zilongwang/ReadingBank huggingface dataset:
Was the invention conceived or first actually reduced to practice in the performance of work funded, in whole or in part, by any federal grant(s), contract(s) or subcontract(s)? If yes, list below. Yes No Will any federal sponsoring entity be acknowledged if information related to this invention is published or disseminated to the scientific community? If yes, list below. Yes No Sponsor(s): Grant/Contract Number(s): Principal Investigator: Administering Dept/Center: Was the invention conceived or actually reduced to practice in the performance of work funded, in whole or in part, by 3rd party grant(s), contract(s), subcontract(s), Sponsored Research Agreement(s), or consulting agreement(s)? If yes, list below. Yes No Sponsor(s): Grant/Contract Number(s): Principal Investigator: Administering Dept/Center: Were any additional funding sources involved? Yes No If yes, list below: Were any CSUN resources utilized? Yes No If yes, list below: If none of the above were utilized, please confirm: No Government/industry/non-profit/foundation/University funding or resources were used 6. Publication, Public Disclosure & Other Activities: Note: If the answer to any of the following questions is YES, please provide detailed information and attach any associated grants, abstracts, manuscripts, articles, presentations, etc. Please keep the Office of Research and Sponsored Projects informed of any future submissions or other possible public disclosures describing the invention. Has the invention been described in any publication(s) (including abstracts)? Yes No Has a manuscript describing the invention been submitted or accepted for publication? Yes No If Yes, name of publication, journal or website:
Georgia Department of Behavioral Health & Developmental Disabilities Frank W. Berry, Commissioner Behavioral Health Licensing Unit Two Peachtree Street NW, Suite 23.277, , GA 30303-3142 Telephone 404-657-1652 Fax 770-359-4655 Crisis Stabilization Unit Application packet for RENEWAL Licensure This is an application to for a renewal of a Crisis Stabilization Unit License. Other requirements for licensure and informational materials are available on line at A Crisis Stabilization Unit (CSU) is a medically monitored, short-term residential program licensed by the Department of Behavioral Health and Developmental Disabilities (DBHDD) as an emergency receiving and evaluating facility to provide psychiatric stabilization and detoxification services (24) hours a day, seven (7) days a week. If a CSU operates a Crisis Service Center (CSC) and/or Temporary Observation (Temp Obs) area in conjunction with the CSU, these areas are considered a part of the CSU as determined necessary and applicable by DBHDD to meet the needs of individuals in a safe, therapeutic environment. OCGA 82-3-1-.03(15) This application may be used to for: Renewal of a currently held CSU license. No application will be acted upon until the Department determines that the application is complete with all required attachments submitted, as required by the Rules and Regulations for the Department of Behavioral Health and Developmental Disabilities, Adult Crisis Stabilization Units, Chapter 82-3-1, and Child and Adolescent Crisis Stabilization Units, Chapter 82-4-1. It be the responsibility of the CSU to complete and submit a renewal application for licensure which is postmarked at least 90 calendar days prior to the expiration date of the current license. Prior to the expiration of the initial license, the Department shall conduct a review of the CSU for compliance with all applicable rules and regulations; Pursuant to a satisfactory review, the Department shall issue a license which shall be valid for a period of up to two years; If the CSU fails to submit the completed renewal application, the Department shall provide notice by certified mail advising that unless the renewal application and licensure review is satisfactorily completed, the CSU is operating without a valid license and is subject to sanctions. Note: A separate application for renewal licensure must be submitted for each CSU location.
interrelated roles of the CSU, CSC and/or Temp/Obs as a program is designed as an alternative and/or diversion to hospitalization; Fire Safety Documentation; Documentation of the most recent agency accreditation as required by Departmental policy; Copy of a current Commercial General Liability or Comprehensive Liability Insurance Certificate; If changes have occurred since initial application, a current copy of the organizational chart of the agency; If there has been a change in CEO, or if an affidavit has never been submitted by the current CEO, a signed and notarized U.S. Citizen/Qualified Alien Affidavit, with required documentation.
