zilongwang/ReadingBank huggingface dataset:
EMC Framework – Discussion Draft Mission and Committee Goals Statement of Philosophy & Guiding Principles Need the elements that would be helpful for the Dept Chairs and Deans in scheduling Data are used for many different purposes such as scheduling and Faculty Hire request information worksheet There could be different templates for different needs such as scheduling, faculty hire requests, curriculum, program reviews. Different reports could be requested depending on the information needed. Examples of data requested included enrollment history, trends and waitlists Phase 1 = Awareness: Educational training for Dept Chairs and committee so we can understand the data used when making decisions Phase 2 = Engagement: Develop a scheduling plan What is a 2 year plan (don’t always have to do a “roll over”) Phase 3 = Communication: Able to explain why there are increases or decreases in classes or why low enrolled classes/sections are kept Formed a Task Force to develop these goals: 2 Administrators: Kari Irwin & Linda Miskovic 2 Faculty: Corinna Evett & Regina Lamourelle 1 Classified: Robert Waldren Items to consider: Need to shape the elements needed for the Dept Chairs. What historical data is critical for transfer and CTE students? What percents are degrees, CTE, etc? What is the student’s goal? What will they end up with when they leave? Feedback from Dept Chairs concerning specific Need training and education for Dept Chairs and this committee so they can understand the data used, when we need to increase or decrease classes. We currently lack a daily snapshot of enrollment numbers. Next meeting: Under Things to Consider add timely completion of transfer students getting done in 2+ years. Ruth Babeshoff recommended a framework to complete in 2 years. Will vote on the goals at the next meeting, 11/19. Send input and comments to Craig Rutan by 11/17.
Monday, Jan 23rd Reading Unit: Written Rhetoric Writing Unit: Rhetorical Analysis Lauren Shook “Reading for the Appeals” (RA) Balko, “What You Eat Is Your Business” (canvas) Wednesday, Jan 25th Reading Unit: Written Rhetoric Writing Unit: Rhetorical Analysis Slaughter, “Why Women Still Can’t Have it All” (canvas) Friday, Jan 27th Reading Unit: Written Rhetoric Writing Unit: Rhetorical Analysis Lilly Berberyan “Tone” (RA) Dorment, “Why Men Still Can’t Have It All” (canvas) Monday, Jan 30th Reading Unit: Written Rhetoric Writing Unit: Rhetorical Analysis Coturri-Sorenson “Personal Voice and Style ” (RA) Olsson, “Up Against Walmart” (canvas) Wednesday, Feb 1st Reading Unit: Written Rhetoric Writing Unit: Rhetorical Analysis Leuschen, “Invention: Asking Questions to Find a Starting Point” Moller, “We The People” (canvas) Friday, Feb 3rd Reading Unit: Written Rhetoric Writing Unit: Rhetorical Analysis Yarboff, “In Defense of Cheerleading” (canvas)
Wednesday, March 8th Reading Unit: Scrutinizing Sources Writing Unit: Writing a researched argument Wooten, “Finding a Conversation to Find Research” (RA) Friday, 10th Reading Unit: Scrutinizing Sources Writing Unit: Writing a researched argument Bryan, “Organizing Research by Synthesizing Sources” (RA) Last day to drop from course without penalty Monday March 13th No Spring Break Wednesday, March 15th No class! Spring Friday, March 17th No class! Spring Break Monday, March 20th Reading Unit: Scrutinizing Sources Writing Unit: Writing the Research Johnson, “Situating Evidence through Contextualization ” (RA) Final Draft of Second Assignment Due Wednesday, March 22nd Library Day Students Will Report To the Library
Friday, March 24th Reading Unit: Scrutinizing Sources Writing Unit: Writing the Research Essay Fake vs. Authentic news story handout (on canvas) Monday, March 27th Reading Unit: Scrutinizing Sources Writing Unit: Writing the Research Essay Online News Stories TBA Wednesday, March 29th Reading Unit: Scrutinizing Sources Writing Unit: Writing the Research Essay Online News Stories TBA Annotated Bibliography Friday, March 31st Reading Unit: Scrutinizing Sources Writing Unit: Writing the Research Eckert and “Learning to Be Gendered” (canvas) Monday, April 3rd Reading Unit: Scrutinizing Sources Writing Unit: Writing the Research Essay Krugman “Confronting Inequality” (canvas) Wednesday, April 5th Reading Unit: Scrutinizing Sources Writing Unit: Writing the Research Essay Krugman: “Confronting Inequality” cont’d (canvas) Friday, April 7th Peer Review Draft of Third Assignment Due: Students who do not attend peer review will not earn higher than a C for their final grade. Monday, April 10th The Portfolio and the Critical Rationale Critical Reflection questions (in appendix in RA). Wednesday, April 12th The Portfolio and the Critical Rationale Hall, “Reflecting Back: Compiling the Portfolio and Writing the Critical Reflection”
- Disqualified? Summary of technical proposal Score Weight Points Obtainable LPRC Members A B C D E Average A Expertise of Firm submitting Proposal 40% 40 1. Reputation of contractor (List of clients and financial statements in the last three years, letters of commendation from other companies 5% 2. Experience on similar assignments assignments in the last 5 years and their value and samples of work done). 20% 3. Work undertaken for UN/major multilateral or bilateral organizations 5% 4. 10%
Ability of contractor to deliver task in line with time frame (Reliability) B Proposed Work plan and approach 30% 30 5. Understanding of assignment with the of work well defined (TOR) 10% 6. Appropriateness of conceptual framework adopted for the task 10% 7. Proposed work plan (sequence of activities and planning) 10% C Quality of personnel and suitability for the assignment 30% 30 8. Personnel’s qualification 10% 9. Personnel’s professional experience in Shipping and logistics 10% 10 Personnel training Experience 10% TOTAL 100% 100 60% of overall 60 9.2 Evaluation of the financial proposal (Least quotes approach) – All service Providers 9.3 General Summary Scores Summary of financial proposal Points Obtainable Service providers X Y V W Z comment 1. Score of technical proposal 60% 2. of financial proposal 40% 3. Total score 100% 4. Ranking Adjudication
morning to a senior health fair in Oneida and I had met a woman I don't have her card here with me. It's in my car, actually, and she told me that she does these applications. >> PARTICIPANT: Okay. >> TONI McENIRY: And so I said, that's great. Let me have your business card, you know? And I'm going to be calling her and see what we could do here and in Onondaga County, you know to figure out a way that we can do them, because those applications are very thick. You need to take a class to even learn how to fill them out for the vet. >> PARTICIPANT: Yes, ma'am! >> TONI McENIRY: The veteran too. >> PARTICIPANT: You are right about that. >> TONI McENIRY: Yes. >> PARTICIPANT: Well, thank you. >> TONI McENIRY: You're very welcome. >> TIM Thank you, Toni. >> TONI McENIRY: You're welcome. >> TIM FUCHS: I want to make sure that we leave enough time for Bruce's presentation. If you have a question, and we didn't get to it, please go ahead and save it for the final Q&A break that we'll have after Bruce's session. Now I will turn it to Bruce. >> BRUCE DARLING: This is Bruce Darling. I'm with the Center for Disability Rights in Rochester, New York, and I will talk a bit about our model services for people who are deaf/blind. So Rochester has some background. Rochester has one of the largest per capita populations of deaf people in the country, and a vibrant deaf community. ago, it was actually described as a deaf Mecca, and in a way, it was comparable I think it is comparable to San Francisco for the LGBT community. We have a number of educational institutions here, school for the deaf, and NTID, and a lot of students come here, and because of the concentration of folks there's a lot of access and so people stay.
