zilongwang/ReadingBank huggingface dataset:
If you have suggested additions, or you find that some links are not working, please email Minor Award Name Digital Media Technology Minor Award Code 4N1858 Level Level 4 Suggested resources to support delivery: Theme/Topic Type Relevance Author/Source Web Link Getting Started with Multimedia Composition Website Covers Blogging, Wiki, Audio recording, Screen casting, Video Production Media Education Lab Copyright & Fair Use (US) Website Lesson plans and resources on copyright issues in the US Media Education Lab Legal & Copyright Issues - Short Introduction video on Legal & Copyright Issues Ryan Molton Storytelling Website portal App & sites for storytelling Common Sense Graphite Digital Citizenship Lesson plans and curriculum Lesson plans and curriculum sample for Digital Citizenship Common Sense Media Irish Internet Safety Awareness Centre Website portal Internet safety information PSDT -
100 Photoshop Tutorials Tutorials Tutorials on Adobe Photoshop Designrfix Adobe Photoshop CS6 Tutorial for Beginners - Part 1 Video Video tutorial on Adobe Photoshop & Youtube Adobe Photoshop CS6 Tutorial for Beginners - Part 2 Video Video tutorial on Adobe Photoshop & Youtube Adobe Illustrator Video - Short Introduction to Adobe Illustrator Adobe Illustrator software Software trial Software trial Adobe Introduction to ‘what is illustration’ Video - Short Introduction to Adobe Illustrator PBS Digital Studios Illustrator CC tutorials from novice to expert Video tutorials Video tutorial on Adobe IllustratoF Various authors Illustrator shortcuts Resource Resource Adobe.com The A to Z of Illustrator Resource The A to Z of Adobe Illustrator Mary Winkler How to design a t-shirt Tutorial design tutorial Adobe.com Ilustration Friday Website Design briefs Illustration Friday team Colour Theory Video - Short Video on Colour Theory Karen Kavett CMYK & Printing - Short Video on CMYK & Printing Karen Kavett Introduction to Typography Video - short Video on Typography Seçkin Cebeci How to design a logo Video - Short Video on How to design a logo Karen Kavett What a good logo? Article Good logo design Just Creative History of logo design Article History of logo design Logoorange.com
Boats/Books,” Dave Parry (2010b) suggests, for example, that Web 2.0 should cause scholars to abandon the filter the “publish print” model of peer review and opt instead for a “publish then filter” model endemic to blogging. Print publishing, he argues, responds to the dearth of materials by weeding out poor contributions before publication. The web has an infinite capability for publishing, so filtering should occur with reTweets or posts on Facebook. The “publish then filter” model definitely has its own limitations and complications, but it also provides a new way to conceive of the relationship between William Blake, academia and the public. If scholars abandon the mimetic “what would William Blake think” model of Digital Blake scholarship and adopt the performative network model of Digital Blake I described above, a wider range of scholars, artists, academic and non-academic users could contribute to the collective act of defining William Blake. A project I co-edit with Jason Whittaker called The Blake 2.0 Cloud responds to Dave Parry’s call for a reinvigorated form of humanities scholarship. The Blake 2.0 Cloud is a collection of sites including “Zoamorphosis: A Blake 2.0 blog,” a playlist of podcasts called “The William Blake Channel,” an ethnographical study on the online reading habits of everyday people encountering Blake called the “Blake Digital Reading Project,” a Tumblr page showcasing Blake’s art, self-published books available on amazon.com, and accounts in Facebook, MySpace, and Twitter that disseminate content about the site along with daily quotes from Blake (Figure 4). Figure 4: Screenshot of the Blake 2.0 Cloud (Whittaker and Whitson 2010) computing is, according to Eric Knorr and Galen Gruman (2007), a group of “virtual servers available over the Internet,” which provide “a way to increase capacity or add capabilities on the fly without investing in new infrastructure, training new personnel, or licensing new software.” By multiplying the locations of servers and applications, cloud computing allows users and developers to “exploit functionality over the Internet, rather than delivering [or consuming] full-blown applications” (Knorr and Gruman, 2007). The online functionality of cloud computing makes collaboration more economically feasible and conceptually desirable, as it shifts the structure of a website
Introduction Indian Customs EDI Gateway (ICEGATE) is the gateway for the users of Indian Customs EDI system. All the Individuals (Importers/Exporters/CHAs/Airlines/Shipping Lines/Shipping Agents etc.), trade partners (Banks/Custodians/PQIS/FSSAI etc.) or Govt. Agencies (Ministry of Commerce/DGCI&S/DG, Valuation/DGFT/CRIS/CONCOR/Ministry of Steel etc.) connect ICEGATE for documents filing (BE/SB/IGM/EGM/CGM etc.), data sharing under Customs Business Process (several information shared through messages with the help of Server to Server SFTP communication system) or for administrative, statistical, analytical or policy making purpose through SFTP in automated environment. It provides Remote EDI Services (RES) to the trade and industry for filing documents, data exchange, e-payment, status enquiry, document tracking, query-reply etc. In recent past, ICEGATE has been observing challenges on account of impersonation of Identity of the registered user, tracing the identity of user, misuses of credibility of accredited clients etc. Further, Sec. 5 if the IT Act, 2000 envisages that the electronic documents, which are supposed to be signed by a person in case it is filed in a hard copy, must be singed digitally by the person authorized to sing it. Hence data exchange and acceptability of documents received through RES has imminent need to implement digital signature for the documents/ messages receiving / forwarding electronic to and fro the customs business partners, stakeholders and other Govt. Agencies. Further, demand from the trade and industry, several associations and other Ministries have been received for making Customs EDI business process paperless.
