zilongwang/ReadingBank huggingface dataset:
Time Topic Facilitator/ Presenter 8:00 – 9:00 766-H, Rm 1027 MASL Demonstrations – How to see what our Cost Avoidance Figures are (eForms) How to enter eForms & updated Lead Auditor Certs How to enter a Project (Supplier) and make changes How to log into the MASL How to search the MASL How to add a Cost Avoidance File naming convention Bill Wingfield - LANL 9:00 – 11:00 766-H, Rm 1027 SNL – TRUST in Supplier Assessment Lines of Inquiry (LOIs) Dennis Owens – SNL 11:00 – 11:30 766-H, Rm 1027 Subcontractor Risk Assessments – discussion. SNL’s Supply Chain Risk Management performs remote independent analysis of suppliers. Mark Schaefer – SNL Supply Chain Risk Management 11:30 – 12:00 766-H, Rm 1027 Task SC(17)-03 EFCOG EM Single Approved Supplier List – Status Discussion – Matrix results Bill Wingfield - LANL 12:00 – 1:00 Lunch 766-H Cafeteria 1:00 – 1:30 766-H, Rm 1027 CUI New Law – DOE Committee Working on New Law Lesa Brownell - KCP 1:30 – 2:00 766-H, Rm 1027 Export Control to Suppliers and Sub-tier suppliers Lesa Brownell - KCP 2:00 – 2:30 766-H, Rm 1027 Task SC-17-01 MASL – Import / Export – Status Discussion Joe Fulghum – SRS David Hebert - Honeywell 2:30 – 3:00 766-H, Rm 1027 Task SC-17-02 MASL Cost Avoidance – How to get more sites entering eForms. Pre-defined template Revised 3rd party eval form? Revised procedures? Bill Wingfield - LANL 3:00 – 3:30 766-H, Rm 1027 Task SC-18-01 Suspect / Counterfeit Item Status Discussion Bill Wingfield - LANL 3:30 – 4:30 766-H, Rm 1027 More MASL Demonstrations Bill Wingfield - LANL 4:30 – 4:45 766-H, Rm 1027 CGD Handbook Writing Team & Training Status Duli Agarwal - DOE or Haley – AECOM
4:45 – 5:00 766-H, Rm 1027 Daily Wrap-up, Action Item/New Task Review Bill Wingfield - LANL WebEx Meeting phone# 807-533-978; Code 807 533 978 # Thursday Apr 26, 2018 Time Topic Facilitator/ Presenter 8:00 – 8:30 NQA-1 vs NIAC Audit Checklist – Discuss the gaps Richard Turlington - SRS 8:30 – 9:00 Notification of suppliers of acceptance based on 3rd party audit information obtained via the MASL; or acceptance via JSEP audit. - Discussions Alice Lewis - PNNL 9:00 – 12:00 766-H, Rm 1027 Supplier Audit Schedules (Bring your site’s ASL/ESL/QSL and audit schedules) [This will be accomplished using a Print out of MASL, and looking at suppliers past due or scheduled by Dec 2018] Julie Snelling – PNNL 1:00 – 5:00 Tour of SRS Trish Allen - SRS
Time Topic Facilitator/ Presenter 8:00 – 9:00 766-H, Rm 1027 MASL Demonstrations – How to see what our Cost Avoidance Figures are (eForms) How to enter eForms & updated Lead Auditor Certs How to enter a Project (Supplier) and make changes How to log into the MASL How to search the MASL How to add a Cost Avoidance File naming convention Bill Wingfield - LANL 9:00 – 11:00 766-H, Rm 1027 SNL – TRUST in Supplier Assessment Lines of Inquiry (LOIs) Dennis Owens – SNL 11:00 – 11:30 766-H, Rm 1027 Subcontractor Risk Assessments – discussion. SNL’s Supply Risk Management performs remote independent analysis of suppliers. Mark Schaefer – SNL Supply Chain Risk Management 11:30 – 12:00 766-H, Rm 1027 Task SC(17)-03 EFCOG EM Single Approved Supplier List – Status Discussion – Matrix results Bill Wingfield - LANL 12:00 – 1:00 766-H Cafeteria 1:00 – 1:30 766-H, Rm 1027 CUI New Law – DOE Committee Working on New Law Lesa Brownell - KCP 1:30 – 2:00 766-H, Rm 1027 Export Control to Suppliers and Sub-tier suppliers Lesa Brownell - KCP 2:00 – 2:30 766-H, Rm 1027 Task SC-17-01 MASL – Import / Export – Status Discussion Joe Fulghum – SRS David Hebert - Honeywell 2:30 – 3:00 766-H, Rm 1027 Task SC-17-02 MASL Cost Avoidance – How to get more sites entering eForms. Pre-defined template Revised 3rd party eval form? Revised procedures? Bill Wingfield - LANL 3:00 – 3:30 766-H, Rm 1027 Task SC-18-01 Suspect / Counterfeit Item Status Discussion Bill Wingfield - LANL 3:30 – 4:30 766-H, Rm 1027 More MASL Demonstrations Bill Wingfield - LANL 4:30 – 4:45 766-H, Rm 1027 CGD Handbook Writing Team & Training Status Duli Agarwal - DOE or Damon Haley – AECOM
JRO Bldg 207, Rm 111, (holds 45) Conf ID/Pin: 903003# Nicole Johnson & Elizabeth Watson 8:00 – 12:00 DOE EM QA Corp Board w/VTC. 2:00 – 5:00 EFCOG Leadership 1:00 – 5:00 Contractor Assurance System 8-00 – 5:00 Contractor Assurance System 7:30 – 4:30 AECOM (Mike Montini) Functional Area Coordination Team (FACT) Bldg 207, Rm 207, Santa Clara Gallery, (holds 50) Conf ID/Pin: 124144# Denise Bjarke 505-667-2222 & Travis Brown © 1:30 – 5:00 Supply CGD Writing Team; Policy & Procedures (P&P) 8:00 – 5:00 Supply Chain Quality 8:00 – 12:00 Supply Chain Quality Bldg 207, Rm 209, Tesuque Room, (holds 15) Conf ID/Pin: 071240# Denise Bjarke 505-667-2222 & Travis © 8:00 – 5:00 Policy & Procedures (P&P) (P&P are with the CGD Writing Team) Bldg 207, Rm 216 Cochiti Room, (holds 50) Conf ID/Pin:563676# Denise Bjarke 505-667-2222 & Travis Brown © 8:00 – 12:30 Joint Session 8:00 – 5:00 Safety Culture 8:00 – 11:00 Safety Culture
