zilongwang/ReadingBank huggingface dataset:
<14 Transition is a life- long endeavor. It is important to early. The state council of VR has a committee to work on transition. Much more is needed than fact sheets and for counselors. To help build this rubric we need to look at all of the partners who have something to contribute. Diane Haynes – asked HKNC if the affiliate program might be revived. There isn’t any funding for it even though there is a passion for MOU’s. Tracey Luiselli – would like some help with a systems piece related to transition to address Indicator 13 and 14. Mike Fagbemi – Wrapped up the meeting reiterating the plan to contact individuals who would like to work on one or more age grouping. The commitment as a member of the TWG could be: TWG Member – Serves in an advisory capacity only. Can review documents and provide content in needed or make recommendations TWG Member – serves on a work focusing on one of the age groups. This member will work within a small team updating text and or recommending links to evidence based information TWG member – need an editor for content TWG Member – with NCDB Instructional design person to format rubric’s digital appearance TWG Member – dissemination and building awareness through supporting an NCDB webinar or webcast.
models in which the database is actually implemented. More detail instructions of the project will be announced verbally or posted on our class web site. Tentative Class Schedule The schedule is subject to change. More specific each week class schedule is available on our class web site. Course Schedule Wk Class Materials Assignment Tuesday Thursday 1 Aug 29: Aug 31: 2 Sep 5: DB Development: - & Online: () Sep 7 (online): Must do! Must do! DB files: (), , and Import Excel file PPT: Additional files: , DB examples: , , , , and Practice files: Excel (, , and ) and DB () 3 Sep 12: DB Development: - Sep 14: DB Development: - DB Assignment (10 points): - Due: Sep 20 (Wed 11:59pm) - Do all the Access practices - From the lectures (2, 3, and 4) 4 Sep 19: DB Development: - con't - Group meeting Sep 21: Access Database Exam 5 Sep 26/28: Database Modeling - and - - & Online: () Group Big Data Assignment 1 - Due: Sep 27 (Wed, 11:59pm) - Chapter 1 of the Big Data textbook 6 Oct 3/5: Database Modeling - 7 Oct 10:/12 Database Modeling & Group Assignment (based on progress!) Group Big Data Assignment 2 - Due: Oct 11 (Wed, 11:59pm) - Chapter 3 of the Big Data textbook 8 Oct 17/19: Database Modeling (con't) Online: () 9 Oct 24: Database Modeling Exam Online: Oct 26: Transformation Group Big Data Assignment 3 - Due: Oct 25 (Wed, 11:59pm)
- Chapter 4 of the Big Data textbook 10 Oct 31: Transformation Online: () Nov 2: Reverse Engineering Relational model to ERD: , , and 11 Nov 7: Normalization and () Nov 9: Normalization (con't) Online: () Group Big Data Assignment 4 - Due: Nov 8 (Wed, 11:59pm) - Chapter 5 of the Big Data textbook 12 Nov 14/16: Structured Query Language , , and fileor the lecture Online: () 13 Nov 21 (online): SQL Online: , , , and 14 Nov 28/30: Structured Query Language and - Online: Big Data Assignment 5 - Due: Nov 29 (Wed, 11:59pm) - Chapter 6 of the Big Data textbook 15 Dec 5: Structured Query Language (con't) Online: Dec 7: Catching up!
of Contents Page No. Chair and Chief Executives Foreword 3 About DBS 5 Strategic Context 7 Our Plan for 2017-18 9 Improve safeguarding through delivery of excellent services and sharing knowledge 9 Drives good value for money 10 Meets customer needs and exceeds expectations 11 Develops a talented workforce to inspire continuous improvement 12 Is a highly valued public organisation 13 Delivering our Plan 14 Our Organisation 14 Risks to delivery 14 Our Services and Achievements in 2016/17 15 Barring 15 Disclosure 17 Budget Information 20
entered the UK certificate – issued after time of birth UK and Channel Islands Marriage/civil partnership certificate UK and Channel Islands Adoption certificate UK and Channel Islands HM Forces ID card UK Firearms licence UK and Channel Islands Group 2b: Financial and social history documents Document Notes Issue date and validity Mortgage statement (which includes account details) UK or EEA Issued in last 12 months Bank or building society statement (which includes account details) UK and Channel Islands or EEA Issued in last 3 months Bank or building society account opening confirmation letter (which includes UK Must still be valid
account details) Credit card statement (which includes account details) UK or EEA Issued in last 3 months Financial statement, eg pension or endowment (which includes account details) UK Issued in last 12 months P45 or P60 statement UK and Channel Islands Issued in last 12 months Council Tax statement includes account details) UK and Channel Islands Issued in last 12 months Work permit or visa UK Valid up to expiry date Letter of sponsorship from future employment provider Non-UK or non-EEA only - valid only for applicants residing outside of the UK at time of application Must still be valid Utility bill includes account details) UK – not mobile telephone bill Issued in last 3 months Benefit statement, eg Child Benefit, Pension (which includes account details) - Issued in last 3 months
Central or local government, government agency, or local council document giving entitlement, eg from the Department from Work and Pensions, the Employment Service, HMRC UK and Channel Islands Issued in last 3 months EU National ID card - Must still be valid Cards carrying the PASS accreditation logo UK and Channel Islands Must still be valid Letter from Head Teacher or College Principal UK - for 16 to 19 year olds in full time education - only used in exceptional circumstances if other documents cannot be provided Must still be valid
