zilongwang/ReadingBank huggingface dataset:
PRODUCTS FOR NDT We develop and produce the devices and equipment for NDT testing - tailored to your needs! If you need completely new NDT equipment, only partly renovate your lab instruments, or completely new design of NDT facility; we will be pleased to prepare a complete proposal, which will include all equipment and tools needed for your NDT application. We supply all equipment from simple portable instruments up to fully automatic lines with robotic manipulation systems. Equipment calibrations are obviously. We are supplying NDT material and equipment for each basic NDT method (VT, PT, MT, ET, RT, UT). WE DELIVER FOLLOWING EQUIPMENT: Testing equipment/systems, automated testing lines with equipment for calibration and confirmation NDT accessories as: probes, calibration gauges, etalon sets, calibration parts, test blocks, ... Measurement equipment for process confirmation PT MT VT ET RT UT FPI/Penetrant lines – manual or automated Equipment for electrostatic application of penetrant and developer UV lamps - manual or stationary treatment systems for input and output water Surface treatment systems/lines for etching or degreasing process filtration units with active carbon Manual electromagnetic MT portable generators MT benches, stationary magnetic flow detectors demagnetization Automated and combined MT and UT systems UT systems - automated or portable UT tanks UT lines Combined lines UT/ET Shielding cabins, X-ray bunkers radioscopic systems ET probes - rotary, special, absolute, differential, multidifferential ET systems VT equipment - endoscopes, sets of testing gauges for SCRATA replicas sets for welding inspectors / inspector kits 4
EMPLOYMENT RECORD Present Employment Employer’s Name……………………… Address…………………………………. ……………………………………………. ……………………………………………. Post Code…………………….. Position held…………………………… Department……………………………... Date Appointed………………………… Present Grade……….Salary…………. Notice period…………………………… Reason for leaving……………………… …………………………………………… …………………………………………………. PREVIOUS EMPLOYMENT (most recent employer first) please include relevant voluntary work Employer’s Name & Address Position Held Dates From/To Grade/ Salary Reason for leaving
The position for which you are applying involves contact with children. For these positions you are not entitled to withhold information about police cautions, “bind-overs”, or any criminal convictions including any that would otherwise be considered “spent” under the Rehabilitation of Offenders Act 1974. Have you ever been convicted of any offence or “bound-over” or given a caution YES/NO If yes, please give details on a separate sheet and attach it to this form in a sealed envelope marked “Confidential Disclosure”. MISCELLANEOUS Do you hold a full U.K. driving license Yes / No Do you have use of a car for work? Yes / No Do you have the right to reside and work in the UK? Yes / No Where did you see this advertisement?………………………………………………………….. Please identify any family members currently employed as a No Limits Trustee or employee ………………………………………………. Nationality: If you are not a British passport holder or a European citizen, or you do not have a permanent right to remain in the UK, you will require a work permit. Do you need a work permit to be employed in the UK? Yes If you already have a work permit, when does it expire? No (Please note that your current work permit may not be valid for this post) PERSONAL STATEMENT Using the person’s specification that you have been sent with your application pack, please demonstrate using examples, your suitability for the position you are applying for. Please include your reasons for applying for and interest in this position. (Continue on a separate sheet if necessary).
Sheffield S3 8LY & idvas.groupmailbox@sheffdap.cjsm.net Tel: (0114) 249 3920 Fax 0114 2724296 Danum Road Doncaster DN4 5HF BARNSLEY ROTHERHAM Email: Tel: 320112 Fax: NOT ACCEPTED Address: Barnsley C/O IDAS, The Core, County Way, Barnsley S70 4BP & Email: Tel: 01302 385852 Fax: 01302 385841 Address: Public Protection Unit-PPU/PVP Davies Barnsley Road Doncaster DN5 8QE & Tel: (01709) 823981 Fax: 01709 371637 APPENDIX A – FOR STANDARD AND MEDIUM RISK CONSENT MUST BE OBTAINED. Once this has been confirmed, please send referrals to the area where the victim resides (see below) SHEFFIELD DONCASTER Refer to Sheffield Domestic Abuse Helpline: 808 2241 Secure email (For out of hours housing support call 0800 7311 689) Refer to Doncaster Domestic Abuse Service: Secure Email: Helpline : 0800 4701 505 BARNSLEY ROTHERHAM
Reduce marketing costs Marketing ROI cost per lead Sum (lead_cost) / Count (Lead_ID) MQL/SQL ratio: (Marketing qualified leads vs. Sales qualified leads) Count (Lead_ID) where MQL date in last month Divided By Count (Lead_ID) where MQL date in last month and Converted = ‘True’ Mockup - Optional Tables Which data elements will be required for achieving the above KPI’s? # Data Source Type Table Name Content Max # of Rows Fact / Dimension Unique Identifier 1 Salesforce Leads Main Lead table ~ 10M Dim 2 Google Analytics Ad performance per date ~ 20M Fact Constraints This is the place to mention any general constraints you may have on your analysis and limitation in terms of the data model (Data Security, Frequency of Use, Fiscal year etc) ... ...