Digital Citizenship - Cybersafety Focus Questions: How can we stay safe online? How can we protect others? Students learn about: Students learn to: Teaching and learning General Capabilities Elements/ Quality Teaching Assessment - online dangers - cybersafety /safe online habits - identify online dangers - describe how to stay safe online by managing security protocols - students copy ‘Today we will:’ from SmartBoard - students answer revision question: How can we avoid plagiarism - class discussion/ teacher questioning What is Cybersafety? What does it involve? - students watch videos on Online safety and from Activity - brainstorm/Mindmap/teacher questioning ways to stay safe online (re: password security, not disclosing personal information, not displaying personal photographs, security settings on SNS and devices, only interacting with people you already know) - students copy created Mindmap in books - ICT Activity - Students work in pairs to create a Powtoon video on How to stay safe online using - students provided with rubric of criteria for Powtoon video on Online Safety [Extn Activity 7X given more challenging criteria for video] - teacher first models how to use Powtoon and how to publish. Students’ creations are uploaded to BHS Virtual Library ICT.1 , ICT.3 ICT.5 , PS.3 EU.2 1.1 Deep knowledge 1.3 Problematic knowledge 1.4 Higher Order Thinking 2.1 Explicit quality criteria 2.2 Engagement 2.4 Social support 3.1 Background knowledge 3.3 Knowledge integration 3.5 Connectedness AOL - bookmark of created Mindmap ; assessment of created Powtoon video against rubric AFL - monitoring discussion to provide guidance, clarify and provide feedback ; feedback of Powtoon video AAL - paired activity encourages self and peer assessment against rubric Digital Citizenship - Cyberbullying Focus Questions: What is Cyberbullying? What are the effects of Cyberbullying? What we can do to report and prevent Cyberbullying? What Australian laws and school policies are in place to deal with Cyberbullying? Students learn about: Students learn to: Teaching and learning General Capabilities Elements/ Quality Teaching Assessment
into further discussions surrounding the future of identity, authentication and authorisation. The group showed a keen interest to be engaged which led to the commencement of this approach. Prior to any form of engagement the DCIS design team considered the future identity environment, and commenced the development of high level Digital Service Provider (DSP) scenarios. These would be coupled together with examples of ATO retail high level scenarios, in a presentation pack that could be consumed by developers, giving them a picture of what the future of identity could mean for their services. The approach would involve direct one on one engagement with developers, which were willing to participate in discussions whilst being walked through the aforementioned pack. A trial run of the contents of the pack would be tested with ABSIA, prior to official engagement with their community. This was completed with ABSIA on 25th May 2017. The success of the trial would give the DCIS project team the green light to commence the DSP engagements. ABSIA would canvass the community of developers and put forward nominations of those willing to partake in discussions. Deliverables The DCIS design team will provide the report detailing all of the findings including any recommendations based on the insights gained from these engagements back to the developer community. Stakeholders Project team Product Manager: Ben Foster, Digital Business Lead, Digital Identity Services, EST Product Manager: Claire Miller, Digital Business Lead, Digital Identity Services, EST Enterprise Architect: Peter Karouzos, Enterprise Architecture, Digital Delivery, EST Technical Solution Manager: Hoshedar Elavia, Digital Identity Services, EST Assistant Director: George Afarian, Digital Identity Services, EST Assistant Director: Nicole Shepperd, Digital Identity Services, EST Designer: Esteban Martinez, Digital Identity Services, EST DCM: Terry Seiver, Software Experience, DPO
10:00 Refine the high level requirements Group discussion 10.45 Morning tea (15 mins) 11:00 Extrapolate design considerations based on high level requirements and design principles Group discussion 11:05 Develop a high design for the server side machine to machine credential Group discussion 1:00 Lunch (30 mins) 1:30 Develop a high level design for client side machine to machine credential Group discussion 4:20 Wrap up and next steps Danielle Avice For further information, please contact DPO@ato.gov.au
PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, knowledge & experience level equivalent to NVQ2, GCSE, City and Guilds with some relevant work experience in marketing based subject Demonstrable experience of working in an online marketing role, ideally in services marketing Demonstrable experience of using content management systems Demonstrable experience of editing and preparing copy for various online channels. High level of competence in both written and spoken English. Experience of online applications such as event calendars and image libraries. Application Application Application/ interview Application, interview, job related task Application, interview Planning & organising Ability to manage resources, prioritise and meet tight deadlines. Ability to contribute to a number of projects teams simultaneously and to respond to new and changing requirements. Application, interview Application, interview Problem solving & initiative Ability to analyse and problem solve and provide advice for various client groups. Application, interview Management & teamwork Excellent interpersonal skills and the ability to engage with individuals across departments at all levels Application, interview Communicating & influencing Good written skills, excellent communication and interpersonal skills. Interview Other skills & behaviours Good general knowledge to allow understanding of academic and research related topics. Customer focussed Creative individual Experience with software including Photoshop, Dreamweaver, html and any other web authoring packages. Some familiarity with a university environment and an understanding of the market positioning of a Russell Group university Interview Interview Interview Application, interview Special requirements Occasional flexibility to work unusual hours and to travel Interview
