zilongwang/ReadingBank huggingface dataset:
Function Use of Function malloc() Allocates requested size of bytes and returns a pointer first byte of allocated space calloc() Allocates for an array elements, initializes to zero and then returns a pointer to memory free() dellocate the previously allocated space realloc() Change the size of previously allocated space malloc()
current symbol operator stack postfix string 1 A A 2 * * A 3 B * A B 4 + + A B * {pop and print the '*' before pushing the '+'} 5 C + A B * C 6 A B * C + The rule used in 1, 3 and 5 is to print an operand when it is read. The rule for line 2 is to push an operator onto the stack if it is empty. The rule for line 4 is if the operator on the top of the stack has higher precedence than the one being read, pop and print the one on top and then push the new operator on. The rule for line 6 is that when the end of the expression has been reached, pop the operators on the stack one at a time and print them. 2. A + B * C becomes A B C * + Here the order of the operators must be reversed. The stack is suitable for this, since operators will be popped off in the reverse order from that in which they were pushed. current symbol operator postfix string 1 A A 2 + + A 3 B + A B 4 * + * A B 5 C + * A B C 6 A B C * + In line 4, the '*' sign is pushed onto the stack because it has higher precedence than the '+' sign which is already there. Then when the are both popped off in lines 6 and 7, their order will be reversed. 3. A * (B + C) becomes A B C + * A subexpression in parentheses must be done before the rest of the expression. current symbol operator stack postfix string 1 A A 2 * * A 3 ( * ( A B 4 B * ( A B
Allergy and Intolerance Decisions for C-CDA R1.1/C-CDA R2.0 Review with Patient Care WG As of June 4, 2015 Submitted by the Patient Care WG Allergies and Intolerances Section Item Decision DSTU Comment C-CDA R1.1 DSTU Comment C-CDA R2.0 1. Clarify the section name. Fix C-CDA R1.1 to match C-CDA R2.0 DSTU Comment 576 Rename to Allergies and Intolerance Section 2.16.840.1.113883.10.20.22.2.6.1 This section lists and describes any medication allergies or intolerance, adverse reactions, idiosyncratic reactions, anaphylaxis/anaphylactoid reactions to medications, food items, and metabolic variations or adverse reactions/allergies to other substances (such as latex, iodine, tape adhesives) used to assure the safety of health care delivery. At a minimum, it should list currently active and any relevant historical allergies and adverse reactions. NO ACTION REQUIRED Section Name Already fixed e.g Allergies and Intolerances Section This section lists and describes any medication allergies or intolerance, adverse reactions, idiosyncratic reactions, anaphylaxis/anaphylactoid reactions to medications, food items, and metabolic variations or adverse reactions/allergies to other substances (such as latex, iodine, tape adhesives) used to assure the safety of health care delivery. At a minimum, it should list currently active and any relevant historical allergies and adverse reactions
The Strategy addresses: respite funded through current support, in-home support, host family respite, individualised funding respite, and facility-based respite respite for disabled children, people and adults and their families and carers increasing the capability of needs assessors and coordinators to support families/ whānau to access respite in a form that suits them development of a of respite options in line with what families/whānau want. We will offer people a range of opportunities to participate in the Respite Strategy development. We are very keen to hear from disabled people, their families/whānau and providers about their needs and preferences. Please take part in our survey on respite services, currently available on the Ministry’s website: To find out more, please contact us by emailing Other service strategies Barbara Crawford, Manager Strategy and Contracts, Ministry of Health Disability Support Services will develop three other service strategies over the next 12 months: supported living, community residential services (including consideration of how to better meet the needs of disabled people whose behaviour challenges these services) and community rehabilitation. As we in DSS move to transform the disability system through such strategies, we need to consider the component of the system and ensure that we work together with the sector to continue to improve outcomes for people using services, while making the best use of the funding available. We will base all our strategy development on the principles of EGL. Our general approach to developing these strategies is as follows: consumer consortium feedback obtained at the October 2016 meeting analysing feedback from the workshops at the five provider forums hosted in November 2016 hosting workshops for each service strategy involving representatives of providers, service users, disabled people’s organisations and carers developing a draft strategy seeking online feedback from stakeholders in regard to each strategy
This report will consists of the students in the hostel with their issued boarding items as per the issued date wise. To view the detailed report about each student click on the Student Id. It is the detailed information about the student in the Boarders in the Hostel Government Social Welfare Boys Hostel report. To edit the hostel information select Edit Hostel Information submenu in Edit menu. Select the hostel menu in the drop down list, then on Go button. Hostel information form will appears , then edit the required data in the form and finally click on submit button to save the data. To edit or delete hostel staff from the staff list select Edit/Delete Hostel staff submenu in the Edit menu. Select the hostel name in the dropdown list and after selecting click on Go button. DSWO can edit or delete the employee details using this form, dswo can edit the employee details using Edit button, delete by using delete button. It is the edit form ,in this form DSWO can edit the employee details, after finish the modifications click on submit to save the data. To edit or delete the schools mapped to the hostels select Edit/Delete School Mapping submenu in the Edit menu. Select the hostel name in the drop down list and then click on Go button. The list of schools with their management of the school will appears, write the distance from hostel to school and select associated check boxes in the list, then click on submit button. An alert message will appears to confirm the mapping, if it is properly entered then click on OK button otherwise click on cancel button to modify the data. Finally success message will appears on the screen for a successful completion. To edit the fair price shop of the concerned hostel select Edit FP Shop Details submenu in the Edit menu. The fair price shop list in the district will appears, to edit any fp shop details select Edit menu in the details in the fp shops associated with the hostels in the district list.