scelerisque justo eu metus malesuada, a mattis quam dignissim. Curabitur tempus sapien vitae orci aliquam, at tempus odio eleifend. Sed et ligula nisl. Sed elementum ornare velit vitae tempus. Integer at neque eu dui aliquet fermentum quis id diam. Nunc sit amet nibh ac purus ornare semper quis vitae libero. Donec id tortor molestie, hendrerit risus sed, consectetur mi. Aliquam malesuada lectus eu felis placerat eleifend non eu erat. Duis a egestas ipsum. Quisque aliquet ullamcorper arcu, id volutpat mi condimentum quis. Aliquam rhoncus sem ac iaculis mollis. Nullam rutrum justo eget felis dignissim, non semper ipsum suscipit. Cras eu eleifend dolor. Nullam lacinia in libero faucibus convallis. Nunc vitae facilisis mi. Fusce ac nulla sem. Vivamus quis vehicula urna. Mauris tempus libero eget tellus volutpat, vel aliquet leo interdum. Nulla eu nisl nec massa gravida aliquet quis nec metus. Jane Smith Administrative Professional
What type of argument do you think Barboza is going to make? Activity 21: Understanding Key Vocabulary If you know the word, check the sentence from the essay; then write the definition in your own words, and check the box “know it well.” If you don’t know it or are not sure of the meaning, look up the word, check the sentence to make sure you have the correct definition, then write it down, and check the appropriate box. Word and Paragraph Definition Know it well Have heard of it Don’t know it blitzkrieg (3) obesity (3) nutritionists (3) proliferation (5) sedentary (11) epidemic (11) Word and Paragraph Definition Know it well Have heard of it Don’t know it kickback (24) concur (26) differentiate (30)
Reverse Engineering Oral Presentation Grading Rubric Criteria Rating Scale Score 3 2 1 Manual: Device Description Provided a thorough yet brief description and explained the device purpose. The device was somewhat described and explained. The device was poorly explained or not at all. Manual: Sketches Showed and explained isometric and orthographic sketches of the device. Sketches are either explained or shown. No sketches were shown or explained. Engineering Design Process Students briefly yet clearly explained new idea for the device. Students did not do a great job in explaining their new idea for the device. Students did not explain their new idea for the device. Wrap-Up Provided a conclusion that summarized what went well, what didn't and showed the device improvements with sketches (how to make it better). Somewhat concluded the results: what went well, what didn't or device improvements. Did not conclude the results at all. Presentation Made a professional and concise PowerPoint® presentation. Students spoke slowly, clearly and at an audible volume. The students were not clear in explaining the project. The students did not present at all. Comments:
Flashlight parts …………..…………………………………………………………………………………….. Pg.3 How to put it together, step by step…………………………………………………………………….. Pg.4 Bill of materials ………………………………………………………………………………………………….. Pg.5 Purpose of the flashlight …………………………………………………………………………….…….. Pg.6 What is a flashlight? How does a flashlight work? How to use it? Wrap-up manual ……………………………………………………………………………………………….. Pg.7 Team contract …………..……………………………………………………………………………………….. Pg.7 Conclusion …………………………………………………………………………………………………………. Pg.8 Improvements 1 ……………………………………………….……………. Pg.8 Improvements 2 ……….………………………………………………….... Pg.9 Feedback ………………………………………………………………………. Pg.9 Teamwork evaluation ……………………………………………………. Pg.9 Conclusion ………….………………………………………………………….. Pg.10
Bill of materials for: Names: Product # Name Qty Dimension Function Interaction with other parts Research cost Website 1 lens 1 protect the the light protected 15 ¢ EBay 2 battery 3 energy energy source $1.80 x3 EBay 3 reflector 1 reflect the light reflects light from the light bulbs 1.42 EBay 4 tail cap 1 keeps the battery in holds the batteries in 99 ¢ EBay 5 face cap 1 holds the lens the lens and the lights 70 ¢ EBay 6 battery spring 1 for electrical current used as an electrical current 27 ¢ EBay 7 screw 1 holds the halogen light holds the light in place 31 ¢ EBay 8 battery holder 1 holds the batteries connects batteries to the lights 1.19 EBay 9 switch seal 1 turns it on and off turns the light on and off 70 ¢ EBay 10 halogen lamp 1 project light gets power from the batteries 60 ¢ EBay 11 lamp protector 1 protects the light protects and holds the light $1.05 EBay 12 1 holds everything together holds all the parts $1.18 EBay What is a flashlight? A flashlight is a portable electrical light source, in which the light source is connected to batteries by a small thin wire.
The events led up to the writing of this piece include . A represents the Audience, the group of readers to whom this piece is addressed. From the words and we can assume the author’s intended audience is . P represents the Purpose, the author’s reason behind the text. The main purpose of this article is to . S represents the Speaker, the author’s and persona he uses to tell the story. From the words and , we can assume the author is Tone refers to the emotional attitude a writer expresses toward the subject. We can think of tone as describing the writer’s “voice.” For example, the “voice” can be sarcastic, humble, bitter, or reverent. How do the repetition of the words “happy” in the first paragraphs contribute to tone? In the introductory paragraphs, the author’s attitude is one of Activity 8: Understanding Key Vocabulary Read the definitions and sentences provided. Then use your knowledge of the words to add a synonym, a picture of the word, and a description of what the word is not (this last section may need the support of your teacher.). To demonstrate your understanding of each word, you need to use the word correctly in a sentence. Word Synonym Description of what the word is NOT A Picture of the Word Sentence rite – a formal ceremonial act ritual a tailgate party My friend is planning her confirmation, a Catholic rite of passage.
Include the word paradox in your response. Write your response below. Activity 14: Formative Assessment Write a rhetorical précis of the article. A précis is a concise summary of what you’ve read including both what the text says and what the text does rhetorically. In other words, a précis presents the what, how, why, and who of a writer’s argument. Use the précis template below, as well as the directions provided for you (from Reading Rhetorically by John C. Bean, Virginia A. Chappell, and Alice M. Gillam). Sentence 1: Name of the author, genre, and title of the work; date in parentheses; a rhetorically accurate verb (such as “claims,” “argues,” “asserts,” or “suggests”); and a THAT clause containing the major assertion or thesis statement in the work. Sentence 2: An explanation of how the author develops and supports the thesis, usually in chronological order. Sentence 3: A statement of the author’s apparent purpose, followed by an “in order to” phrase. Sentence 4: A description of the intended audience and/or the relationship the author establishes with the audience.