3. Digital Media – Story Questions Who is the protagonist of this story/game? If there is more than one protagonist, explain what unites the group of protagonists (if the project is a first person game the player is the protagonist) What is the goal of the protagonist? What does the protagonist want to achieve or overcome in this
GENERAL DATA AND INFORMATION: Circuit Ref: Designation DPM Panel No : Type SQLC-110L Make DAIICHI Class 1.0 Serial No C.T. Ratio 3000/1A VT Ratio 380kV/115V Output MECHANICAL CHECKS AND VISUAL INSPECTION: Item Description Checked 1 Inspect for physical damage / defects. 2 Verify connections as per approved drawings. ELECTRICAL TEST : Secondary injection test: Ammeter: Function Injected Current Expected Meter AVG %Error Status R Y B Ammeter 0.25xIn 750 A 0.5xIn 1500 A 0.75xIn 2250 A 1xIn 3000 A Results: % Error = (Observed Meter Reading – Expected Meter Reading) / Expected Reading * 100. Voltmeter Function Injected Current Expected Meter AVG Status RY YB BR Voltmeter 0.5xVn 190 kV 1xIn 380 kV
Frequency 1xVn 60 Hz Results: % Error = (Observed Meter Reading – Expected Meter Reading) / Expected Reading * 100 Power meter: Function Injected 3ph voltage & Current Expected reading Meter reading Status Watt VAR meter Watt meter V=1xVn I= 0.5xIn Ø= -30º V=1xVn I= 1xIn Ø= 0º VAR meter V=1xVn I= 0.5xIn Ø= -60º V=1xVn I= 1xIn Ø= -90º % Error = (Observed meter reading-Expected meter reading)/Expected reading x 100
Added information to relate each test with the required digital file to print. For example, “Colorimetric Evaluation (uses Digital Press Form 1)”. Version 0.5 We the following for their comments that have been included in this revision – Jeff Collins, Lode Deprez, Joe Fazzi, Bill Garno, Patrick Harrington, Fred Hsu, Lior Lewinz, Mike Rodriguez, Mike Ruff, Larry Warter. Special thanks to Mark Lewiecki, Adobe Systems, for his elegant solution to creating an automated numbering system in the slugline. Section 1.7 - Target characterization data set. Instead of a specific reference printing condition, supplier is now able to specify any established printing condition of their choosing. Section 1.8 - Measurement Configuration - now includes description and use of X-Rite XRGA technology to reduce effect of inter-model agreement. Section 2.2 - Added explanation for ∆H*. Section 2.2 – Clarified the procedure for calculating ∆F, i.e. using 5 CMY patches compared to their characterization data set L*a*b* values. Section 2.2 – Removed ∆E tolerance for paper white. Section 2.3 – 50% C, M, Y patches are not part of the IDEAlliance Digital Control Strip, but are available via another area on the press sheet. Section 2.4 – New section to describe procedure to provide automated numbering on each page, #1, 2, 3,…1000 as automated slugline, best rendered with PDF Print Engine 2. Section 2.5 – Uniformity within a press sheet, in this section changed standard deviation to maximum deviation in keeping with trend in ISO standards. Section 2.10 – Measurement of gloss – this test had no stipulated tolerance. Now we specify that the print process should not change the gloss of the printed to unprinted stock by more than -10/+20 gloss units. Annex D – example certificate and reporting is provided. De-inking – tests for INGEDE method of de-inking were considered but are not included as part of the certification procedure due to time and cost considerations. Changed name throughout document from Digital Print Certification to Digital Press Certification.
Course Outline This session will be of interest to those who want to find out about trends in Open Access publishing. Course Objectives There is a growing move towards making publicly funded research freely available. This overview session will introduce developments in Open Access publishing, including journals, repositories and data storage. Learning Outcomes At the end of this session you will be of: • The context for Open Access publishing • Locate Open Access journals • Understand the role of repositories. Dates 14/11/12 2.15-2.45pm 7/3/13 12.15-12.45pm Course Outline This session is for all researchers who want to learn more about the role Web 2 can play in improving information gathering and understand how social media facilitates conversation and collaboration. Course Objectives This overview session introduces you to the importance of Web 2 in keeping up to date in your area of research, and the importance of these tools for your online presence. Learning Outcomes At the end of the overview session you will be: • Aware of tools to push information directly to you • Aware of the importance of social media to research. Dates 6/12/12 12.15-12.45pm 12/2/13 12.15-12.45pm as a researcher Course Outline This session is for all researchers who want to learn more about the role social media can play in the research process. Course Objectives This workshop introduces you to the valuable role of social media in establishing your digital identity and its use as a research tool for gathering information. Media such as blogs, Twitter, academia.edu will be explored. Learning Outcomes At the end of the workshop you will be able to: • Appreciate the importance of presenting yourself effectively online. • Understand how social media assists with dialogue and current awareness • Be aware of some of the tools available to researchers. 11/12/12 12-1pm 19/2/13 12-1pm How to book Book through the HR staff development wiki: If you do not have access to the wiki please contact Yvonne at Further help and support Individual consultations are available with either you subject librarian or the research support librarian. For further details or to book a consultation please contact: Yvonne Smith Research Support Librarian 01695 584300 See for further information.