Table 1: Direct Delivery Roles Optional (in addition to SPC1 or SPC2) 3hrs 3hrs DSW Academy Coach NSPCC Child protection in sport course: An online introductory safeguarding course for anyone who works with children in sport Never done a Safeguarding workshop before sports coach UK Safeguarding and Protecting Children: A guide for sports People (SPC1) DSW Performance Coach Team Manager Physiotherapist (include sports massage) Chaperone Team Doctor Team Chaplain Already done the SPC1 workshop before sports coach UK Safeguarding and Protecting Children: A reflection on practice (SPC2) Mini bus driver Photographer/filming children or adults at risk (infrequent) UK DIT/Sainsbury’s Active Kids for All tutors, assessors and verifiers Inclusive Futures YAs
Table 2: Indirect Delivery Roles Optional (in addition to SPC1 or SPC2) 3hrs 3hrs 3hrs TBC Academy Manager NSPCC Child protection in sport course: An online introductory safeguarding course for anyone who works with children in sport Never done a Safeguarding workshop before sports coach UK Safeguarding and Protecting Children: A for sports People (SPC1) NSPCC NGB Training CPSU Event Management Training Talent Officer Performance Manager Partnerships Manager Already done the SPC1 workshop before sports coach UK Safeguarding and Protecting Children: A reflection on practice (SPC2) Inclusive Futures Officer
Table 3: Non-Delivery Roles Optional (in addition to SPC1 or SPC2) 3hrs 3hrs Executive Director NSPCC protection in sport course: An online introductory safeguarding course for anyone who works with children in sport NSPCC NGB Training Innovation Manager Office Manager Administration Officer Finance Consultant Board Members insport programme Case Officer FDSW Member Organisation staff
Table 5: Executive Welfare Role Optional (in addition to SPC1 or SPC2) 3hrs 3hrs 3hrs 2 days Co-opted Board Welfare Champion NSPCC Child protection in sport course: An online introductory safeguarding course for anyone who works with children in sport sports coach UK Safeguarding and Protecting Children: A for sports People (SPC1) NGB Training CPSU Case Management Training Internal independent Verifier sports coach UK Safeguarding and Protecting Children: A reflection on practice (SPC2) Case Management Members
Venue name The Dreaming Aboriginal Heritage Tour (Owned and operated by Dreamtime Southern X) Location The Rocks, Sydney (Business address: Level 2, 163-185 Parramatta Road, CAMPERDOWN, NSW 2050 number Landline. 02 9517 4390 Mobile: 0428 661 019 Fax number n/a Web address www.dreamtimesouthernx.com.au Insurance Does the venue have public liability cover? Yes No Activity/program Please list Recommended age group/fitness level/ prerequisite skills Staff accreditation/ competence for this activity/program Potential risks List hazards/risks related to each activity/program and the venue Control Strategies Outline strategies for ensuring visitor safety for this potential risk Guided walking tour of The Rocks from an Aboriginal perspective, including Cadmans Cottage, Bligh & Barney Park and the Argyle Cut K-12 Fitness level: low. No prerequisite skills necessary. Guides are internally accredited following completion of induction training, which includes: safety, evacuation and management. Road crossings. Potentially dangerous Strangers. Potential accidents (E.g., falls, abrasions and cuts). Fire or disaster Dreamtime Southern X road crossing policy and group management checklist strictly adhered to. Staff to student ratio equals 2:30 (including Guide and accompanying teacher). The Rocks Rangers hold senior first aid Certificates. All guides carry mobile phones. Emergency response plan in place. No venues are visited – outside only. Equipment List any equipment, including personal protective equipment, to be provided for use during the activities/programs. Pieces of greenstone (nephrite jade), flax baskets, laminated images and/or I-pad,
improvement in body function # EMS Assessors (FTE equivalent) % EMS staff leaving the organisation/joining the organisation # EMS Assessors with L1 Accreditation # EMS Assessors with Postural Management Lying endorsement # EMS Assessors with L2 Accreditation # EMS Assessors with complex custom fabrication endorsement # of people who completed the experience surveys % of people returning experience surveys
accountable and transparent about our contribution to improving lifetime wellbeing of people and families. Our planning and performance framework To improve our policy planning and performance reporting, we are developing a comprehensive and integrated framework that aligns our organisational planning and performance to the broader policy goals which support our mission. The linking of our long term policy planning framework, our non-financial performance framework, our activities and deliverables, and our corporate capability and resources will help us explain how, and to what extent, our organisational performance contributes to improving lifetime wellbeing. Key elements include: A long term policy planning framework that aims to provide insights into Australia’s progress towards improving the lifetime wellbeing of people and families. We will be this element of the planning and performance framework as our basis for longer term trends analysis and policy planning, and to focus priorities at the outcome level. A non-financial performance framework that will help us our Performance Indicators (Appendix B) and other performance assessment approaches such as evaluation to focus on the results we are achieving in our Outcome areas. This element will be the basis for us to meet the requirements of the Public Governance, Performance and Accountability Act 2013 (PGPA Act). The framework provides for measurement across three tiers of performance for each departmental outcome: Outcome measures: what did we achieve? Intermediate outcome measures: how well did we do? Output measures: how much did we do? Our planning and performance reporting priorities This integrated approach to policy planning and performance frames our medium to longer term investment in our performance measurement and reporting capabilities. Long term policy planning In 2015–16, we will be working with experts and stakeholders to design a of indicators and measures in domains of lifetime wellbeing that support our long term policy planning. Performance indicators During 2014–15, we developed an integrated outcome-level non-financial performance framework in response to enhanced non-financial performance reporting requirements prescribed by the PGPA Act. We have undertaken an initial mapping and review of our Key Performance Indicators (KPIs) within this framework, along with associated measurement methodologies, data and information. In 2015–16, we will continue to refine our KPIs within this framework to: Improve the alignment of programme measures at each performance tier. Transition the Department towards more results-focused performance assessment and reporting for each outcome area.