P-6b, P-6c, and P-6d Dashes, Parentheses, and Brackets Multiple Choice Some of the following sentences have errors involving dashes, parentheses, or brackets. Select the correct instruction. 1. Besides celebrating January 1 as New Year’s Day, the Republic of that day as its founding. a. Leave as is. b. Replace the dashes around Taiwan with parentheses. c. Put brackets around the Republic of ANS: b REF: The correct answer is b. In The Norton Guide to Writing, see P-6c. In The Little Seagull Handbook, see P-6c. 2. She told me in the strictest confidence that her husband was going overseas—a surprise to no one but her. a. Leave as is. b. Put parentheses around in the strictest confidence.
Food Group Serving Sizes Examples to the DASH Diet Fruits 4-5 servings per day 6 oz juice 1 medium fruit ¼ cup dried ½ cup frozen, or canned fruit apricots, bananas, dates, oranges, grapefruit, mangoes, melons, peaches, pineapples, prunes, raisins, strawberries, tangerines important sources of potassium, magnesium, and fiber Low fat or nonfat dairy foods 2-3 servings per day 8 oz milk 1 cup yogurt 1.5 oz cheese skim or 1% milk, skim or low fat buttermilk, nonfat or low fat yogurt, part skim mozzarella cheese, nonfat cheese major sources of calcium and protein Meat, poultry, and fish No more than 2 servings per day 3 oz cooked meats, poultry, or fish select only lean meat; trim away visible fats; broil, roast, or boil instead of frying; remove skin from poultry rich sources of protein and magnesium Nuts, seeds, and legumes 4-5 per week 1.5 oz or 1/3 cup nuts ½ oz or 2 Tbsp seeds ½ cup cooked legumes almonds, filberts, mixed nuts, peanuts, walnuts, sunflower seeds, kidney beans, lentils rich sources of energy, magnesium, potassium, protein, and fiber Fats and Oils 2-3 servings per day 1 tsp soft margarine 1 Tbsp low fat mayonnaise 2 Tbsp light salad dressing 1 tsp vegetable oil soft margarine, low fat mayonnaise, salad dressing, vegetable oil (such as olive, corn, canola, or safflower) DASH has 27 percent of calories as fat, including fat in or to foods Sweets 5 servings per week 1 Tbsp sugar 1 Tbsp jelly or jam ½ oz jelly beans 8 oz lemonade maple syrup, sugar, jelly, jam, gelatin, jelly beans, hard candy, fruit punch, sorbet sweets should be low in fat and limited by people with diabetes Tips on Eating the
DASH RISK ASSESSMENT DOMESTIC ABUSE, STALKING, HARASSMENT & ‘HONOUR’ BASED VIOLENCE COMPLETING DASH, CIRCLE RISK LEVEL HERE: High / Medium / Standard Date: Name of person completing DASH: Agency: The MARAC Referral should be quality assured by a trained practitioner in your agency (this may be your MARAC rep) and / or your manager before submission. Name of your MARAC Rep /champion: Contact number of your MARAC Rep /champion: VICTIM’S DETAILS NAME : DATE OF BIRTH: ADDRESS OF VICTIM: Is it safe to post to this address Y/N If no please provide an alternative TELEPHONE NO: IS IT SAFE TO CALL? Y / N Gender (please tick): Male / Female / other Ethnicity (please state): Disability (please state - inc. learning disability): Sexual Orientation (please state): PERPETRATOR’S DETAILS NAME : DATE OF BIRTH: ADDRESS OF PERPETRATOR: RELATIONSHIP TO VICTIM (please state): Gender (please tick): Male / Female / Ethnicity (please state): Disability (please state - inc. learning disability): Sexual Orientation (please state): CHILDREN’S DETAILS (IF ANY) IF YOU RUN OUT OF ROOM PUT DETAILS IN REASONS FOR REFERRAL NAME ADDRESS DATE OF BIRTH RELATIONSHIP TO VICTIM RELATIONSHIP TO PERPETRATOR SCHOOL (If known)
DASH RISK ASSESSMENT DOMESTIC ABUSE, STALKING, HARASSMENT & ‘HONOUR’ BASED VIOLENCE AFTER COMPLETING DASH, CIRCLE RISK LEVEL HERE: High / Medium / Standard Date: Name of person completing DASH: Agency: The MARAC Referral should be quality assured by a trained practitioner in your agency (this may be your MARAC rep) and / or your manager before submission. Name of your Rep /champion: Contact number of your MARAC Rep /champion: VICTIM’S DETAILS NAME : DATE OF ADDRESS OF VICTIM: Is it safe to post to this address Y/N If no please provide an alternative TELEPHONE NO: IS IT SAFE TO CALL? Y / N Gender (please tick): Male / Female / other Ethnicity (please Disability (please state - inc. learning disability): Sexual Orientation (please state): PERPETRATOR’S DETAILS NAME : DATE OF BIRTH: ADDRESS OF PERPETRATOR: RELATIONSHIP TO VICTIM (please state): Gender (please tick): Male / Female / other Ethnicity (please state): Disability (please state - inc. learning disability): Sexual Orientation (please state): CHILDREN’S DETAILS (IF ANY) IF YOU RUN OUT OF ROOM PUT DETAILS IN REASONS FOR REFERRAL NAME ADDRESS DATE OF BIRTH RELATIONSHIP TO VICTIM RELATIONSHIP TO PERPETRATOR SCHOOL (If known)
contents, and that it is my responsibility to become familiar with and adhere to all provisions contained therein. I will seek and get clarification for any compliance with all provisions contained in the policy. I also understand that compliance with all provisions contained in the policy is a condition of employment. I further understand that the information contained in the approved policy dated ________________________, is subject to change, and that any such changes, or addendum, shall be disseminated in a manner consistent with the provision of 49 CFR Part 655, as amended. __________________________________ ______________ Signature of Employee Date
Implementation What is the quantity and quality of what is being delivered? Participant observations in co-location (n=3) Qualitative Participant observations in sessions (n=3) Qualitative Focus Group Discussions with clients (n=3) Qualitative In-depth qualitative interviews with commissioners, and implementers (n=5) Qualitative Routine data: Case reports Qualitative Routine data: Summary statistics of PPIT Quantitative Routine data: outputs for quarterly meetings Quantitative Quantitative