From the Paint drop down menu, …select Save as – BMP picture. a file name such as “<person’s name>Signature Image” and select a location that can be easily accessed, such as Desktop or My Documents. Close the bitmap editor “Paint,” Windows Photo Viewer, and the “PrintKey” application. Open Adobe Acrobat Professional. Select Edit - Preferences. Select Security from the “Categories” column, and click the “New” button. Enter a “Title” for the signature image. The recommended format is to use the person’s name plus the word signature with no spaces. For example, “JohnSmithSignature” as shown below. In the Configure Graphic area, select “Imported graphic” and the “File” button. Click the Browse button and navigate to the location where the signature file was saved. Because the signature file was saved as a .BMP, it is necessary to select .BMP as the file type in the Browse window. Select the signature file name and click the Open button.
The window will display the signature image. If it is correct, click OK. If the wrong file was selected, browse again. UN-select the “Reason” box and click OK. There is now a new item in the Appearance field. Click OK. Step one -- to successfully capture the image of a signature that will be incorporated into the digital signature used to sign documents -- is complete. This step is typically done only once. The next step is to set up the digital signature ID. Section 2: SET UP an Digital Signature ID This section is typically completed only once by a particular person. Once the digital signature ID is set up and a list of authorized signers has been submitted, subsequent digital signatures may be applied according to the instructions in “Section 4 – ROUTINE Digital Signatures.” This process assumes that a user is authorized to sign documents based on the user’s title, or the user has been delegated to sign documents on behalf of the authorized user. Open Adobe Acrobat Professional. Select Tools – Protection – More Protection – Security Settings. Select “Digital IDs” in the left column, then select “Add ID.”
CRITERIA TITLE Criteria A B C D E The student work demonstrates evidence of: Visual representation of ASCII code of initials Correctly encoded 2 letters into ASCII code independently Correctly encoded 2 letters into code in minimal assistance Correctly encoded 2 letters into ASCII code with assistance Incorrectly encoded 2 letters into ASCII code Did not encode 2 letters into ASCII code Explains how whole numbers are used to represent all in digital systems Detailed and thorough explanation of how whole numbers are used to represent letters in binary code Explanation of how whole numbers are used to represent letters in binary code Some explanation of how whole numbers are used to represent letters in binary code Explanation of how whole numbers are used to represent letters in binary code is confusing Did not provide an explanation of how whole numbers are used to represent letters in binary code Feedback Signed: Date
Curriculum Area Plan: Digital Technologies - Years 5 and 6 (Sample Program 3) Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Year 5 Semester 1 Components of digital systems – 5.1.1 Examination of whole numbers – 5.1.2 Digital Systems Investigation Numbers Activity Semester 2 Interpret and visualise data – 5.2.1 Online collaborative projects – 5.2.2 Student Survey Project Collect and interpret data Student Survey Project Communication of findings Year 6 Semester 1 Semester 2 Define problems – 6.2.1 Design user interface – 6.2.2 Design algorithms – 6.2.3 Develop simple visual programs – 6.2.4 How solution meets needs – 6.2.5 Programming Project Analysis - Requirements Programming Project Design Programming Project Development Programming Project Evaluation Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 * Based on 1 hour of teaching time per week Key Digital Systems Data and Information Creating Digital Solutions
Curriculum Area Plan: Digital Technologies - Years 7 and 8 (Sample Program 3) Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Year 7 Semester 1 Data transmission – 7.1.1 Digital systems investigation – 7.1.2 Acquiring data – 7.1.3 Analyse and visualise data – 7.1.4 Manage, create and communicate ideas – 7.1.5 Network project Imaging Issues Project Research and data collection Issues Project Developing charts with spreadsheets Web authoring Semester 2 Year 8 Semester 1 Decompose problems – 8.1.1 Design user experience – 8.1.2 Design algorithms – 8.1.3 Develop and modify programs – 8.1.4 Evaluate solutions – 8.1.5 Programming Project Analysis Programming Project Design Programming Project Development Programming Project Evaluation Semester 2 Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 * Based on 2 x 45 minutes teaching time per week Key Digital Systems Data and Information Creating Digital Solutions