IT – NDIS 8,132 11,778 - - Property – ACT Accommodation 11,599 6,932 - - Other – ICT and Accommodation priorities 20,533 19,224 21,431 21,574 Total 85,751 64,451 29,702 21,574
(e.g. 02/20/2012) (maximum 50 words or less for EACH, in point form) School Service or Activity Grade 8 9 Grade 10 Grade 11 Grade 12 = Important: Provide reference letters (maximum 4) - Include the reference’s name, signature, and contact information VOLUNTEER OR COMMUNITY SERVICE What were your volunteer or community services from Grade 8 to present? (Complete table below) List chronologically from Grade 8 - 12 Provide a description of your involvement in EACH volunteer or community service in point form maximum 50 or less List dates and hours for EACH volunteer or community service Grade Dates MM/DD/YEAR (e.g. 02/20/2012) Name of Organization Description of your involvement in the Volunteer or Community Service (maximum 50 words or less for EACH, in point form) Hours for Each Service
David Thompson Secondary School Graduation Transitions Program: “Physical Activity Log” Name: Student #: Grade: The following options qualify – please check the appropriate box: Successful completion of: PE 10 PE 11 PE12 Basketball Coaching 11 / 12 Recreation 11 Recreation 12 School Team(s): Community Teams(s): Date(s): Description of Physical Activity Contact Name Contact Phone # Total Number of Hours:
Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) Evidence of: A positive contribution to University activities and initiatives including open days, graduation ceremonies etc. and willingness to undertake administrative activities Working in an open and transparent way, providing information and communicating effectively with colleagues Collaborative working, particularly on interdisciplinary activities Continuous Professional Development A willingness to teach in a wide variety of locations both nationally and internationally if required. Application Interview
THE EDUCATION VILLAGE ACADEMY TRUST PERSON SPECIFICATION – CURRICULUM CO-ORDINATOR / CLASS TEACHER BEAUMONT HILL ACADEMY ESSENTIAL DESIRABLE Criteria No. ATTRIBUTE Identified Criteria No. ATTRIBUTE Stage Identified Qualifications & Education E1 Educated to Degree level in appropriate subject AF/C D1 Degree in English E2 Recognised Teaching qualification AF/C Experience & Knowledge E3 Demonstrable success in raising and achieving high standards as well as meeting challenging targets. AF/I/R D2 Knowledge of data and how it can be used to standards AF/I/R E4 Demonstrable experience of working successfully with students of all abilities in an inclusive setting. AF/I/R D3 Experience of managing, developing, inspiring and motivating staff. AF/I/R E5 Experience of developing a highly exciting, innovative and inclusive curriculum which is personalised to the needs of the whole child AF/I/R D4 Experience of supporting the management of significant organisational development & change. AF/I/R E6 Experience of implementing effective pupil tracking systems to ensure that pupils of all levels of ability achieve their full potential and beyond. AF/I/R
E7 Experience of dealing with pupil discipline effectively, and developing and promoting home to school links AF/I/R E8 Have experience in meetings with parents to ensure the best outcomes of students. Skills E9 Excellent oral and written communication skills with an ability to negotiate at all levels. I/P E10 Be E-confident and able to understand and sell the benefits of ICT and future technology in an educational context. I/P E11 Ability to set appropriate targets for the improvement of school performance and how to establish, monitor and evaluate an action plan in relation to those targets. I/P E12 Ability to interpret and implement new legislation, policies and directives. I/P E13 Ability to analyse information from a wide variety of sources and solve complex problems. I E14 Ability to demonstrate sound organisational skills, work under pressure and determine priorities to meet tight deadlines I/P Personal Attributes E15 High personal standards of integrity and probity. I
E16 Enthusiasm, vision, drive, adaptability and resilience. I/P E17 Be confident, positive and approachable. I/P E18 Advocate a sound educational philosophy, with the ability to translate into practice. I/P E19 Ability to create a learning culture within the organisation which is recognised by staff, pupils and parents. I E20 Commitment to personal development. I Special Requirements E21 Be willing to work outside normal hours. I E22 To be flexible in to meet the demanding nature of this role. I E23 DBS and Disqualification by Association declaration C Key – Stage identified AF Application Form C Certificates T Tests P Presentation I Interview R References