should include the date the disclosure was issued and the serial number of the disclosure document. If the school engages a consultant to undertake a piece of work for the school– do they need a new DBS check? Self employed cannot for a DBS check unless it is through a registered body. However, as the school has engaged the consultant and if a DBS check is required, the school can apply for a DBS check. Alternatively, if the consultant is registered with an employment agency, the agency can arrange to process your DBS check. Will employees who were born abroad, travelled extensively or lived overseas require an additional check? They must undergo the same checks as for all other employees. This includes a DBS Disclosure and children’s barred list check. In addition, the school must make such further checks as they consider appropriate. e.g. additional references from employers overseas. What happens if my DBS reveals any convictions or additional information? The school complies fully with the DBS Code of Practice and undertakes to treat all candidates for posts fairly. We will not discriminate unfairly against any candidate subject to a Disclosure based on conviction or other information revealed. The school is committed to the fair treatment of its employees, potential employees or of its services, regardless of race, gender, religion, sexual orientation, responsibilities for dependants, age, physical/mental disability or offending background. NOTE: The following paras only apply to those schools who buy the DBS service from GCC. Other schools will have their own arrangements for clearing DBS certificates.Set out below is a If we receive an unclear DBS disclosure this will be referred to the GCC DBS What is the DBS Panel? A DBS disclosure which contains any convictions, cautions, reprimands and warnings held on the police national computer or information held on the barred lists will be referred to the GCC DBS Panel. The role of the DBS Panel is to consider the information based on a set of criteria and decide whether you can be cleared in the post you have been offered. The criteria is as follows How relevant the offences are to the tasks that the applicant will be required to perform.
Goals of the DBT skills group? The skills group is where we will learn and practice methods to help us change those patterns in our lives that are causing us misery and distress. We will work on handling conflict, getting what you want and need, and saying no to unwanted requests while maintaining self-respect and respecting others. Structure of DBT Skills Group The DBT Skills group will include the youth in the DBT Program and a DBT Coach. Expectations for the coaches: Available to attend the DBT skills group on a regular basis. Willing to learn DBT skills to improve their own ability to support DBT youth. Available to DBT youth to coach them on applying their DBT skills during difficult situations. Each skills group will begin with a mindfulness activity. Then there will be a lesson for that session including the related DBT skills. Then the coaches and youth will divide into separate groups in order to practice the skills taught. Then the whole group will come together for a closing activity and homework. Goals of the DBT Program & Skills Group We want to DECREASE: Chaos in our personal lives Emotions that become very strong very quickly and are hard to control Impulsive behavior that gets us into trouble We want to INCREASE: Ability to have positive interactions with friends and family Some control over how we respond to our emotions The ability to tolerate distress without freaking out Core mindfulness skills Skills Group Program Outline Introduction Purpose of DBT Structure of Weekly Sessions
Then record reaction to the statement. For judgmental self-statements, try to the statement based on the facts rather than your judgments about yourself. Balanced Relationships Relational Mindfulness for Parents & Coaches WHAT HOW Observe: Just notice your adolescent Describe: Put words on noticing Participate: Involve Yourself in the experience or activity with your family member Non-Judgmentally: Let go of “should” and right/wrong One-Mindfully: Only pay attention to your adolescent Effectively: Remember that this is someone you love Using Relational Mindfulness in Relationships Being together when you are together There are 3 ways to be together: Passively Together Both people are physically present (e.g., same room or same place) but are not interacting with each other and are not focusing attention on each other. Example: A parent could be washing dishes in the kitchen at the same time their adolescent is doing homework at the kitchen table. Actively Together Both people are doing something actively together. Attention is focused primarily on these activities, but there is some awareness of each other.
Hanging out with your friends Saving Planning your future Reading a book Dancing Fixing or cleaning things around the house Have a quiet evening Cooking Taking care of my pets swimming Writing Drawing Exercise Going to a party Playing sports Talking with a friend Singing Going to the beach Download a new ring tone rollerblading Traveling Playing musical instruments Making a gift for someone Buying CDs Watching sports on TV Going to a game Shopping Going out to dinner Working Getting your hair done or cut Kissing Going to hear live music Planning to go to school Going for a drive Watching TV Making lists of things you have or want to do Download a new song Going bike riding Buying gifts Going to the park Completing a task Eating foods you love Writing in a Sending an IM Going on a picnic Meditating Giving/ receiving hugs Playing cards Looking at pictures word puzzles Playing pool Playing video games Dressing up and looking nice Buying things for yourself Talking on the phone Walking around the city Getting a manicure Saying “I love you” Thinking about your good qualities Fantasizing about life getting better Taking sports, or music lessons _________________ _______________________ _______________________ _______________________
Mindfulness does not have to happen in a formal meditation session. You can practice this at any time. No therapy or meditation will prevent unpleasant or sad things from happening in our daily lives. But mindfulness allows us to view those things from a more objective place, to see them without letting them pull us into automatic reactions and feelings. States of Mind Emotional Mind Wise Mind Rational Mind Feeling - Centered Logical thinking is difficult are distorted to match mood You may be impulsive or “Hot Headed” Emotions are in control Emotions influence and control your thinking & behavior Operate in “Emo” Mode Thoughts + Feelings Integrate best of emotional & rational minds Viewing situation with loving detachment Observing & responding Not Intense Reacting Not Cool Distancing Operate in “Wise” Mode Thought – centered Emotions are ignored Focus on Facts & Logic Feelings of self & others not considered Cool and detached Operate in “Robot” Mode How Our State of Mind Effects Situations Describe a situation was difficult or led to conflict with someone else. Under Emotional Mind, list the feelings you had during the situation and what your reactions were. Under the Rational Mind, list the thoughts you had during the situation and what your rational responses were.