Bldg 207, Rm 218 Room, (holds 60) Conf ID/Pin: 109944# Denise Bjarke 505-667-2222 & Travis Brown © 8:00 – 12:00 Joint Session 8:00 – 5:00 Work Management 8:00 – 12:00 Work Management Bldg 207, Rm 240 San Ildefonso, (holds 30) Conf ID/Pin: 087231# Denise Bjarke 505-667-2222 & Travis Brown © 8:00 – 5:00 CGD Writing Team 8:00 – 1:00 CGD Writing Team; & P&P Bldg 0433 University House (holds 24) Conf ID/Pin: 968768# Travis Brown © JRO 1st & 2nd; University House; Cafeteria Side Rooms A/B 1:30 – 4:30 Software QA (SQA) Working Group 8:30 – 4:30 SQA Working Group 8:30 – 12:30 SQA Working Group OTOWI Cafeteria Side Rooms A & B (holds 60) Conf ID/Pin: 065065# Travis Brown © JRO 1st & 2nd; University House; 1:00 – 5:00 Safety Culture 1:00 – 5:00 HPI 7:30 – 3:00 HPI
Safeguards & Security Working Group Protection Program Operations Sub-group June 2016 Meeting Agenda Dates: June 14-16, 2016 Dress: Business Casual Meeting Location: Lawrence Livermore National Laboratory, CA Tuesday – June 14 0900 – 1200 See Safeguards and Security Working Main Agenda 1200 – 1300 Lunch 1300 – 1500 Argus Overview / Tour of Security and Protection Developer Integration Laboratory (split group) 1500 – 1515 1515 – 1600 LLNL Armory Tour 1600 – 1700 Central Alarm Station Operations Tour Wednesday – June 15 0800 – 0900 Brief Tuesday’s breakouts 0900 – 1200 See Safeguards and Security Working Group Main Agenda 1200 – 1300 Lunch 1300 – 1320 Opening Remarks – Maurice Hernandez and Bill 1320 – 1400 Round Robin Reports 1400 – 1500 DOE O 473.3A 1500 – 1515 Break 1515 – 1600 Handheld Thermal Imagers 1600 – 1700 Virtual Battlespace (Response Virtual Trainer) Thursday – June 16 0800 – 0900 Intrusion Detection Using Video Surveillance 0900 – 1000 Analysis and Evaluation of the Operability and Reliability of Intrusion Detection and Assessment Systems 1000 – 1200 Mock Facility Scenario Exercise (Jeremy Townsend, ORNL) 1200 – 1300 Lunch 1300 – 1600 Continuation of Mock Facility Scenario Exercise 1600 – 1700 Meeting Wrap-up (Auditorium) Sub-group outbriefs
Worker Safety and Health Technical Subgroup Operational Meetings March 20-22, 2018 All conference rooms have WiFi. The WIFI password is “safetybeginswithus” Who Dates Conference Rooms Room Capacity DOE Headquarters Contact Email Cell Numbers Executive Committee Tues., 3/20 (AM only) 766-H, Rm 1042 40 Pat Worthington/ David Weitzman (703) 475-3582 Radiation Protection Tues., 3/20 (PM only), Wed., 3/21 & Thurs., 3/22 766-H, Rm 1024 42 James Dillard (814) 934-3437 Industrial Hygiene & Safety Technical Task Team Tues., 3/20 (PM only), Wed., 3/21 & Thurs., 3/22 766-H, Rm 1020 4A-104 44 David Weitzman (703) 475-3582 Occupational Medicine Tues., 3/20 (PM only), Wed., 3/21 & Thurs., 3/22 766-H, Rm 1021 40 Pat Worthington *If you have any issues connecting to Audio or Web Conferencing system please contact one of the following: Deanna Walker(SRS)- 803-761-3301 Dana Seeley(SRS)- 803-646-5148 Brenda Dicks(SRS): 803-514-0698
Apply technology effectively Life and Career Skills Flexibility and adaptability to change Be flexible Initiative and self-direction Manage goals and time Work independently Be self-directed learners Social and cross-cultural skills Interact effectively with others Work effectively in diverse Productivity and accountability Manage products Produce results Leadership and responsibility Guide and lead others Be responsible to others In what ways do a Career Diploma and a College and Career Diploma differ? In 2009, state policymakers passed legislation to create an alternative Career Diploma, with the goal of improving Louisiana's graduation rate and providing students with career and technical training to enter the workplace after high school. The Career Diploma was implemented in the 2009-2010 school year. () Primary differences are in number of credits and where begin post-secondary academic experiences. When planning for life high school graduation, why is it important to develop a career plan? What should be included in that plan? Living costs Educational costs 16. How are the LA Core 4, LA Basic Core, and Career Diploma Curriculums alike? Different?