[STATE] ASBU Air Navigation Reporting Form (ANRF) PIA 4 Block - Module B0 - CCO Date Month XX, 2017 Module Description: To implement continuous climb operations in conjunction with performance-based navigation (PBN) to provide opportunities to optimize throughput, improve flexibility, enable fuel-efficient climb profiles, and increase capacity at congested terminal areas. The application of PBN enhances CCO. Element Implementation Status 1 Element Description: Procedure changes to facilitate CCO Date Planned/Implemented Enter date if applicable Status Enter Status Details status details. 2 Element Description: Airspace changes to facilitate CCO Date Planned/Implemented Enter date if applicable Status Enter Status Details Enter status details 3 Element Description: PBN SIDs Date Planned/Implemented Enter date if applicable Status Enter Status Details Enter status details Achieved Benefits Access and Equity Capacity Efficiency Environment Safety Implementation Challenges Ground system Implementation Avionics Implementation Procedures Availability Operational Approvals Notes
What will the effect be on Primary Care prescribing? Do you expect to transfer prescribing and monitoring of this drug to GPs? (If no, go to the next section) How long will you prescribe this drug before you expect GPs to take over prescribing? What monitoring will be required by the GP? (include frequency and criteria for action) What special precautions will the GP need to be aware of when taking on prescribing? If there is any specialist monitoring required by GPs you must attach a shared care guideline when you make this application (example shared care link): Shared care guideline attached What personal experience do you have of using the drug? e.g. clinical trials, experience from a previous hospital How will you the introduction of this new medicine? [Medicines Optimisation Trust Development Authority requirement for all new medicines] Who should be able to prescribe the drug? Consultant prescription only; Specific clinical team(s) - please specify;
Please list any relevant research, work, or volunteer experience (e.g. technical, social good): Organization Position Summary of responsibilities Links to relevant projects or code Please check the boxes for the language(s) with which you can execute the tasks listed (check all that apply): Python R Matlab Julia SQL Java C/C++ Stata/ SAS Shell scripting (e.g., bash) Other Never heard of this language Heard of this language but never used Print “Hello World!” to console Write any function Read data from tab-delimited file Import a library or package Produce a plot or graph statistical or machine learning model Work with > 1TB of data Develop a complex application or module If you chose "Other", please list the programming languages you have experience with: Link(s) to your GitHub account, or online code, if available:
School (age 11 onwards) Study Dates Qualification and Grade Date Obtained College/University Study Dates Qualification and Grade Date Obtained Ongoing Professional Development Study Dates Qualification and Grade Date Obtained Training and Development Please use the space below to give details of any training or (non-qualification based) development you have undertaken which is relevant to the post and supports your application.
MR5-1R 21"  21" MR5-2L 21"  21" MR5-2R 21"  21" MR5-51L 21"  21" MR5-51R 21"  21" MR5-53 24"  8" MR5-54A 30"  12" MR5-54L 30"  12" MR5-54R 30"  12" SIGN CODE SIZE TOTAL SIGNS
MR6-1 21"  21" MR6-2 21"  21" MR6-4 21"  21" MR6-5 21"  21" MR6-6 21"  21" MR6-7L 21"  21" MR6-7R 21"  21" DR1-53R 30"  8" DR1-53L 30"  8" DR1-53D 36"  8"
CONSULTANT REPORT (continued) Wisconsin Department of Transportation DT1538 23. Project Examples – Last 5 PROFILE CODE P, C, JV, or IE PROJECT NAME AND LOCATION OWNER NAME, CONTACT NAME AND ADDRESS PROJECT COSTS OR ESTIMATES COMPLETION DATE (ACTUAL OR ESTIMATE) Construction Cost Prof. Services Fees Construction Cost Prof. Services Fees Construction Cost Prof. Services Fees Construction Cost Prof. Services Fees Construction Cost Prof. Services Fees Construction Cost Prof. Services Fees Construction Cost Prof. Services Fees 24. This firm has access to a current copy of WisDOT’s Construction and Materials Manual, Facilities Development Manual and Updates, Bridge Manual and Updates, Standard Specifications for Highway and Structure Construction, FHWA’s Manual on Uniform Traffic Control Devices, Manual on Uniform Traffic Control Devices Wisconsin Supplement, the AASHTO Roadside Design Guide and AASHTO’s A Policy on Geometric Design of Highways and Streets. (Required) YES NO 25. Name and Title of Person Completing this Form (Area Code) Telephone Number
SUPPORTING SCHEDULES TO CONTRACTOR BALANCE SHEET 2. Property, Plant, and Equipment (continued) (c) Itemize construction equipment. QUANTITY ITEM NAME, DESCRIPTION, AND CAPACITY YEARS OWNED PURCHASE PRICE NET BOOK VALUE Subtotal of Other Items TOTAL CONSTRUCTION EQUIPMENT Attach additional sheets if necessary.
County Highway Limits Project Scope Improvement Type Resurface Reconstruction SHRM Bridge Replacement Recondition Bridge Rehabilitation Pavement Replacement Improvement Project Budget (Attach details) RE $ UTL $ Let Estimate $ I/E $ C/E $ Non-Improvement Budget $ Location Giving Work Location Receiving Work DESIGN SCHEDULE/MILESTONES CONSTRUCTION SCHEDULE Earliest due date: Advanceable PSE PSE Let Optional to attach PMP schedule () Let Anticipated Completion Finals Submitted Design – Link to Scope Document and/or : Construction – Link to Design Study Report and/or : Insert project updates, attachments, scope, budget, schedule, etc.
