Fresh Seasonal Fruit Additional Information Available Daily: Seasonal Vegetables, Mixed Salad, Drinks & Bread Selection April 2018
Week Four Monday Tuesday Wednesday Thursday Friday Menu Cycle W/C Starter Homemade soup (v) Homemade soup (v) Packed Lunch Filled Rolls/Sandwich Yoghurt Fresh Fruit Bottle of Water Choice 1 Cauliflower Cheese Sausage with Potatoes (v) Chicken Meatballs in Tomato Sauce with Rice Scottish Beef Grill with Chips Salmon & Sweet Potato Fishcakes with Potato Wedges Choice 2 (v) Roasted Vegetable Pasta with Herby Garlic Bread (v) Cheese Sandwich Picnic Platter (v) Chunky Quorn Korma with Rice (v) Cheese & Tomato Pizza with Potato Wedges (v) Choice 3 Baked Potato with a choice of Fillings Baked Potato with a choice of Fillings Baked Potato with a choice of Fillings Baked Potato with a choice of Fillings Dessert Fruit Yoghurt / Fresh Seasonal Fruit Fresh Seasonal Fruit Yogurt Loaf Seasonal Fruit Additional Information Available Daily: Mixed Salad, Drinks & Bread Selection
1545 1605 1 Maltby Juniors (Blue) Greenhill JFC 1545 1605 2 Tusaale United (Blue) Southey Wolves 1545 1605 3 Dinnington Town (Yellow) Carlton Knights 1610 1630 1 Young Owls White (2) Norton Lees Juniors 1610 1630 2 AFC Dronfield Anston Rangers (Blue) 1610 1630 3 Bramley Sunnyside (A) Treeton Terriers 1610 1630 4 Chapeltown Juniors Blue (A) Clowne Comets 1635 1655 1 Southey Wolves Greenhill JFC 1635 1655 2 Maltby Juniors (Blue) Carlton Knights 1635 1655 3 Tusaale United (Blue) Dinnington Town (Yellow) 1700 1720 1 Young Owls White (2) Treeton Terriers 1700 1720 2 AFC Dronfield (Black) Clowne Comets 1700 1720 3 Bramley Sunnyside (A) Anston Rangers (Blue) 1700 1720 4 Chapeltown Juniors Blue (A) Norton Lees Juniors 1725 1745 1 Maltby Juniors (Blue) Southey Wolves 1725 1745 2 Tusaale United (Blue) Carlton Knights 1725 1745 3 Dinnington Town (Yellow) Greenhill JFC
Salary: Hours Worked: Name: Address: City: Zip: Phone: Email: Please provide a detailed report of approved expenditures of CECC: NOTE: In the Budget Amendment Totals Column, please list monies moved into each line item as a result of Budget Amendments. In the Current Budget Totals with Budget Amendments, please list the current totals for each line with Budget Amendment amounts included. In the Amount Spent Column, please list the current total amount spent in each line item. If the Budget listed in the CECC contract has additional Expense Line Items listed other than those shown in the table below, please add those line items to the table below. Expense Amount Requested In-Kind Match (if applicable) Budget Amendment Totals Current Budget Totals with Budget Amendments Amount Spent Amount of Unexpended Funds Budget Items $3,000.00 $2,000 Please list monies moved into each line item as a result of Budget Amendments. Please list the current totals from each line with Budget Amendment amounts included. Please list the amount spent in each line item. Please the amount of unexpended funds in each line item. Personnel/Fringe Benefits – (Hourly rate x # of hours) and/or total amount of consultant fees $ $ $ $ $ $ Travel – Total estimated expenditures $ $ $ $ $ $ Supplies/Material/Equipment – Estimated number and cost of items $ $ $ $ $ $
Strategy – Identify the GOEC strategy you plan to use Identified Need- What need will be addressed Desired Outcomes Affected - What positive result are you trying to achieve Activities – What programs, partnerships, or activities will your CECC use to address the need Indicators- What data will you collect to track the effect your activity has had on your outcome Start Date End Date Example: Lowest domain for Kindergarten Readiness on the Early Childhood Profile was Language and Communication Example: Increase parent awareness of Screener Results and importance of early literacy and language development Example: In partnership with the Public Library host a “GetReady! Reading At Home” day to Provide parents information on importance of early literacy Example: Have parents conduct an exit survey to measure how much the parents learned during the event CECC Work Plan