Curriculum Area Plan: Digital Technologies - Years 9 and 10 (Sample Program 1) Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Year 9 Semester 1 Role of hardware, software, data and networks – 9.1.1 Data compression – 9.1.2 Techniques for acquiring data – 9.1.3 Analyse and visualise data – 9.1.4 Manage and collaborate – 9.1.5 Decompose problems – 9.1.6 Design user experience – 9.1.7 Design algorithms – 9.1.8 Develop modular programs – 9.1.9 Evaluate solutions – 9.1.10 Internet of Things Creating web sites Spreadsheets Python programming Programming evaluation Semester 2 Year 10 Semester 1 Semester 2 Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 * on 3 x 45 minutes teaching time per week Key Digital Systems Data and Information Creating Digital Solutions Curriculum Area Plan: Digital Technologies - Years 9 and 10 (Sample Program 2) Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Year 9 Semester 1 Semester 2 Year 10 Semester 1 Role of hardware, software, data and networks – 10.1.1 Data compression – 10.1.2 Techniques for acquiring data – 10.1.3 Analyse and visualise data – 10.1.4 Manage and collaborate – 10.1.5 Decompose problems – 10.1.6 Design user experience – 10.1.7 Design algorithms – 10.1.8 Develop modular programs – 10.1.9 Evaluate solutions – 10.1.10 Networks Task Image Optimisation Data and Collaboration Task Design Task Programming Task Semester 2
Curriculum Area Plan: Digital Technologies - Years 9 and 10 (Sample Program 1) Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Year 9 Semester 1 Role of hardware, software, data and networks – 9.1.1 Data compression – 9.1.2 Techniques for acquiring data – 9.1.3 Analyse and visualise data – 9.1.4 Manage and collaborate – 9.1.5 Decompose problems – 9.1.6 Design user experience – 9.1.7 Design algorithms – 9.1.8 Develop modular programs – 9.1.9 Evaluate solutions – 9.1.10 Internet of Things Creating web sites Spreadsheets Python programming Programming evaluation Semester 2 Year 10 Semester 1 Semester 2 Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 * Based on 3 x 45 minutes teaching time per week Key Digital Systems Data and Information Creating Digital Solutions
Curriculum Area Plan: Digital Technologies - Years 9 and 10 (Sample Program 2) Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Year 9 Semester 1 Semester 2 Year 10 Semester 1 Role of hardware, software, data and networks – 10.1.1 Data compression – 10.1.2 Techniques for acquiring data – 10.1.3 Analyse and visualise data – 10.1.4 Manage and collaborate – 10.1.5 Decompose problems – 10.1.6 Design user experience – 10.1.7 Design algorithms – 10.1.8 Develop modular programs – 10.1.9 Evaluate solutions – 10.1.10 Networks Task Image Optimisation Data and Collaboration Task Design Task Programming Task Semester 2 Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 * Based on 3 x 45 minutes teaching time per week Key Digital Systems Data and Information Creating Digital Solutions
From Here to Year 1 Semester 1 Semester 2 Recognise and explore patterns – 1.2.1 Present data digital systems – 1.2.2 Then and Now Year 2 Semester 1 Semester 2 Identify and explore digital systems – 2.2.1 Create and organise – 2.2.2 Explore how to safely use information systems – 2.2.3 Tech Ninjas Creating a video Tech Ninjas Creating a video Tech Ninjas b. Uploading a video Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 * Based on 1 hour of teaching time per week Key Digital Systems Data and Information Creating Digital Solutions
KHz ‐ Mode 160 meters 1807 ‐ PSK31, MT63 and MFSK 1838 ‐ JT65‐HF, PSK31 and MFSK 80 meters 3576 ‐ JT65‐HF 3580 ‐ PSK31 and PSK63 3582 ‐ MFSK16 and MT63 500Hz Short interleave 3585 ‐ MT63 1000Hz Long 40 meters 7030 ‐ PSK31 ‐ Europe PSK frequency 7035 ‐ PSK31, MT63, digital modes for all DX 7037 ‐ MT63 ‐ Europe MT63 7035 ‐ PSK31 7039 ‐ JT65‐HF 7041 ‐ JT65‐HF 7076 ‐ JT65‐HF* Very active 7070 - Commonly used for PSK31 and by PODXS 070 club members 30 meters 10132 through 10139 ‐ PSK31 and other modes 10137 ‐ MT63 10139 ‐ JT65‐HF 10147 ‐ JT65‐HF 20 meters 14064.5 ‐ Clover 14065 ‐ Clover 14070 ‐ Just about everything MixW offers can be found here 14076 ‐ JT65‐HF 14109 ‐ Mostly MT63, some MFSK and occasional Q15X25 14109.5 ‐ Q15X25 ‐ MixW centers at 1375Hz above VFO frequency. I use the settings that Ron KA2HZO has documented on his website. 14111 ‐ same as 14109.5 14113 ‐ same as 14109.5 14115 ‐ same as 14109.5 17 meters 18100 ‐ PSK, MT63 and other modes 18102 ‐ JT65‐HF 18106 ‐ JT65‐HF
Disaster Recovery The agency will create duplicate copies and store them in another geographical location. Location of duplicate copies: Storage Information The agency has confirmed storage requirements with MIS / DOITT Agency-level Policies & Procedures The agency has developed agency- level digitization policies and procedures. (Please attach any supporting documentation.) Policies & procedures received /reviewed: YES NO Agency/Department Name Senior Level Executive (SLE) Name: Senior Level Executive (SLE) Title: Date of Submission: Submitted by: Certification (to be completed by DORIS) This pre-implementation checklist has been received and reviewed by the Department of Records and Information Services. The agency may proceed with implementing the conversion process. The agency may not proceed with the conversion process and must schedule a meeting with DORIS to discuss remediating the checklist. Reviewed by: Name: Title: Date: Municipal Archives: The records to be digitized have been reviewed and the following have been determined to have archival value and must be transferred once the agency retention requirements have expired: Reviewed by: Name: Title: Date:
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promoting dignity. Hearing the Voice of the User How can you empower service users to improve services? This session, led by the Vine Trust and CUSP, explores the role of the visitors scheme and examples of how service user views can lead to an improvement of services. Dignity for Learners This workshop looks at the role of guidance and support officers in promoting dignity, including case studies of how the principles and ethos of dignity have been implemented in adult learning.