3. Sample of the Product and Samples of the Packaging As general rule we require one sample of the product and a sample of the packaging and patient information leaflet/instructions for use if the product has one. If you are applying for a range of products you can send one sample of one size and then provide samples of the packaging/packaging labels for all of the other sizes in the range. For example, if you are applying for a range of dressings in various sizes you need only provide a sample of one of the sizes. If you are providing packaging samples bearing the codes, please make sure that the codes match the codes included in the DT1Form and/or documentation. Specific advice regarding sample requirements is available if needed. I confirm that the information provided in this DT1 Form is correct at the time of completion and that I will inform NHS Prescription Services of any changes that occur during the application process and subsequent to a successful listing. I am also aware that this application will not be processed if any of the above is not provided. Signed: ……………………………………….. Print Name: Date: For more information on the application procedure, please see Drug Tariff Part IX Guidance to Manufacturers and Suppliers of Medical Devices available at: or e-mail us on
Ref: CRSDF01 Declaration Form: Service Provision in relation to Chemical Reagents To: Drug Tariff Team NHSBSA NHS Prescription Services Ground Floor Stella House Goldcrest Way Newburn Riverside Newcastle upon Tyne NE15 8NY Company Stamp (or if a head office, attach a signed letterhead as authorisation) Manufacturer Details Manufacturer Name Address Postcode Manufacturer Declaration I declare that the services listed below which are provided by in relation to the chemical reagents we manufacture and which are listed under Part IX of the Drug Tariff will continue to be provided for the period to 31 March 2015. Services Provided: Completed by: (authorised signature) Telephone number: (in case of queries) Name: (please print name) Position: Date:
Understands and describes a classroom culture highly consistent with DSST Classroom culture has elements of DSST Openly values only relationships or behavioral outcomes for students What are your thoughts about state standards and testing? Uses standards to drive instruction in planning and assessing Conveys the value of testing to obtain student information and data to then meet student needs Can speak to positives and negatives around state standards and testing, showing a depth of knowledge for both Can articulate how standards are used for planning/assessing Understands why state standards and standardized testing exist, but may show some hesitancy around one Understands why testing exists and begins to articulate what information it may share about students and teaching Cannot articulate what standards/testing are and/or how they are used in education Strongly disagrees with teaching and/or standardized testing
Generator Maintenance Component Rating: Component Finding/Comment Engine Oil – Check condition and level. Radiator Coolant – Check level. Check for visible signs of any contamination or deterioration. Fuel – Check level. Check for visible signs of any contamination or deterioration. (for gasoline/diesel). Exhaust System – Verify exhaust evacuates room quickly. Verify no exhaust leakage into room for system directly piped to outside. Overall condition – Inspect housing, fuel tank and batteries for damage, leakage or corrosion. Additional Mechanical Component: Component Rating: Recommended Short Term Actions & Repairs for Mechanical System: Recommended Long Term Rehabilitation Needs for Mechanical System: General Remarks – Mechanical Overall Rating: SLEEVE BEARINGS Bridge Number Inspected By
Terminations – Check for loose connections, untagged wires, damaged wires and terminal corrosion. Flexible Cables – Check for cracking or damage. Droop Cables - Check during bridge operation to verify range of motion. Check for abrasion, cracking or damage. Submarine Cables – Check for deterioration, cable supports and cable terminations. Resistance test the insulation of the individual wires and record the values (every 5 years unless previous report indicates declining/low level). Electric Motors Component Rating: Component Finding/Comment Inspect for any damage, dirt, debris, discoloration or scorching, missing covers, lack of or excess grease. mounting bolts for looseness, inspect keys, bolts and pins for proper position. Check electrical connections. Record ammeter readings as the bridge is operated. Perform dielectric test to check insulation resistance values on all motors (every 5 years unless previous report indicates declining/low level). Limit Switches Component Rating: Component Finding/Comment Inspect for damage, corrosion or of dirt. Verify free movement of switch. Inspect striker plate for any damage. Observe during operation. Lighting and Utilities Component Rating: Component Finding/Comment Service Lighting and Receptacles – Check for damaged or inoperable lights and receptacles. Electrical Utilities – Check heating and air-conditioning equipment for damages or signs of developing problems. Sump Pumps – Check condition of sump pumps and their electrical connections and discharge pipes. Test operate pumps. Alternate/Backup Power Supply Function Component Rating: Component Finding/Comment Function – Operate the bridge under alternate/backup power supply system. Record the voltage during bridge operation (every 5 years). Transfer Switch Component Rating: Component Finding/Comment Inspect panel and wiring. Inspect for any damage, dirt, debris, damaged conductors, loose conductors, discoloration or scorching, missing covers, missing labels. Verify bridge operates when switched to alternate power sources. Verify automatic/manual transfer switch between power sources operates properly. Operational Testing by Full Opening and Closing Cycles Component Rating: Component Finding/Comment Operating – Verify bridge can be fully operated without any issues under all applicable modes – Manual,