Duty 3 General Summary of Duty 3 % of Time: __10__ Provide traumatic incident stress management services to employees affected by a traumatic incident that occurs at work and which is affecting the employees’ ability to perform successfully on the job. Individual tasks related to the duty. Observe and participate in process of assessing needs of employees involved in traumatic incidents at work. Assist in providing on-site support, defusing, consultation and other services as needed. Provide information and education to individuals and groups regarding traumatic incident stress. Respond to requests for Traumatic Incident Stress Management (TISM) services by gathering the initial information and connect to the appropriate ESP staff member for consultation on need for services. Duty 4 General Summary of Duty 4 % of Time ___10___ Perform special projects and assignments, attend meetings, and serve on committees/work groups as assigned by Program Manager. Individual tasks related to the duty.
This report is a detailed summary of information on work undertaken by Cervical Screening Wales for the year from April 2014 to the end of March 2015. For more information about this report contact: Helen Clayton, Senior Information Manager and Research Specialist, Screening Division of Public Health Wales, 18 Cathedral Road, Cardiff, CF11 9LJ Tel: 029 2078 7803 WHTN: 0896 7820 or 7803 Fax: 029 2078 7900 Email:
Low Grade Dyskaryosis 1825 4391 1063 81 7361 High Grade Dyskaryosis (Moderate) 212 713 78 3 1006 High Grade Dyskaryosis (Severe) 254 1085 115 2 1456 High Grade Dyskaryosis (?invasive squamous carcinoma) 4 49 13 2 68 ?Glandular neoplasia of endocervical type 5 83 44 1 133 ?Glandular neoplasia of origin 0 0 7 0 7 All Wales 19257 132373 60854 1420 213915 Table 5e: Outcome for women referred during April 2013-March 2014 following an inadequate or low grade result Figure 19 Outcome Magden Park Laboratory North Wales Service Royal Gwent Hospital S & W Wales Service ALL WALES Cervical Cancer 0 6 1 5 12 CGIN 7 10 3 8 28 High Grade CIN 235 236 115 195 781 CIN1 160 306 163 205 834 No Abnormality Detected 555 208 210 308 1281 Inadequate Biopsy 22 10 19 37 88 No Biopsy Taken 247 160 185 233 825 Non Cervical Cancer 1 1 0 2 4 1227 937 696 993 3853 Table 5f: Outcome for women referred during April 2013-March 2014 following a high grade result Figure 20 Outcome Magden Park Laboratory North Wales Service Royal Gwent Hospital S & W Wales Service ALL Cervical Cancer 18 15 14 21 68 CGIN 28 10 10 24 72 High Grade CIN 577 276 349 395 1597 CIN1 54 28 31 38 151 No Abnormality Detected 119 22 46 45 232
BNNR 9614 – Banner Finance Receiving When working in the test environment please enter the following in your browser: (Press the Ctrl key on your keyboard + click) Log in with your Network credentials: firstname.lastname and current password Terminology Changes: Banner 8 Banner 9 Forms Pages Blocks Sections Next Block GO (Button) Rollback Start Over Query Filter Shortcut Key Changes: Banner 8 Banner 9 Rollback: Shift + F7 Start Over/Refresh: F5 Next Block: Ctrl + PgDn Next Section: Alt + PgDn* Previous Block: Ctrl + PgUp Previous Section: Alt + PgUp* *Or you can use the PgUp PgDn icons to move between Sections Menu icon, click to open Banner Menu and find the page you are interested in, select entry and clck enter Search icon, click on this icon to be able to type in name or acronym for the page you are seaching for You may also use the search box in the center of the page to enter the descriptive name of the page or the Banner acronym For example: FOAUAPP
fire on flora. Gen. Tech. Rep. RMRS-GTR-42-v. 2. Rocky Mountain Res. Stn., Ogden, UT. Safford, H.D., and S. Harrison. 2004. Fire effects on plant diversity in serpentine vs. sandstone chaparral. Ecology 85(2):539-548. Steward, J.H. 1933. Ethnography of the Valley Paiute. Univ. of California Publ. in Am. Archaeology and Ethnology 33(3):233-250. Gardens. 2011. Sierra Snow Ceanothus. Available at http://www.sunnygardens.com/(accessed 1 Jun. 2011). Sweeney, J.R. 1956. Responses of vegetation to fire: a study of the herbaceous vegetation following chaparral fires. Univ. of California Publ. in Bot. 28(4):143-250. USDA, ARS, National Genetic Resources Program. Germplasm Resources Information Network - (GRIN) [Database].National Germplasm Resources Laboratory, Beltsville, Maryland. URL: (Accessed 2 July 2011). Voegelin, E.W. 1938. Tubatulabal ethnography. Anthropological Records 2(1):1-84. Zigmond, M.L. 1981. Kawaiisu ethnobotany. University of Utah Press, Salt Lake City, Utah. Prepared By: Melissa DeSiervo, USDA NRCS Plant Materials Center, Lockeford, CA with support from the BLM and the Chicago Botanical Garden. Citation DeSiervo, M. 2011. Plant Guide for Buckbrush (Ceanothus cuneatus). USDA-Natural Resources Conservation Service, Lockeford Plant Materials Center, Lockeford, CA 95237. Published: April, 2012 Edited: 24Aug2011aym; 06Sep2011mka; 29Mar2012 jab; For more information about this and other plants, please contact your local NRCS field office or Conservation District at and visit the PLANTS Web site at or the Plant Materials Program Web site . PLANTS is not responsible for the content or availability of other Web sites. USDA IS AN EQUAL OPPORTUNITY PROVIDER AND EMPLOYER
b. Apply the ethical principle of confidentiality to the question of the care that the client will need when she goes home. Can the nurse discuss the proposed home care with the daughter without the permission of the client? c. Apply the ethical principle of autonomy to the question of whether or not the client will return home and what services will be provided. Whose decision is it about whether the client goes home?
