zilongwang/ReadingBank huggingface dataset:
professionals of various specialized professions (social workers, psychologists, pedagogues, special education teachers etc.) that can provide expert opinions, information and other help in the treatment of juvenile offender in accordance with the law. Professional service in the performance of the duties cooperates with the competent institutions of social and child protection, as well as educational institutions which are obliged to the request to submit reports and opinions. All courts have specialized judges for the treatment of juveniles. In the competent Montenegrin courts there are total 22 judges for juveniles and 18 in basic courts and four judges in two higher courts. Application of procedures of hearings adjusted to children are provided through the purchase of necessary audio-visual equipment for the prosecutors' offices (9) and the courts (5); Special premises for the hearing of juveniles exist in two higher Courts and in Basic Courts in Kotor and Rožaje, while in Basic Court in Bar started adaptation of office for this purpose. In other courts there are no special premises for the hearing of the juveniles, but the courts use the premises of higher courts or prosecutors' offices in the area; • Provided specialized training to work with children, witnesses and victims of criminal offenses in accordance with UN Guidelines for justice in matters involving child victims and witnesses of criminal offenses; • Education of professional staff in the educational-correctional institution dealing with juveniles in conflict with the law; • Organized regular working meetings in order to promote the alternatives to criminal prosecution-application of corrective orders • It is updated data collection system for juvenile justice through the methodology consisting of internationally recognized indicators for juvenile justice, in accordance with the standards developed within the framework of the UN agencies (UN Office on Drugs and Crime) and UNICEF; • The indicators integrated into the Judicial Information System (JIS) and the database of the Ministry of Justice relating to the execution of criminal sanctions; Training on data collection and analysis in accordance with innovative methodology, provided for professionals employed in Judicial Council, Ministry of Justice (Department for Execution of Criminal Sanctions), judges, prosecutors, Police Directorate (55 persons). 35 judges for juveniles and 38 prosecutors for juveniles have gone through specialized trainings on novelties of adopted legislation and international standards as well as specific techniques and methods of conduct needed to work with children. Law on Treatment of Juveniles stipulates that the penalty of juvenile imprisonment senior juveniles shall serve in separate organizational unit for the juveniles of authority
Justification: None Proposed Text (if applicable): Suggest to the special condition to the whole "Command and Control (C2)" and not only to the data link (that it is a part of the complete chain): "SC-RPAS.C2, RPAS Command and Control (C2) Datalink" EASA response: Partially accepted. For consistency reasons “Command and Control Datalink” is used throughout the document in the revised text. Commenter 2 : Airbus DS (Mr. Labonde) – date 31-03-2016 Comment # 11 Paragraph No: SC-RPAS.C2 Comment: Since C2 is used in the section heading "SC-RPAS.C2, suggest using "C2 datalink". Justification: None Proposed Text (if applicable): “SC-RPAS.C2, RPAS Command and Control (C2) Datalink” EASA response: Accepted. “Command and Control Datalink” is used throughout the document in the revised text. Commenter 2 : Airbus DS (Mr. Labonde) – date 31-03-2016 Comment # 12 Paragraph No: SC.RPAS.C2 a) Comment: The wording "approved datalink" does not provide added value since it is defined as those which are supporting the functionality indicated in paragraph c). Justification: None Proposed Text (if applicable): Suggest to replace the wording 'approval' and make reference to paragraph c).
Introduction Welcome to the new website for the U.S. Department of Education’s Civil Rights Data Collection (CRDC). The CRDC collects data from a sample of school districts on key education and civil rights issues in our nation's public schools, including student enrollment and educational programs and services, disaggregated by race/ethnicity, sex, limited English proficiency and disability. The CRDC is a valuable source of information about access to educational opportunities in our Nation’s public schools that is used by the Department’s Office for Civil Rights (OCR) and other Department offices, as well as policymakers, researchers and many others in the education community. This user guide provides guidance on using the CRDC website’s search function and viewing summary and detailed data reports on schools and districts. The enhanced CRDC website provides several ways to access data through new reports and tools. Under the “Quick Access” links from the home page, a user can choose from the following: 2009 District or School Reports Search for individual schools or districts included in the 2009 CRDC sample Find school- or district-level summaries of CRDC data in user-friendly charts through the “Summary of Select Facts” Drill down into detailed disaggregated data displays for all the civil rights data from the 2009-10 school year (SY) for a school or districts such as the one pictured below: Detailed Data Tables View and compare data across multiple and schools Access and customize detailed data tables through the Detailed Data Tables site to analyze CRDC data. An example of a detailed data table is shown below: View Longitudinal Data (Coming Soon) Explore trends over time for selected schools or districts State and National Estimations (2009-10 Estimations Coming Soon) Download 2000, 2004, and 2006 and national estimations (formerly called “projections”). View statistically estimated state and national data Compare state estimations with those of other states or the nation as a whole. The following sections will provide step-by-step directions for searching for schools and districts and accessing 2009-10 CRDC data through school and district reports.