DSST Public Schools – First Round Interview Questions First Round Interview Questions – Set A Questions Q Notes Interest What kind of school are you looking to work in next year? Why do you want to work at DSST? Why are your leaving your current school/employment? (if appropriate) Q2 Q2 Q3 Instruction Knowledge and Skill (Deep knowledge of instruction and assessment, standards-based education, use of data, differentiation) Describe a typical class period? How do you assess whether students are mastering content and skills? If I were to talk to you average students, what three words would that student use to describe you? Describe a time when you had a student who performed far below the other students in your class. What did you do for that student? What else? (interviewer repeat and see how many “what else” steps they can cite) Q1, Q4 Q5 Q4,Q5, Q6 First Round Interview Questions – Set B Questions Q Notes Reflective Practice (Demonstrates curiosity, commitment to professional development, persistence, collaborative) How many students are currently failing the classes you teach? Q1, Q4
Is that number acceptable to you? Why are they failing? What are your greatest strengths? What are your greatest weaknesses? What have you done to improve upon your weaknesses? What are the three most important areas you need to improve to get better as a teacher? Describe a significant professional challenge that you have faced? (follow up: steps to solve it). Describe system that you use to organize yourself Q3, Q4 Q3, Q4 Q3, Q4 Q3, Q4, Q6 Q6 Q7 Track Record of High Performance Describe 2-3 instances that demonstrate you a high performer in whatever you do? How do you know that you are an effective teacher? In terms of absolute performance, where does the candidate fall in comparison to her peers (TNTP core, TFA second year corp, school faculty etc..), Top 10%, 30%, 50% What would the candidate have to get better at to be in the top 5 or 10%? (depending upon where the candidate lands in the first question) In terms of work ethic, where does the candidate fall in comparison to her peers (TNTP core, TFA second year corp, school faculty etc..). Top 10%, 30%, 50% Q1 Q1, Q3, Q4 Q1, Q3, Q4, Q6
Annual Weekday Traffic (AWDT), explain why a different metric was used and how it compares to AADT. ENVIRONMENTAL EVALUATION OF FACILITIES DEVELOPMENT ACTIONS (continued) DT2094 BASIC SHEET 5 – AGENCY AND TRIBAL COORDINATION Agency Coordination Required? Correspondence Attached? Comments WisDOT Region Real Estate Section No N/A Coordination is not required because there will be no Fee, PLE or TLE acquisitions. Yes Yes No Coordination has been completed. Project effects and relocation assistance have been addressed. A Conceptual Stage Relocation Plan is attached as . Evidence of coordination is not required when no inhabited houses or active businesses will be acquired. Bureau of Aeronautics No N/A Coordination is not required. The project is not located within 5 miles of a public or military use airport. Yes Yes No Coordination has been completed and project effects have been addressed. Explain: Railroads and Harbors Section No N/A Coordination is not required because no railways or harbors are in or planned for the project area. Yes Yes No Coordination has been completed and project effects have been addressed. Explain: STATE AGENCY Natural Resources (DNR) Yes Yes No State Historic Preservation Office (SHPO) Yes Yes No Agriculture (DATCP) Yes No Yes No (identify) Yes No Yes No FEDERAL AGENCY U.S. Army of Engineers (USACE) Yes No Yes No U.S. Fish and Wildlife Service (USFWS) Yes No Yes No Natural Resources Conservation Service (NRCS) Yes No Yes No U.S. National Park Service (NPS) Yes No Yes No U.S. Coast Guard (USCG) Yes No Yes No U.S. Environmental Protection Agency (EPA) Yes No Yes No Advisory Council on Historic Preservation (ACHP) Yes No Yes No (identify) Yes No Yes No SOVEREIGN NATIONS
NO PASSING ZONE LOG Wisconsin Department of Transportation DT2124 2/2017 County Contractor Crew Highway From Assistant Date (m/d/yy) To DIRECTION OF SURVEY North: East: ONCOMING LANE T. FORWARD LANE .T Project ID DISTANCE BEGIN END TIE POINT LOG MILE BEGIN END COMMENTS MILE E/R MILE E/R MILE E/R MILE E/R
MICROSIMULATION PEER REVIEW REPORT Wisconsin Department of Transportation DT2291 3/2018 Reviewer, please email completed form to: 1st Review 2nd Review 3rd Review To: Project Manager & Region Contact Date Reviewed (m/d/yyyy): CC: Reviewed By: Subject: DT2291 for Project ID; Traffic Name Model Completion/Revision Date(m/d/yyyy): CONTACT INFORMATION Lead Reviewer Name (First, MI, Last) Lead Analyst Name (First, MI, Last) Region Contact Name (First, MI, Last) Organization/Firm Organization/Firm Region/Bureau (Area Code) Telephone Number (Area Code) Telephone Number (Area Code) Telephone Number Email Address Email Address Email Address TRAFFIC MODEL DESCRIPTION Project ID(s) Project Name/Description Region: Highway(s) Traffic Model Name/Description Analysis Scenario/Alternative Analysis Year(s) Analysis Time Period (s) Weekday AM Peak Weekday Midday Peak Hours: Weekday PM Peak Hours: Fri Peak Hours: Sat Peak Hours: Sun Peak Other: Analysis Tool(s) Utilized SimTraffic- Version: Paramics - Version: Vissim - Version: - Version: AND EXTENT OF PEER REVIEW Purpose & Scope of Review Description/Limit of Model Configuration Settings Number of Zones: Number of Time Speed Memory: Assignment Type: Mean Target Headway: Mean Reaction Time Matrix Structure Vehicle Classifications/Splits Seed Values Used for Calibration: Seed Values Used for Review: Were any changes to the model made by the review team? If yes, please describe.