perpetrators, relevant to populations outside of Hampshire. Therefore the DAPP has significant potential in terms of scalability. By addressing the complex needs of the perpetrators, (e.g. through the de-stabilising risk arm of the DAPP) an avoidable burden can be addressed, thereby reducing the long term risks for the individual and the community; and bringing care closer to the community. In the long term, the DAPP has the potential to reduce the care burden on the NHS, by establishing a care pathway within the community for this vulnerable population. 11 Deliverables The main output of the study will be the production of a concise written report. The target audience for this report will primarily be composed of individuals and organisations involved in domestic abuse work. This might include, for instance, volunteers, social care workers, police officers, researchers, and clinicians. As the audience may not be familiar with research, the language will be in plain English, with limited technical language relevant to the research. Further outputs include dissemination within academic and policy making circles. These have been described in the next section. 12 Dissemination plans locally and nationally The plans to disseminate the study findings include conferences, peer review publications, and blogging. These include: Abstract submission and presentation of results in national and international conferences, including The III European Conference on Domestic Violence, The Society of Social Medicine Conference and the Faculty of Public Health Conference. Peer review publication. It is expected that two or three publications may emerge from this project and will be published in academic journals including open access journals. Dissemination of findings in newsletters (Hampton and Respect).
Develop clear pathways from Multi-Agency Safeguarding Hub to external and internal services ensuring a swift coordinated response. Children Services June 2018 Improve the services and support for all victims inclusive of their children and ensure there is a whole-family response to disclosures of domestic abuse and sexual violence that includes age-appropriate children and young people interventions, alongside programmes for families. Children’s Services Adult Services DASV Operational and Executive Group December 2018 Explore opportunity for co-located services to increase rapid sharing of information and risk assessments to provide a holistic, seamless and effective response to domestic abuse and sexual violence. DASV Operational and Executive Group Commissioning Team November 2018 Improve assessment processes in adult focused services (including mental health and substance misuse) to provide opportunity to identify children and young people for whom clients have parental or carer responsibility, or to whom they have access. Adult services Devon Partnership Trust September 2018 Provide a dedicated social worker trained in using the Domestic Abuse Stalking and Harassment Risk Assessment Checklist. Children Services October 2018 Delivery of effective community education such as CRUSH to increase awareness and understanding of healthy relationships, domestic and sexual abuse. IYSS Children Services YOT TSCB July 2018 Theme 3: Provision of support Action By whom? By when? Ensure the commissioning of an appropriate range of support (core offer) to meet the needs of Torbay and these services are communicated to all stakeholders Commissioning team DASV operational group September 2018 Build community capacity to respond to domestic abuse and sexual violence – develop training, support and quality assurance mechanisms to develop existing practice across the statutory and community/voluntary sector TSCB and TSAB Training Boards DASV Operational and Executive Group July 2018 Embed an appropriate response model across organisations (e.g. inform-enable-support) to respond at an early stage for families and deinstitutionalise response Help Children Services DASV Operational and Executive Group IYSS YOT Health August 2018 Commission and promote whole-family approach that incorporates appropriate interventions and programmes (link to protection of children and young people) Commissioning team September 2018 Victims to receive personalised support through the Independent Domestic Violence Advisors (IDVA’s). IDVA service DASV Operational and Executive Group April 2018 Increase delivery of education around healthy relationships, domestic and sexual abuse, confidence and assertiveness IYSS YOT DASV Operational and Executive Group Schools Health June 2018
DASV: Genesis 39 1 Now when Joseph was taken down to Egypt, Potiphar, an Egyptian officer of Pharaoh, the captain of the guard, bought him from the Ishmaelites, who had brought him down there. 2 But the LORD was with Joseph, and he was successful. He stayed in the house of his Egyptian master. 3 When his master saw that the LORD was with him and that the LORD made everything he did succeed, 4 Joseph found favor in his sight, and he became his personal attendant. Potiphar made him overseer of his house and put him in charge of everything he owned. 5 From the time that he made him overseer in his and of everything he had, the LORD blessed the Egyptian's house for Joseph's sake. The blessing of the LORD was on everything he had both in the house and field. 6 So he left all that he had in Joseph's care and he did not concern himself with anything except the bread he ate. Now Joseph was and good-looking. 7 a while his master's wife set her eyes on Joseph, and she said, "Sleep with me." 8 But he refused and said to his master's wife, "Look, my master does not concern himself with anything in this house with me here. He has put everything that he has into my care. 9 There is no one greater in this house than I am. He has not withheld anything from me but you, because you are his wife. How then could I do such a wicked thing and sin against God?" 10 And although she to Joseph day after day he did not listen to her, to lie with her, or even be with her. 11 But one day he went into the house to do his work and there were no other household servants inside. 12 She grabbed him by his cloak, demanding, "Sleep with me." But he left his cloak in her hand, fled and got out of there. 13 When she saw that he had left his cloak in her hand and had fled out of the house, 14 she called her household servants, and spoke to them, saying, "See, my husband has brought in a Hebrew to insult us. He came in to sleep with me, but I screamed with a loud voice. 15 When he heard I screamed for help, he left his cloak beside me, fled and took off." 16 Then she kept his cloak by her until his master came home.