Going for a walk Jogging Listening to music Lying in the sun Reading magazines Hanging out with your friends Saving money Planning your future Reading a book Dancing Fixing or cleaning things around the house Have a quiet evening Cooking Taking care of my pets Going swimming Writing Drawing Exercise Going to a party Playing sports Talking with a friend Singing Going to the beach Download a new ring tone Going rollerblading Traveling Playing musical instruments Making a gift for someone Buying CDs Watching sports on TV Going to a game Shopping Going out to dinner Working Getting your hair done or cut Kissing Going to hear live music Planning to go to school Going for a drive Watching TV Making lists of things you have or want to do Download a new song Going bike riding Buying gifts Going to the park Completing a task Eating foods you love Writing in a diary Sending an IM Going on a picnic Meditating Giving/ receiving hugs Playing cards Looking at pictures Doing word puzzles Playing pool Playing video games Dressing up and looking nice Buying things for yourself Talking on the phone Walking around the city Getting a manicure Saying “I love you” Thinking your good qualities Fantasizing about life getting better Taking sports, dance or music lessons Other: _________________ _______________________ _______________________ _______________________
Partner 3 Title of organisation: [Please write here] Address: [Please here] Zip code: [Please write here] Country [Please write here] Contact person: [Please here] Title: [Please here] Mail: [Please write here] Partner budget in $ [Please write here] Partner 4 of organisation: [Please write here] Address: [Please write here] Zip code: [Please write here] Country [Please write here] Contact person: [Please write here] Title: [Please here] Mail: [Please write here] Partner budget in $ [Please write here] Project partners funded by India Partner 1 Title of organisation: [Please write here] Address: [Please write here] Zip code: [Please write here] Country [Please write here] Contact person: [Please write here] Title: [Please write here] Mail: [Please write here] Partner budget in $ [Please write here] Partner 2 of organisation: [Please write here] Address: [Please write here] Zip code: [Please write here] Country [Please write here] Contact person: [Please write here] Title: [Please here] Mail: [Please write here] Partner budget in $ [Please here] Partner 3 Title of organisation: [Please write here] Address: [Please write here] Zip code: [Please write here] Country [Please write here] Contact person: [Please write here] Title: [Please write here] Mail: [Please write here] Partner budget in $ [Please here] Partner 4 Title of organisation: [Please write here]
collaborative partners to create a training program for professional interpreters for people who are deaf-blind. This training has resulted in approximately twenty individuals being certified in this area. In addition, DBVI has worked with the University of Southern Maine Linguistics Department and other collaborative partners, to create a Support Service Provider (SSP) program to enhance communication for consumers who are deaf-blind or dual sensory impaired who may or may not use ASL. DBVI utilizes interpreter services, such as Maine State Interpreters or Catholic Charities Maine, for individuals with whom they cannot communicate directly with due to language barriers. Collaboration exists on an administrative level with the Commissioners of Education and Labor working jointly in a number of capacities. There is a Memorandum of Understanding (MOU) between the two departments to address the needs of students with disabilities, specifically with visual impairments for DBVI. As outlined in Section 606 (Employment of Individuals with Disabilities) of the Individuals with Disabilities Education Improvement Act, DBVI continually makes "positive efforts to employ and advance in employment qualified individuals with disabilities in programs assisted under this title." DBVI staff have attended Maine’s DVR Statewide Transition Counselor Advisory Group that meets quarterly to promote best practices in the provision of VR transition services. During the last year, this group heard from a number of guest speakers on disability and employment issues – including benefits counseling – and focused much of its efforts on WIOA implementation and the requirement for increased collaboration with schools and the Maine Department of Education. During the past year, Division for the Blind and Visually Impaired Transition VR Counselors have attended SPDG-sponsored regional trainings to provide content area knowledge, as well as gain additional understanding of best practices in post-secondary transition planning. Over the last year Maine Department of Education received intensive technical assistance from the National Secondary Transition Technical Assistance Center (NSTTAC). As a result, Maine sent a team of stakeholders to the 2015 Annual Capacity Building Institute where a state action plan was developed with a number of follow-up steps. (J) Provide an assessment of the rehabilitation needs of individuals with disabilities residing within the State, particularly the VR services needs of those: with the most significant disabilities, including their need for supported employment services; who are minorities; who have been unserved or underserved by the VR program; who have been served through other components of the statewide workforce development system; and