Action Step D Policies and ordinances: Create policies and zoning ordinances that support accounting for all costs of development Action Step E Share information: Share information with local governments though workshops, emails and other new and existing venues. Action Step F Impacts on natural resources: Consider the impact on the environment for each decision made, especially in light of tighter resources. Don’t compromise the integrity of the environment for short-term economic solutions that will adversely affect both the environment and the regional economy in the long term
Legal fees & expenses per claim ($)2 $82,367.3 ($124,439) 25 $20,738.9 ($35,224.6) 23 -3.5 .0004 Settlement amount per claim ($)2 $455,263 ($442,515) 25 $277,513 ($577,079) 23 -2.4 .01 Total Liability Cost per claim2 $537,630 ($504,544) 25 $298,252 ($599,847) 23 -2.8 .005 Time to Closure (years) 4.0 (1.3) 25 2.4 (1.3) 23 -4.0 <.0001 fund ($)2 Mean (S.D.) Years Mean (S.D.) Years U Test Total funding needed $27,911,318 ($9,375,609) 7 $37,953,061 ($6,826,901) 9 -1.8 .07 Trust fund balance -14,637,045 (17,151,734) 7 -7,282,020 (27,546,299) 9 -0.21 .83 1Quarterly, per 100,000 patient encounters. 2All dollar amounts are inflation-adjusted to 2013 dollars using the consumer price index.
Cost per claim2 Time to Closure -0.14 (0.02) <.0001 1.65 (0.51) 0.002 0.02 (0.04) 0.62 0.68 fund ($)2 Total funding needed 3,939,070 (831,106) 0.0005 2,180,126 (4,595,781) 0.64 -5,912,737 (1,006,519) <.0001 0.68 Trust fund balance -4,287,939 (2,765,836) 0.15 -1,1084,649 (15,294,291) 0.48 13,185,796 (3,349,594) 0.002 1Quarterly, per 100,000 patient encounters. 2All dollar amounts are inflation-adjusted to 2013 dollars the consumer price index. Figure 1. Quarterly incident reports per 100,000 encounters at UIH 2000-2014. Figure 2. Quarterly event analyses per 100,000 encounters at UIH 2000-2014. Figure 3. Quarterly claims per 100,000 encounters at UIH
There was greater concern in the Arabic-speaking group about the stress that might be caused to family members if they were shown the report. In the Arabic groups, participants were divided in terms of going to the doctor with somebody else; some of them preferred to go alone to protect their privacy and some preferred to go with somebody else to help and care. In contrast, in the English-speaking group all were happy to take a relative. 6: A summary of differences detected between the Arabic speaking and English speaking groups Arabic speaking groups English speaking groups Preferred to remove the word risk and to replace it by “normal” “above normal” and “below normal” Had no problem with the word “risk” Divided in terms of going to the doctor with somebody else; going alone to protect their privacy; and going with somebody else to help and care Were happy to take a relative to the doctor Concerned about the stress that might be caused to family members if they were shown the report Largely favoured having pictures on the report as a way of personalising and identify them. Largely preferred not to have pictures on the report as they thought it was costly and time consuming The worst two risks were heart attack and blindness. The risks were blindness, heart attack and leg amputation Preferred the one speed meter and graph that had a legend label Preferred the graph that had a legend label Preferred the information to be changed each for variety Preferred to add a to record the daily sugar level test Preferred to divide the foods into two types; foods that increase sugar level and food that reduce sugar level
2.3 ELST (Effective Least Slack Time First) Preemptive LST is an optimal algorithm in real-time scheduling algorithm. However, in CPS, we need to consider physical environments to improve deadline meet ratio. As an example, we have to consider moving time of computing (servicing) node to the location of task serviced. Let’s denote leff, i be an effective slack time of task i (slack time including moving time), then leff, i is computed as following: leff, i = li - mi. (7) Now, we compute the leff, i. As distribution of l i is λ, leff, i (when leff, i > 0) distribution is computed as follow: (8) leff, i (when –M < leff, i <0) distribution is computed as follow: (9) An average deadline meet ratio of task A (without conflict) is the probability of leff, i > 0. (10) Deadline meet ratio of task B following task A is: (11) As we assume mA and eA are evenly distributed on [0, M] and [0, E], respectively, mean (DMB (λ, mA, eA, mB)) is computed as:
(12) We can find that mean (DMA (λ, m)) and mean (DMB (λ, mA, eA, mB) are same as obtained in subsection 2.1. As parameters using in two analyses are the same but leff, i = li, - mi, two deadline meet ratios computed in 2.1 and 2.3 must be the same. (One uses li > mi while the other leff, i = > 0, which is basically same, to compute deadline meet ratio.) 2.3 O-ELST (Optimal Effective Least Slack Time First) As the ELST algorithm cannot improve real-time performance, we consider the optimal algorithm which changes schedule for two tasks (task A and task B) when the changed schedule can improve the real-time performance. Let p be probability of meeting deadline of firstly scheduled task (task A). (13) Let q be probability of meeting deadline of the secondly scheduled task (task B). (14) We use somewhat different approach from LST and ELST scheduling to compute deadline meet ratio for O-ELST scheduling. O-ELST scheduling considers moving time as well as slack time to improve deadline meet ratio. When task A and task B conflict, O-ELST schedules tasks (A followed by B or B followed by A), which maximizes a deadline meet ratio. On a schedule of A followed by B, there are four cases: • Both A and B meet the deadline (probability of pq): In this case, O-ELST does not change schedule (choose schedule of A followed by B) • A only meets the deadline (probability of p (1-q)): In this case, O-ELST changes schedule (B followed by A) if both A and B meet the deadline. Probability of meeting deadline for both A and B