5) – necessary for maintaining osmotic pressure, impulse conduction, muscle contraction, and acid-base balance 6) – required for CO2 transport and HCl production 7) – coenzyme (NAD & FAD) component B) Trace minerals 1) – component of hemoglobin 2) – required for the synthesis of fatty acids, cholesterol, urea, and hemoglobin 3) – required for the production of hemoglobin, melanin, and myelin 4) – required for the formation of thyroid hormones 5) – enzyme/protein component, required for normal growth, wound healing, taste, smell, and sperm production C. Food Intake Regulation 1. A) Releases a number of chemicals 1) Orexins – 2) Neuropeptide Y – increases cravings for 3) Galanin – increases cravings for 4) Serotonin – promotes feeling of B) Also binds to chemicals 1) a) Released from
EXAMINATION BRANCH QUESTION BANK Name of the branch: EEE Year & Sem:II-II Name of the subject: ELECTRONIC CIRCUITS Name of the faculty, Designation & Mobile number:R.SAMATHA,ASSISTANT PROFESSOR,9542397710 Date of Examination: Academic Year: 2015-16 UNIT-I SINGLE STAGE AMPLIFIERS DESIGN AND ANALYSIS S.N0 QUESTION APPEARED IN (R05,R07, R09, R13) MARKS Assigned 1 With the help of input and output characteristics, explain the operation of a bjt in common-emitter configuration. R05 8 2 Discuss the classification of amplifiers on frequency range, type of coupling, power delivered and signal handled. R13 5 3 Describe the functioning of f bjt in common base configuration R07 8 4 Explain about different types of distortions that occur in amplifier circuit. R09 8 5 What are the h-parameters? why they called so? Define them and what are the benefits of h-parameters. R05 8 6 Analyze general transistor amplifier circuit using h-parameter model. Derive the expressions for AI , AV,RI,R0, AVS, AIS. R13 16 7 Derive the expression for voltage gain ,current gain ,input impedance, output impedance of CE amplifier using exact and approximate model. R09 12 8 Draw the hybrid π- equivalent of transistor in CE configuration at low frequency. Discuss the significance of different parameters of the equivalent circuit. R09 16 9 The h-parameters of CE amplifier with Rs=1kw , RL=10kw,hie=1.1kw, hre=2.5*10-4, hfe=50 and hoe=24mA/v. find out current and voltage gains with and without source resistance , input and a out impedances. R13 5 10 a) explain the concept of feedback with diagram b) how do you classify feedback in amplifiers and what are they? R07 8 11 with neat sketch ,explain about all types of feedback systems? R13 8 12
sometimes inappropriately uses electronic devices (texts during class, has ear buds in, checks Facebook, etc.). D Limited communicative skills; uneven preparation for class; rarely volunteers; student demonstrates indifference or irritation when prompted; inattentive during class; rare contributions during group activities; poor participation in in-class writing activities; often tardy; often inappropriately uses electronic devices. F Weak communicative skills; little to no preparation for class; little evidence of reading assignments (this can include not buying the course texts; or not making up missed material); never volunteers, or doesn’t respond when prompted; student demonstrates potential hostility to discussion; irrelevant, distracting, or no contributions to group activities; does not participate in in-class writing activities; shows little to no regard for arriving to class on time; habitually inappropriately uses electronic devices. Grading Standards In general, everything being graded in this course, from your performance in class writings and discussion to your formal essays, is being considered against the following basic rubric: A Superior B Good C Average D Limited F Weak Clearly exceeds expectations Exceeds/attempts more or less successfully to go beyond basic expectations Meets basic expectations Falls short of basic expectations Does not meet expectations Demonstrates mastery of the skill Demonstrates emerging mastery of the skill Demonstrates competence in the skill Demonstrates developing competence in the skill Does not demonstrate evidence of competence Polished; very few errors or lapses in grammar, vocabulary, or syntax Polished; minor errors in word choice, grammar or syntax Sufficient; several errors in word choice, grammar or syntax that do not interfere with overall coherence Deficient; errors in vocabulary, grammar, or syntax are of such extent that they interfere with overall coherence Severely deficient; errors in vocabulary, grammar and syntax preclude comprehension Words you might associate with each letter grade:
September 22 in the appropriate “Assignments” dropbox. (15 %) September 12 -21 Chapters25/26/27/28- Correcting sentence errors, punctuation and other mechanics Test on grammar, punctuation and sentence editing – Thursday, September 28 in class (20%) September 26 – October 5 Chapters 9/12/123/14- Review of a paragraph and focus on rhetorical modes in these chapters Genre 2: Write a recommendation report in pairs. This genre will use the rhetorical modes and effective paragraph writing. (Pairs, 4 – 5 pages) Due: Friday, October 20 by midnight in the appropriate “Assignment” dropbox. (15 %) October 16 - 19 Chapter 17 Persuading Readers to Act Genre 3: In class assignment in pairs - A persuasive memo to staff or a letter to a potential donor. (1 - 11/2 pages) Due: October 26 by midnight in the appropriate “Assignment” dropbox. (15 %) October Chapter 16 Writing a Position Paper. Genre 4: Write an editorial
26 (Position Paper) on a controversial issue. Your topic can be related to a community issue, an environmental issue or a political issue. Individual Assignment of 3 – 5 pages) Due: November 10 by midnight in the appropriate “Assignment” dropbox. (15 %) November 7 – 16 Chapters 19 – 23 – Research and documentation Research methods, library orientation. When, where and what to document for professional writing. November 21 – 30 Chapters 15/17 – Writing an Argument. Some time will be provided to work on this assignment. Genre 5: Write an argument using the type in Chapter 17 and researching and documenting your source (20 %) (Individual assignment of 5 – 7 pages) Due Friday, December 1 by midnight in the appropriate “Assignment” dropbox. (20 %)
(C) A prescription for spectacles or contact lenses may not be based solely on the refractive eye error of the human eye or be generated by a kiosk. (D) Violation of this section constitutes misconduct as provided for in Sections 4037110 and 4047110. A provider who violates this section is subject to the penalties authorized in Chapter 37, Title 40 or Chapter 47, Title 40, as applicable.” SECTION 2. This act takes effect upon approval by the Governor. XX
Holiday entitlements Dorset Police annual leave entitlements for a Call Taker/Radio Operator is 23 days (162.80 hours). Leave is currently recorded and booked in hours and minutes (excluding lunch breaks) for all staff. An additional five days leave is granted following the fifth year anniversary of any appointment (pro-rata for the year of the anniversary) therefore the leave entitlement will increase to 28 days (199.80 hours) in the following leave year. Additional information As an operational policing environment, training plans and other activity will sometimes be subject to amendment for operational reasons. benefits Dorset Police endeavours to offer proactive support to maximise a healthy work/life balance. Staff are therefore offered a wide range of provisions to assist creating a healthy work/life balance including: Maternity, Paternity and Adoption Flexible Working Policy: e.g. opportunity to request Job sharing, part time working. Shift working Extended Leave Break Policy Fitness Fitness and gym facilities are available at various locations across the including Force Headquarters. Trained staff are available to offer advice and assistance to police staff regarding fitness programmes and use of specialist equipment. Support Networks The has a number of support networks for its staff, including Dorset Action for Women Network (DAWN), Parent Network Support Group, Disability Support Network, Lesbian and Gay Liaison Officers (LAGLO), Force Chaplaincy and the Minority Ethnic Police Association (MEPA).
Example 24/7 Shift Pattern – Full Time 37 Hours Please note this is the basic Rest Day pattern and start & finish times within the pattern may vary. tue wed thurs fri sat sun mon tue wed thurs fri sat sun mon 0700-1600 0700-1600 1530-0030 1700-0300 2200-0700 2200-0700 RD RD RD TRNG 0700-1700 0700-1700 1530-0030 1530-0030 9 9 9 10 9 9 8 10 10 9 9 tue wed thurs fri sat sun mon tue wed thurs fri sat sun mon 2200-0700 2200-0700 RD RD RD RD 0700-1600 0700-1600 1530-0030 1530-0030 2200-0700 2200-0700 RD RD 9 9 9 9 9 9 9 9 tue wed thurs fri sat sun mon tue wed thurs fri sat sun mon RD RD 0700-1600 0700-1700 1700-0300 1530-0030 2200-0700 2200-0700 RD RD RD RD 0700-1600 0700-1600 9 10 10 9 9 9 9 9 tue wed thurs fri sat sun mon tue wed fri sat sun mon 1530-0030 1530-0030 2200-0700 2200-0700 RD RD RD RD 0700-1600 0700-1600 1700-0300 1700-0300 2200-0700 2200-0700 9 9 9 9 9 9 10 10 9 9 tue wed fri sat sun mon tue wed thurs fri sat sun mon RD RD RD RD 0700-1700 0700-1600 1530-0030 1530-0030 2200-0700 2200-0700 RD RD RD RD 10 9 9 9 9 9 Example 24/7 Shift Pattern – 24.67hrs (4 out of 6 Shifts).