SUGGESTED GUIDELINES FOR LEARNING REFLECTION In your exploration, what did you encounter God doing in your neighbourhood? What developed in your relationships with others in your community? What did you discover about God’s mission in the local community? What did you learn through this experiment? What are you learning about yourselves, your community, and about God? What can our synod learn from your experiment? What would you like to share with the wider church that can help us all learn from your experiment? FOR BC SYNOD MISSIONS COMMITTEE USE DATE Received by Reviewed by Synod Committee Approved $ Forwarded Evaluation Received Evaluation Forwarded to Advisory Board
6 How does South-South Cooperation help alleviate poverty / global development? 7 What are the lessons learnt for partnership building through South-South Cooperation? Since this is still an on-going project and so far only 3 out of 10 workshops have been organized, lessons learnt can only be communicated nearer to the end of the project 8 What should be the role of governments in strengthening partnership and cooperation through South-South Cooperation? Due to the fact that this project will have a bottoms up approach, the largest role will fall on the local government, in which consultative meeting with various stakeholders will have to be organized to create a shared vision and appropriate actions to be taken among themselves to address critical issues. Based on that, the central government will have to do the necessary follow up. 9 How does the implementation of this project help strengthen institutional building, is also another focus of South-South initiatives? By proactive involvement of the mainline ministries/institution within the central government, cooperation among different central and local government can be strengthened. 10 In what way does your project incorporate the South-South and triangular cooperation/partnership to increase impact the development of the project through programmes? In the case of Indonesia and the Philippines, the host country provided additional funding support to organize the workshops in their respective WH site as part of the pilot site.
Resources Crosswalk All Resources can be found at Early Childhood Mental Health Consultant Self-Assessment Domains CECMHC Resources to Support Consultant Knowledge, Skills, and Professional Development Professional Role and Responsibilities Tutorial 1. Strengthening ECMHC in Head Start and Early Head Start Tutorial 9. Implementing and Evaluating ECMHC Services Consultative Stance Tutorial 10. Cultural and Linguistic Competence in Early Childhood Mental Health Consultation Consultation Process Tutorial 10. Cultural and Linguistic Competence in ECMHC Screening and Assessment Tutorial 10. Cultural and Linguistic Competence in ECMHC (English version) (Spanish version) Effective Strategies and Interventions Strategies to Support Children and Families Tutorial 10. Cultural and Linguistic Competence in ECMHC Infant Mental Health, Infant Mental Health Specialists, and ECMHC (English version)
Support staff code: A program code may contain one (1) or more support staff codes Program identifier number code: A program code may contain one (1) or more program identifier number codes Generic code: Costs that are general administrative in nature, have benefit, or costs that cannot be reasonably identified as benefiting a specific program or group of programs Counties use aid to report assistance costs. Although aid codes currently do not have any sub-codes, solution must have the ability to configure to add sub-codes or an expanded field. The table below presents information on the various codes used. Table 6.1, Current Administrative and Assistance Claims Codes Term (Acronym) Administrative or Assistance Definition Current Structure Appropriation Both The line item in the budget the funding is. There are currently at least 13 appropriations. Expenditures are paid from the appropriation. Fund (4 digits) +Ref number (3 digits) + Program (2 digits) + Element (3 digits) Program Cost Account Code (PCA Code) Both A code to track expenditures in CALSTARS. A PCA code can have many program or aid 5 digits Catalog of Federal Domestic Assistance Number (CFDA number) Both A federal code used to identify a specific federal program. The same CFDA number can have many PCA codes. 5 digits Program Code (PC) Administrative A specific administrative expense. This code is used by counties. 3 digits State Use Only Code (SUO) Administrative A SUO program code. For example, Title XX or the MOE code do not have any (i.e., time study, PIN, support or generic). 3 digits Aid Code Assistance A specific assistance expense. This code is used by counties. 2 alphanumeric characters