Finance Facility for Immunisation to help low-income countries build their health systems to deliver better immunisation services to their people. We will also work to halt and reverse infectious disease transmission, including HIV/AIDS, tuberculosis and malaria, and address the growing problem of non-communicable diseases, particularly in the Pacific. We will invest in strengthening the overall health systems in partner countries to deliver services that benefit poor people—for instance, training doctors, nurses and midwives, and improving drug procurement and distribution. We will empower poor communities to improve their health through direct support to reduce the economic and social barriers that prevent the poor accessing critical health services and interventions. We will also help combat avoidable blindness through support for better screening and treatment. 5.2 Promoting opportunities for all We will also expand opportunities for people in developing countries to lift themselves out of poverty through our work in education, gender equality and disability. Our key development objectives Enabling more children, particularly girls, to attend school for a longer and better education so they have the skills to build their own futures and, in time, escape poverty. Empowering women to participate in the economy, leadership and education because of the critical untapped role of women in development. Enhancing the lives of people with disabilities. Education There have been impressive gains in getting more children into school, particularly girls, with the number of children not in primary school falling from 100 million in 1999 to 67 million today. The quality of education is a challenge across all regions. Too many young people are leaving school without the necessary literacy and numeracy skills to be fully productive members of society. The link between school and work is also a growing challenge, particularly in countries with high population growth rates and large youth bulges, for example, Solomon Islands, East Timor, and Papua New Guinea. Education will become the flagship of our aid program. Our primary focus will be to increase the number of children in school, keep them there for longer, and help them to learn more while they are there. In our immediate region, we will support the whole sector, from early childhood to vocational training and higher education. We will particularly on addressing the financial and social barriers to girls’ education, including in Afghanistan (Box 8). Box 8: Australian support for education in Afghanistan Education has been one of the success stories of Afghanistan over the past 10 years. With support from Australia and other donors, more Afghans now attend school or receive some sort of education than
Minor: tripping, shoving or “horse-play” without intent to harm Major: fighting, hitting, inappropriate grabbing of body parts or shoving with intent to harm Level 1 Infractions - Offenses which are considered less serious or harmful to others Infraction Definition of Infraction Consequences 4B - Uses Profane or Obscene Language to Another Vulgar verbal messages, words or gestures that include swearing/cursing or name calling used to another Assign consequences appropriate for the type and number of infractions that will include: Detention(s) – Multiples may be assigned Conference with student Parental contact In school suspension(s) – Multiples may be assigned Conference with student Parental contact NOTE: Repeated violations (3) of these infractions will be coded as Level 2 infraction – (#10B) Repeated Rule Violation. 8A - Possesses Tobacco or Lighter The possession of tobacco products, e-cigarettes, or lighters on school grounds, at school-sponsored events, or on school transportation vehicles. 10A - Disturbs the school Behavior causing major disruption of instruction or any school activity that includes, but is not limited to, sustained loud talking, yelling or screaming, noise with materials, and/or sustained out of seat behavior 10B - Repeated Rule Violation A student has had repeated (3 or more) infractions in another category and continues to violate the same rule 12 - Writes profane and/or obscene language or draws obscene pictures Writes or draws pictures, words or images considered indecent or offensive, such as graffiti, letters, notes, posters, etc. 17 - Violates traffic and safety regulations To break any law that pertains to the obstruction and flow of traffic and/or safety regulations. 39 - Gambling Wagering money or property 43 - Improper /Dress code or ID violation Out of dress code or not visibly wearing a school ID 44 - Academic dishonesty (cheating) Cheating that occurs in relation to a formal academic exercise and may include plagiarism, fabrication, or deception 47 - Misusing the Internet or other forms of technology Violating the LPSS Internet Use Policy
when attempting to maintain the software. This can make it more difficult to reliably estimate the cost and duration of software maintenance efforts. Predictability refers to the ability of managers and maintainers to estimate when maintenance tasks will need to be performed [12]. Some applications are regularly maintained (e.g., updates to an accounting application are regularly updated with new tax laws), while others are updated at unexpected intervals due to novel changes in the organization’s operating environment. As the ability to anticipate such maintenance is decreased, it becomes more complex to manage the maintenance process as preferred, or even required, resources may be unavailable when critical maintenance tasks need to be performed. Magnitude refers to the overall size of the maintenance task to be performed as measured by lines of code added during the maintenance task [12]. Some modifications are extensive, while others are minor or incremental. Given that larger modification sizes tend to incorporate more code and therefore are more likely to affect interoperability, larger maintenance tasks can be expected, all else being equal, to decrease the ability of maintainers to correctly update the code, as well as the ability of management to successfully oversee such tasks. Software volatility could change the inherent complexity associated with updating a software application, and this may have important implications for the effectiveness of the knowledge-sharing approaches adopted by management to facilitate corrective software maintenance [9, 10, 11, 12, 13]. Thus software volatility may serve as a key moderator of the relationship between technology-, experience- or skill-based approaches to knowledge sharing and corrective software maintenance performance. In this paper, we formally investigate whether this is the case, asking the following overall research question: How do software volatility patterns moderate the effectiveness of technology-, experience- and skill-based approaches to knowledge sharing in corrective software maintenance?