DASV: Job 19 1 Then Job answered, 2 "How long will you torment me, and crush me with words? 3 These ten times you have insulted me. You are not ashamed to attack me. 4 Even if I have erred, my error should remain only my concern. 5 If indeed you exalt yourselves against me, and use my humiliation as an argument against me, 6 know now that it is God who has wronged me, and has closed his net around me. 7 Though I cry out, 'Violence,' no one answers, I cry for help, but there is no justice. 8 He has walled up my way so that I cannot pass, and has put darkness over my paths. 9 He has stripped me of my honor, and has taken the crown from my head. 10 He has torn me down on every side, and I am gone; and he has uprooted my hope like a tree. 11 He has also kindled his anger against me, and has counted me as one of his enemies. 12 His troops have advanced together, and have built up a siege ramp against me, and have encamped surrounding my tent. 13 He has remove my brothers far from me, and my acquaintances are absolutely estranged from me. 14 My relatives have failed me, and my familiar friends have forgotten me. 15 The guests in my house and my maids consider me a stranger; I have become an in their eyes. 16 I call to my servant, but he does not respond, though I plead to him with my mouth. 17 My breath is repulsive to my wife, and I am offensive to my own brothers. 18 Even young children despise me, when I get up, they speak against me.
DASV: Job 41 1 Can you pull up Leviathan with a fishhook, or tie down its tongue with a cord? 2 Can you put a rope in its nose, or pierce its jaw with a hook? 3 Will it make pleas to you for mercy, or will it soft words to you? 4 Will it make a covenant with you, that you should accept it as your forever? 5 Will you play with him like a bird, or will you put it on a for your girls? 6 Will the traders bargain for it? Will they split it up among the merchants? 7 Can you fill its skin with harpoons, or its head with fishing spears? 8 If you lay your hand on it, you will remember the battle, and do it again. 9 Any hope of capturing it is bogus, will not one attempting it be overwhelmed even at the sight of it? 10 No one is so fierce that he dares to disturb it. Who then is able to stand before me? 11 Who has first given something to me, that I am obligated to repay? Everything under heaven is mine. 12 I will not keep silent concerning his limbs, or his mighty strength, or his impressive frame. 13 Who can strip off his outer garment? Who can pierce its double coat of armor? 14 Who can pry open the doors of its mouth? All around its is terror. 15 Its back is made of rows of shields, sealed, tightly closed together. 16 Each one is so close to the other, that no air can come between them. 17 They are joined to one another;
DASV: Ecclesiastes 7 1 A good name is better than precious perfume, and the day of death better than the day of one's birth. 2 It is better to go to the house of mourning than to go to the house of feasting, for that is the end of every one, and the living should take this to heart. 3 Sorrow is better than laughter, for a sad face is good for the heart. 4 The of the wise is in the house of mourning, but the heart of fools is in the house of merriment. 5 It is better to hear the rebuke of the wise, than to hear the song of fools. 6 For like the crackling of thorns burning under a pot, so is the laughter of the fool, this also is meaningless. 7 Surely extortion makes the wise foolish, and a corrupts the heart. 8 Better is the end of a thing than its beginning, the patient in spirit are better than the proud in spirit. 9 Be not quick in your spirit to be angry, for anger resides in the belly of fools. 10 Do not ask, "Why were the good old days better than these days?" for it is not wise to ask this. 11 Wisdom is as good as an inheritance, it benefits those who see the sun. 12 For wisdom protects, just like money protects; but the benefit of knowledge is, that wisdom preserves the life of the one who has it. 13 Consider the work of God; for who can make straight, what he has made crooked? 14 In times of prosperity be joyful, and in times of trouble consider; God has made the one as well as the other, so that a person cannot discover anything that comes after him. 15 I have seen many things in my futile days:
18 In that day, the LORD will whistle for the from the remotest part of the rivers of Egypt and for the bees from the land of Assyria. 19 They will come, and will settle in the ravines between cliffs and in the crevices of the and on all thorn bushes and at all the watering holes. 20 In that day the Lord will shave with a razor hired from beyond the Euphrates River-- with the king of Assyria--the head and leg hair; along with the beard too. 21 In that day, a man will keep alive a young cow and a couple goats. 22 From the abundance of milk they will produce he will eat curds; for everyone left in the land will eat curds and honey. 23 In that day place where there used to be a thousand vines worth a thousand shekels, it will be overgrown with briers and thorns. 24 With bow and arrows one will hunt there, because all the land will be full of briers and thorns. 25 All the hills that used to be dug with a hoe, you will not go there for fear of briers and thorns. It will be a place for cattle to graze and for sheep to trample.