Architecture Technical Capability Technologies and Standards CECRIS Hosting Platform/Infrastructure Layer Operating System: Web Server: Application Framework: Microsoft Windows Server 2012 Microsoft Internet Information Server (IIS) v7.5 or higher Microsoft .NET Framework 4.0 and up CECRIS Data Database Server Directory Server Microsoft SQL Server 2012 or higher Windows Server Active Directory CECRIS Service Layer Rules Engine ETL Tool Data Analysis Tool Reporting Tool Custom C# Microsoft BizTalk Server Microsoft SQL Server Integration Services (SSIS) Microsoft SQL Server Analysis Services (SSAS) Microsoft SQL Server Reporting Services (SSRS) CECRIS Business Process Business Process Management (BPM)/Workflow K2 BlackPearl 4.6.4 CECRIS Presentation Services Web Portal, Report Portal etc. Office Tools (MS Excel) Web Application Framework Microsoft SharePoint Server Microsoft Office Microsoft .NET Framework 4.0+: ASP .NET Coding Standards This section defines the coding standards that will be followed in the CECRIS project. Coding Standards Requirements # Requirement 1 All parts of the CECRIS application will conform to CDSS’ coding standards, including style and comments, to be determined by the State.
Global Pressure Injury Conference 2017 Wednesday, November 15, 2017 – JAH - Eakins Lounge 7:30 am to 8:00 am Registration 8:00 am to 8:05am Welcome 8:05 am to 9:00 am Presentation Title: Moisture Associated Skin Damage Speakers Name: Mikel Gray, PhD, PNP, FNP, CUNP, CCCN, FAANP, FAAN 9:00 am to 10:00 am Presentation Title: Legal Case Study Speakers Name: Christine Kuss and Patricia Burn 10:00 am to 10:15 am Break 10:15 am to 11:15 am Presentation “The Power of Documentation: Thorough, Complete Accurate Documentation Leading to Accurate Coding and Billing”. Speakers Name: Jenny Bosley, RN, MS, CEN, CPHQ, Laura Humenuk, RN, BA, Koralisa Simmons, RHIT, CCS 11:15am to 11:45 4th Annual Global Pressure Injury Prevention Conference Unit Competition Awards. Topic: Education is a key “building block” of pressure injury prevention. 11:45 pm to 12:45 pm Lunch 1:00 pm to 2:00 pm Presentation Title: Pressure Injury Prevention During RRT Speakers Name: Elizabeth Avis MSN, RN, CCRN, Erin Reilly, BSN, RN, CCRN 2:00 pm to 3:00 pm Presentation Title: Palliative Wound Care Speakers Name: Beth Wagner, MSN, CRNP, ACHPN 3:00 pm to 4:00 pm Presentation Title: Center City, Jefferson Hospital of Neuroscience and Methodist Hospital Pressure Injury Case Studies Speakers Name: Eleanor Fitzpatrick, Caitlin Harley, Mary Centinaro, Elizabeth D’Amico, BSN, RN, Vincent Carnbuci, BSN, RN 4:00 pm to 4:15 pm Wrap Up and Evaluation
Initial Run For the initial run, access the activity: Transaction code SE38 SAP Menu Tools  ABAP Workbench  Development  ABAP Editor On the ABAP Editor: Initial Screen, enter Program: CUAN_CVI_LOAD_FMD_SD. Access the program documentation by choosing Goto  Documentation  Display. Choose Execute (F8). On the Cust. Engagement Intelligence: Update Program for Margin Decomposition screen, choose Initial Update. Select a Date From in the past. Choose Execute (F8). Setting Up Job Run Frequency To set up a regular background run, access the activity: Transaction code SM36 SAP Menu Tools  CCMS  Background Processing  Define Job On the Define Background Job screen, choose Job wizard. In the Create a job dialog box, choose Continue. On the General job information screen, maintain the following values: name Entry Value Job Name <Enter a job name> for example, Job for CUAN_CVI_LOAD_FMD_SD Job Low priority Job Status Scheduled Target Server Optional entry, you can leave this field empty Choose Continue. On the Job definition: Job step screen, choose ABAP program step and Continue. On the ABAP program step screen, maintain the following values: Field name Value ABAP program name CUAN_CVI_LOAD_FMD_SD Variant SAP&DELTA_LOAD Execution language EN Choose Continue. On the Multi-step option screen, choose Continue without adding additional steps. On the Job definition: Start conditions screen, specify a start condition, for example, Immediately. Choose Continue. On the Def. of start <immediately> screen, in the Periodic jobs screen area, choose the Period option. Choose Continue. On the Period definition screen, choose the job periodicity, for example, Hourly. Choose Continue. On the Set job screen, check your entries and then choose Complete.