Host Contact: Office Phone: Cell: Email: Training Site The computer laboratory should have the capacity to seat 20 participants comfortably for the duration of the course. If the training site is different from the host agency site become complete the follow: Training Site: Address: Room Capacity: Audio Visual Equipment NASRO courses utilize a variety of audio-visual equipment in the classroom. Instructors also utilize PowerPoint during lectures as a teaching tool for the attendees. Use of the LCD projector will be required and at least a six foot projection screen or appropriate backdrop. Lodging Information Depending on the training site, we ask hosts to assist NASRO in making hotel information available to attendees. If the course will be held at a hotel or academy, please provide the information for that location below. If the course will be held “off site,” such as a police department training room or police academy we ask that the local host provide information on at least two nearby hotels for those needing lodging for the course duration. Local host should contact local hotels to request a discounted rate for NASRO training participants. Hotel #1 Address: Phone Number: NASRO Training Discount:
Quality teacher marking Example 1: Science example, student responds to the target as part of the starter for the next lesson. The student’s comment is in green At its simplest the FB/FF allows staff to focus on the positives and suggest an area for improvement. In best practice around school the comments should be directly related to objectives /success criteria. Outstanding feedback would also include clear evidence of students responding to the targets/questions/FF. Example 2: Humanities example, teacher poses a question as a target to encourage a response
Teacher Name of student Year Data Presentation (e.g. neat work, use a ruler) Acknowledgement comment (e.g. ticks) Isolated Praise (e.g. excellent or good effort) Comment about completion of work (where is your hwk) Marking for literacy Specific comment linked to subject learning/L.O) Evidence of quality teacher feedback (FB/FF) Evidence that students are addressing feedback (DIRT) Evidence of peer/self assessment Verbal feedback is given Additional comments KS2 KS3 Target Current level
Teacher Name of student Year Data Presentation (e.g. neat work, use a ruler) Acknowledgement comment (e.g. ticks) Isolated Praise (e.g. excellent or good effort) Comment about completion of work (where is your hwk) Marking for literacy Specific comment linked to subject learning/L.O) Evidence of quality teacher feedback (FB/FF) Evidence that students are addressing feedback (DIRT) Evidence of peer/self assessment Verbal feedback is given Additional comments KS3 KS4 Target Current Grade
Adherence to Agenda Topics and Timeframes 1 Disagree We had no agenda or got sidetracked to items not on our agenda. 3 Neutral We followed our agenda but spent too much or too little time on some items. 5 Agree We followed our agenda and time frames, and we developed action items. Communication Process 1 We didn’t on one another’s ideas, had too many ideas on the table at once, or had side conversations. 3 We listened to one another but didn’t stop to summarize or clarify issues. 5 We reached closure on one idea at a time, built on one another’s ideas, and clarified issues. Meeting Participation 1 Very few members contributed questions, concerns, or resources. 3 A majority of members contributed but some who had information to offer did not. 5 Each member contributed ideas and information appropriately. More participation would not have been helpful. Meeting Preparation 1 Members were not prepared to discuss assignments or action 3 Members came with assignments completed. 5 Assignments were completed to the best of each member’s abilities and resources. Meeting Facilitation/Leadership 1 No one made procedural suggestions. The team became bogged down and/or frustrated. 3 The team focused on the agenda but not on member’s feelings about issues (or vice versa). 5 The team stayed on track and maintained member’s self-esteem. Decision-Making Process 1 Decisions were made primarily by one member 3 We had to resort to voting to reach agreement on issues. 5 We reached agreement easily and made effective decisions quickly. Overall Meeting Success 1 This meeting was a waste of time. 3 We accomplished some things. 5 This was a very effective meeting. Comments: Meeting Minutes Sample #1 Meeting Name (Meeting Minutes) Date: Time: Location: Meeting Objective: Type of meeting: Facilitator:
Specific Features Acuity dependent on number of patients requiring specialist interventions Local Flexibility Cross template. Can drop to 2 trained on each shift and remain safe Staff group Late Twilight Matron 3 supervisory days Qualified Nurses 3 3 2 Non Registered Staff 3 3 2 Ward Tavy Speciality Orthopaedics (elective) Bed Numbers 24 Specific Features Nil Flexibility Cross template. May be able to drop to 2 trained on each shift and remain safe (if ward changed to trauma increase by one non-registered per shift Staff group Late Twilight Night Matron 3 supervisory days Qualified Nurses 3 3 2 Non Registered Staff 3 3 3* *share an auxiliary across a template (rostered on Tavy) FLOW FOR RESOLUTION OF STAFF SHORTAGES
EFFECTIVENESS GOAL VII: To ensure consumers have their client rights reviewed with them annually. Objective A: 100% of charts reviewed will indicate a copy of consumer rights was reviewed annually. Expectation Population How Measure Who Responsible 100% of charts reviewed CHS consumers surveyed CHS Peer Review Tool CEO/CM Supervisors First Quarter 2011 Second Quarter 2011 Third Quarter 2011 Fourth Quarter 2011 Hannibal: Fulton: Hannibal: Fulton: Hannibal: Fulton: Hannibal: Fulton: RESPONSE: First Quarter: Second Quarter: Third Quarter: Fourth Quarter: PERFORMANCE IMPROVEMENT PLAN EFFECTIVENESS
Objective A: 90% of all crisis are reviewed at least monthly at CM meetings. Expectation Population How Measure Who Responsible 90% of all crisis calls/CIP are reviewed CHS consumers with crisis CM Meeting Minutes CM Supervisors First Quarter 2011 Second Quarter 2011 Third Quarter 2011 Fourth Quarter 2011 Hannibal: Fulton: Hannibal: Fulton: Hannibal: Fulton: Hannibal: Fulton: RESPONSE: First Quarter: Second Quarter: Third Quarter: Fourth Quarter: PERFORMANCE IMPROVEMENT PLAN EFFECTIVENESS GOAL XI: To ensure a professional review of the medical practice provided by CHS psychiatric providers to CHS consumers.