rolling out the NDIS Learning and Development fund so workers can access training opportunities that will equip them with the right skills and capabilities undertaking a detailed review of current disability-related training qualifications, including the Certificate IV in Disability, and work with the Australian Industry and Skills Committee supporting best practice approaches for working with participants with high and complex needs. NDIS quality and safeguarding framework Continue to encourage the Commonwealth to consider a zero tolerance to abuse approach as part of the national code of conduct under the NDIS quality and safeguarding framework (December 2016).
The Dignity and Respect Procedure must be read before completing this form. Personal Details Name Staff Number Unit Post Title Line Manager Work Address Tel Email Complaint Please provide details of your complaint. This should contain the name of person harassing/bullying you, the nature of the allegation and specific facts such as the date, time and place of the incident(s). The name of any witnesses to the incident(s) should also be recorded Please describe how the incident(s) has affected you and how you felt at the time.
Bright Futures Gold Seal Merit Students can get a full or 75% college scholarship form any Florida state university or college. Students with a 3.0 or better GPA on core courses and a 3.5 on business related courses could receive the scholarships! For more information, go to http://www.floridastudentfinancialaid.org/ssfad/bf/ for details. Evaluating Student Performances Your grade reflects the achievements in your classwork, test scores, projects and homework for each grading period. Teachers don’t give you a you earn it! I keep a computerized grade book. Score results from your work are entered into the computer and your grade is weighted and your grade is computed. The following table is the scale for: Scholastic Achievements Scholarship Grades Points Numeric Value (%) Interpretation A 4 100-90 Excellent B 3 89-80 Good C 2 79-70 Average D 1 69-60 Improvement Needed F 0 59-0 Unsatisfactory Effort Grades: Effort grades reflect the effort the students gave for learning and scholarship achievement through student actions and teacher’s observation. Numerical Value Interpretation 1 Outstanding 2 Satisfactory 3 Unsatisfactory Conduct Grades: A student conduct grades reflects the student’s behavior at school or any school function. Grade Interpretation A Excellent B Good C Satisfactory D Improvement Needed F Unsatisfactory Academic Grades: The academic grade breakdown on your scholarship grade is calculated by a weighted average of your scores. The following table breaks down the percentages by categories. Percentages Categories 25% Assignments 10% Home Learning 20% Post Test 10% Bell Ringer 20% Project 10% Notebook Check 5% Reading/Participation 100 Total 5% Extra Credit * Classroom Management Step Consequences Verbal Warning Warning recorded in Grade Book Call to Parents Class Detention Referral to Administration. Materials Needed To have success in this course the following materials are needed to have on hand on a daily basis. Notebook: Duo tang folder to hold notebook paper and class information. Use college rule white notebook paper only. Students will need to have a way to keep the handouts in order. Pen: Blue or black ink only. #2 pencils: for testing and note taking. Pocket dictionary: improve vocabulary and spelling. Each student will use Microsoft OneDrive from student portal to save all their work for the class. When students come into class they will need to open www.dadeschools.net and go to their Student Portal and click on the One Drive icon.