Use To enable communication between SAP Hybris Marketing and SAP ERP, you have to create a Remote Function Call (RFC) user in the SAP ERP system. Procedure In SAP ERP, access the activity using one of the following navigation options: Transaction code SU01 SAP ERP menu Administration User Maintenance Users In the User field, enter RFCCEIUSER. Choose Create (F8). On the Maintain Users screen, maintain the following values: Address Last Name RFCCEIUSER Data User Type Dialog New Password <enter a password> for example, welcome Repeat Password <repeat the password> Defaults Logon Language EN Role <assign an RFC role that complies with your authorization concept> Save your entries (Ctrl + S). Result You have created an RFC user that can be used in an RFC destination pointing from your SAP Hybris Marketing system to your SAP ERP system. Creating RFC Destination to SAP ERP (in SAP Hybris Marketing) Use In your SAP Hybris Marketing system, you must create a Remote Function Call (RFC) destination to your relevant SAP ERP system so that you can maintain all settings for Margin Decomposition. This activity is only relevant if this RFC destination does not yet exist. Procedure Access the transaction using one of the following navigation options: Transaction code SM59 SAP Menu Administration Administration Network RFC Destinations Choose Create (F8).
evaluation g. strategies for advocating for diverse clients’ career and educational development and employment opportunities in a global economy h. strategies for facilitating client skill development for career, educational, and lifework planning and management i. methods of identifying and using assessment tools and techniques relevant to career planning and decision making j. ethical and culturally relevant strategies for addressing career development 5. COUNSELING AND HELPING RELATIONSHIPS a. theories and models of counseling b. a systems approach to conceptualizing clients c. theories, models, and strategies for understanding and practicing consultation d. ethical and culturally relevant strategies for establishing and maintaining in-person and technology-assisted relationships e. the impact of technology on the counseling process f. counselor characteristics and behaviors that influence the counseling process g. essential interviewing, counseling, and case conceptualization skills h. developmentally relevant counseling treatment or intervention i. development of measurable outcomes for clients j. evidence-based counseling strategies and techniques for prevention and intervention k. strategies to promote client understanding of and access to a variety of community resources l. suicide prevention models and strategies m. crisis intervention, trauma-informed, and strategies, such as Psychological First Aid n. processes for aiding students in developing a personal model of counseling 6. GROUP COUNSELING AND GROUP WORK a. theoretical foundations of group counseling and group work b. dynamics associated with process and development c. therapeutic factors and how they contribute to group effectiveness d. characteristics and functions of effective group leaders
SECTION 2 - ENTRIES TAB Click the green “Add an Entry” box to the right of the exhibitor’s name Click the green “Select” box next to the Department you would like to enter NOTE: All non-livestock exhibits that are brought to Conference Judging on July 11th are in the STATIC department. Click the green “Select” box next to the Division you would like to enter Click the green “Select” box next to the Class you would like to enter (Check the 2016 Cedar County 4H/FFA Fair Book for more information about exhibit classes and rules).