Alcohol Questionnaire This form relates to your claim for pension in respect of the death of (_________________________). The information you supply will assist in deciding eligibility for benefits under the Veterans' Entitlements Act 1986 and/or Military Rehabilitation and Compensation Act 2004. For your claim to be accepted, the circumstances must meet the conditions prescribed by the Repatriation Medical Authority in the appropriate Statement of Principles. An ex-service organisation, such as Legacy, can assist you in completing this form and provide you with advice on how the factors identified in the Statement of Principles may apply to your case. It is important that you give as much information as possible in completing this form to ensure all the particular circumstances of your claim are considered. Veteran's Details Surname Given Names DVA File Number Report Detail 1. What is your relationship to the veteran? 2. When did you first meet the veteran? 3. Did the veteran ever drink alcohol on a regular basis? (For the purposes of this question a regular basis includes an average of 3-4 standard drinks of alcohol per week or above or occasional ‘binge’ type drinking. It does not include such irregular drinking as a glass or two of alcohol only a few times a year such as on special occasions, birthdays, etc.)  No – Please sign the form and return it to the Department.  Yes 4. When did the veteran commence to drink alcohol? 5. What alcohol did the veteran drink? (Please describe the types of alcohol; eg beer, or wine, or spirits or combination of these.)
Highest Degree/ Year Awarded Gender Male Female Classification on Project (please check one): Researcher/Engineer Technical/Scientific Support Student Administrative Description of project role (responsibilities, expertise, level of effort on project): TEAM MEMBER INFORMATION Indian Sub-Team Participant U.S. Sub-Team Participant Last Name (surname) First Name (Given) Middle (Patronymic) Current Position Institution Name Complete Mailing Address E-mail Address Telephone # Highest Degree/ Year Awarded Gender Male Female Classification on Project (please check one): Researcher/Engineer Technical/Scientific Support Student Administrative Description of project role (responsibilities, expertise, of effort on project): A.7.i. PROJECT SUB-TEAM BUDGET (U.S.) For “Allowable Costs” please refer to Convert all amounts to USD. Total Project Cost (U.S. + Indian sub-teams) must not exceed $240,000 USD Team: U.S. sub-team U.S. sub-team Cost: Primary Participants Individual Financial Support (IFS) Participant Name (Add rows if necessary.) Hourly Rate Total person hours # of Days $ USD 1 2 3 IFS Equipment, Supplies, & Services (ESS) Item (Add rows if necessary.) Unit Cost $ USD 1 2
Award Amount Period Covered Location of Research PI Name Support Current Pending Submission Planned in Near Future Project/Proposal Title Source of Support Level of Effort (%) Amount Period Covered Location of Research A.11. Principal Investigator Partnership Statement Please complete using this Template/Sample. Please use Institute Letterhead. Document must be signed and scanned. [INSTITUTE LETTER HEAD] Re: [Full Proposal Title] I, [Principal Investigator (PI) Name], hereby acknowledge that I have submitted a proposal to Indo-U.S. Joint Program on HIV/AIDS and STI Prevention Research Collaboration Awards, 2018 jointly with [collaborating PI Name(s)] of [collaborating PI institution name]. If awarded, I undertake this research in good faith and will uphold my portion of the collaborative work as proposed in the submission. I attest that the information contained in this proposal is truthful and that it has been prepared with the full knowledge and consent of [Institutional Leadership Representative Name], leadership representative of [Institution]. I affirm that I have read and understand CRDF Global’s policies and standards outlined within the Indo-U.S. Joint Program on HIV/AIDS and STI Prevention Research Collaboration Awards, 2018 RFP, including CRDF Global’s Plagiarism Policy. I agree to adhere to CRDF Global’s Plagiarism Policy, and understand that CRDF Global will not provide funding to an application in which plagiarism exists. If plagiarism is detected, penalties may be imposed up to and including my exclusion from this funding opportunity and barring my participation in future funding opportunities.
Figure : Request for Service Life Cycle Initial A Service Request created by the Requestor or Core Personnel will receive the “Initial” status. While the status is “Initial”, the Requestor or Core Personnel may enter or edit necessary details for the Request The Requestor or Core Personnel can delete a Request with this status. Pending Approval After the creation of the Request, the Requestor or Core Personnel will submit the Request to the Core for review and approval. Upon submission, the Request status is changed to “Pending Approval”. While the Request status is “Pending Approval”, the Core Personnel can change the Request status to “Cancelled”, “In Review”, “Approved”, or “Rejected” As shown in Figure 2. While the Request status is “Pending Approval”, the Requestor can change the status to “Cancelled”. In Review The Core Personnel will accept the Request for Review and the Request status changes to “In Review”. The Core Personnel can consult with the Requestor to fill in and finalize the details of the Request. The Core Personnel can add or remove Service on the Request. The Core Personnel can cancel or reject the Request. When the Core Personnel are satisfied with the details of the Request, they can change the status of the Request to “Approved”. Approved This is the active state of the Request. The Core Staff can start working on Requests in this status. The Service Tasks associated with the Request are performed and subsequent operations like service execution, peer review, and invoice generation are allowed. This operation requires that the Service Request have the status of “Initial”, “Pending Approval” or “In Review”. The Core Personnel can submit and approve the Request on creation time using ‘Submit & Approve’ button. The Core Personnel can add or delete Service Tasks to the Request. The Core Personnel will also have an option to cancel the Request that has this status. Completed When all the Service associated to the Request are completed (all Service Tasks have the status “Billed”), the Request will be automatically marked as Completed. This is the last state of the Request. Once the Request is marked as Completed no further operations to the Request or associated Service Tasks allowed. Cancelled The Core Personnel can cancel a Request that has the status of “Pending approval”, “Approved”, or “In Review”. The Requestor can cancel the Request in the “Initial” or “Pending Approval” statuses.