DM Chapter 1610 DB Concrete Barrier Assessment in Wildlife Areas RFP DM Chapter 1610 DB Signing Inventory RFP DM Chapter 1020 DB Omitted Delineation Work RFP DM Chapter 1030 DB Traffic Control Signals Backup RFP DM Chapter 1330 DB Preemption Coordination RFP DM Chapter 1330 DB Railroad Notice to Proceed RFP DM Chapter 1350 DB Railroad Traffic Control System Calculations RFP DM Chapter 1350 DB Median Crossover Decisions RFP DM Chapter 1370 DB HOV Operations Analysis RFP DM Chapter 1410 DB Bridge Site Data DOT Forms 235-002, 253-001 and 235-002A RFP DM Chapter 710 DB Mill Bridge Surface Approval RFP DM Chapter 720 DB MTMCTEA Correspondence RFP DM Chapter 720 DB Bridge Approach Slab Omission Concurrence RFP DM Chapter 720 DB Retaining Wall Decisions RFP DM Chapter 730 DB Retaining Wall - Approval of Consultant Designs RFP DM Chapter 730 DB Noise Barrier Alternative Evaluations RFP DM Chapter 740 DB Noise Barrier Selection Approval RFP DM Chapter 740 DB Temporary Erosion & Sediment Control (TESC) Plans RFP Highway Runoff Manual DB
Date: Date: COST PROPOSAL SUMMARY Change Order Request No.: Design Builder Name: University of California, {Facility Name} (1) (2) (3) (4) Contractor 1st Tier Subs 2nd & Lower Tier Subs Total 1. Straight Time - Labor 2. Fringe Benefits and Payroll - Labor 3. Overtime Wages/Salaries - Labor ACTUAL 4. Fringe Benefits and Payroll Taxes - Overtime COSTS 5. Materials and Consumable Items 6. Sales Taxes (On line 5) 7. Rental Charges 8. Royalties 9. Permits 10.Total Direct Expense (Sum of lines 1-9) 11. Insurance & Bonds (up to 2% of line 10) 12. Sub-Sub (15% of line 10; col. 3) 13. Subcontractor (5% of line 10; col. 3) Design Builder 14. Subcontractor (15% of line 10; col. 2) FEE 15. Design Builder (5% of line 10; col. 2 & 3) 16. Design Builder (15% of line 10; col. 1) 17. Design Builder Fee (Sum of lines 12-16) TOTAL 18. Sum of lines 10, 11, & 17 Actual Costs are taken from line 12 of the attached forms titled, “Supporting Documentation For the Cost Proposal Summary” for Design Builder and each Subcontractor involved in the Extra Work. SUPPORTING DOCUMENTATION FOR THE COST PROPOSAL SUMMARY Design Builder/Subcontractor Name: Change Request No.: Work Activity: University of California, {Facility Name} COST ITEM DESCRIPTION COST (1) 1. Straight Time Wages/Salaries -- Labor 2. Fringe Benefits and Payroll -- Labor: % of line 1 3. Overtime Wages/Salaries - Labor (Attach University Representative's written authorization) ACTUAL 4. Fringe Benefits and Payroll Taxes -- Overtime: % of line 3 5. Materials and Consumable items 6. Sales Taxes: % of line 5 7. Rental Charges (attach CalTrans’ Schedule) 8. Royalties 9. Permits 10. Total Direct Expense -- sum of lines 1-9
This form is optional. If used coordinate with optional (Grey highlighted) text of the Cost Proposal COST BREAKDOWN FOR SUPPORTING DOCUMENTATION Change Order Request No. DESIGN BUILDER OR SUBCONTRACTOR NAME: JOB/CONTRACT NOS.: DATE: ITEM NO. DESCRIPTION MATERIAL LABOR EQUIPMENT TOTAL COST AMT UNIT COST COST HRS LABOR RATE* COST HRS EQ RATE COST ADD DEDUCT PROPOSED COST ORIG. BID COST Sales Tax Total Cost TOTAL NET COST (sum of Total Cost column)
Value Analysis 01250 Payment Procedures Project Meetings and Coordination 01320 Construction Progress Documentation 01325 Schedules Submittal Procedures 01340 Special Procedures 01350 Partnering 01420 Abbreviations, Definitions and References 01440 Quality Control Temporary Utilities 01520 Construction Facilities 01530 Temporary Construction 01560 Temporary Barriers and Enclosures 01570 Temporary Controls 01580 Project Identification and Information 01610 Basic Product Requirements 01630 Product Options and Substitutions University Furnished Products 01650 Products Delivery Requirements 01660 Products Storage and Handling 01710 Examination of Existing Conditions 01720 Preparation 01730 Execution 01740 Cleaning 01750 Starting and Adjusting 01760 Protection of Installed Construction 01770 Closeout Procedures 01780 Closeout Submittals 01790 Guarantees, Warranties, Bonds, Service & Maintenance Contracts 01810 Commissioning 01820 Demonstration and Training 01830 Not Used 01840 Reconstruction
School of Computer Sciences Western Illinois University IS 524, Assign#2 Amaravadi Note that this assignment requires you to know database concepts prior to doing it. Download ‘insurance.accdb’ from the course web site and open it in Access, make sure to ‘enable’ the content. The database already has the product table. You will be creating the Creating the client and payments tables, entering data, doing queries and creating a report. DATA DEFINITION We will define the tables in the following steps. Go into “Create” tab and select “table design”. You are presented with a blank table as below. This has id as primary key. Close this table and then select ‘Create’ and ‘Table Design’ again from the main menu. You are presented with another form that looks like the previous one. Using the attributes below, define the data for the Client table by typing in the attributes and their data types. Define the primary key by highlighting