3rd Review 3rd Review Origin-Destination (OD) OD Growth For future year / alternative scenarios, this review checks that the OD matrix was appropriately adjusted from the base condition. This review also checks that changes in traffic (increases or decreases) at origin and destination zones reflect the traffic forecast. As a whole, the OD growth is: Acceptable Conditionally Acceptable Unacceptable Extent of Revisions Required: None Minor Moderate Observations/Comments: Analyst Response 1st Review 1st Review 2nd Review 2nd Review
Executive Office of Health and Human Services Department of Transitional Assistance CHARLES D. BAKER MARYLOU SUDDERS Governor Secretary KARYN POLITO JEFF McCUE Lieutenant Governor Commissioner NOTICE OF MEETING Name of committee, board, etc: Brockton Advisory Board Meeting – Sub Committee on New Member Recruitment Date of meeting: November 20, 2017 Time: 2:00 – 3:00 p.m. Place: Brockton Transitional Assistance Office (TAO) 60 Main Street Brockton, MA 02301 508-895-7000 Agenda (topics anticipated to be discussed): Welcome Sub- Committee for New Member Recruitment Update: Update Open Discussion Suggestions for Agenda Topics for Next Meeting Open Discussion/New business/Action Items Adjournment
Breakdown of additional estimates by appropriation bill The following table details the Additional Estimates sought for the Agency through Appropriation Bill No. 5. Table 1.2 Appropriation Bill (No.5) 201314 Total available appropriation 2012-13 $'000 Budget and Additional estimates 2013-14 $'000 Revised 2013-14 $'000 Supplementary Additional Estimates 2013-14 $'000 DEPARTMENTAL PROGRAMS Outcome 1 To implement a National Disability Insurance Scheme, that provides individual control and choice in the delivery of reasonable and necessary care and supports to improve the independence, social and economic participation of eligible people with disability, families and carers, and associated referral services and activities. - 7,384 8,271 887 Total administered and departmental - 7,384 8,271 887 Note 1: The Agency did not have any available appropriation in 2012-13 as it became a financially separate entity on 1 July 2014.
Debate tip: Ensure that your point is clear and has an example. Know both sides of the argument. Don’t just waffle. Solutions What is happening to prevent drugs in sports? 100%ME – programme promoting drug free competitive sport in – by info on anti-doping and by promoting pos attitudes and values in sport WADA – Anti-Doping Agency – promotes, coordinates and monitors fight against doping in sport at international level with the support of technology.
2. Review Methodology 2.1 Evaluation process The purpose of this analysis is to review the structure of the TILA payment to evaluate the effectiveness of the current operational arrangements. The qualitative and quantitative sources of information are outlined in this chapter. 2.2 Data and information 2.2.1. Consultations In late 2014, the DSS conducted direct consultations with policy and programme managers in the state and territory departments. This process informed the structure of the caseworker survey and provided direct feedback on issues experienced on the ground. 2.2.2. DSS and DHS secondary data analysis Secondary data on the demographic details of TILA recipients was collected from the DHS UGG and details of its TILA operations were sourced from DSS. 2.2.3. Caseworker survey In March 2015, DSS recruited respondents to a caseworker survey to produce a cross-sectional representation of the views of caseworkers and administration officers involved in overseeing TILA applications. The recruitment involved direct contact with a list of caseworkers provided by state and territory officials, as well as caseworkers who applied for TILA approval during the period the survey was open. A full copy of the survey can be found at Appendix A. In total, 56 people responded to the survey; a breakdown of the characteristics of the survey participants is found below. Characteristics of survey participants The jurisdiction of survey participants broadly reflects the breakdown of participating jurisdictions (at the time of the survey). Western Australia, the Northern Territory and Queensland are marginally overrepresented. Breakdown of participating jurisdictions Figure 2. Map of Australian states and territories showing participation in survey Other caseworker information The majority of caseworkers had used TILA under the old arrangements and one in five had contact with Unaccompanied Humanitarian Minors to access TILA. Prior usage of TILA, UGG usage and UHMs
New South Wales specific questions Please only answer these questions if you are from New South Wales. easy is the application process (i.e. completion of application form and submission to Southern Youth and Family Services)? Not easy Neutral Very easy easy is the payment process (i.e. receipt of payment and distribution to young people)? Not easy Neutral Very easy what extent do TILA support materials (fact sheets for case workers and young people and other procedural advice) assist the TILA process? Not very much To a small extent Unsure To some extent To a great extent you have any further comments you would like to make? Answer:
Content Area Drama and Theatre Arts Grade Level High School Course Name/Course Code Film/Media Arts Standard Fundamental Pathway Grade Level Expectations (GLE) Extended Pathway Grade Level Expectations (GLE) Create Creative process in character development and script improvisation DTA09-HSFP-S.1-GLE.1 Character development in improvised and scripted works DTA09-HSEP-S.1-GLE.1 Technical elements of theatre in improvised and scripted works DTA09-HSFP-S.1-GLE.2 Technical design and application of technical elements Expression, imagination, and appreciation in dynamics DTA09-HSFP-S.1-GLE.3 Ideas and creative concepts in improvisation and play building Interpretation of drama using scripted material Creation, appreciation, and interpretation of scripted works Perform Communicate meaning to engage an audience DTA09-HSFP-S.2-GLE.1 Drama and theatre techniques, dramatic forms, performance styles, and theatrical conventions that engage audiences Technology reinforces, enhances, and/or alters a