Authoritative Accounting Guidance New Accounting Standards Codification (ASC) References Former References FASB ASC 450-20, Contingencies - Loss Contingencies FASB Statement No. 5, Accounting for Contingencies FASB ASC 310-10-35-2 through 30, Receivables – Overall - Subsequent Measurement – Impairment FASB Statement No. 114, Accounting by Creditors for Impairment of a Loan FASB ASC 310-20-35, Receivables – Nonrefundable Fees and Other Costs – Subsequent Measurement FASB Emerging Issues Task Force (EITF) No. 01-7, Creditor’s Accounting for a Modification or Exchange of Debt Instruments FASB ASC 310-40, Receivables - Troubled Debt Restructurings by Creditors FASB Statement No. 15, Accounting by Debtors and Creditors for Troubled Debt Restructuring; and FASB Technical Bulletin No. 80-2 Classification of Debt Restructurings by Debtors and Creditors FASB ASC 470-60, Debt – Troubled Debt Restructurings by Debtors FASB Statement No. 15, Accounting by Debtors and Creditors for Troubled Debt Restructurings; and FASB EITF No. 02-4, Determining Whether a Debtor’s Modification or Exchange of Debt Instrument is within the Scope of FASB Statement No. 15 FASB ASC 820, Fair Value Measurements and Disclosures FASB Statement No. 157, Fair Value Measurements FASB ASC 825-10-35-1 through 3, Financial Instruments – Overall - Subsequent Measurement - Credit Losses on Financial Instruments with Credit Risk American Institute of Certified Public Accountants (AICPA) Statement of Position Accounting by Certain Entities (Including Entities with Trade Receivables) That Lend to or Finance the Activities of Others Non-authoritative Accounting Guidance In December 2008, the Center for Audit Quality, an affiliate of the AICPA, issued Application of Statement 114 to Modifications of Residential Mortgage Loans that Qualify as Troubled Debt Restructurings Attachment 3 Valuation Concepts for Income Producing Real Estate
mixing surfaces, effects and dynamics processing. The material will be presented in lectures and supported by work in the studio. Lecture/studio: 3 hrs. MUSC2112 Audio Recording 2: This course is an in-depth study of personal computer processing and configuration, DAW, and MIDI techniques, and includes the use of music printing software, web-based and multimedia audio production, analog recording, and advanced techniques in recording, mixing, and mastering. Lecture/studio: 3 hrs. NEW: MUSC1113 Recording This course is an in-depth study of digital signal processing within a multimedia, sound design, or music production process. It includes techniques such as spectrum, dynamic, time, and mastering configurations. Students will explore the modern concepts of personal computer processing, as well as analyze the recording, mixing and mastering of professional mixes. Lecture/studio: 3 hrs. New Course Proposal MUSC 2721 3 credits Applied Music: Composition 2 Originator: Cheri Markward Timothy Anderson Rationale: Recently we have had a few students who, after taking Composition, desire to go on to a second semester, and they have no option but to repeat the only section MUSC2720. Since music composition is a skill that is important both in our program outcomes and in continuing studies in music, we desired to have a second level where the learning outcomes would build on the previous semester. Our current instructor, who was a composition major, helped in developing this course to take students into more advanced techniques. CATALOG DESCRIPTION OLD: n/a NEW: MUSC2721 – Applied Music: Composition 2 (2 Credits) This course provides students the opportunity to continue to study music composition on an individual basis with a private instructor. Students will explore writing topics including modulations, transformation methods such as augmentation, rhythmic transformation, inversion and retrograde, and scoring for two or more different instruments. (Prerequisite: MUSC2720) Applied Music fee to be paid to the bursar after registering for the course. Revised Course Proposal ARTS 1810 3 credits Darkroom Photography Originator: Rebecca Clark Amy Giese Rationale: Changes to the course title and course description will better distinguish Darkroom Photography I from Digital Photography I and help prevent confusion when students are choosing between photo courses. Student Learning Outcomes have been simplified and stream lined. Less emphasis is put on specific photographic techniques and more on the abilities students will develop as a result of taking the course Catalog DESCRIPTION:
A: FULL TIME FACULTY: Compensation will have the option of returning the posting to the hiring manager or sending forward to Division Signature Authority (Provost). The final few steps of approval will be Budget approval and presidential approval. Human Resources will have the final approval before the posting is visible to applicants. If you have any questions regarding posting a College Credit Plus or Part time Faculty position, please contact Jennifer Lewis-Aey at x3759. If you have any questions regarding posting a Full time Faculty position, please contact Fran LeGullon at x2989.