it, build the highway; remove the stones; lift up the signal flag for the peoples. 11 Look, the LORD has proclaimed to the end of the earth, "Tell the daughter of Zion, 'Look, your salvation comes; look, his reward is with him, and his recompense before him.'" 12 They will call them, "The holy people," "The Redeemed of the LORD," and you will be called "Sought After, A City Not Forsaken."
the LORD will execute judgment on all and many will be slain by the LORD. 17 "Those who sanctify themselves and purify themselves by going into the pagan gardens, as followers of the idolatrous one in their midst, eating the flesh of pigs, disgusting creatures, and rats, they will perish together," says the LORD. 18 "For I know their works and their thoughts; the time is coming when I will gather all nations and languages; and they will come and see my glory. 19 I will perform a sign among them, and I will send their survivors to the nations, to Tarshish, Pul, and Lud, famous for drawing the bow, to Tubal and Javan, to the coastlands afar off, that have never heard of my fame or seen my glory. They will declare my glory among the nations. 20 They will all your kindred out of all the nations for an offering to the LORD, on horses, in chariots and wagons, on mules and camels, to my holy mountain Jerusalem," says the LORD, "just as the Israelites bring their offerings in clean containers into the house of the LORD. 21 Some of them I will select for priests and Levites," says the LORD. 22 "For as the new heavens and the new earth, which I will make, will remain before me," says the LORD, "so your descendants and name will remain. 23 From one new moon to another, and from one Sabbath to another, all humanity will come to worship before me," says the LORD. 24 "They will go out, and look on the corpses of those who have rebelled against me; for their worms will not die, neither will their fire be extinguished. They will be abhorred by all humanity."
DASV: 1 Corinthians 13 1 If I speak with the tongues of men and of angels, but do not have love, I am a noisy gong or a clanging cymbal. 2 If I have prophetic gifts, and understand all mysteries and all knowledge, and if I have all faith, so that I could remove mountains, but do not have love, I am nothing. 3 If I give away all my possessions to the poor, and if I even sacrifice my body, so that I could boast, yet do not have love, it benefits me nothing. 4 Love is patient, love is kind, love is not jealous. Love does not brag and is not arrogant. 5 It is not rude, does not demand its own way, is not easily angered and keeps no record of wrongs. 6 It does not rejoice at injustice, but rejoices in the truth. 7 Love bears all things, believes all things, hopes all things, endures all things. 8 Love fails. But if there are prophecies, they will be done away with; if there are tongues, they will cease; if there is knowledge, it will pass away. 9 For we know in part, and we prophesy in part, 10 but when the perfect comes, that which is partial will pass away. 11 When I was a child, I spoke like a child, I thought like a child, I reasoned like a child. But when I became a man, I put away childish things. 12 For now we see in a mirror, dimly; but then we will see face to face. Now I know in part, but then I will know fully, just as I have been fully known. 13 So now these remain: faith, hope, and love; but the greatest of these is love.
Table 1. Conservation status of the chuditch according to different authorities. Jurisdiction Legislation/Authority Conservation Status/Rank Year listed Listing Status International IUCN Status inadequately known - survey required or data sought 1965 - Endangered 1994 Changed status in 1996 Vulnerable (VU C1 version 2.3 (1994)) 1996 Changed status in 2008 Near Threatened (NT version 3.1 (2001)) 2008 Current National Endangered Species Protection Act 1992 Endangered 1992 Replaced by EPBC Act 1992 Action Plan for Australian Marsupials and Monotremes Endangered 1992 Superseded by 1996 action plan 1996 Action Plan for Australian Marsupials and Monotremes Vulnerable 1996 Current Environment Protection and Biodiversity Conservation Act 1999 Vulnerable 1999 Current Western Australia Wildlife Conservation Act 1950 Second Schedule - Fauna which is rare, or otherwise in need of special protection 1983 Changed status in 1988 Schedule 1 – Fauna that is rare or likely to become extinct. Ranked as Vulnerable using IUCN criteria C1 version 3.1 (2001) 1988 Current South Australia National Parks and Wildlife Act 1972 Endangered - Current Queensland Nature Conservation Act 1992 Extinct - Current Northern Territory Territory Parks and Wildlife Act 2000 Extinct - Current New South Wales Threatened Species Conservation Act 1995 Not listed - Current Victoria and Fauna Guarantee Act 1988 Not listed - Current Australian Capital Territory The Nature Conservation Act 1980 Not listed - Current Tasmania Threatened Species Protection Act 1995 Not Listed - Current Chuditch have a short average life span and, within their present range, are patchily distributed at low densities even in high quality habitat. Chuditch populations are consequently vulnerable to extinction due to chance events or normal environmental fluctuations as well as natural catastrophes and habitat destruction (Shaffer 1981; Soulé 1985).