CS Form No. 10 Series of 2017 Republic of the Philippines ACCEPTANCE OF RESIGNATION Date: (Name of Employee) (Employee’s Address) Sir/Madam: In reply to your letter dated (Date of the Letter of Resignation) tendering your resignation from the position of (Position Title) in (Name of Office), may I inform you that the same is hereby accepted to take effect on (Date of the Effectivity of Resignation). Your services employed from this Office have been rated as ________________ , for your reference. Very truly yours, Received by: Date: ___________________
Developing and assessing practice Supervision and leadership Reflexivity Organisation and planning Able to professionalism through practice skill, personal presentation, behaviour and self-reflectivity. Is committed to shaping the learning of others and to developing outstanding social workers to lead change for families. Is able to observe, analyse and give feedback on practice, identifying areas of strengths and areas for development. Able to create a supervisory relationship which provides an emotionally containing space for the supervisee, including being highly supportive and nurturing. Is able to adapt this relationship to be more enabling as the supervisee develops in competence and confidence. Able to monitor systematically the compliance of participants with the requirements of the programme, the policies and procedures of the local authority, and statutory and regulatory requirements and guidance. Is willing and able to challenge and address any non-compliance. Can demonstrate confidence in having your own practice observed and scrutinised by others. Is self-reflective, aware of strengths and areas for development, and able to use critical feedback to improve own performance, taking responsibility for one’s own professional development. Is organised and manages their own time effectively, planning ahead systematically well in advance. Able to organise and plan the arrangements and learning opportunities for four participants over the course of year. Able to ensure that all the requirements of the CSW role are delivered within required timescales. Able to support and organise the participants so that they deliver what is required within required time-scales.
KS4 Curriculum Outline Subject: 2017-18 Year 10 Year 11 Autumn 1 Systems Architecture Memory Translators and Facilitators Computational Logic Ethical, legal, cultural and environmental IT Programming Skills Audit Autumn 2 Storage Systems Software Wired and Wireless Networks Programming Techniques NEA Externally set assessment Spring 1 Producing Robust Programs Programming Development NEA Externally set assessment Spring 2 Producing Robust Programs Programming Development System Security Revision Summer 1 Network Topologies Data Representations Programming Development Revision Summer 2 Data Representation Programming Development Exam
Note (i) Payments into the Consolidated Fund by Jurisdiction Services relates to fines and other income paid on behalf of the jurisdictions. Supreme Court of Victoria County Court of Victoria Magistrates' Court of Victoria Children's Court of Victoria Victorian Civil & Administrative Tribunal Jurisdiction Services Total 2016 $'000 2015 $'000 2016 $'000 2015 $'000 2016 $'000 2015 $'000 2016 $'000 2015 $'000 2016 $'000 2015 $'000 2016 $'000 2015 $'000 2016 $'000 2015 $'000 Administered financial assets Cash and deposits 136 292 2,594 2,641 2,542 3,108 0 0 145 84 0 0 5,418 6,125 Receivables 177 85 2,893 2,297 942 (322) 0 0 650 0 1,879 1,713 6,541 3,773 administered financial assets 313 377 5,488 4,937 3,484 2,786 0 0 795 84 1,879 1,713 11,959 9,898 Administered liabilities Creditors and accruals 0 0 0 0 (376) (376) 0 0 (751) 0 276 375 (850) (1) Deposits payable (27) (183) (1,715) (1,759) (5,080) (4,433) 0 0 607 567 (1,492) (1,570) (7,708) (7,378) Provisions 0 0 0 0 (2,500) (2,500) 0 0 0 0 0 0 (2,500) (2,500) Total administered liabilities (27) (183) (1,715) (1,759) (7,956) (7,309) 0 0 (144) 567 (1,216) (1,195) (11,058) (9,879) administered net assets 286 194 3,772 3,178 (4,472) (4,523) 0 0 651 651 663 518 900 19
Explore and expand approaches that fund, support and implement citizen engagement programs with and led by under-represented communities. Build the capacity of under-represented communities to develop, fund and implement effective citizen outreach programs. Support programs that increase student involvement and implementation for “greening” of school grounds. Expand the of education and citizen outreach programs to the faith community, minority groups and businesses. Engage local governments to integrate individual action and behavior approaches in local stormwater reduction and other watershed programs. Increase public access (see public access strategy) Increase public access Increase access in underserved communities Increase awareness of public access Volunteerism/Collective Community Action Invest in successful volunteer recruitment and engagement programs Foster sustainability of successful programs that support volunteerism. Advocate for increased financial investment from federal, state, local and private funders. Identify mechanisms to provide long-term support for citizen engagement Support citizen participation in science and monitoring efforts Increase effectiveness of program designs Foster partnerships and collaboration to overcome the challenge of limited resources. Communicate and measure success to help visualize the change and build support Help organizations prioritize actions that will best benefit communities and that have the greatest probability for success. Access to information Share information and data that assist organizations prioritize actions that will best benefit local communities and that have the greatest probability for success. Citizen Leaders/Champions Provide financial investment Provide seed capital for leadership programs and foster sustainability. Identify potential sources of financial investment from federal, state, local and private funders. Provide long-term support for citizen engagement Increase organizational capacity Develop template for successful programs Provide technical assistance for setting up programs Increase effectiveness of program design Develop and transfer programs Share information and data that help citizen leaders prioritize actions that will best benefit local communities and that have the greatest probability for success.