the budget check is complete you should now see: the top of the page you will now see a ‘Requisition ID’ (make note of this number, this number is now your official request number) the “Preview Approvals” link the Approver Path, Click on the green “+” sign to ad hoc the OTA data entry employee as the last approver the Look Up for the ‘User ID:’ field
the ‘Name’ search field to find the appropriate OTA data entry employee, and then click the “Insert” button (contact to confirm the current OTA Requisition ad hoc approver) the ‘Insert’ button the “Apply Approval Changes” button the “Return” button the “Save & submit” button, this will submit the Requisition to the approvers in the approval path as well as One Time Acquisitions for processing
the Approver Path, Click on the green “+” sign to ad hoc the OTA data entry employee (Kimberley Carey) as the last approver the Look Up for the ‘User ID:’ field the ‘Name’ search field to find the appropriate OTA data entry employee, and then click the “Insert” button (contact to confirm the current OTA Requisition ad hoc approver) the ‘Insert’ button the “Apply Approval Changes” button the “Return” button
PLEASE ENTER GL UNIT BEFORE SELECTING OTHER CHARTFIELD VALUES Location: GL Unit: Approp Ref: Fund: ENY: Account: Program: Rptg Structure: on the “OK” button Distribution Change Options page is displayed and “All Distribution Lines” is selected, click the “OK” button
Add Notes To add Notes, start on the REQ Tab and select the radio button next to the Requisition. Click the Notes button. Note: The Notes button is also available from the Print/View/Edit or Print w/Details screens. The left side of the Notes screen will show you any previous notes left by other users The right side of the screen is where you can enter your new notes. In the Notes field, enter your notes. In this example, the note is from an Outlet to the Storeroom team. In the Note type drop down, select From buyer. Once the screen has been completed, click the Save button. The notes will appear on the left side of the screen. Click the Close button in the upper right side of the screen.
If you typed in a “T” for today, you may receive the following prompt – just click OK. Click OK to the confirmation prompt. Your Storeroom Requisition delivery date will be correctly reflected in the Delivery Date column of the REQ Tab grid. Note: If you have already submitted your Storeroom Requisition to the Storeroom team, notify them of the revised delivery date. If the hotel does not require Outlets to inventory alcohol products, then most Storeroom Requisitions will be Storeroom to Outlet Requisitions. However, if a hotel requires the Outlets to inventory their Beer, Wine, Liquor and other alcohol products at end of period, Requisitions for those products should be created as Storeroom to Storeroom Requisitions. It is common for Outlets to inadvertently make certain selections on the Requisition Header that will result in the Requisition to not be a Storeroom to Storeroom Requisition. If this occurs, when the Requisition is fulfilled, the alcohol products will not be transferred to the Outlet storeroom. The Storeroom team will then need to perform an Inventory Transfer to fix the financial transactions that occur automatically in the system when a Requisition is fulfilled. It is best when creating Storeroom Requisitions to carefully note whether you are creating a Requisition for alcohol products. If you have inadvertently made the wrong selections on the Requisition Header form, it can be corrected before the Requisition is submitted to the Storeroom team. To correct the type of the Storeroom Requisition in the New status, start on the REQ Tab and click the Radio button next to the Storeroom Requisition. Click the Header Update button.
HAAS: History Implementing a digital solution, visual programming Design and create a simple game/quiz to demonstrate convict crimes and punishments. Design a quiz – HAAS: Geography Implementing a digital solution, using visual programming Create a computer program for learning a traditional Aboriginal or Torres Strait Islander language. Science Implementing a digital solution, using visual programming Design and create a simple quiz to explore the difference between living and non-living things. Implementing a digital solution, using visual programming Modify an existing program or create a program to design a geometric shape or design using Pencil code or similar application. Programming a robotic device to follow a path Create a maze or route for a programmable robot to travel. Estimate and calculate angles and distances. Working together HPE Collaboration Collaborate to decide the rules for a new game. Use a flowchart to explain the consequences of unfair play.