Texas Commission on Environmental Quality Table 8 Flare Systems Emission Point No. (EPN): Manufacturer: Model No. (if available): Type (elevated, ground level, pit) Assisted (air, steam, Operation (routine, MSS, emergency, dual) Flare Height (ft.) Flare tip inside diameter (ft.) Characteristics of Input Waste Gas Stream Material (identify stream) Minimum Value Expected (scfm [68°F, 14.7 psia]) Average Value Expected (scfm [68°F, 14.7 psia]) Design Maximum (scfm [68°F, 14.7 psia]) BTU/scf Rating Percent of time this condition occurs: Commercial products appearing in our Effects Screening Levels (ESLs) list, such as gasoline, may appear on this table as such or as individual constituents. Number of Pilots Type Fuel Fuel Flow Rate (scfm [70°F & 14.7 psia]) per pilot Total Heat Release Rate (Btu/hr) Fuel Usage (scfm) Minimum Fuel Usage (scfm) Maximum
Texas Commission on Environmental Quality Table 8 Flare Systems Stream Flow Rate (scfm [68°F, 14.7 psia]) Minimum Expected Flow Rate (scfm [68°F, 14.7 psia]) Design Maximum Total Heat Release Rate Average Btu/hr Total Heat Release Rate Maximum Btu/hr Btu/scf Temp. °F Pressure (psig) Assist Gas Gas For Injection Steam Pressure (psig) Minimum Expected Steam Pressure (psig) Design Maximum Steam Flow Rate (lb/hr) Temp. °F Velocity (ft/sec) Number of Jet Streams Diameter of Steam Jets (inches) Design basis for steam injected (lb steam/lb hydrocarbon) For Injection Pressure (psig) Minimum Expected Water Pressure (psig) Design Maximum Total Water Flow Rate (gpm) Minimum Expected Total Water Flow Rate (gpm) Design Maximum Number of Water Jets Diameter of Water Jets (inches) Operating Schedule Normal (hours/day) Normal (days/week) Normal (weeks/yr) Maximum (hours/day) Maximum (days/week) Maximum (weeks/yr)
S.N0 QUESTION APPEARED IN (R05,R07, R09, R13) MARKS Assigned 1 Describe the construction details of transformer. R09 8 2 Explain the principle of operation of transformer. R09 8 3 Derive the EMF equation of a transformer. R09 8 4 Explain the losses in a Transformer 8 5 Obtain the condition for maximum efficiency of a transformer R09 8 6 Explain the OC test of a single phase transformer R09 7 7 Explain voltage regulation of transformer. R09 8 8 Explain the SC test of a single phase transformer R09 8
CREATE CREDENTIAL sysadmin_ekm_cred WITH IDENTITY = '<VaultName>', SECRET = ‘<Secret>' FOR CRYPTOGRAPHIC PROVIDER AzureKeyVault_EKM_Prov ; The secret is the clientID appended with key without the hypen Add the credential to the SQL Server administrator's domain login ALTER LOGIN [<installation account>] ADD CREDENTIAL sysadmin_ekm_cred; GO Create Asymmetric Key CREATE ASYMMETRIC KEY CONTOSO_KEY FROM PROVIDER [AzureKeyVault_EKM_Prov] WITH PROVIDER_KEY_NAME = 'TestKey123', CREATION_DISPOSITION = OPEN_EXISTING; Enable Transparent data encryption USE master; CREATE CREDENTIAL Azure_EKM_TDE_cred WITH IDENTITY = 'testvault123', SECRET = ‘<Secret>' FOR CRYPTOGRAPHIC PROVIDER AzureKeyVault_EKM_Prov ; The secret is the clientID appended with key without the hypen USE master; -- Create a SQL Server login associated with the asymmetric key -- for the Database engine to use when it loads a database -- encrypted by TDE. CREATE TDE_Login FROM ASYMMETRIC KEY CONTOSO_KEY; GO -- Alter the TDE Login to add the credential for use by the -- Database Engine to access the key vault ALTER LOGIN TDE_Login ADD CREDENTIAL Azure_EKM_TDE_cred ; GO CREATE DATABASE ENCRYPTION KEY WITH ALGORITHM = AES_128 ENCRYPTION BY SERVER ASYMMETRIC KEY CONTOSO_KEY; GO -- Alter the database to enable transparent data encryption. ALTER DATABASE Test
BY ALL APPLICANTS Post Applied For: HR Management Team Secretary – Band 4 Post Ref: 1018/47935 RA We need to know if you are eligible for employment in the UK Even if you are a British Citizen. PLEASE READ ALL QUESTIONS CAREFULLY BEFORE COMPLETING THIS FORM. PLEASE TICK BOXES WHERE ANSWER IS YES/NO The information you provide in this part of the form is confidential and is not in the shortlisting process. It will be separated from your application form when we receive it. Are you a British Citizen or a European Economic Area National? Yes No If you have answered NO, please answer all questions from 2-5 and read and sign the declaration at section 6 RIGHT TO WORK IN THE UK 2. Do you have right to work in the UK? Yes No 3. What is your Nationality? CLEARANCE TO REMAIN 4. Date of Entry to the UK Day ……………….. Month ……………….. Year ………. Date Period of Entry/Leave to remain in the UK - ceases (Visa Expiry) Day ……………….. ……………….. Year ………. 5. PLEASE INDICATE WHICH IMMIGRATION STATUS APPLIES TO YOU. Tier 1 General Tier 1 Post Study Tier 2 General Certificate of Sponsorship (formerly Work Permits) Refugee/Asylum Seeker Tier 4 (formerly student visa) Clinical Attachment or Dental Observer Spouse/Dependant of permit/visa holder Tier 5 Medical Training Initiative Other – please specify Ancestry visa holder PLAB or visitor visa holder PLEASE NOTE THAT YOU WILL BE REQUIRED TO PROVIDE APPROPRIATE DOCUMENTATION PRIOR TO ANY APPOINTMENT BEING MADE. 6. DECLARATION I declare that the information provided in this form is to the best of my knowledge true and complete. I understand that ALL applicants are required to provide proof of their Right to Work in the UK.
Create a “T Chart” to gather information about the animals and their dependence on the rain forest. Update this chart with the introduction of each new animal. Page 1 How was the forest alive? Teacher provides definitions for squawking and howling. Why were the creatures suddenly quiet? Page 3 Go back a page and ask, “what do we now know that tells us why the other man pointed to the tree?” Have students pretend they are whacking and chopping at a tree. What caused the man to fall asleep? Write the word “slithered” for students to see. Have them repeat the word after you. Show students the picture on page. Have students explain what the word slithered means using words and motions. Fill in the chart with why the boa constrictor doesn’t want the man to chop down the tree. The forest had been alive with the sound of squawking birds and howling monkeys. The creatures were suddenly because they were watching the two men who walked into the rain forest and were wondering why they had come. The man pointed to the tree because he wanted to chop it down. The heat and the hum of the forest had lulled him to Slithered means to move like a snake, wiggling from side to side. The boa constrictor did not want the man to chop down the tree because it was a tree of miracles. It was his home and the home where generations of his ancestors have lived.