Strategic Vision Vision and Rationale Please summarise: why you are applying for the Creative Spark Partnership Fund; how your project contributes to developing the creative enterprise sector and addresses capacity building, institutional development and job creation for young people in the identified partner country with a clear understanding of its potential impact in the UK and partner country over next 5 years. how you will reflect on equal rights, gender inequality and social inclusion as part of the design of your partnership (max 500 words) Please identify any potential risks that might be expected and a mitigation plan Project Plan Please indicate a clear plan with feasible and mutual objectives. Partnership Outcomes Describe the potential benefits/outcomes (e.g. evolution, potential learning, implications) that emerge from the proposed project (i.e. the creation of innovative models for entrepreneurship in the curriculum; establishment of skills development structures, etc.)
Define “the prize” and why it’s worth beating your body to attain it. Do you ever “strike a blow” to your body making it your “slave”? If you do, define your reason for doing so. What prize are you looking for when you take this action? Identify a difference between someone “being still before the Lord, waiting patiently for Him” (Psalm 37:7) and someone “running aimlessly” or a “boxer beating the air.” I have heard that waiting is an action word. Do you agree? Do you think it possible to “be still before the Lord” while “running in a way to get the prize”? How does one do such a thing?
UNIT TITLE: PROCESS A FINANCIAL SALE TRANSACTION NOMINAL HOURS: UNIT NUMBER: D1.HFO.CL2.05 UNIT DESCRIPTOR: This unit deals with skills and knowledge required to process financial transactions made by cash or other means, and to reconcile those transactions. ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE Element 1: Prepare point of sale area for operation Prepare point of sale register/terminal for operation Open point of sale register/terminal Obtain cash float Ensure supplies of change Obtain supplies of point of sale documentation Clean and tidy the point of sale area and equipment Element 2: Process payments and receipts during Calculate or verify amount due from customer/guest Accept cash payments and issue receipts Accept non-cash payments and receipts Process advanced deposits and payments Process refunds Give change as required Unit Variables The Unit Variables provide advice to interpret the scope and context of this unit of competence, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. This unit applies to processing and reconciling financial transactions made by cash or other means within the labor divisions of the hotel and travel industries and may include: 1. Front Office 2. Housekeeping 3. Food and Beverage Service 4. Food Production 5. Travel Agencies 6. Tour Operation Prepare point of sale register/terminal may be related to: turning equipment on altering date updating price/product look up (PLUs) to reflect specials and deals checking operation of register/terminal verifying audit roll and/or replacing as required cleaning register/terminal.
UNIT TITLE: RECEIVE AND STORE STOCK NOMINAL HOURS: 15 UNIT NUMBER: D2.TGA.CL6.11 UNIT DESCRIPTOR: This unit deals with skills and knowledge required to accept delivery of and store products in an establishment ELEMENTS AND PERFORMANCE CRITERIA UNIT VARIABLE AND ASSESSMENT GUIDE Element 1: Accept delivery of stock internal systems to identify incoming stock Prepare the area to receive stock Verify delivery is for the premises Check incoming stock against relevant documentation Check stock received against stock ordered Identify variations between delivery and documentation Return stock identified for return to supplier Follow-up on variations between delivery and relevant documentation Manage excess stock within the organization Secure new stock against damage and/or theft Element 2: stock Move stock to the required operational area Apply appropriate occupational health and safety skills Unit Variables The Unit Variables provide advice to interpret the and context of this unit of competence, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. This unit applies to all industry sectors that order, receive and store stock for use in the operations of the enterprise within the labor divisions of the hotel and travel industries and may include: Front Office Housekeeping Food and Beverage Service Food Production Travel Agencies Tour Operation Internal systems may include: purchase orders verbal orders that have been placed standing orders telephone orders online orders
Confirm understanding of contingency instructions Element 4: Follow routine procedures Demonstrate understanding of a set of instructions by carrying out a routine job Explain exceptions to routine procedures Discuss ways to improve routine procedures Appropriate body language to indicate understanding may include: nodding of head picking up the correct equipment or utensil to perform the task. Ways to ask questions to confirm understanding may include ‘open ended’ questions such as: “So I print out the address labels first, then what do I do?” “Should I send the brochures to all the travel agents listed here?” “So you want me to store the fruit in the fridge. Is that right?” Ways to confirm understanding may include statements such as: “Yes, I can do that” “Okay, I’ll do that straight away” “Fine, I understand. I’ll have that ready for you by tomorrow afternoon” “Sure, I’ll start on that now” giving a ‘closed’ statement in response to a question e.g. “Yes” or “No”. Contingency instructions may include conditional statements such as: “If …. happens, then you should …..” “If that doesn’t work ….. try ……” “When ….. happens, then you must ……”. Discuss ways to improve routine procedures may include: using sequence markers e.g. first, then using adverbs such as: usually, sometimes, often, occasionally. Assessment Guide The following skills and knowledge must be assessed as part of this unit: ability to verbally confirm understanding of a set of instructions given in English in the workplace