TITLE: Create a language-learning program SUB HEADING: Programming a digital solution with choices Summary text Create a computer program to learn a traditional Aboriginal or Torres Strait Islander language. Year Level: Years 3–4 Suggested steps Discuss and list ways you might learn a new language. View the . Discuss this approach to learning some words and phrases from a traditional Aboriginal language. From viewing the video, what words do the students now know? What does the video tell us about the animals and lands of the Warrgamay people? Compare the video with this quiz, created in Scratch: . Discuss how the quiz works and what programming blocks your students expect would have been used. To check their predictions, select ‘See inside’. Note: This program uses the blocks ‘broadcast message’ and ‘when I received a message’ to control the interaction. An alternative method could use ‘If/then’ blocks to control interaction. After you have modelled the above, students are to attempt the task either individually or in small groups. They will need to choose a traditional Aboriginal or Torres Strait Islander language that can be learnt by using a computer program created using Scratch (or a similar programming language, eg Snap, Tynker or Hopscotch). Discuss the approach to learning the language, eg common phrases and greetings, animal names, traditional Aboriginal objects and tools. Suggest students create their quiz program, focusing on one question first to ensure it is working as expected (debugging). Once that program is tested and refined, then this can be applied to their remaining quiz questions. When working in groups of
Leave black for this test. 7 General Proposal Information Q 1.0 Type of Application – Defaults to Renewal Q 2.0 Sponsor# - Defaults because this is a renewal Q 3.0 check other Q 4.0 Instrument type – Make a selection Q 5.0 Purpose of project –select from LOV Q 6.0 Clinical Trial?- yes or No Q 7.0 Submission - yes or No Q 8.0 On or Off Campus? - yes or No Other Grant No On Campus Changes Made are accepted 8 Research Department Determination Q 1.0 Submitting Department – select Dept. Q 2.0 Defaults 1) Department for the test PI you are logged in as. 2)Enter location of user Data is updated 9 Compliance Review Q 1.0 select yes or no for each choice Q 2.0 select yes or no Q 3.0 select yes or no Data is updated 10 Export Controls Answer question 1.0 – 9.0 which are all required. Answer yes to question 9.0 will display a text box which must be completed Answer yes to Quesiton 9 Data is updated 11 Campus Specific Documents If a required campus document is attached in Q1 then user must download it and complete and then reload it. Only answer this question if you attached in Question 1 Document uploaded 12 Campus Specific Questions Form Appears IF the users location has developed campus specific Questions Complete the questions if the form appears Data is updated 13 Program Classification Form: Q 1.0 optional, Q 2.0 required. Data is updated
14 General Submission Information: Questions 1.0 Primary Sponsor floods from previous questions. Question 2.0 – Optionally Attach any general submission documents Answer defaults Skip attachment Data is updated 15 Submission Dates: Q 1.0 -4.0 – 1.0, 3.0, 4.0 are required. Enter dates for Q1, Q3 and Q4 Data is updated 16 Budget Periods: This is Optional and can be updated later. Skip this question. Values for the budget periods will now display. 17 Research Performance Sites: Q 1.0 and Q 2.0, Q 1.0 will be populated with the campus Sponsored Research Location. Q 2.0 click Add if additional project/performance locations. will default 2.0 leave blank Values for Research Performance Sites will now display. 18 Project Attachments: Add any attachments for Question 5 Question 2 6 Question 3 attachment 7 Question 5 attachment 8 Question 6 Attachment 9 Question 7 Attachment 10 Attachments can be uploaded 19 Completion Instructions: Click Hide/show errors to validate the completion of the form up an errors if they are found. If NO errors click Finish Information is now saved and No errors exist on the form and the Funding Proposal page will now be displayed 20 Add Credit Distribution: Click on the Credit Distribution Link on the left hand menu. Add a department to the 1st person Fill in the different Credit percentages for Proposal credit, Financial Credit and Recognition Credit. Credit has been applied to each person by department Note: The Department listed will be notified for the approval of the proposal.
is completed and organized. Project is also visually appealing organizational issues and may be lacking creative design and project is not visually appealing visual. Use of Resources A B-C D F Project has at least 4 sources, and are neat and organized Project has at least 3 sources and are neat and organized Project has at 3 sources but are unclear and hard to find Project does not cite sources/ did not use sources. Teamwork A B-C D F Student completed their assigned role in the group. Worked during class periods, and had a role in the presentation Student completed their assigned role in the group, but was not on task some of the time in class/did not speak much during the group presentation Student did not complete 1 of their assigned roles in the group/ Was not on task during class work time/ Did not present with their group Student did not complete their assigned role in the group
Step 14 Now we apply some filters to the text. First go to Filter>Brush Strokes>Sprayed Strokes. Use Stroke Length 17, Spray Radius 0, and Stroke Direction Vertical. After that go to Filter>Artistic>Watercolor. Use the following settings: Brush Detail 11, Shadow Intensity 0, and texture 1. That will create a nice text effect, or you could experiment with different filters until you achieve optimal results. Conclusion This tutorial presents a and easy way to create a nice design. We achieved this by mixing a photo with watercolor effects. We used some watercolor brushes and played with blend modes. Keep in mind though, if you can paint it for real, you will be able to create very original artwork, like the designers I mentioned before.
As the Grid Infrastructure owner add the following lines to the listener.ora and restart the listener. This to be done on both the compute nodes. On exadb01 SID_LIST_LISTENER= (SID_LIST= (SID_DESC= (GLOBAL_DBNAME=DEVPD_SB_DGMGRL.gav.com.au) (ORACLE_HOME=/u01/app/oracle/product/11.2.0/dbhome_1) (SID_NAME=DEVPD1) ) ) On exadb02 SID_LIST_LISTENER= (SID_LIST= (SID_DESC= (GLOBAL_DBNAME=DEVPD_SB_DGMGRL.gav.com.au) (ORACLE_HOME=/u01/app/oracle/product/11.2.0/dbhome_1) (SID_NAME=DEVPD2) ) ) Note: Restart the listener on both nodes after making changes to the listener.ora Add parameters required for Data Broker Note: Do this on both Primary as well as Standby database SQL> system set dg_broker_config_file1='+DATAC1/devpd/dr1.dat' sid='*' scope=both; SQL> System altered. SQL> alter system set dg_broker_config_file2='+DATAC1/devpd/dr2.dat' sid='*' scope=both; System altered. SQL> alter system set dg_broker_start=true scope=both; SQL> System altered.