theatrical performance Technology reinforces, enhances, and/or alters a theatrical performance Directing as an art form DTA09-HSFP-S.2-GLE.3 Direction or design of a theatrical performance for an intended audience Critically Respond Analysis and evaluation of theatrical works DTA09-HSFP-S.3-GLE.1 Contemporary and historical context of drama Evaluation of elements of dramatic techniques, and theatrical conventions DTA09-HSFP-S.3-GLE.2 Elements of drama, dramatic forms, performance styles, dramatic techniques, and conventions Respect for theatre, its practitioners, and conventions DTA09-HSFP-S.3-GLE.3 Respect for theatre professions, cultural relationships, and responsibilities Colorado 21st Century Skills Critical Thinking and Reasoning: Thinking Deeply, Thinking Differently Information Literacy: Untangling the Web Collaboration: Working Together, Learning Together Self-Direction: Own Your Learning Invention: Creating Solutions The Colorado Academic Standards for Drama and Theatre Arts are not intended to be taught in a linear (checklist of coverage) fashion, but rather should be implemented as a cyclical creative process. Each unit within this sample blueprint intentionally includes standards from all three drama and theatre arts standards to illustrate this philosophy. Unit Titles Length of Unit/Contact Hours Unit Number/Sequence
THE MUSCULAR SYSTEM There are THREE main types of muscle within our body. Cardiac (the heart), Smooth (involuntary – e.g. the bladder/intestines), and Skeletal (voluntary – e.g. the biceps). In relation to AS Physical Education we are concentrating in this section on SKELETAL muscle. SKELETAL muscle is responsible for the body’s mechanical movement, and is central to our study of movement analysis. Properties of Skeletal Muscle Extensibility: Elasticity: Contractility: Functions of Skeletal Muscle Movement Support and Posture Heat production
Muscular Contraction Circuit Station 1: Lateral What movement is occurring at the shoulder during the upwards phase of the exercise? Agonist/Prime Mover Type of contraction Antagonist Type of contraction What movement is occurring at the shoulder joint during the downwards phase of the exercise? Agonist/Prime Mover Type of contraction Antagonist Type of contraction Station 2: Squats What movement is occurring at the knee joint during the downwards phase of the exercise? Agonist/Prime Mover Type of contraction Antagonist Type of contraction What movement is occurring at the hip joint during the upwards phase of the exercise? Mover Type of contraction Antagonist Type of contraction
Station 3: Press Up What movement is occurring at the elbow joint during the downwards phase of the exercise? Agonist/Prime Mover Type of contraction Antagonist Type of contraction What movement is occurring at the joint during the upwards phase of the exercise? Agonist/Prime Mover Type of contraction Antagonist Type of contraction Station 4: Abdominal Crunch What movement is occurring at the spine during the upwards phase of the exercise? Mover Type of contraction Antagonist Type of contraction What movement is occurring at the spine during the downwards phase of the exercise? Agonist/Prime Mover Type of contraction Antagonist Type of contraction Station 5: Plank
What movement has occurred at the elbow joint to get into the plank position? Mover Type of contraction Antagonist Type of contraction What movement has occurred at the ankle joint to get into the plank position? Agonist/Prime Mover Type of contraction Antagonist Type of contraction Station 6: Lunges What movement is occurring at the front hip during the downwards phase of a lunge? Agonist/Prime Mover Type of contraction Antagonist Type of contraction What movement is occurring at the front knee during the upwards phase of the lunge? Mover Type of contraction Antagonist Type of contraction Station 7: Press What movement is occurring at the shoulder joint on the upwards Agonist/Prime Mover Type of contraction Antagonist Type of contraction What movement is occurring at the shoulder joint on the Agonist/Prime Mover Type of contraction Antagonist Type of contraction
The application of the knowledge gained will enable candidates to evaluate critically the socio-cultural factors that relate to lifelong participation in physical activity as part of a balanced, active and healthy lifestyle. Physical activity Participation in physical activity Candidates should be able to demonstrate knowledge and understanding of: • Physical activity as an umbrella term (which might include physical and outdoor recreation, physical and outdoor education and/or sport); • the meaning of the exercise; healthy/balanced lifestyles; lifetime sport/life-long physical activity; •the benefits of regular participation in physical activity; •factors contributing to increasingly sedentary lifestyles; •recommendations in terms of frequency, intensity and type of physical activity so as to develop, and sustain, a balanced, active and healthy lifestyle; • possible barriers to regular participation in physical activity by young people. Physical recreation outdoor recreation Candidates should be able to demonstrate knowledge and understanding of: •physical recreation (definitions; characteristics; benefits); • Outdoor recreation as an aspect of physical recreation in the natural environment (characteristics; benefits). Physical education outdoor education Candidates should be able to demonstrate knowledge and understanding of: •Physical Education (definitions; characteristics; benefits); • Outdoor education as part of Physical Education in the natural (or semi-natural) environment (definitions; characteristics; benefits; adventure; risk (real vs. perceived) and safety; constraints on widespread regular participation by young people). Sport . Candidates should be able to demonstrate knowledge and understanding of: •sport (definitions; characteristics; benefits); • The terms: physical prowess, physical endeavour, sportsmanship, gamesmanship, deviance.
1. Know & understand 2. Apply 3. Evaluate & synthesise Key Idea Example/evidence Explanation Development/critical evaluation What’s good or bad? What have others said? What do you think? Why? Possible barriers A run can be a sport