FILES FOR REDACTION REDACTED FILES Within the files for redaction folder copy all the documents that are relevant to the SAR go through each document redacting information that is not to be shared. Once you have completed the document if there are any redactions this will be added to its name e.g. (CASE NOTE 20.12.2016 REDACTED) by the SOFTWARE, if you have not needed to redact any information YOU will need to rename the document as (CASE NOTE 20.12.2016 DONE) this will help you keep track of what documents have been dealt with. You are advised to rename documents that you are not releasing as (CASENOTE 20.12.2016 DO NOT SEND) adding the reason why e.g. 3rd party info/privileged) this process will enable you to effectively filter what can and cannot be released. These DO NOT get saved into the REDACTED folder. Once you have gone through each document you are advised to save all records that are named REDACTED or DONE into the folder titled: REDACTED FILES. As you have saved the redacted files into another folder the files in the folder files for redaction will be left in their original state, therefore the Area Manager checking redacted files is able to view what has been redacted. This process of redaction is for advice and guidance only, however it has proved to be effective in managing the process and avoiding confusion when you have multiple documents to look through. Spending some time getting to know the capabilities of the redaction software is useful as it will help reduce the time on redacting. This is a useful link to help you gain a greater understanding of removing sensitive content from PDF documents with the redaction software currently used by the local authority. SENIOR MANAGER. HEAD OF SERVICE or DESIGNATED OFFICER
References Braun, L.E. 1967. The monocotyledoneae from to orchids. The Press, . Gleason, H. A. & A. Cronquist 1993. Manual of vascular plants of northeastern United States and adjacent Canada. 2nd ed. The , . Heuser, C. W. 1997. The complete book of plant propagation. The Press, . Peck, M.E. 1961. A manual of the higher plants of Oregon. 2nd ed. Press, . Small, J.K. 1933. Manual of the southeastern flora. The of Press, . Steyermark, J. A. 1963. Flora of . The Press, . Strausbaugh, P. D. & E. L. Core 1977. Flora of . 2nd ed. Seneca Books, Inc., . The Flora Association 1986. Flora of the . University Press of , . Yeung, H.C. 1985. Handbook of Chinese herbs and formulas. of Medicine, . Prepared By Jammie Favorite formerly USDA, NRCS, , Species Coordinator M. Kat Anderson USDA, NRCS, , c/o Plant Sciences Dept., Edited: 19jun02 jsp; 03jun03 ahv; 060817 jsp For more information about this and other plants, please contact your local NRCS field office or Conservation District, and visit the PLANTS Web site<> or the Plant Materials Program Web site <> The Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, sex, religion, age, disability, political beliefs, sexual orientation, and marital or family status. (Not all prohibited bases apply to all programs.) Persons with disabilities who require alternative means for communication of program information (Braille, large print, audiotape, etc.) should contact USDA's at 202-720-2600 (voice and TDD). To file a complaint of discrimination write USDA, Director, Office of Civil Rights, Room 326-W, Whitten Building, 14th and Independence Avenue, SW, Washington, DC 20250-9410 or call 202-720-5964 (voice or TDD). USDA is an equal opportunity provider and employer. Read about .
women and girls benefit from policies and programmes adopted in all spheres and that the disproportionate number of rural women living in poverty is reduced; Access to justice l. (h merged with h.3, h.5 and elements of h.2, e.6, h.4 and b.2) Ensure equal access by [all] rural women and girls, including indigenous women and girls, to justice, legal remedies and legal support by, inter alia, providing accessible, affordable, and culturally sensitive services, taking into account local languages, and by increasing rural women and girls’ legal literacy, including on the existence of multiple legal systems, where they exist, providing free public legal assistance, and training for police and security forces, prosecutors, judges and lawyers, as well as other relevant authorities and officials in rural areas, and mainstreaming a gender perspective into criminal justice systems to ensure the equal protection of the law for rural women and girls; registration m. (cc.7 with elements of f.5, q.5 and d.9) Guarantee the universal registration of all births in rural areas and ensure the timely registration of all marriages for individuals living in rural areas, by identifying and removing physical, administrative, procedural and any other barriers that impede registration and by providing, where lacking, mechanisms for the registration of customary and religious marriages; OP Section 2 Implement [implementing] economic and social policies for the empowerment of [all] rural women and girls Macroeconomic and public policies n. (i merged with elements of i.alt.1) Pursue [macro-] economic policies that support diverse economic activities, including smallholder agricultural production and the food security and nutrition of [all] rural women and girls and their communities by fostering the positive and mitigating the negative impact of international investment and trade rules; o. (j) Design and implement economic and social policies to eradicate rural poverty and combat feminization of poverty and support rural women’s decent work and income security, climate-resilient agricultural and sustainable fisheries production and food security and nutrition; p. (j.4, m.7, w.9 merged with j.1) Increase access for rural women [in all their diversity] to development and poverty eradication programmes and policies, access to credit and social protection to promote
References Benson, L. & R.A. Darrow 1954. The trees and shrubs of the southwestern desert. The Press, . Bruggen, T.V. 1976. The vascular plants of South Dakota. The Press, . 1965. trees and shrubs. Claitor’s Book Store, . Carter, J.L. 1997. Trees and shrubs of New Mexico. Mimbres Publishing. Dirr, M.A. & C.W. Heuser, Jr. 1987. The reference manual of woody plant propagation: from seed to tissue culture. Varsity Press, . Facciola, S. 1990. Cornucopia-a source book of edible plants. Kampong Publications. Noble Foundation 1999. Siberian elm. Accessed: 10jan02. , R.J., Jr., 1989. North American trees. 4th ed. Press, . Rosendahl, C.O. 1955. Trees & shrubs of the upper Midwest. Press, . Steyermark, J.A. 1963. Flora of . The Press, . Vines, R.A. 1960. Trees, shrubs, and woody vines of the southwest. Press, . Vines, R.A. 1987. Trees of central Texas. Press, . Prepared By M. Moore USDA, NRCS, Species Coordinator M. Kat Anderson USDA, NRCS, , c/o Environmental Horticulture Dept., Edited: 19jun02 jsp; 04jun03 ahv For more information about this and other plants, please contact your local NRCS field office or Conservation District, and visit the PLANTS Web site <http://plants.usda.gov>. The Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, gender, religion, age, disability, political beliefs, sexual orientation, and marital or family status. (Not all prohibited bases apply to all programs.) Persons with disabilities who require alternative means for communication of program information (Braille, large print, audiotape, etc.) should contact USDA’s TARGET Center at 202-720-2600 (voice and TDD). To file a complaint of discrimination, write USDA, Director, Office of Civil Rights, Room 326W, , 14th and or call (202) 720-5964 (voice or TDD). USDA is an equal opportunity provider and employer.