IF THAN TEACHING:- C1b Employer Name Employer address Employer telephone no. Nature of Post (Please detail duties and responsibilities) Date appointed Current salary Date finished (if applicable) Notice period (if applicable) Reason for leaving C2 Current notice required D Education SECONDARY/FURTHER:- D1 Schools/Colleges (please provide addresses) FT/ PT Dates From To Year Month Year
EXAMINATIONS PASSED:- D1a Level (eg. ‘A’ Level…) Date Passed Subject Grade Achieved Please continue on a separate if necessary. HIGHER EDUCATION:- D2 University or College and/or University Education Department (please provide addresses) FT/ PT Dates From To Month Year Year
QUALIFICATIONS OBTAINED:- D2a Qualification Obtained Date Passed Subjects passed (with details of standard obtained) Age groups for which trained Please continue on a separate sheet if necessary. PROFESSIONAL COURSES OBTAINED:- (OTHER THAN THOSE DETAILED IN D2a OVER THE PAST THREE YEARS) D3 Subject Date Achieved (Approx.) Organising Body Duration
Human Resources Points of Contact Administrative/Staff Office Name(s) Telephone Number(s) Email Address (00) Office of the Secretary Dixon-Burton, Rubenea (202) 461-4869 (02) Office of the General Counsel Meghan Serwin Hogan, Michael (OGC) (SES) (202) 461-7661 (202) 461-7685 (10) Veterans Health Administration Rogers, Diana (OKL) (SESEQV) Pellum, Martin (HTM) (405) 552-4346 (405) 552-4368 (20) Veterans Benefits Administration Lee, Aaron (VBAVACO) (202) 461-9867 (40) National Cemetery Administration Heusmann, Linda (202) 461-4152 (001)Office of Acquisition, Logistics and Construction Love-Holmon, Shana (202) 632-5285 (004)Office of Management Cesario, Laura Smith, Miriam (Alternate) (202) 461-5966 (202) 461-6677 (005) Office of Information and Technology Martinez, Thomas (202) 632-9630 (006) Office of Human Resources and Administration Tullis, Janis G. Days, Teresa L. (Alternate) (202) 461-7438 (202) 461-7754 (007) Office of Operations, Security, and Preparedness Dunn, Sylvia Taylor, Prince (202) 461-4984 (202) 461-6948 (008) Office of Policy and Planning Carney, Steven Sterne, Judith (Alternate) (202) 461-5959 (202) 461-6438 (009) Office of Congressional and Legislative Affairs Balsley, Pamela Mack-Abney, Regina (Alternate) (202) 461-6619 (202) 461-6490
CEDO 2016 2017 Applicant information Organization Name Main Contact Person/Title Address Phone Website Email Organization Data If returning, what year did your organization join the program? 2010 ____ 2011 ____ 2012 ____ 2013 ____ 2014____ 2015____ Organization Budget Program Training Fee ____<$1,000,000 _____$1,000,000 to $2,000,000 ___>$2,000,000 ____$3,200 _____$5,000 ___$6,000 Demographic Survey – Please complete table with numbers , not percentages – Leave blank if no data collected Male/Female/Other African or African-American Asian Latino Native American White Multi-Race Low/Mod Income (80% of median income, approx $50K/ family) Above Moderate Income (over $50K/family) TOTAL Population Served Agency Staff Board of Directors 1. Summary – 250 words Describe your agency and your effort to be more culturally competent, share one change you have made. (Brief definition: Cultural competence is a developmental process of both individuals and organizations to raise awareness, knowledge and skills to work across difference.)