Heart Failure Collaborative Kick-Off Meeting Affinity Group Notes Effective Transitions & Using Transitional Coordinators Facilitator: Len Fromer, MD, Group Practice Forum Root cause of readmission/care Poor communication – “it’s the little things” Poor hand-offs (fall through cracks) Not just post-hospital (home, pharmacy) Who is responsible person? Specified person? (care manager) Needs to “touch” patient Start in ED- Follow patient in continuum Team that cares for patient – ONE IP/OP TEAM Coordinate anything patient needs Discharge PA’s –communicate to post acute practitioners (takes 45 minutes to do discharge) Duties: calls medication reconciliation, follow-up appointment electronic record documentation Task list Billing: 85% for NP/PA for discharge Value –based compensation for hospitalists LOS Readmissions Team-measure Some individual Outside cardiologist, competition for billing Inpatient/outpatient? Or the inpatient? Risk stratification- workflow that includes transition – avoid duplication, most efficient use of RN Are hospitalist/case managers aligned? (Employed by hospital vs. group) Does hospital want to develop its own program? Measure outcomes- readmission rates (opportunity to improve) Pharmacy: Give two weeks for free (brown bag) Coordination with outpatient pharmacy (owned)—can bill for pharmacy services Med adherence – pharmacist, vendor (WellMed), medical assistants, pharmacy residents authorization Managing outpatient studies? Genomics and medicine Natural medicine
How to Achieve Salvation Faith and Good Works Good works are effect of salvation, not cause Faith Faith Good works may or may not be evidence of salvation Faith Role of Clergy Hierarchy: pope, bishops priests, laity Only clergy can administer sacraments and interpret scripture “Priesthood of all believers”= direction relationship with God No pope but ministers oversee sacraments Scripture alone, authority of Bible not Church Hierarchy: pope, bishops priests, laity Only clergy can administer sacraments and interpret scripture Ministers, elders, deacons, people Ministers help explain scripture and provide moral guidance Ministers help explain scripture and provide moral guidance State and Church Pope is spiritual leader over all sovereigns Religious choices up to individual but must obey ruler Two kingdoms: spiritual and temporal King is head of and head of church Religious organization is the state Church and State completely separate secularization Where Strongest Italy South Germany Ireland Poland France North Germany Scandinavia: Sweden, Norway, Denmark Only England Netherlands France Switzerland (Geneva) Switzerland Various parts of Europe Characteristics Counter Reformation uphold all 7 sacraments Women: Ursuline order of nuns increased female education Meant to reform the Catholic church not break with it value of home increased and women in charge of home Influences: unintentionally creates denominations of Protestantism Basically Catholicism Not adopted by but by king (top-down adoption rather than bottom-up) Women: Queen Elizabeth head of Anglican Church Predestination Not tolerated until after Thirty Years’ War Women: Upper class women take responsibility for public welfare (schools, orphanages, fund dowries) Influences: Presbyterians (Scotland), Huguenots (France), Puritans (England) Public #1, hated by all in Europe Religious toleration Women in ministry Influences: Quakers, Baptists
homework help defined as autonomy support/self-regulated learning, control, interference, and cognitive engagement. LaFerve and Shaw (2014) discuss former studies that have shown that school-based involvement is linked to academic achievement in elementary students, but not high school students while home-based involvement results in higher academic achievement for high school students, but not elementary students. In addition to the investment of time, Altschul (2011) discusses the investment of money by parents to further their child’s education which may include purchasing educational resources for the home, paying for tutoring services, or spending money on the aforementioned educationally stimulating activities. DePlanty, Coulter-Kern, and Duchane (2007) also assert that parents who are financially secure, have stronger social networks, and are educated are more likely to be involved in their children’s education. LaFerve and Shaw (2014) also indicate a correlation between socioeconomic status and academic achievement. According to DePlanty, Coulter-Kern, and Duchane (2007) many parents feel isolated from the school. They do not feel that there is open communication between parents and faculty. Many parents indicated a desire to be actively involved in their child’s education, but felt the teachers did not initiate or nurture that relationship. On the other hand, teachers felt that they did not have adequate time to make parent contacts and have parent-teacher conferences. Similarly Wallace (2013) identifies institutional barriers or feelings of being ignored or dismissed by school faculty as a major inhibitor to minority school-based parental involvement. Like Wallace, Williams and Sanchez (2013) suggest that low socio-economic parents face multiple barriers with being educationally involved with their children. Some barriers include lack of time to visit school due to work schedules, lack of financial resources to buy educational resources, and lack of time to spend helping their children outside of school.