Knowledge Appraise Regulatory Updates RTI: RBI: Ministry of Commerce and Industry: ICSI News . ICSI Member Empowerment initiative Get access to e-library (Full version) ( ) Legal Term “Caveat emptor” Let the buyer beware. Market Indices (at 10:56 PM) SENSEX 24,888 (4.48) NIFTY 7,610 (7.00) GOLD (MCX) (Rs/10g.) 28,827 (66.00) USD/INR 66.61 (0.15) Kindly send your feedback/suggestions regarding CS updates at For Previous CS UPDATE(S) visit : If you are not receiving the CS update, kindly update your e-mail id with Institute’s database by logging on ICSI website.
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“We must all remember, as holders of high offices, that our ultimate duty is towards the people of India and as such, we must not only be fair, but should also be seen to be fair” -Sri Pranab Mukherjee, Hon’ble President of India Knowledge Apprise Regulatory Updates RBI: IRDAI: IT: MEA: ICSI News Legal Term “Stare decisis" Precedent. Literally let the decision Market Indices (at 10:05 AM) SENSEX 24,104 (325.08) NIFTY 7,324 (102.70) GOLD (MCX) (Rs/10g.) 2,215 (-298.0) USD/INR 67.64 (-0.22) Kindly send your feedback/suggestions regarding CS updates at For Previous CS UPDATE(S) visit : If you are not receiving the CS update, kindly update your e-mail id with Institute’s database by logging on ICSI website.
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Lab Test i High A xxx xx (xx.x) xx.xx .xxx .xxx B xxx xx (xx.x) Abbreviations: N = number of patients with a normal baseline and at least one post-baseline measure; n = number of patients with abnormal post-baseline result; OR = Mantel-Haenszel odds ratio; add more as needed (alphabetically). aMantel-Haenszel Odds Ratio stratified by study. Treatment B is numerator, treatment A is denominator. bHeterogeneity of odds ratios across studies was assessed using the Breslow Day test. *P values are from Cochran-Mantel-Haenszel (CMH) test of general association stratified by study.
policies and procedures and within acceptable time frames Assist to resolve workplace conflict and manage difficulties to achieve positive outcomes Use formal feedback and informal feedback to identify and implement improvements to products, services, processes or outcomes for both internal customers and external customers Handle complaints positively, sensitively and politely in consultation with the person/s making the complaint Maintain a positive and co-operative manner Non-discriminatory attitudes and language are used when interacting with customers, staff and management consistently Element 3: Work in a team Request or provide assistance so that work activities can be completed Provide support to colleagues to ensure achievement of team goals Discuss and resolve problems through agreed and/or accepted processes Recognise and accommodate cultural differences within the team Identify, prioritise and complete individual tasks within designated time lines maintaining eye contact in face-to-face interactions the use of appropriate non-verbal communication in face-to-face interactions, e.g. body language, attention and personal presentation. Language and tone may be related to: using simple, concise language that can be easily understood by the audience using appropriate tone, e.g. not patronising, not too loud, not too soft, not yelling, not angry, etc. Conflicts may include: group conflict conflict with individuals conflict with co-workers. Workplace documentation may include: letters faxes emails invoices and purchase orders. Internal customers may include: colleagues working in another department team members supervisor or managers. External customers may include: suppliers people who buy the goods and services the enterprise sells.