– x = Scenario Cards 1. James has 6 fewer books than Elijah. James has 27 books. How many books does Elijah have? 2. A number decreased by 9 is 1. 3. I am half as old as Frank. If I am 13 years old, how old is Frank? 4. A number increased by 5 equals 7. 5. Blake bought 3 pizzas for $25. How much did each pizza cost? 6. A number divided into 4 equal parts is 5. 7. Howard has twice as many marbles as Nick. Howard has 10 marbles. How many marbles does Nick have? 8. The sum of 2 and a number equals 31. 9. If I have 5 cookies and Sam has 4 more cookies than me. How many cookies does Sam have? Equation Recording Sheet Card Number Equation 1 2
Costing Worksheet Ingredient Cost of Package Cost per unit measure Cost for amount needed for recipe AP $6.98 10 kg package 7 cups In 1 kg $6.98 ÷ 70 cups = $0.0997/cup Recipe calls for 2 cups = $0.199 rounded to $0.20 Eggs $2.97 per dozen $2.97 ÷ 12 = $0.2475 each Recipe calls for 2 eggs = $0.50 Sugar
50 GPM Receptacle Datasheet Model Major Outline and Port Size Port Thread D D1 D2 D3 D4 D5 H1 H2 H3 H FR801 φ7.14 φ39.46 φ49.28 φ57.15 φ82.55 φ101.6 9.78 27.9 51.6 134.6 1-1/16-12UN φ7.14 φ39.46 φ49.28 φ57.15 φ82.55 φ101.6 9.78 27.9 51.6 134.6 M30×1.5 50 GPM Filling Nozzle Datasheet Model Major Outline and Port Size Port Thread D1 D2 H L φ57.91 φ80.14 422.25 106.85 1 - 5/16 -12UN FN802 φ57.91 φ80.14 422.25 106.85 M36×2 Combined Pressure Builder + Economizer
Content Complete (5) Generally complete (4-3) Somewhat complete (2-1) Incomplete (0) Writer uses the appropriate topic and story would socialize a child of the chosen age group. Writer includes information about topic but not functions of socialization. Writer leaves out many items associated with topic and does not address socialization. Writer uses none of the socialization pieces nor do they mention the topic. Comprehensible (5) Usually comprehensible (4-3) Sometimes comprehensible (2-1) Seldom comprehensible (0) Reader can always understand what the writer is trying to communicate. Reader can understand most of what the writer is trying to communicate. Reader can understand less than half of what the writer is trying to communicate. Reader can understand little of what the writer is trying to communicate. Accuracy Accurate (5) Usually (4-3) Sometimes (2-1) Seldom (0) Writer uses language correctly, including grammar, spelling, word order, and punctuation. Writer usually uses language correctly, including grammar, spelling, word order, and punctuation. Writer has some problems with language usage. Makes story difficult to read. Writer makes a significant number of errors in language usage. Organization Well-organized (5) Generally (4-3) Somewhat organized (2-1) Poorly organized (0) Presentation is logical and effective. Presentation is generally logical and effective with a few minor problems. Presentation is somewhat illogical and confusing in places. Presentation lacks logical order and organization. Effort and Creativity Excellent effort (5) Good effort (4-3) Moderate (2-1) Minimal (0) Writer fulfills the requirements of the assignment and has put care and effort into the process Writer fulfills all of the requirements of the assignment. Writer fulfills some of the requirements of the assignment. Writer fulfills few of the requirements of the assignment
Create a Newspaper Article Objective: Your task is to independently create a one-page (single spaced) newspaper article that focuses on an infectious disease discussed in class. Type all parts of the newspaper and put it together in a professional manner. Article must include: Headline Who, what, where, when, why, and how Appropriate picture At least two quotes from witnesses, doctors, nurses, scientists, or patients Edit your article (read it over and also have a classmate peer edit) Read the checklist provided before starting! Complete the “Reporter’s Notebook” worksheet provided to brainstorm your thoughts and ideas
This two-day workshop will run on two consecutive Saturdays. The workshop is designed to provide you with practical application to your own project so we would like you to come to the workshop with an idea of your topic. This does not have to be a refined question. WORKSHOP 2 – DAY 1 MMED RESEARCH TRAINING DAY 1: Saturday, 14 November 2015 Tafelberg Lecture Theatre, Hospital Street, Groote Schuur TIME SPEAKER 08h30 - 09h00 Introduction Dr Delva Shamley 09h00 -10h00 Session 1: How do I convert an idea or problem into a question? Linking the design to the question. Dr Delva Shamley 10h00 - 10h30 Session 2: Introduction to study designs. Mrs Lesley Workman, Mr Wynand Smythe, Dr Delva Shamley 10h30 - 11h00 TEA BREAK (allocation to designs) 11h00 - 13h00 Session 3: Break out into design specific group. Retrospective folder review/ Clinical audit/ Case series/ Case control/ Cohort/Systematic review Mrs Lesley Workman, Mr Wynand Smythe, Dr Delva Shamley 13h00 - 13h30 LUNCH BREAK 13h30 - 14h15 Session 4: Who are my subjects? Selection and sampling Dr Delva Shamley 14h15 – 16h30 WORKING TEA BREAK 14h15-16h30 Session 5: Design specific group continues. Allocation of group mentor. Mrs Lesley Workman, Mr Wynand Smythe, Dr Delva Shamley
WORKSHOP 2 – DAY 2 MMED RESEARCH TRAINING DAY 2: Saturday, 21 November 2015 Tafelberg Lecture Theatre, Hospital Street, Groote Schuur TIME TOPIC SPEAKER 09h00 -10h00 Session 6: What am I measuring? Quality control measuring Dr Shamley 10h00 - 11h00 Session 7: Database design Mrs Lesley Workman 11h00 - 11h20 TEA BREAK 11h20 - 12h30 Session 8: Introduction to Sample Size Calculation and how to choose an appropriate statistical test. Wynand Smythe 12h30 - 13h00 LUNCH BREAK 13h00 - 14h00 Session 9: Ethical issues Prof Marc Blockman 14h00 - 14h20 TEA BREAK 14h20 - 16h30 Session 10: The Research Protocol The Write Up Dr Delva Shamley Please RSVP to: before 10 Nov 2015 For more information, please contact: Faldeelah at 021 650 1975