Interested firms are hereby invited to submit expressions of interest. Expressions of Interest should be submitted, in English, electronically through World Bank Group eConsultant2 (https://wbgeconsult2.worldbank.org/wbgec/index.html) NOTES Following this invitation for Expression of Interest, a shortlist of qualified firms will be formally invited to submit proposals. Shortlisting and selection will be subject to the availability of funding. Only those firms which have been shortlisted will receive notification. No debrief will be provided to firms which have not been shortlisted. Qualification Criteria 1. Provide information showing that they are qualified in the field of the assignment. * 2. Provide information on the technical and managerial capabilities of the firm. * 3. Provide information on their core business and years in business. * 4. Provide information on the qualifications of key * * - Mandatory
By investing in the efficiency of buildings and appliances, promoting smart energy choices and subsidizing energy-saving efforts for low-income families, natural gas utilities are helping their customers save money and reduce their carbon footprint, while maintaining the comfort and productivity of their homes and businesses. Saving Customers Money America’s natural gas utilities have demonstrated their commitment to promoting cost-effective and practical approaches to increasing energy efficiency. In 2014 utilities invested $1.27 billion in natural gas efficiency programs, and budgeted nearly $1.5 billion for the 2015 program year. As part of these programs, utilities provide valuable tools, incentives and information to help their customers understand and reduce their energy usage. These include: Offering low-interest financing, cash rebates and other financial subsidies for high-efficiency natural gas appliance purchases and whole home or building efficiency improvements. Providing home energy audits, weatherization kits and programmable thermostats. Supplying information on insulation and appliances. Connecting customers with experienced and reliable appliance and service providers. Providing web-based information resources and energy usage calculators. Assisting Low Income Customers The typical low income family spends 13 percent of its income on home energy, four as much as families that fall above the poverty line. Nearly half of low-income families use natural gas to heat their homes and they benefit from assistance offered to them by many natural gas utilities in the form of: Bill payment assistance. Free home energy audits and low- or no-cost equipment replacement. Weatherization assistance – a service provided by natural gas utilities in 74 percent of natural gas efficiency programs and by the federal Weatherization Assistance Program. Natural Gas Use in Homes and Appliances Is the Efficient Choice Nearly 69 million American homes use natural gas, and 84 percent of those homes use it to keep warm. Natural gas utilities provide this efficient energy source that helps customers reduce their total energy consumption, particularly in residential and commercial (R&C) end-use applications. Gas use efficiency and appliance technology have improved tremendously over the past four decades, resulting in natural gas furnaces and boilers that can achieve 97 percent efficiency. The average American home consumes 50 percent less natural gas than it did in 1970 despite being 61 percent larger. Since that time, the decrease in natural gas use per residential and commercial customer has averaged one percentage point per year.
not dealers). Should all entities be subject to the same requirements? Entities that supply less than a certain number of vehicles in a compliance period could be granted a concessional arrangement, such as: An alternative weighted average target; and/or An exemption from meeting any sales weighted average target. What penalties could be applied if entities failed to comply? Penalties could be applied in the form of: A financial penalty could be applied per vehicle for each unit of exceedance (i.e. gCO2/km or L/100km over target); Type approvals be suspended, cancelled or refused; and/or Suppliers/manufacturers be excluded from government fleet purchasing.
Average annual regulatory (from business as usual) Change in ($ million) Business Community organisations Individuals Total change in costs ($ million) Total, by sector 2,005.78 (Target A) 1,381.43 (Target B) 742.93 (Target C) 2,005.78 (Target A) 1,381.43 (Target B) 742.93 (Target C)
Tool : Netbeans 7.2.1 Database : MYSQL REFERENCE: Yuan Zhang, Qingjun Chen, Sheng Zhong, “Efficient and Privacy-preserving Min and k-th Min Computations in Mobile Sensing Systems”, IEEE Transactions on Dependable and Secure Computing 2017.
Unit 3-___Multiplying and Dividing Decimals____ _________5_________________ Task Name Page Number Standards to Assess Efficient Assessment Ideas the Point Pg 43-46 MCC5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole number exponents to denote powers of 10 Exit task: Using your knowledge of division and place value, do you believe that this answer is correct or incorrect? Justify your reasoning using pictures, numbers and words 1.69 ÷ .4 = 42.25 Number (this would be given paper/pencil after many discussions about patterns noticed when multiplying numbers with the same digits) Modified MCC5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used 16 X 24 16 X 2.4 16 X .24 What patterns do you notice? Explain your thinking Number Talks (this would be given paper/pencil after many discussions about patterns noticed when dividing numbers by powers of 10) MCC5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole number exponents to denote powers of 10 14 X 10 14 ÷ .1 14 ÷ 10
Unit 4-_Adding,Subtracting, Multiplying and Dividing Fractions Grade: __5___ Task Name Page Number Standards to Assess Efficient Assessment Ideas Sharing Candy Bars Differently Pg 43-47 MCC5.NF.3 Interprets a fraction as division MCC5.NF.4 -.6 Multiplies fraction by numbers and other fractions Exit Task: Group A 4 people share 8 candy bars Group B 3 people share 6 candy bars Are these groups fair? Justify Why using pictures, numbers and words Flip it Over Pg 77-84 MCC5.NF.1 & .2 Adds and subtracts fractions with unlike denominators using equivalent fractions Exit Task Put a Fraction picture card, and Fraction card under the doc cam. Choose 3 operation cards. Ask the students to write down what operation card they should use to get the fraction on the fraction card Example: Picture Card 13/16 Operation Card Choices: +3/8, +1/4, +1/8 Answer (Fraction Card) 15/16 Up and Down the Number Line Pg 85-89 MCC5.NF.1 & .2 Adds and subtracts fractions with unlike denominators using equivalent fractions TEACHER OBSERVATION OR Pg 89 Tell students they are starting at ½, have them add 1/8 and 1/4. And show where they would end on
Unit 3-Understanding Shapes and Fractions First Task Name Page Number Standards to Assess Efficient Assessment Ideas Task 3 Which One Doesn’t Belong 24 G.1 Use p. 27-28 to see if students are sorting all by defining or non-defining attributes or if they are using both sets of attributes to explain their thinking. This is good individually and as a whole group to help inform your instruction. Task 7 Day at the Museum (part II) 43 G.2 The lesson for students to use cubes to create other shapes. This limits the types of shapes that can be made. If you have polydrons left from Bridges, you could use these too. Task 8 Shape Detective 47 G.1 Collect p. 50 and sort into 3 piles of SP, MP, ND. Task 13 Sweets for the Sweet 70 G.3 Use intervention on p.72 and the Brownie Workmat. Collect student work to assess. Task 17 Connecting Shapes and Fractions 91 G.1 G.2 G.3 Use the recoding and scoring guide from district website Unit 3 resources Have students create shapes on geoboards with a privacy screen. When they hold up their boards, check only the students who were not able to make the shape.