VII. Prophets forever The end of a stage Preparing our future Living one day at a time Centering ourselves on God, our one and unique treasure Love the decisive subject Crossing the threshold of life Death is not the end Conclusion Prayer of the person who is aging
And so I set before you the synopsis of the General Chapter of 2012. Institute of the Brothers of the Sacred Heart General Chapter of 2012 A CALL TO A PROPHETIC MISSION Synopsis of the Ordinance Persons(s) responsible Commitment The entire institute (partners in the mission, local and educational communities) In fidelity to the Charism of Father Coindre, the institute “commits itself with renewed determination and in a spirit of ongoing conversion to highlight the prophetic dimension of its mission… [and to] re-envision how its mission is expressed in light of the urgent needs of young people for whom no one else is concerned.” responsible for leadership and administration at all levels A PROPHETIC MISSION RENEWED SHARED ENDURING Commitments Achieve a level of discernment that leads to decision- making that inspires a renewed sense of prophetic mission in “the works and communities” and promotes their advancement. Organize and support for all partners a program of shared formation in the prophetic mission for today, in keeping with our Charism. Foster young people vocation awakening and commitment to prophetic mission by challenging them to “encounter Jesus and, together with the brothers, to be in close solidarity with marginalized children and youth.”
Healthy Living Pharmacy (HLP) Signpost Information Topics covered Organisation / contact description Weight management Diet & healthy eating Physical activity Alcohol Smoking Emotional wellbeing and mental health NHS Choices Website: www.nhs.uk NHS Choices is the online 'front door' to the NHS. Find out what's on the website and how you can get the most out of it. Weight management Diet & healthy eating Physical activity Alcohol Smoking Change4life Website: www.nhs.uk/change4life Make a change with our tips on healthy eating, exercise and nutritious food advice. Change4Life can help kids and families get healthy. Physical Activity Active Gloucestershire Website: www.activegloucestershire.org Active Gloucestershire is a registered charity that serves as the county's sports and physical activity partnership. We want to get everyone in Gloucestershire more involved in sport and physical activity - whether it's playing, volunteering, coaching, officiating or simply something to do to get you fitter, healthier and feeling good about yourself! Cotswold Leisure – Cirencester cotswoldleisurecentre@cotswold.gov.uk Tetbury Road, Cirencester, Gloucestershire, GL7 1US Telephone: 01285 654 057 The Centre features both wet and dry facilities, spread over two floors, offering a varied programme of activities for people of all ages and abilities. Our philosophy is to promote a ‘Total Health Experience’ – this is more than just a concept; it is a way of life, embracing good health, relaxation, a wholesome diet, being active, feeling good, socialising with friends, and spending time with your family. Active and Able Clifton-Gould Healthy Communities Officer (01285) 623 450. This scheme is designed for older people who have a fear of falling, have balance problems, a history of falls and / or low bone density. There are two types of classes within the scheme, Postural Stability and Tai Chi. Smoking NHS Stop Smoking Email: smokefree.nhs.uk Use local NHS stop smoking services to help you quit by getting support at home, nicotine replacement products and using the NHS smoking helpline. Emotional Wellbeing and Mental Health
•New appointment with Patty Smith Friday at 4 •Schedule a planning meeting at 9:30 today in the Conference Room •Move my 1pm meeting to 3 •Reschedule my appointment with Steve Johnsont to next Monday at 10am •Add Scott to my meeting with Michael •Cancel the budget review meeting •What does the rest of my day look like? •What ís on my calendar for Friday? •When is my next appointment? •When am I meeting with Michael? •Where is my next meeting? Clock: •Wake me up tomorrow at 7am •Set an for 6am •Wake me up in 8 hours •Change my 6:30 alarm to 6:45 •Turn off my 6:30 alarm •Delete my 7:30 alarm •Turn off all of my alarms •What time is it in Berlin? •What is today's day? •What the date this Saturday? •Set the timer for 10 minutes
•Check email •Any new email from helpline today •Show new mail about about the lease •Show the email from rob yesterday •Reply to Susan Sorry we will be late for tonight •Call him at work Facebook: •Post to Facebook Mickey Mouse just gave me a hug •Write on my wall Having a great time in Walt Disney World FaceTime: •FaceTime Brother •Make a FaceTime call to Michael •FaceTime Mom •Make a FaceTime Audio Call Find my Friends:
•Let me know when my son gets home •Let my wife know when I leave work •Who is near me? •Who is here? •Where are of my friends? •Is my daughter at home? •Where is my sister? •Where is Thomas? Messages: •Tell Vicki Iíll be home in 20 minutes •Send a message to Thomas •Send a message to Tina saying how about tomorrow •Tell Kiran the movie was great •Send a message to Randy on his mobile saying I'll be late •Send a message to 816 555 1212 •Text Chris and Jeff where are you? •Read my new messages •Read it again •Reply that I'm Sorry •Tell him I'll be there in 30 minutes •Call her •Read my last message from Sally
•Read my notes about story ideas Phone: •Call Scott •Call David mobile •Call rohit on his work phone •Call 816 555 1212 •Call home •Get my Call History •Do I have any Missed Calls? •ReDial that Last Number •Do I have any New Voice Mail? Q&A: •How many calories in a bagel? •What is 18% of $86.74 for four people? •Who's buried in Gran's tomb? •How long do greyhounds live? •What is the square root of 128? •How many dollars is 45 euros?
Settings: •Turn on Airplane mode •Is Bluetooth on? •Make the screen brighter •Turn on Bluetooth •Go to Twitter Settings •Show me my Privacy settings •Enable Wi-Fi •Open mail settings •Turn on Do Not Disturb •Turn on the Flashlight Stocks: •What is Apple's stock price? •What is Apple's PE ratio? •What did Yahoo close today? •How is the Nikkei doing? •How are the market doing? the NASDAQ today?