Kendriya Vidyalaya No: 1(shift-I) JIPMER Campus, Puducherry-6 CLASS TEACHER & CO.CLASS.TEACHERSHIP TIME TABLE - 2018-19 CLASS SECTION CLASS TEACHER CO.CLASS TEACHER I A MR.WAQAR ALI MS.DEEPIKA CHAURASIA B MS.DEEPIKA CHAURASIA MR.AJAY MEENA C MR.AJAY MEENA MR.WAQAR ALI II A MRS.RAJESHWARI [PRT-3] MR.VICKY CHAUVHAN B MR.VICKY CHAUVHAN MRS.VINODHINY C MRS.VINODHINY MRS. P.RAJESHWARI [PRT-3] III A [PRT – 2] MRS.JAYANTHI B MRS.JAYANTHI MR.ELANGOVAN C MR.ELANGOVAN [PRT – 2] IV A MS.BINITHA MRS.VISALAKSHI B MRS.VISALAKSHI MRS.LATHA C MRS.LATHA MS.BINITHA V A MRS.VIJAYALAKSHMI HEBBALI MR.KARTHIKEYAN [PRT-1] B MR.KARTHIKEYAN [PRT-1] MRS.SESHAKUMARI C MRS.SESHAKUMARI MRS.VIJAYALAKSHMI HEBBALI TIME TABLE I/C HM I/C
Kendriya Vidyalaya No: 1(shift-I) JIPMER Campus, Puducherry-6 TIME TABLE - 2018-19 CLASSWISE SUBJECT TEACHER CLASS SECTION ENGLISH HINDI MATHS EVS I A WA VG VG WA B C II A B C III A B C IV A B C V A B C TIME TABLE I/C HM I/C
Vendors performed duct sealing at 21% of participating homes. Duct sealing provided through HES reduced duct leakage by an average of 23% per home. Improvement in duct leakage does not appear to be related to home characteristics such as home age, size, heating fuel, and tenure. Insulation was installed at 2,518 or 14% of participating Insulation was rarely installed in renter-occupied homes. Insulation was installed in only 14% of renter-occupied homes in which eligible insulation upgrade opportunities were identified, compared to 54% of owner-occupied homes. Program-eligible opportunities to upgrade insulation were identified in around of participating homes. Auditors identified program-eligible opportunities to upgrade insulation in 31% of Eversource participant homes. Around one-half of participants eligible to upgrade insulation through the program elected to install insulation. Insulation was installed in 53% of the Eversource homes in which eligible upgrade opportunities were identified. third
Detailed Analysis of Program Tracking Data The following examines findings from 2014 HES program data. Results include in-depth analyses of air-sealing, duct-sealing, and insulation services and patterns in program participation by utility, vendor, and home characteristics. & 2014 All but 5% of 2014 HES participants received some combination of air sealing, duct sealing, and insulation. Ninety-two percent of participants received air sealing, 21% received duct sealing, and 14% received insulation. Sixty-three percent of participants received air sealing only, 18% received air sealing and duct sealing, 8% received air sealing and insulation, 3% received insulation only, and 2% received all three services. Table : Air Sealing, Duct Sealing, & Insulation Services Provided in 2014 Eversource UI Total Count % Count % % Total HES Visits 12,432 100% 5,536 100% 17,968 100% Air Sealing Only 7,568 61% 3,734 67% 11,302 63% Air Sealing & Duct Sealing 2,229 18% 1,032 19% 3,261 18% Air Sealing & Insulation 1,508 12% 3 <1% 1,511 8% None 549 4% 266 5% 815 5% Insulation Only 97 1% 479 9% 576 3% Air Sealing, Duct Sealing & Insulation 421 3% 0 0% 421 2% Duct Sealing Only 50 <1% 22 <1% 72 <1% Duct Sealing & Insulation 10 <1% 0 0% 10 <1% Air Sealing 11,726 94% 4,769 86% 16,490 92% Duct Sealing Total 2,710 22% 1,054 19% 3,764 21% Insulation Total 2,036 16% 482 9% 2,518 14%
Table : Net-of-Freeridership and NTG Estimates Measure CT Currently Assumed Demand Elasticity Supplier Interviews POS Modeling Simple Average Range LED Specialty 82% 71% 74% 87% 70% 49% to 87% LED Standard 49% CFL Specialty 51% 47% 55% 29% 50% 29% to 68% CFL Standard 51% 68% Net of freeridership, partial or missing data required team to make assumptions for some products, stores Subject to biases of responding manufacturers and retailers Partial market estimate, channel not included
Discount CFL-Standard One -1.0549 18% 19% Discount LED-Specialty -1.5784 41% 65% Discount LED-Specialty One -1.364 41% 56% Discount LED-Standard Multi -1.7321 28% 48% Discount LED-Standard One -1.5177 28% 42% DIY CFL-Specialty Multi -0.4802 30% 14% DIY CFL-Specialty One -0.2658 30% 8% DIY CFL-Standard Multi -0.6339 36% 23% DIY CFL-Standard One -0.4195 36% 15% DIY LED-Specialty Multi -0.943 38% 36% DIY LED-Specialty One -0.7286 38% 28% DIY LED-Standard Multi -1.0967 30% 33% DIY LED-Standard One -0.8823 30% 26% Mass Market CFL-Specialty Multi -0.759 26% 20% Mass Market CFL-Specialty One -0.5446 26% 14% Mass Market CFL-Standard Multi -0.9127 34% 31% Mass Market CFL-Standard One -0.6983 34% 24% Mass Market LED-Standard Multi -1.3755 25% 34% Mass Market LED-Standard One -1.1611 25% 29% Warehouse CFL-Specialty Multi -1.1737 46% 54% Warehouse CFL-Specialty One -0.9593 46% 44% Warehouse CFL-Standard Multi -1.3274 34% 45% Warehouse CFL-Standard One -1.113 34% 38% Warehouse LED-Specialty Multi -1.6365 31% 51% Warehouse LED-Specialty One -1.4221 31% 44% Warehouse LED-Standard Multi -1.7902 32% 57% Warehouse LED-Standard One -1.5758 32% 50% provides a more detailed discussion of elasticities and the estimated price markdowns that informed the analysis, as well as the detailed model outputs.