how individuals’ moral identity might influence our results. We explored this question using our measure of moral identity as a control variable and then a moderator variable. Importantly, the positive relationship between the implicit association and dishonesty is robust controlling for moral identity, as well as for our previous control variables (actual performance, age, and gender), b = .56, SE = .15, p < .001, 95% C.I. = [.26, .86]. However, moral identity had significant, albeit weak relationships with the implicit association between honesty and effort (r = −.14, p = .04) and with dishonesty (r = −.19, p = .01). This suggests that individuals with high levels of moral identity were less likely to implicitly associate honesty and effort and were less likely to be dishonest. Finally, we examined an interaction term between the implicit association and moral identity. We found a significant interaction, after controlling for performance, age, and gender, b = –.34, SE = .16, p = .03, 95% C.I. = [–.66, –.03]. Specifically, the positive relationship between the implicit association and dishonesty was stronger at lower levels of moral identity than at higher levels of moral identity, suggesting that moral identity plays a role as an important individual difference (see Figure 1). In sum, Study 1 provides initial support for Hypothesis 1 that individuals indeed vary in their lay theories about the relationship between effort and honesty and that those lay theories are related to their subsequent dishonest behavior. Specifically, the more the individual associated honesty with effort, the more likely they were to cheat in an unrelated task. Additionally, we show that the influence of these lay theories on dishonesty was robust after controlling for standard demographic differences and, more importantly, moral identity.
Table 2 Means, Standard Deviations, and Zero-order Correlations, Study 1 Variables Mean SD 1 2 3 4 5 1 Implicit Association –0.74 0.5 2 Dishonesty 0.65 1.49 0.17* 3 Actual Performance 0.64 0.96 –0.06 0.04 4 Moral Identity 5.09 0.9 –0.14* –0.19** 0.15* 5 Age 35.19 12.1 –0.01 0.07 0.04 0.06 6 Female 1.45 0.5 –0.02 –0.02 0.11 0.26*** 0.05 Note. N = 339; Implicit association refers to the d score from the IAT. Female is 0 if male, 1 if female. *p < 0.05, **p < 0.01, ***p < 0.001. Table 3 Poisson Regression Analyses for Dishonesty in the Boggle Task, Study 1 Dishonesty Predictor Variables Model 1 Model 2 b SE b SE Implicit Association 0.69* 0.15 0.68** 0.15 Actual Performance 0.11 0.08 Age 0.01 0.01 Female –0.11 0.17 N 209 208 Likelihood-ratio χ2 20.02** 25.31** Pseudo R2 0.035 0.045 Note. Implicit association refers to the d score from the IAT. Female is 0 if male, 1 if female. **p < 0.01, *p < 0.05.
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Steps Go to EUA and verify your EUA Profile. Use the Primary email listed in your EUA profile for your EFI registration. From the EFI login page () enter your EFI Username/Password (EFI is case – sensitive). Note: Reference to section for steps on how to Login with Username / Password. Click the Access menu and then click Request/Update PIV. Request / Update PIV from the top menu screen Figure 31: Request / Update PIV from the top menu If you do not have an existing CMS User ID in EUA, when you click Request/Update PIV tab, a message will appear with the following error. Figure 32: Request / Update PIV - Error message If you need to verify the status of the CMS User ID in EUA, click the View Access option under the Access menu. Figure 33: Access/View Access – Status EUA Complete – Account Created You will click the Request/Update PIV option under the Access menu in order to send the required information online. You will be presented with the following information: “To submit a PIV request you must complete the HHS PIV Applicant Training at: .” Once you complete this, you will need to go to the “Additional Details” section and upload the training certificate. You will need to the SSN number in the “Personal Details” section and then click the Submit Request button. Figure 34: Request/Update PIV – Access Page Additional Details section where user will upload the training certificate Figure 35: Request/Update PIV – After clicking the Submit Request button, the user will sign the request and confirm twice (reference to section for steps 9, 10 and 11) You will be directed to the Status page showing a summary of your input and the status of your request. Figure 36: Request / Update PIV – Status