1 Yr GCSE 1 2 Games 5X 2 with 2 yr GCSE course 1 Yr GCSE 1 2 5Y 2 with 2 yr GCSE course 1 Yr GCSE 2 5 English 5X 5 with 2 yr GCSE course 1 Yr GCSE 2 5 5Y 5 with 2 yr GCSE course 1 Yr GCSE 3 6 maths 5X 6 6 1 Yr GCSE 3 6 5Y 6 6 1 Yr GCSE 4 6 iGCSE Sci 5X 6 6 1 Yr GCSE 4 6 5Y 6 6 1 Yr GCSE 6 Geog 5XY 6 6
As Level L6 Maths and Further Maths (BW) 7 7 As Level L6 Maths (AS) 7 7 As L6 Business (CR) 7 7 As Level L6 French (?) 7 7 As Level L6 Politics (WD) 7 7 As Level L6 English Literature (CL) 7 7 As Level L6 Accounting (?) 7 7 As Level L6 Media (LB) 7 7 As Level L6 4 Mandarin (WC) 7 7 As Level L6 EPQ (2 lessons) (JL) 2 2 As Level L6 Global Perspectives (CB) 7 7 As L6 Enviro Science (3 lessons) (JS) 3 3 As L6 Accounting (?) 7 7 As Level L6 Pyschology (?) 7 7 As Level L6 Further Maths 1 to 1 (3 lessons) (GM) 3 3 As Level L6 Maths - new course 7 7 As Level L6 English Language (native speakers) (GJ) 7 7 As Level L6 5 EAP 4 4 As Level L6 4 As Level L6 4 As Level L6 4 As Level L6 GCSE English retake (2 lessons) (JL) 2 2 As Level L6 GCSE Maths retake (2 lessons) (?) 2 2 Department Form Core block Subject Lessons needed Lessons Allocated A levels U6 1 Maths (AS) 6 6 A levels U6 Business (IM) 6 6 A levels U6 Chemistry (JS) 6 6 A levels U6 Spanish (?) 6 6 A levels U6 Art (CP) 6 6 A levels U6 History (BT) 6 6 A levels U6 Further Maths (BW) 6 6
for IB 1 5 English (Lit and Lang) A IB 5 2 3 IB 5 German (Lit) A IB 5 5 IB 5 French (Lit and Lang) A IB 5 2 3 IB 5 Italian (Lit and Lang) A IB 5 5 IB 5 Spanish (Lit and Lang) A IB 5 5 IB 5 Russian (Lit and Lang) A IB 5 5 IB 2 5 English IB 5 5 IB 5 French IB 5 5 IB 5 Spanish IB 5 5
IB 3 5 History IB 5 5 IB 5 Buisness IB 5 5 IB 4 5 Physics IB 5 5 IB 5 Biology IB 5 5 IB 5 ESS IB 3 3 IB 5 5 Maths Studies IB 3 3 IB 5 Maths SL IB 3 3 IB 5 Visual Arts IB 5 5 IB 5 IB 5 5 IB 5 IB 5 5 IB 3 Chinese ab initio (SL only) IB 3 3
English (Lit and Lang) A IB IB 5 3 IB 5 French (Lit and Lang) A IB 5 2 IB 5 3 IB 5 German (Lit) A IB 5 5 IB 5 Russian A (Lit) IB 5 5 IB 5 Spanish A IB 5 5 IB 5 Italian A (Lit and Lang) IB 5 5 IB 2 5 English IB 5 5 IB 5 Spanish Gp1 IB 5 5 IB 5 French B Gp1 IB 5 5 IB 3 5 History IB 5 5 IB 5 Buisness Gp1 IB 5 5 Buisness 5 5
Gp 2 IB IB 4 5 Physics Gp 1 IB 5 5 IB 5 Biology IB 5 5 IB 5 Gp 1 IB 5 5 IB 5 ESS IB 3 3 IB 5 5 Maths Studies IB 3 3 IB 5 Maths SL IB 3 3 IB 6 5 Visual Arts IB 5 5 IB 5 IB 5 5 IB 5 Spanish B Gp 2 IB 5 5 IB 5 French B Gp 2 IB 5 5 IB 5 Physics Gp 2 IB 5 5
Knowledge, Skills, and Attitudes (KSA) Indicators Value Key Word(s) Definition Performance Ability 4 Highly Proficient Performs competency quickly and accurately. Instructs others how to do the competency. 3 Proficient Performs all parts of the competency. Needs only a spot check of completed work. 2 Partially Proficient Performs most parts of the competency. Needs help only on hardest parts. 1 Limited Proficiency Performs simple parts of the competency. Needs to be told or shown how to do most of the competency. Knowledge of Skills d Complete Theory Predicts, isolates, and resolves problems about the competency. c Operating Principles Identifies why and when the competency must be done and why each step is needed. b Procedures Determines step-by-step procedures for doing the competency. a Nomenclature Names parts, tools, and simple facts about the competency. Knowledge D Evaluation Evaluates conditions and makes proper decisions about the subject. C Analysis Analyzes facts and principles and draws conclusions about the subject. B Principles Identifies relationship of basic facts and states general principles about the subject. A Facts Identifies basic facts and terms about the subject. Affective *5 Characterization by Value Acting consistently with the new *4 Organization Integrating a new value into one's general set of values, giving it some ranking among one's general priorities *3 Valuing Showing some definite involvement or commitment *2 Responding Showing some new behaviors as a result of experience *1 Receiving Being aware of or attending to something in the environment
MODULE F – MODULARIZATION MODULE DESCRIPTION – This module provides students with knowledge and skills to solve problems and develop algorithms using modularization. PROFESSIONAL COMPETENCIES PERFORMANCE OBJECTIVES F1.0 Solve problems and develop algorithms using control structure, abstractions of sequence, selection and repetition, following a disciplined approach. (C/3c) F1.1 Develop programming examples that require a simple modular structure that incorporates sequence selection, selection, repetition, and arrays. ENABLING OBJECTIVES KSA Indicators F1.1.1 Describe complex problem solutions as a collection of simple solutions. F1.1.2 Describe conditions which should be present for creation of functions and subroutines. F1.1.3 Define scope. F1.1.4 Illustrate communication between main program and sub programs, global and local variables, and parameter passing. F1.1.5 Describe cohesion as a measure of the internal strength of a module. F1.1.6 Describe coupling as a measure of the extent of information interchange between modules. F1.1.7 Explain the concept of scalability. B B A B B B B MODULE F OUTLINE: Modularization Hierarchy of charts or structure charts Further Modularization Communication between modules Using parameters in program design Steps in modularization Programming examples using modules in Modularization Module cohesion Module coupling Scalability MODULE G – INTRODUCTION TO PROGRAMMING MODULE DESCRIPTION – This module provides students with foundational knowledge and skills in using specified programming languages. PROFESSIONAL COMPETENCIES PERFORMANCE OBJECTIVES
April 9 - 13 – Due; Assignment #9 Assignment 10: Spell It Out April 16 - 20 – Due: Assignment #10 Assignment 11: Final Themed Project April 23 - 27 – Due; Assignment #11; Printing Options, Final Review Complete Digital Photography – page 576-577 April 30 – May 4 – Due; Written Assignment; Finalize a photo with pin stripe, border and signature. Student Feedback Survey, Final Assessment Assignment Values: Note: only one photo due per assignment, unless noted, however, you may turn in an additional photo if you are unsure which is best. 1 (2) Exploring the Senses – 15 points each 2 (2) Fantasy/Mystery – 15 points each 3. Panorama – 15 points 4. High Dynamic Photography – 15 points 5. Shooting Raw – 15 points 6. Using Curves – 15 points Midterm – 30 points 7. Blur Background using Masks – 15 points 8. Street Photography – 15 points 9. Egg Lighting – 15 points 10. Cup Lighting – 15 points 11. Spell It Out – 15 points 12. Final Theme – 25 points 13. Written report – 30 points 14. Written Assignment Evaluation of Projects – 30 points Final – 45 points Total Value of Assignments = 355 4.0 – Excellent work, advanced technical proficiency 3.5 3.0 – Good work, technical proficiency 2.5 2.0 – Average work, average technical skills 1.5 1.0 – average work, below average skills 0.5 0.0 - Failure