{TITLE/DESCRIPTION} LOCATION: {insert location} DATE: {insert date(s)} TIME: {insert time} COST: FREE WEBSITE: extension.usu.edu/foodsense CONTACT: {insert contact information} This material was funded by USDA’s Supplemental Nutrition Assistance Program-- SNAP. This institution is an equal opportunity provider. Utah State University is an affirmative action/ equal opportunity institution. {TITLE/DESCRIPTION} LOCATION: {insert location} DATE: {insert date(s)} TIME: {insert time} COST: FREE WEBSITE: extension.usu.edu/foodsense CONTACT: {insert contact information} This material was funded by USDA’s Supplemental Nutrition Assistance Program-- SNAP. This institution is an equal opportunity provider. Utah State University is an affirmative action/ equal opportunity institution.
Creating a Professional Email Address Your email address is often the first thing people see when they communicate with you online, even before your name. It’s like a handshake to others. If you want to be professional, you have to think about how your email address represents you. Here are some common email address mistakes: Inappropriate or flirty – Having an inappropriate email address like hottiekisses@email.com or 2cool4u@email.com is like showing up for a college or job interview in your pajamas. Modified spelling – Modified spellings like bio-tchr@email.com or laxplyr@email.com look like you either created your email address in desperation or that you can’t spell. Nonsensical – Phrases that have no meaning like lollipop247@email.com or steepanddeep@email.com don’t help people identify you and give the impression you aren’t serious about your communication. Here are some best practices to setting up a professional email account: Be professional – email addresses with your nickname, pet’s name, hobby or any other personal information besides your name. Be appropriate – If you’re having a hard time finding a suitable combination of your name, include a middle name or initial. For example, Gay@email.com would end up in a spam filter, or the recipient would delete it or block it as junk. My professional email, cindyjgay@gmail.com, is a much better choice. Keep it simple – using numbers and symbols. They’re hard to associate with you and can often be confused. Depending on font, lowercase “l”, uppercase “I” and the number “1” can look almost identical; the same is true of zero “0”, and the letter “o” “O”. Carefully consider your email provider – Even domain names can lead to judgment by the recipient. For example, using AOL can create an impression that the sender is out-of-date with technology. Gmail is currently the choice of most professionals.
How to use this handout: Choose a group of people who will help you draft your vision statement. They might include mentors, potential board members, youth, potential donors and community members. Talk over the definition and samples on this sheet, then use the questions on the next page to brainstorm. Members of the group may want to jot their thoughts down in the spaces provided. Definition of a Vision Statement A vision statement expresses what your organization wants the future to look like using clear, motivational language. There are two main types of vision statements. One describes the ideal organization. The other illustrates the ideal world. Both kinds are effective and motivational. Work with your community and board to decide which you prefer. The Organization This type of vision statement describes what success at your organization looks like. This kind of vision statement takes the form of: [Organization] will be [the best at] [what your organization does]. For example: Core Knowledge Charter School is a valued asset, community partner, and highly regarded choice that motivates, challenges and educates all students. The Elvehjem Museum of Art will be a leader among university art museums. Supported by the resources of the Kohler Art Library, it will be a dynamic center for research, education and experimentation in the visual arts.
9.5 Each participant in a research will be requested to complete a comment and suggestion form so that any issues experienced by the subject can be addressed in a timely manner and improvements to the program can be achieved. 9.6 The form includes a provision to specifically address any safety concerns that the subject may have. It is essential that these concerns be addressed by the CRC staff as soon as they are made aware of them. The CRC Manager is to be notified and associated study staff included in addressing the concern. 9.7 All subject complaints or concerns and the actions taken to address them are reported to the CRQAC at the next meeting and to CORIHS if deemed necessary by the CRQAC or the PI. 10. Record Confidentiality All CRC Subject Records are deemed confidential and, as a result, access to such records is restricted. 10.1 The following individuals associated with the CRC may access a CRC Subject Record: The Principal Investigator The Responsible Physician The Participating Physician The Registered Nurse and/or other Non-licensed Technical staff assigned to the clinical study by the PI The CRC Head; The CRC Manager, The CRC Supervisor; The CRC Receptionist The Clinical Protocol Coordinator The Compliance Monitor, in the course of performing the records monitoring function. 10.2 In addition, the following individuals may access the subject record, under supervision of the CRC Supervisor or his/her delegate: A properly authorized representative of the sponsor (funding) organization; The individual named by the CRC Subject Record. This same individual may request a copy of his/her medical records upon (1) execution of an Authorization for Release of Clinical Information (CRC Core Form C007) and (2) submission of proper identification. The next of kin of the individual by the CRC Subject Record upon presentation of (1) proper evidence that the subject is deceased or otherwise unable to provide release authorization and (2) proper identification as next of kin. This same individual may obtain a copy of the medical record upon (1) providing a signed written request, (2) proper evidence indicating that the subject is deceased or otherwise unable to provide release authorization and (3) proper identification.