the key and selecting the primary key icon from the “design’ menu. Close the table and save as ‘Client’. Repeat the same process for the payments table. You need to hold down the shift key when defining multiple primary keys. The product table is already available. Client Product Payments You should see all three tables on the left side of the screen. CHECK RELATIONSHIPS You need to check if the tables are linked together. Go into “Database tools” and “relationships” from the main menu. It should show the tables linked by cross-reference keys. If they are not linked, “add” all three tables and link them by dragging and dropping primary keys (see the diagram below). Close and save. DATA ENTRY FORMS We will create data entry forms for the ‘client’ and ‘payment’ tables and enter data through the forms. For the ‘product’ table data will be entered directly into the table. Select ‘client’ table first and go into create” and “forms design” from the menu on top. You are presented with a blank form on which ‘controls’ will be placed. See the menu in the figure below. You will create the title first and then add fields:
REQUEST FOR GRANT OF DECLARATION OF BENEFITS OR TO ENGAGE IN SPECIAL INVESTMENT AGREEMENT I. REQUEST Grant of declaration of benefits Engage in special investment agreement Request Nr. _____/______ IDENTIFICATION OF THE INVESTOR Name: _____________________________________________________________ Type of Investor National Investor: Foreign Investor: Office: ________________________________________________________________ Company Unique Number: Phone contact: E-mail contact: DIRECTOR / LEGAL REPRESENTATIVE Name: _____________________________________________________________ Nr. of the Identification document: ______________________ Issue Date: ____________________ Valid until: ______________________ Position: ______________________ Address: Phone contact: ______________________ E-mail contact: INVESTMENT Sector / Area of investment: Amount invested in USD: State property lease: Location: ___________________________
12. Proposer's Comments The following space is provided for further explanations of the answers to any questions asked in this Prequalification Questionnaire. Rating Information A Proposer who receives or more points out of a possible points based on an established rating system will be invited to participate in the Level II Interview step for prequalification. A Proposer who receives or fewer points or who falls under any of the following categories will be excluded from further consideration in the prequalification process: {LIST ITEMS CONTAINED IN THE PREQUALIFICATION EVALUATION, FOR EXAMPLE: Proposer does not have the proper license. Proposer has not completed at least projects costing in excess of $ per project since . (Construction Experience) Proposer has not completed at least projects costing in excess of $ per project since . (Design Experience) Proposer does not have the required financial ratios. Proposer has not completed at least projects costing in excess of $ per project since . (Design Build Experience) Proposer exceeds ratio established for recover and claims frequency.
4. Financial Data Financial Statement Evaluation Matrix Proposers Name: Not Prequalified ______ Meets Minimum Criteria ______ Exceeds Minimum Criteria ______ (Refer to Rating Instructions on next page) Financial Ratios Calculation Previous Fiscal Year Ratio Most Recent Quarter Ratio Next Most Recent Quarter Ratio Average Ratio Rating 1. Current Ratio Current Assets Current Liabilities 2. Debt Ratio Total Debt Net Worth Financial Statement Evaluation Matrix – Rating Instruction Calculate each ratio for each reporting period as noted. Average each over the reporting periods. Assign points to each average per the following Table(1): Current Ratio Assets/Liabilities Less than 1 1 to 1.25 Over 1.25 NPQ 1 Point 3 Points 2. Debt Ratio Debt/Net Worth Over 35% 30 to 35% Under 30% NPQ 1 Point 3 Points
No Yes No. CATEGORY/POINT RANGE Actual Points Asgnd Points 8.2 Letters from insurance company No letter. Does not meet limits. limits. NPQ NPQ 1 9. Disqualification 9.1 Is Proposer currently disqualified from UC projects? No Yes 0 NPQ Is Proposer currently disqualified by other contract entities? No Yes 0 NPQ 10. Rates for Additional Design Services submitted are reasonable in relation to current market conditions Rates not reasonable are reasonable NPQ 1
FOR UNIVERSITY USE ONLY Do Not Issue to Proposer PREQUALIFICATION EVALUATION SUMMARY WORK SHEET CATEGORY Maximum Assignable Points Actual Points Minimum Required Points 1. Contractor’s License 1 1 2. Construction Experience 2.1 Total amount 2.2 Completion record 10 6 2 1 3. Design Experience 10 1 4. Financial Data 6 2 5. Design Experience 10 1 6. Claims History 6.1 By University 6.2 By Proposer 4 1 4 1 7. Surety 7.1 Complete work 7.2 Bonding capacity 1 1 1 1 Insurance 8.1 Limits General liability Auto liability Professional Liability 8.2 Letter 1 1 1 1 1 1 1 1 CATEGORY Maximum Assignable Points Actual Points Minimum Points 9. Disqualification By 9.2 By other University 0.00 0.00
FOR UNIVERSITY USE ONLY Do Not to Proposer Project Number: (Proposer Name) Prequalification Summary: Total points, required: Total points, actual: Prequalified 1: YES NO Signature of Evaluators: 1. 2. 3.