PERFORMANCE OBJECTIVES Table of Specifications Psychomotor Domain Limited Proficiency (Level 1) Partially Proficient (Level 2) Proficient (Level 3) Highly Proficient (Level 4) Module A - 2 - - 2 Module B - 1 - - 1 Module C - 2 - - 2 Total 0 5 0 0 5 AFFECTIVE OBJECTIVES Table of Specifications Affective Domain Receiving (*1) Responding (*2) Valuing (*3) Organization (*4) Characterization by Value (*5) Total Module A - - - - - 0 Module B - - - - - 0 Module C - - - - - 0 Total 0 0 0 0 0 0
Methodologist of a successful dissertation defense 4 pts. per dissertation Committee member of a successful dissertation defense 2 pts. per dissertation Honors Project sponsor (completed, each) 2 Advises master’s projects (outside of teaching the course)/thesis (completed, each) 2 Reader for an honor’s project or committee member for a successful master’s thesis defense 1 Participating as a committee member in a doctoral comprehensive examination oral defense (completed, each) 1 Writing question, grading doctoral comprehensive examination (completed, each) 1 Grading writing samples for doctoral admissions 1
Non-Tenure Track Research Rating: (0-50%) Criteria Points My Points Points Attends national, or international conference (not presenting) maximum of 3 pts. per year 1 pt. per Funded external grant, PI or Co-PI, regardless of amount 3 pts. per Funded external grant, Senior Personnel or equivalent 2 pts. per A manuscript under review (max. 4, per year) 1 pt. per manuscript Directing a Center or institute 2 Establishing a UA Center/Institute 1-4 Conference presentation type (need only one in category for points): International/National State (Add 1 pt. if presented with student) 4 pts. 3 pts.
Street Lighting (RMS/Council) Yes No Yes No Yes No Yes No Yes No Yes No Other Yes No Yes No Yes No Yes No Yes No Yes No Underground Assets Location Checklist – University of Sydney-Owned Utilities This information must be obtained by contractor from the CIS Information Manager. Utility Current University utility plans received and attached University indicate assets in vicinity Assets verified on site by services locating and visibly marking on ground University requires pot holing due to proximity of works to existing infrastructure (1) University requires on site presence during excavation works (1) Electricity Yes No Yes No Yes No Yes No Yes No Gas Yes No Yes No Yes No Yes No Yes No Water Yes No Yes No Yes No Yes No Yes No Sewer Yes No Yes No Yes No Yes No Yes No Stormwater Drainage Yes No Yes No Yes No Yes No Yes No Communications Yes No Yes No Yes No Yes No Yes No Street Lighting Yes No Yes No Yes No Yes No Yes No Irrigation Yes No Yes No Yes No Yes No Yes No Decommissioned Services Yes No Yes No Yes No Yes No Yes No Other Yes No Yes No Yes No Yes No Yes No Note 1: Details of when the University requires these actions is determined by the type of asset and available clearances, in strict accordance with Table B of the WorkCover Work Near Underground Assets Guide 2007 (See Attachment 1 to this Form) Other Assets in Vicinity Trees and Tree Roots Yes No Adjacent Buildings and Structures Yes No Overhead Powerlines Yes No Chemical Stores Yes No Petroleum Services Yes No Above/underground Storage Tanks Yes No Yes No Yes No Yes No PART C – POTENTIAL WORKS HAZARDS (other than those listed in Part B) The following additional hazards have been identified for the proposed works and incorporated into the excavation works plan Slips, Trips and Falls Yes No Excavation Collapse Yes No Traffic Yes No Difficult Excavation Access and Egress Yes No Vibration Yes No Pedestrian Control Yes No Manual Handling Yes No Soil Contaminants Yes No Excavation Flooding Yes No Heavy Machinery Yes No Airborne Contaminants Yes No Hot Works Yes No
First Draft Written Response to Essential Question Reading #3 – Question Generation Question Generation: _______________________________ Paragraph # Questions Can the question be answered by….. Check relevant categories below Hands-on experiment or inquiry Research for Scientific facts Observation Final Written Response to Complex Text-Based Question
Tasks Indicative timeline Output Work on the development of threshold values as provided for under the revised GES Decision 2018 TG Noise advice Support Member States and Regional Sea Conventions in the establishment of monitoring programmes Work with Regional Sea Conventions on the development of the noise register Work with Regional Sea Conventions on developing a monitoring programme for continuous noise continuous TG Noise advice Identify relevant outcomes from ongoing and future projects and initiatives for the implementation of MSFD 2016-2017 Communication paper to MSCG Contribute to WG GES in the preparation of Member State's future assessments under Art. 8 & 9 and Art.11 monitoring 2016 Contribution to Art.8 guidance Contribute to WG POMESA in the preparation of Member State's future assessments, measures and associated targets under Art. 8, 10 and 13. 2016, 2018 Contribution to WG POMESA papers Further work on the understanding of the impact of underwater on marine fauna; Advice on the use of the data obtained by monitoring programmes to characterise the potential impact to marine fauna 2016-2017 Workshop (2016) & TG noise advice for further work on pressure and impact indicators, in particular with regard to key species Review TG Noise monitoring guidance 2018 Updated guidance 4. to other activities Liaison with RSCs The work of TG Noise is related to activities undertaken in Regional Sea Conventions with regard to setting up a register of loud impulsive noise and the development of a joint monitoring programme for continuous noise, though not exclusively. TG Noise provides the link between existing regional initiatives (OSPAR ICG Noise), BIAS (HELCOM) and other Member States in regions where initiatives are now under development, e.g. ACCOBAMS (Barcelona Convention).