The speeds and capabilities of scanners published by vendors are often not a good indication of the actual time required for processing. To make accurate estimates you should undertake trials on the records to be processed. Further information on scanning equipment can be found in Appendix 2. Digitising in-house or outsourcing Either the agency itself or a commercial provider can undertake a digitisation project. There are issues to consider for both options. In some cases a combination of the two might be best—for example using an external service provider on agency premises. When outsourcing a project you should be careful to ensure that security handling requirements are met. See the section on handling security classified material for more information. Some issues to consider when deciding between an in-house or outsourced digitisation process are outlined below. In-house: records are continuously available and under agency control requires purchase or leasing of equipment which may be difficult to justify (such as for a one-off project) requires dedicated and specifically-skilled staff requires initial and ongoing training of specifically-skilled staff allows enhanced control over application of metadata skills and quality assurance are maintained in-house allows greater control over the security of the records quality controls can be easily adjusted as issues are identified the agency must bear costs associated with technical infrastructure problems such as network downtime or equipment failure. Outsourcing: records are unavailable to the agency for a period payments for scanning images are all-inclusive high production levels or volumes are available
Modification or Withdrawal of Proposal Proposals may be withdrawn from consideration at any time prior to the award of contract. A written request for withdrawal must be made to the ERCOT Point of Contact (Section 1.6). A respondent has the to amend its proposal at any time and to any degree by written amendment delivered to the ERCOT Point of Contact prior to the proposal submission deadline. ERCOT reserves the right to request an amendment to any part of the proposal during negotiations. News Releases A respondent may not issue press releases or provide any information for public consumption regarding its participation in this procurement without specific, prior written approval of ERCOT. Incomplete Proposals ERCOT may reject without further consideration any proposal that is not completely responsive to this RFP. Use of Vendor Ideas reserves the right to use any and all ideas presented in any proposal that are not the respondent’s proprietary information and so designated in the proposal. The respondent’s proprietary materials do not include information that is already published or available to the public, or subsequently becomes available; is received from a third party who, to ERCOT’s knowledge, is not in breach of any obligation of confidentiality; or is independently developed by personnel or agents of without reliance on the respondent’s proprietary materials; Additional Information By submitting a proposal, the respondent grants ERCOT the right to obtain information from any lawful source regarding: (i) the past business history, practices, conduct and ability of a respondent to supply goods, services, and deliverables; and (ii) the past business history, practices, conduct, and ability of the respondent’s directors, officers, and employees. ERCOT may take such information into consideration in evaluating proposals.
Provide a clinical environment where students can develop intellectually, socially, physically, morally, and spiritually. Provide guidance, counseling, and learning experiences which will enable students to develop skills in respiratory care. CLINICAL AFFILIATES Students shall receive clinical experiences at various pre-approved dental practices, and the University of Mississippi Medical Center School of Dentistry. Other selected rotations may be assigned to enhance the student's clinical experience. RELIABILITY The Committee on Accreditation for Respiratory Care’s “Standards and Guidelines” requires programs to demonstrate inter-rater reliability among those individuals who perform student evaluations. Those dental professionals (dentists, dental assistants, hygienists) who serve as instructors at the clinical sites (preceptors) undergo training to ensure evaluation of students is consistent, fair, timely, and assesses appropriate learning objectives. Demonstrating inter-rate reliability involves having more than one evaluator assess a singular incidence of student performance, using a specific evaluation instrument to measure consistent assessment among those evaluators. This can be achieved by either live performance or by videoed performance. Each preceptor should be annually assessed for inter-rater reliability, as well as the Hinds Community College DAT faculty. SAFEGUARDS The health and safety of patients, students, and faculty associated with the educational activities of the students must be adequately safeguarded. Respiratory Care Technology provides training in the following: Infection Control Procedures OSHA Guidelines HIPAA Regulations Safe Work Environment including Fire Safety, MRI Safety, Electrical Safety, and appropriate Body Mechanics Cultural Diversity Students are expected to incorporate these concepts in their clinical, classroom, and lab activities. The students shall fulfill all applicable OSHA requirements as required by the clinical affiliation. All clinical activities required in the program must be educational and students must not be substituted for staff. Educational experiences scheduled as a student of this program must be under the direct control of a clinical instructor or their designee. ABSENTEEISM
AUTHORITIES FTE Direct Reports: TBC Budget Accountability (if applicable): Data Budget RELATIONSHIPS External Internal Committees/Groups Ministry of Health / healthAlliance Northern CIO Group NSA (Northern Support Agency) DHBs, PHOs and NGOs Vendors / Suppliers Agencies HIT Teams Senior Leadership Teams Clinical Leaders / Directors Performance Improvement Planning and Funding Human Resources Finance Product Owners and Sponsors Scrum Masters National and Regional Committees / expert groups as required Project and Programme Steering Groups Quality Health and Safety