Modifications and Additions: 1. Changes to the General Conditions by the Supplementary Conditions require review and approval by the Office of the President before the document is issued to Bidders. 2. Areas shaded in gray, without brackets, represent suggested text that may be modified by the Facility to meet the needs of the Project. This is an example of the format. Ensure that any modified or added text is consistent with the Contract Documents. 3. Areas not highlighted in gray, without brackets, shall not be altered without approval of the Office of the President. 4. Articles, New. Adding a new condition to the General Conditions requires that a new article be added to the Supplementary Conditions. The new article must reference the appropriate General Conditions article and describe the change. 5. Non-compensable Time Extension for Weather. The risk to the project for inclement weather is one of the many risks that is addressed in the University contract. The contract now allocates risk of delay in excess of the specified number of days of anticipated rainy days to the University rather than the Contractor, The number of days specified should not normally exceed the number of days for which rain is anticipated at the project site. This language should be used except for unique projects that cannot be delivered at a date later than the specified Contract Time, without significant hardship to the University. If you contemplate not using the language in the Supplementary Conditions for a "date sensitive" project, please consult the Office of the President. 6. Contractor’s Pollution Liability (CPL) insurance. The risk of liability to the University for hazardous material contamination can be managed by requiring the Contractor to provide evidence of insurance coverage for pollution liability and naming the University as an Additional Insured. For projects involving work with hazardous materials, e.g. asbestos abatement, a Facility should normally include such a provision. See the embedded instruction in the Supplementary Conditions. For other projects, a Facility may choose to include this provision if the construction work warrants such pollution coverage and consultation with the campus risk manager is recommended. Comments: None END OF COVERSHEET AND INSTRUCTIONS
This form is optional. If used coordinate with optional (Grey highlighted) text of the Cost Proposal COST BREAKDOWN FOR SUPPORTING DOCUMENTATION Change Order Request No. DESIGN BUILDER OR SUBCONTRACTOR NAME: JOB/CONTRACT NOS.: DATE: ITEM NO. DESCRIPTION MATERIAL EQUIPMENT TOTAL COST AMT UNIT COST COST HRS LABOR RATE* COST HRS EQ RATE COST ADD DEDUCT PROPOSED COST ORIG. BID COST Sales Tax Total Cost TOTAL NET COST (sum of Total Cost column)
<Orchestrator Service Account samAccountName> User Account Name (samAccountName) of the Orchestrator Service Account <Orchestrator Service Account Domain Name> FQDN of the Active Directory Domain where the Orchestrator Service Account is stored <Orchestrator Service Account NetBios Domain Name> NetBios name of the Active Directory Domain where the Orchestrator Service Account is stored Generate and the Encryption Key for Orchestrator Service Account Orchestrator Service Account credentials (User Name, Domain and Password) will be needed to complete this procedure. Note: This step is required only once when provisioning the Orchestrator environment. Log on to a Management Server/Workstation. From the Powershell command line run the command below: .\DCAF-CreateOrchestratorEncryptionKey-2.ps1 -EncryptionExtensionAttribute “<Encryption Extension Attribute name>” -orchSvcAccountDNSDomain “<Orchestrator Service Account Domain Name>” Parameter Value <Encryption Extension Attribute name> Name of the User Active Directory Object property that is used to store the Encryption Key <Orchestrator Service Account Domain Name> FQDN of the Active Directory Domain where the Orchestrator Service Account is stored
Steps followed Create an empty PowerShell Workflow container named as shown in image below. Add Input Parameters from Initialize Data Activity to SMA Workflow Parameters as shown in lines 34-57 below. Analyze the Orchestrator Control Runbook for loops, break conditions and jump statements. Prepare an algorithm based on the Runbook as shown below: Algorithm derived from Orchestrator Runbook: Invoke ‘Initiate-Validation’ SMA Worklfow. If succeeds then continue else go to step K If CreateNewService parameter is ‘True’ got to step E If CreateNewService parameter is ‘False, invoke SMA worklow. If succeeds then continue else go to step K IF ‘Service Exists’ is ‘True’ then go to Step F If ‘Service Exists’ is ‘False’, Invoke ‘Initiate-CreateAzureService’ SMA Workflow. If succeeds then continue else go to step K Invoke ‘Initiate-CheckCloudStorageName’. If succeeds then continue else go to step K If storage exists is ‘True’, go to step I If storage exists is ‘False’, then invoke ‘Initiate-NewStorageAccount’. If succeeds then continue else go to step K Invoke ‘Initiate-CreateWindowsVM’ SMA workflow. If succeeds then continue else go to step K Invoke ‘Initiate-GetRDPFile’ SMA Workflow. If succeeds then go to step L else go to step K Write Error and Break execution End Convert the above created algorithm into a PowerShell workflow script and create a Main SMA Workflow ‘Initiate-NewWindowsVM’. The final SMA Workflow script will look like below:
Briefly explain the department/campus needs that cause the project. Cite any previous program plan reports, feasibility studies or other related studies. Identify the Departments in the facility or benefiting from project: Include enrollment information (current and projected); and an evaluation of current space (shortages, obsolete conditions). Note any facility deficiencies and/or problems this project will address. Other relevant project history and information. Facility Information: Facility Name: Location: Acquisition/Build Date: Size (GSF): Prior renovations or additions within last 20 years: Campus Master Plan: Provide the following in paragraph form Relationship to the campus physical development plan Future use of vacated space Impact to other campus buildings Impact to campus strategic space management Other relevant campus wide factors Funding Funding Source: Describe the source of project funds as noted in the example below. Campus Reserves – source [such as chancellor discretionary from year end surpluses] - the actual or anticipated date of sale and amount Private or Gifts - the source, the purpose, and balance [promised or in hand?] Grants - the source, the purpose, and balance [promised or in hand?] State - the year of the appropriation Bond Financing (1) $30,000,000 Federal Grant (2) $4,000,000 Gift (3) $2,000,000 State Appropriation (FY2010) $10,000,000 Campus Reserves (4) $2,000,000 Total Capital Funds $48,000,000 The annual debt service is approximately $2 million on 5% 30 year schedule. The campus will pay the debt service through new revenue from additional student enrollment.
Name______________________________________ DC Reflection Essay Remediation (Must Fix) 1 1.5 Near Mastery 2 2.5 Mastery 3 3.5 Exceeds Mastery 4 Score Information W7.3 The writer wrote a basic summary of the experience. The essay is more informative and lacks details of a reflection. The writer clearly stated what happened during each experience, but did not share in depth details about the experience. The writer worked to make the information understandable and interesting. The writer summarized each experience and shared details, examples or stories. The writer analyzed the experience of the trip or created a reflection in which it felt as though he or she was reliving the experience. Organization W7.4 The writer did not use an obvious organizational structure. There was more than one topic per paragraph. The writer organized the writing into a sequence of separate sections. The write may have used headings to highlight the separate sections. The writer chose a focused subject. The writer clear topic sentences. The writer made deliberate choices about how to order sections and about the sequence of information and ideas within sections. The writer used topic sentences, transitions, and formatting where appropriate to highlight main points. Craft W7.4 The writing either had some of the formal style, the 5 paragraphs, topic sentences, or supporting sentences, but one was missing more than one of the key elements. The writing either had some of the formal style, the 5 paragraphs, topic sentences, or supporting sentences, but one was missing one of the key elements. The writer used a formal style. There were a minimum 5 paragraphs with a topic sentence and 3 supporting sentences. The writer had purposefully chosen the structure of the reflection to mirror the experience or a similar purpose to the structure. Spelling/ Grammar L7.2 Spelling errors occur even in commonly spelled words. Capitalization and punctuation are spotty or appear to be random. Technical terms have spelling errors. Nearly all capitalization is done properly with an occasional error. Commas and punctuation exist, but there are sentences or fragments. Spelling is overall correct including technical from the trip. Proper nouns were capitalized and correct use of commas and punctuation. Spelling is correct. Basic punctuation and capitalization is correct. The writer experimented with additional punctuation and sentence structure with overall correctness.
The Dandaragan Coorow Community Bank® Branch is proud to be able to provide financial support for our communities, helping make connections and providing opportunities to partner with organisations that fit our business ideals. The Community Bank® model is different from the ‘big banks’. Bendigo Bank’s Community Bank® model is set up to direct profits from its customers’ banking business directly back into the local community that supports it. Your home loan, credit card, term deposit, insurance premiums, business banking or financial planning business can all generate profit to be directed back into local community groups and organisations – just like yours. Our branch and board of volunteer directors make decisions locally on where this money is directed and what projects to support. We provide sponsorships that support worthwhile causes in order to create awareness and drive new business so that we can continue to contribute to the success of our community. We welcome the opportunity to meet with any of your members, family, supporters or friends to have a chat about how we can assist with your banking needs – whatever they may be. Applications for funding are generally only accepted from organisations that bank with us. Priority areas Sponsorship applications are assessed on a case-by-case basis and will be considered favourably where they provide broad community benefit in the following priority areas: Sustainability and the environment Eg caring for the environment, water security, carbon footprint