What have I been given to sign? The document you have been given with this leaflet is a contract, which contains the rights and obligations that you have whenever you provide your services to us. Please take the time to read it through carefully, it is a legally binding document. The contract mentions sending someone else. What’s that all about? As you are self employed, you have the right to use someone else to do the work. We are happy for you to do this, provided that anyone else you use is as qualified and experienced as you are. We would still pay you in these circumstances and you would pay them. This means that if you could find someone suitable who would do the job as well but more cheaply, you could send them and make a profit! The contract says that I do not have to do any work. Why? As you are not an employee, you are not under any obligation to provide your services to us. We will not pay you if you do not work, but if you can find someone else willing to pay you more, you do not have to stay with us. I would rather be an employee. Is that possible? It may be, we prefer to contract with you as a self employed person, but we accept this may not always be possible. What about my tax? As you are self employed you will be responsible for your own tax and National Insurance payments and for filing a Self Assessment Tax Return. You may wish to engage an accountant to do this for you or talk to HMRC who offer help to self employed people with filling in their returns. You will pay tax at the appropriate You will, however, be able to deduct some of your expenses such as the cost of any materials and tools that you use in the performance of your contract. Do I get holiday pay? No. You would only get holiday pay if you were an employee or a worker. According to the terms and conditions in the contract, you are neither. As you are not an employee you also do not qualify for sick pay or paternity/maternity pay from us. You may however, qualify for some from the Government. Will my rate go down if I become an employee? Probably. It is more expensive for us to contract with you on that and therefore it is likely that your rate would go down to reflect this. You would also be obliged to work for us and be unable to work for anyone else without our permission.
ESSEX COUNTY COLLEGE Business Division CIS 137 – Exploring Microsoft Office Access Course Outline Course Number & Name: CIS 137 Exploring Microsoft Office Access Credit Hours: Contact Hours: 3.0 Lecture: 3.0 Lab: N/A Other: N/A Prerequisites: Grade of “C” or better in CIS 107 Co-requisites: None Concurrent Courses: None Course Outline Revision Date: Fall 2010 Course Description: This course introduces students to the windows concepts, entering and updating records in a database, performing reporting and query functions with multiple databases, and the differences between Excel and Access. Students will be exposed to step-by- step instruction using MS Access to create and maintain databases. Students will be able to plan, create and manipulate databases for typical business needs. Course Goals: Upon successful completion of this course, students should be able to do the following: explain and demonstrate common database skills; create and design Access databases using related data; create and use queries; and create and interpret useful and professional reports. Measurable Course Performance Objectives (MPOs): Upon successful completion of this course, students should specifically be able to do the following: Explain and demonstrate common database skills: discuss features of an Access database; explain and demonstrate skills related to storage and memory, file management, and soft table data; and use Access to manage data and describe relationship windows Create and design Access databases using related data: design data and create tables with the data; share data with Excel, create and run a query, and use the query wizard; and discuss large databases
Lifeline, for more specific information about the College’s Code of Conduct and attendance requirements. Course Content Outline: based on the text The Pearson Custom Program for CIS Exploring Microsoft Office Access custom Essex County College edition with ‘MY IT LAB’ Access Code, by Robert T Grauer; published by Pearson; ISBN #: 978-0-536-11030-5 Class Meeting (80 minutes) Chapter/Topics 1 Introduction to the online software and creation of student accounts Chapter 1 2 Explore Access databases 3 – 4 Storage and memory, file management, soft table data 5 – 6 Access or Excel to manage data, relationship windows 7 Test 1 on Chapter 1 Chapter 2 8 – 9 Design data, create table, share data 10 – 11 Share data with Excel, create and run a query, the query wizard 12 – 14 databases, review for the Midterm Exam 15 Midterm Exam on Chapters 1 & 2 Chapter 3 16 – 17 Create a calculated field in a query 18 – 20 Create and edit Access functions, perform data arithmetic 21 Create and work with data aggregates 22 Test 2 on Chapter 3 Chapter 4 23 – 24 Plan a report, use report 25 Create and edit reports 26 – 27 Identify report elements, sections, and controls 28 Add fields to a report, use the report wizard 29 Review for the Final Exam 30 Comprehensive Exam on all course material covered