Creating a Youth Volunteer Account Sign in to your Blue Sombrero Account from your Region’s Portal, Select “Volunteer” from your “My Account” Portal. Select “Find Volunteer Roles.” Find and Select “Volunteer Registration – MY17” and then click “View Roles” Scroll down to Youth Referee or Youth VIP Buddy and click continue.
Hyperlinks To link your document to a website or another document, you may use hyperlinks. When so, make sure that the Hyperlink has context and describes where it leads. It should not just read “click here”, and should make it clear what the destination of the link is (example, the web link www.queensu.ca should be written as "Queen's University"). Inserting a Hyperlink in Microsoft PowerPoint® 2011 for Mac Using the mouse, select the text you wish to hyperlink. Right-click or control-click the text. Select “Hyperlink” then “Edit Hyperlink” from the menu. the hyperlink text. Outline and Notes Panels Both the Outline and panels may be used to enhance accessibility of your presentation. Outline Panel By viewing your presentation in Outline view, you can ensure your slides are logically sequenced, that titles and content are meaningful, and that reading order is appropriate. To view the Outline simply select the “Outline” tab on the left-hand pane below the menu ribbon. Notes Panel The Notes Panel can be used to input notes to explain and expand on the contents of your slides in text format. Within PowerPoint the notes can be accessed by screen readers but if the presentation is saved to some other format like a PDF the notes may be inaccessible to screen readers. Select “View” tab from the ribbon; In the “Presentation Views” section, select “Normal”; The “Notes Pane” can be found at the bottom of the window; Type and format your notes in the “Notes Pane”.
Styles Styles are formatting instructions automatically programmed into Word. Styles are used in lieu of the buttons on the toolbar (for example, the “Bold” button, or the “Bullets” button). Use them to create: Titles (using the “Title” style) Headings (using one of nine “Heading” styles) Subtitles (using the “Subtitle” style) Bulleted Lists (using one of five different “List Bullet” styles) Numbered Lists (using one of five different “List Number” styles) Words in italics (using the “Emphasis” style) Words in bold (using the “Strong” style) Underlined words (using the “Subtle Reference” style) To use a style in Microsoft Word® 2010 and 2013 Click on “Home” in the ribbon toolbar. The fourth box from the left in the home ribbon is the “Style” box. Before typing in any text, select the style you would like to use. For example, click on “Title” if you wish to create a title. Type in your title. Press enter, and your text will revert to the “Normal” (default) style. From here, you can continue using the appropriate styles. For instance, you could start writing your text in the “Normal” style, or you may want to create a heading. To create a heading, click on a “Heading” style, and then input your text. To see a list of more styles, the expansion arrow at the bottom right corner of the “Styles” box. Go to Options in the bottom right corner, and in the new window which pops up, select “All styles” in the first drop down menu. Select OK and the “Styles” window will now show many more styles. To modify a style in Microsoft Word® 2010 and 2013 Right Click on the icon of the particular style in the menu. Select “Modify”. A new window will open. Click “Format” (found in the bottom left corner of the window). In the pop-up menu, select the change you wish to make. For example, if you wish to change the written text, select “Font”.
2.a Prepare content for web pages The following assessment method must be used in the assessment of this standard: Observation of learner practical ability The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Learner log/reflective journal This list is not exhaustive and other appropriate assessment methods may be used. 2.b Combine information needed for web pages 2.c Use appropriate editing and formatting techniques to aid both clarity and navigation of the website 2.d Use appropriate development techniques to link information across pages 2.e Change the file formats appropriately for content 2.f Check web pages meet needs, using IT tools and making corrections as necessary 3 The learner will be able to publish websites The learner must be able to: Assessment Requirements Evidence Location 3.a Use appropriate testing methods to check that all elements of websites are working as planned The following assessment method must be assessment of this standard: Observation of learner practical The following assessment methods can be assessment of this standard: Written tasks/questions and answers Oral questions and answers 3.b Identify any quality problems with websites 3.c Outline how they will respond to identified quality issues 3.d Use an appropriate programme to upload and publish the website
lower right zone. Assemble Page 2 (and Page 3, if there) as follows: Put the Reporting Services report in the single, large zone on Page 2. Put the Services report or the Web Page reports in the single large zone on Page 3. For more information, see . Connect a filter to a report or a scorecard On Page 1, connect the Year filter to the scorecard and both analytic charts. . Connect a KPI Details report to a scorecard On Page 1, connect the KPI Details report to the scorecard.