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1c Has an SLR 508, Declaration of Compliance, been submitted to the State and Local Records Management Division of the Texas State Library? Has the SLR 508 been approved by the Texas State Library? [ ] go to Step 2 [ ] complete the Declaration and submit for approval to the and Local Records Management Division, then go to Step 2 2 Retention Characteristics of Records - Will the digital image become the official record? [ ] go to Step 3 [ ] go to Step 4 3 Texas State Library‘s Electronic Records Standards and Procedures. If the answer to step 2 is yes, the Electronic Records Standards and Procedures (13 TAC 7.71 – 7.79) must be followed. [ ] go to Step 4 Contact State and Local Records Management Division to help evaluate 4 Physical Characteristics of Records - Is the condition of the records such that scanning is possible without damaging the documents, and will the information be legible? [ ] go to Step 5 [ ] store inactive records, then go to Step 5 5 Access and Retrieval Concerns - Are there identified difficulties with using the records in paper form, such as inadequate control of records integrity, excessive retrieval time, the high cost of distributing multiple paper copies to different locations, or the need for simultaneous multiple access to the records? [ ] records should be considered for document imaging [ ] do not consider records for document imaging or explain other justifications for document imaging RECORDS INFORMATION Record Series Item Number Local Retention Schedule (i.e., GR, PS, etc.) Record Series Title Retention Period Estimated volume (number of images)
C. CONTACT DETAILS Preferred language for correspondence Telephone number during office hours Preferred method for correspondence (Mark with an X) Post E-mail Fax Correspondence contact details (in terms of above) D. QUALIFICATIONS (Additional information may be provided on your CV) Name of School/Technical College Highest Qualification Obtained Year obtained Name of Institution Name of Qualification NQF Level Year Obtained E. WORK EXPERIENCE (Additional information may be provided on your CV) Employer (starting with the most recent) Position From MM YY To MM YY Reason for leaving If you were previously employed in Local Government, indicate whether any condition exists that prevents your re-employment Yes No If yes, provide the name of the previous employing municipality F. DISCIPLINARY RECORD Have you been dismissed for misconduct on or after 5 July 2011? Yes No If yes, Name of Municipality/Institution: Type of Misconduct/Transgression Date of Resignation/Disciplinary case finalised Award/Sanction Did you resign from your job on or after 5 July 2011 pending finalisation of the disciplinary proceedings? If yes, provide details on a separate sheet. Yes No
Human Health Hazard Summary Table Phthalate Acute Toxicity Irritation & Sensitisation Repeated Dose Toxicity Genetic Toxicity Carcinogenicity Fertility Developmental Toxicity Diisohexyl phthalate (DIHP) No data Skin irritation: Negative Eye irritation: No data Respiratory irritation: No data Skin sensitisation: Negative No data In vitro: Negative in mouse micronucleus test In vivo: No data No data No data No data
1:00 PM DSU – Women’s Basketball Locker Room SSU – Men’s PE Fitness Locker Room 3:30 PM CU – Women’s PE Fitness Locker Room UCSD – Women’s Basketball Locker Room 6:00 PM CWU – CWU VB Locker Room SSU – Men’s PE Fitness Locker Room Friday, September 11th 8:00 AM UCSD – Women’s Basketball Locker Room APU – Men’s PE Fitness Locker Room 10:30 AM CU – Women’s PE Fitness Locker Room SSU – Women’s Softball Locker Room 1:00 PM CWU – CWU VB Locker Room DSU – Men’s PE Fitness Locker Room 3:30 PM CU – Women’s Fitness Locker Room APU – Women’s Basketball Locker Room 6:00 PM DSU – Women’s Softball Locker Room UCSD – Men’s PE Fitness Locker Room Saturday, September 12th 1:00 PM APU – Women’s Basketball Locker Room SSU – Women’s PE Fitness Locker Room 3:30 PM CU– Women’s Softball Locker Room DSU– Women’s Soccer Locker Room 6:00 PM UCSD – PE Fitness Locker Room CWU – CWU VB Locker Room Wildcat Athletic Training Room Wildcat Athletic Training Staff would like to welcome you to Central Washington University. Our athletic training room is located on the first floor of Nicholson Pavilion (Rm 104A) adjacent to the field house and weight room.
Name_________________ Dilations Graphic Organizer Date_______________ Congruent vs. Similar Congruent () Having the same_________ and ___________. All corresponding parts are _________. Translation (slide), Reflection (flip), Rotation (turn) Similar ( ~ ) Having the same __________, but not necessarily the same _________. All corresponding _______ are and corresponding _______ are proportional. Dilation (larger or smaller) Dilation (Images get__________ or _______________) Transformation that changes the__________________ of a figure, but not the ____________________. (x, y) → (kx, ky) k is called the ___________________ __________________. If K (scale factor) is less than 1, then your figure gets__________________________. If K (scale factor) is greater than 1, then your figure gets __________________________. Example 1: Larger Graph the dilated image of the shape NRXS using a scale factor of 1.5 and (0,0) as the center of dilation. K = 1.5 or Example 2: Smaller Graph the dilated image of the diamond A, B, C, D using a scale factor of and (0,0) as the center of dilation. K = Dilation Practice:
Title of Activity METamorphosis: Restoring the MET in the Urban Imagination and Collective Memory and special exhibition Meet the MET Date September 23, 2017 Total Attendees 1 Venue Le Pavillon, Metropolitan Park, Pasay City Objective of the Activity To showcase the work of NCCA in reviving the Metropolitan Theater Type of Activity GMM Seminar Socio-Civic x Others : Lecture and Exhibition Activity in line with 4Ps Profession x Professional Professional Organization Professional Product Activity in support of the UAP corporate thrust x Unity x Accountability x Professional Excellence An Inaugural Lecture of the Metrobank Cultural Heritage Program was held at the Le Pavillon Metropolitan Park. One of the speakers is CPD Director Gerard Lico who talked about the restoration of the Metropolitan Theater. A special exhibition on the history and artifacts of the MET was also featured. This is a preview of the forthcoming exhibition on Juan Arellano for the Metropolitan Museum on October 19, 2017. credits: Gerard Lico ACTIVITY NO.18 Title of Activity Selection of Curatorial Proposal for the Venice Architecture Biennale 2018 Date September 30, 2017 Total Attendees 1 Venue Objective of the Activity To select curatorial proposal for the Venice Architecture Biennale Type of Activity GMM Seminar x Others : Selection of Curatorial Proposal Activity in line with 4Ps Profession x Professional Professional Organization Professional Product Activity in support of the UAP corporate thrust x Unity x Accountability x Professional Excellence Diliman member Edson Cabalfin was chosen as the curator of the Philippine Pavilion for the 16th Architecture Biennale in 2018. Photo credits: Philippine Arts in Venice Biennale ACTIVITY NO.19 of Activity Disaster Resilient Design and Emergency Architecture Date September 29, 2017 Total Attendees 1 Venue TIP QC College of Engineering and Architecture Objective of the Activity To select curatorial proposal for the Venice Architecture Biennale Type of Activity GMM x Seminar Socio-Civic Others : Activity in line with 4Ps x Profession Professional Professional Organization Professional Product Activity in support of the UAP corporate thrust x x Accountability x Professional Excellence The Supreme Student Council of TIP QC College of Engineering and Architecture invited Diliman member Stephanie Gilles to share her expertise through lecture entitled Disaster Resilient Design and Emergency Architecture. This is under a week-long celebration on the Environment and Ecology as a pre-World Architecture Day celebration.