PERSON SPECIFICATION Education & Qualifications Essential Desired Professional A relevant tertiary qualification in Computer Science, Information Systems or a related discipline Postgraduate qualification in Health Information Management, Health IT or Management Experience/Knowledge 10+ years of experience in a senior management role managing a large team or teams of staff 10+ years’ of experience managing large scale data projects for the purposes of supporting research or analysis. Demonstrated expertise with database management, ETL processes, and dealing with large volumes of data. Experience programming in one or several data management and statistical programming software packages (e.g., SQL, SAS, STATA, R). Experience with Agile/Lean/Customer Centric solution delivery methods and approaches Sound understanding of clinical coding, costing, casemix and funding/purchasing methodology Proven ability to manage effective relationships Proven ability to resolve issues /conflicts Proven ability to design, implement and refine processes Knowledge in implications of the Treaty of Waitangi with a commitment to bi-culturalism Management experience in a complex healthcare environment Sound understanding of business processes in a large / complex healthcare environment Sound understanding of health information and technology principles
If this study requires patient identifiable information, describe in full the reasoning for this request below. Include how the data will help the study and how not having the data will impede the study. Legal basis Present your legal basis for requesting patient identifiable data. Check all that apply. powers Section 251 Patient consent Care Act 2014 requirement section 122 Other, please specify below: Upload the evidence/documents that back up your legal bases. These must include a copy of the research project DPIA and system security policy if you are requesting patient/sensitive data. Frequency Indicate how often this data will be required. One-off Periodic – monthly Periodic – quarterly Periodic – annually Ad hoc – irregular dissemination Continuous Other, please specify below: Linked data requirement Does this study include links with other data sets? Yes No If YES, outline the purpose of the required data link(s) below: Does the applicant and/or anyone associated with this study have access to other linked data sets? Yes No If YES, provide further details including a description of the data sets, any patient identifiable data, the sources and/or methods of data collection and how they are used with the requested data below: Dataset Classification of data set Data minimisation efforts Legal basis for dissemination
total number of data points and how many in each category (e.g., average height among 3 classrooms, # of boys and girls) 2.DPS.1a6 Identify up to 3 categories resulting from a selected question 4.DPS.1g3 Collect data, organize in graph (e.g. picture graph, line plot, bar graph) 2.DPS.1a7 Analyze data by sorting into categories established by each question 6.DPS.1c2 Collect and graph data: bar graph, line plots, dot plots, histograms 8.DPS.1h1 Graph bivariate data using scatter plots and identify possible associations between the variables 2.DPS.1a8 Interpret the number of points in each category 1.DPS.1c1 Using a picture graph, represent each object/person counted on the graph (1:1 correspondence) for 2 or more categories
2.DPS.1c2 Organize data by representing categorical data on a picture or bar graph 2.DPS.1c3 Organize data by representing continuous data on a line plot Data Analysis: Analyzing and Interpreting 1.DPS.1d1 Interpret a picture graph to answer questions about how many in each category 3.DPS.1i1 Select the appropriate statement that describes the data representations on a given graph (picture, bar, line plots) 5.DPS.1d1 Select an appropriate statement about the range of the data for a given graph (bar graph, line plot) (i.e. range of data) up to 10 points 8.DPS.1f1 Formulate a research question to study H.DPS.1c1 Use descriptive stats (range, median, mode, outliers/gaps) to describe a data set 8.DPS.1f2 Identify two variables to in a given a research question H.DPS.1c2 Compare means, median, and range of 2 sets of data 8.DPS.1f3 Construct a two-way table summarizing data on two categorical variables collected H.DPS.1c3 Determine what inferences can be made from statistics
from the same subjects; identify possible association between the two variables 7.DPS.1i1 Solve for the median of a given data set 2.DPS.1d2Identify the value of each category represented on picture graph and bar graph or each point on a line plot 4.DPS.1i1 Select the appropriate statement that describes the data representations based on a given graph (picture, bar, line plots) 6.DPS.1d2 for mean of a given data set 7.DPS.1i2 Identify the range (high/low), median (middle), mean, or mode of a given data set H.DPS.1d1 Represent data on a scatter plot to describe and predict 4.DPS.1j1 Select an appropriate statement that describes the most frequent or the least frequent data point using a line plot, picture graph, or bar graph 8.DPS.1i3 Using box plots and scatter plots, identify data points that appear to be outliers H.DPS.1d2 Select an appropriate statement that describes the relationship between variables
TRAC Report • Trusted Repository Audit and Certification methodology, 2007 • OCLC, DPC, and NARA • Restructured and adopted in Oct. 2009 as CCSDS Recommended Practice (Red Book) • with OAIS Framework • Widely recognized in archival and library communities CCSDS Red Book • Audit and certification criteria for measuring “trustworthiness” of a digital repository • Lists criteria and evidence needed to support the criteria • Assumes an external certification process does not exist now • Can be used as a self-assessment guide DRAMBORA • “Digital Repository Audit Methodology Based on Risk Analysis,” Feb. 2007 • Digital Conservation Centre (DCC) and DigitalPreservationEurope (DPE), • Proposes a methodological framework, guidelines and audit tools to support the identification, assessment and management of risks in a digital repository • Self-assessment checklist, no certification at this time • Integrates with OAIS framework Challenges • No integrated “community of practice” for promoting trusted repositories • Red Book and DRAMBORA are not widely known in the scientific, IT, and data management communities • They do not address design of data systems and data management, e.g. systems planning, funding, system requirements • No Case Studies and Lessons Learned 7. USGS Scientific Information Management Workshop Vocabulary
References Hess, K. (2010, December). Learning progressions frameworks designed for use with the Common Core State Standards in mathematics K-12. National Alternate Assessment Center at the University of Kentucky and the National Center for the Improvement of Educational Assessment, Dover, N.H. Hess, K. (2008). Developing and using learning progressions as a schema for measuring progress [online]. Retrieved from (K‐4) Elementary School Learning Targets (5‐8) Middle School Learning Targets (9‐12) High School Learning Targets E.DPS-2 Conduct simple probability experiments and characterize the outcomes in words, diagrams, or numerically. M.DPS-2 Conduct probability experiments: Generate random samples to characterize variability in estimates and predictions; Analyze and build models of the association between two variables. H.DPS-2 Use the rules of probability to interpret data, develop explanations, and address real-world problems. Grades K-2 Grades 3-4 Grades 5-6 Grades 7 Grade 8 HS Data Analysis: Probability 7.DPS.2a1 Conduct simple probability experiments 8.DPS.2e1 Determine the theoretical probability of multistage probability experiments (2 coins, 2 dice) H.DSP.2b1 Label the degree to which something is “good” or “bad” based on numerical information 7.DPS.2d1 Describe the probability of events as being certain or impossible, likely, less likely or equally likely 8.DPS.2e2 Collect data from multistage probability experiments (2 coins, 2 dice) 7.DPS.2d2 State the theoretical probability of events 8.DPS.2e3 Compare actual results of H.DPS.2c1 Determine the theoretical
occurring in terms of ratios (words, percentages, decimals) multistage experiment with theoretical probabilities probability of multistage probability experiments 7.DPS.2b1 Identify sample space for a single event (coin, spinner, die) 8.DPS.2g1 Distinguish between a linear and non-linear association when analyzing bivariate data on a scatter plot H.DPS.2c2 Collect data from multistage probability experiments 7.DPS.2d3 Using a tree diagram, represent all possible outcomes of a situation, with the number of possible outcomes being less than 3 8.DPS.2g2 Interpret the slope and the of a line in the context of a problem H.DPS.2c3 Compare actual results of multistage experiment with theoretical probabilities 7.DPS.2d4 Make a prediction regarding the probability of an occurring H.DSP.2d1 Select or make an appropriate statement on a two-way frequency table 7.DPS.2d5 Compare actual results of simple experiment H.DSP.2e1 Select or make an appropriate statement based
Finalise AEDI Data quality and linkage report x A report detailing the health, AEDI, family and community-level determinants of school outcomes x Ethics Approval, and draft data dictionary and data quality and linkage report for child protection records x A feasibility report on the integration of NT and SA drafted x Report on the early life determinants of children’s involvement with the NT child protection system x Ethics Approval, and draft data dictionary and data quality and linkage report for child protection records x Ethics Approval, and draft data dictionary and data quality and linkage report for juvenile justice records x Report on the life determinants of children’s involvement with the NT juvenile justice system x The final report is delivered on the overall project outcomes, implications for policy and service planning, and recommendations for further development of data-linkage capacity in the NT. x (X indicates the delivery of a report to the NTG-Menzies CCDE Steering Committee)
one-to-one correspondence D1.1 collecting data, creating a concrete graph, and representing the graph using a pictorial representation through grids, stamps, drawings) D1.2 one-to-one correspondence On Grade: Teacher Cards 1: Interpreting Graphs 1 (D1.1, D1.2) 2: Interpreting Graphs 2 3: Creating a Survey (D1.1, D1.2) 4: Making Graphs 1 (D1.1, D1.2) 5: Making Graphs 2 6: Data Management Consolidation (D1.1, D1.2) On Grade: Math Every Day Card 1: Conducting Surveys (D1.1, D1.2) Reading and Interpreting Graphs (D1.1, D1.2) On Grade: Big Buddy Days (Activities 1, 3, 4, 6) Marsh Watch (Activities 2, 3, 5, 6) Above Grade: Welcome to the Nature Park (Activities 2, 5, 6) Identifying, Sorting, and Classifying Attributes and Patterns Mathematically - a set of objects in different ways using a single attribute (e.g., buttons sorted by the number of holes or by shape). (Activities 1, 2, 3, 4, 5, 6; MED 1: 1, 2) Curriculum Correlation Data Management and Probability Cluster 1: Data Management New Brunswick/Prince Edward Island/Newfoundland and Labrador Specific Outcomes Mathology Grade 2 Classroom Activity Kit Mathology Little Books Pearson Canada K-3 Mathematics Learning Progression General Outcome Statistics and Probability: Collect, display and analyze data to solve problems. Cross Strand Patterns and Relations: Use patterns to describe the and solve problems. SP1 Gather and record data about self and others to answer questions. SP2 Construct and interpret concrete graphs Below Grade: Intervention 1: Interpreting Pictographs 2: Sorting Objects On Teacher Cards 1: Interpreting Graphs 1 (SP2) 2: Interpreting Graphs 2 Below Grade: Graph It! (Activities 1, 4, 6) On Grade: Big Buddy Days (Activities 1, 3, 4, 6) Big Idea: Formulating questions, collecting data, and consolidating data in visual and graphical displays help us understand, predict, and interpret situations that involve uncertainty, variability, and randomness. Formulating Questions to Learn About Groups, Collections, and Events by Collecting Relevant Data - Formulates questions that can be addressed through simple surveys. (Activities 3, 5, 6; MED 1: 1) Collecting Data and Organizing It into Categories
This unit has 2 learning outcomes LEARNING OUTCOMES ASSESSMENT CRITERIA The learner will: The learner can: Be able to enter, edit and maintain data records in a data management system the security procedures used to protect data data accurately into records and amend individual data records data records for accuracy making corrections as necessary appropriately to data entry error messages local or legal guidelines for the storage and use of data Retrieve and display data records to meet requirements for and retrieve information to meet given requirements a report to run to output required information specified reports to output required information Assessment information Specific Requirements for Assessment and delivery of this unit. Assessment AND DELIVERY information Centre devised assessment tasks should be approved by the internal verifier for the course before delivery takes place in order to ensure the assessment is fit for purpose and meets the standards required. Unit Summary