Scottish Government. (2011). The Scottish strategy for autism. Retrieved from http://www.scotland.gov.uk/Publications/2011/11/01120340/0 Special Learning. (2011). Funding overview. Retrieved from Stewart, S. (2008). I The message from adults with autism in Northern Ireland. Retrieved from www.autism.org.uk Synergies Economic Consulting. (2007). Economic costs of autism spectrum disorder. Synergies Economic Consulting Pty Ltd. Retrieved from . Thompson, T. (2013). Autism research and services for young children: History, progress and challenges. Journal of Applied Research in Intellectual Disabilities, 26, 81-107. United Nations Convention on the Rights of Persons with Disabilities (CRPD). (2006). Convention on the Rights of Persons with Disabilities. Retrieved from www.un.org/disabilities/default.asp?id=150 United States District Court. (2013). Southern District of Florida. Case no. Retrieved from Virués-Ortega, J. (2010). Applied behavior analytic intervention for autism in early childhood: Meta-analysis, meta-regression and dose–response meta-analysis of multiple outcomes. , 30, 387-399. Virues-Ortega, J., Julio, F. M., & Pastor-Barriuso, R. (2013). The TEACCH program for children and adults with autism: A meta-analysis of intervention studies. Clinical Psychological Review, 33, 940-53. Volkmar, F., Cook, E. H., Pomeroy, J., Realmuto, G., & Tanguay, P. (1999). Practice parameters for the assessment and treatment of children, adolescents, and adults with autism and other
Evidence you might consider could include: Health and safety records, booking in sheets and confirmation that external venues have the relevant certification Evidence that learner needs have been confirmed and appropriate adjustments made Programme review cycles and who is involved in these. The third statement is Demonstrate how your L&D provision has contributed to the development of learners How do you know the training was effective? Think about how you know that a learner’s practice or knowledge has improved. Evidence you might consider could include: Feedback from the learner or their co-worker/manager. This might include evaluation, 360 reviews or comments on improved practices or confidence Case studies to demonstrate the impact the training has made Or the improvements that have been recognized within care providers following training delivery, such as evidence from external inspection reports or reduced complaints/increased compliments The final statement is Demonstrate how your L&D provision has contributed to the improved quality of life for service users How do you know if the training delivered has had a real impact on those accessing adult social care services? Has their experience of a service improved? Evidence you might consider could include: Feedback and comments from people accessing social care services Testimonials from adult social care employers/managers, commissioners or the family of people accessing services Reports from external inspection bodies That concludes the presentation on Dimension 2 of the Endorsement Framework. As always, if you need any further information or support, please contact the Endorsement Team at Skills for Care.
Welcome to Dimension 4 of the Endorsement Framework for Providers. Over the next few minutes, we will look at; what we mean by ‘Working with learners’ in the context of the Endorsement Framework the aspects of ‘Working with learners’ you will be to consider in your application and examples of evidence you might want to submit. More of which can be found in ‘potential evidence booklet’. You can pause this recording at any time, or listen again later. Every aspect of your programme, right from planning through to assessment and progression, should be focused on the needs of the individual learner – and how you can identify and meet those needs. How do you identify and support diversity of learners, their differing abilities, their goals and aspirations, and how are learners safeguarded. Consideration should be given to developing supportive learning environments. And learners should be enabled to put learning into practice. To demonstrate the Staff Development Dimension, you’ll be asked to provide evidence in support of 5 statements which consider: How products are marketed to support informed decision making How learner are assessed and how this affects their learner’s journey How differentiation is embedded How you ensure learning has taken place How future career opportunities are discussed, and how information advice and guidance is provided. We’ll look at each of the statements in turn considering what they mean and the of evidence you may wish to supply. The first statement asks Explain how you market your products to enable learners and employers to make an informed decision Consider how your promotional activity or material give learners information. Is the information accessible to everyone? And does it clearly show learners what is available?