reduction, sustainable land use or sustainable energy projects. Vibrant and sustainable community Eg initiatives that encourage participation in sports, recreation, arts and culture, building networks and include all ages and abilities. Facilities, services and support Eg health, aged care, disabilities, child care, sport and recreation, arts and culture, education, tourism, emergency services or other community facilities. Community capacity building Eg initiatives that aim to improve industry resilience, workforce and volunteer capacity, leadership and community perceptions. People and social impacts Eg initiatives that promote diversity and equality, families, underprivileged groups and reducing social isolation. What we won’t support We will not support events or programs that: Support political or religious organisations Denigrate, exclude or offend minority groups Encourage violence Create environmental hazards Promote alcohol or tobacco Present a danger to public health or safety Take place outside of Australia Please use this application form for requests of $500 or more. Your organisation details Organisation name
Physical Education HPR 1111 1 College Algebra MAT 1313 3 Trigonometry MAT 1323 3 Finite Mathematics MAT 1333 3 Business Calculus MAT 1513 3 Statistics MAT 2323 3 French I MFL 1113 3 French II MFL 1123 3 Spanish I MFL 1213 3 Spanish II MFL 1223 3 Music Appreciation MUS 1113 3 Chorus I MUO 1211 1 Old Testament Survey PHI 1113 3 New Testament Survey PHI 1133 3 Intro. to Philosophy I PHI 2113 3 Intro. to Philosophy II PHI 2123 3 Intro. to Astronomy PHY 1114 4 Physical Science I PHY 2244 4 Physical Science II PHY 2254 4 General Physics I PHY 2414 4 General Physics II PHY 2424 4 American National Gov. PSC 1113 3 American State & Local Gov. PSC 1123 3 Comparative Government PSC 2113 3 Gen. Psychology I PSY 1513 3 Gen. Psychology II PSY 1523 3 Intro. to Sociology I SOC 2113 3 Social Problems SOC 2133 3 Marriage and Family SOC 2143 3 Public Speaking I SPT 1113 3 Theater Appreciation SPT 2233 3 Drama Production SPT 1241 1
output is cyclically extended and the resulting waveform is windowed to the required OFDM symbol length.” The cited sentence is on page 2015 line 57 No objection to this additional change. This will be included in 11-14/207r8 that has not been posted yet. CID 2183 resolution is updated to use r8. Comment Resolution GEN CID 2231 – Proposed Resolution: REJECTED (GEN: 2014-05-15 01:20:31Z) Commenter has provided insufficient detail to resolve the comment. Comment Resolution MAC CID 2462 Review comment See document 11-14/666r0 Review document Ran out of time Reminder we aer in the larger room for PM2 Start with Deprecation CIDs and the motions from Monday/Tuesday Recess 3:31pm TG REVmc called to order by Dorothy STANLEY (Aruba) at 4:00pm HT Tuesday Wednesday PM2 of Patent Policy No identified. Agenda Resolution – deprecation CIDs, Motions Liaison response 2462 from main agenda document 11-14/475r7 (r8 as changes were made). CID 2411 and CID 2412 Have had lots of discussion Have requested input form WI-Fi Allince Motion #53 Resolve the CID 2411 and 2412 with a comment resolution of “REJECTED (GEN: 2014-05-15 02:04:50Z) The TG discussed the commenter’s proposed changes at length and did not come to consensus to make the proposed change. Concerns raised include loss of backward compatibility and inability to serve emerging market applications. Moved VK JONES 2nd: Eldad PERAHIA 23-0-8 motion passes Motion #54 Approve resolutions in 11-13/361r30 Tab Motion MAC-Y and 11-13/1160r11 GEN Motion Hawaii Tab Except CID 2183 Incorporate 11-14/549r0, and 11-14/640r1 Moved Adrian STEPHENS 2nd Mike Montemurro
IEEE P802.11 Wireless LANs Proposed resolution to CID 2458 Date: 2014-05-12 Author(s): Name Company Address Phone Mark Hamilton Spectralink 2560 55th St Boulder, CO USA +1.303.441.7553 This document presents some re-write change proposals to sub-clause 9.21, to address REVmc CID #2458. CID Page Clause Comment Proposed Change Owning Ad-hoc 2458 EDCAF operation needs help to improve understanding - it has not evolved well. For example, 9.19.2.3 has become a convoluted machine built from 4 separate bullet lists. 9.19.2.3 and 9.19.2.5 both discuss backoff counter decrements, and when This needs work, and a proposal. MAC out
the primary AC and at least one secondary AC, the frames in the primary AC queue shall be transmitted to the destination first, among a series of downlink transmissions within a TXOP. The decision of which secondary ACs and destinations are selected for TXOP sharing, as well as the order of transmissions, are implementation specific and out of scope for this specification. (28) When sharing, the TXOP duration that applies is the TXOP limit of the primary AC. NOTE—An AP can protect the immediate response by preceding the VHT MU PPDU (which might have TXVECTOR parameter NUM_USERS > 1) with an RTS/CTS exchange or a CTS-to-self transmission. (29) An illustration of TXOP sharing is shown in Illustration of TXOP sharing and PPDU construction. In this figure, the AP has frames in queues of three of its ACs. It is assumed that the TXOP was obtained by AC_VI and is shared by AC_VO and AC_BE. It is also assumed that these frames are targeting three STAs, STA-1 to STA-3. Illustration of TXOP sharing and PPDU construction(11ac)
xx Parameters for VDI traffic model Evaluation metrics MAC throughput Latency References for video traffic models 11-13/486, “HEW traffic modeling” Guoqing Li et al, (Intel) [1] [2] 11-13-1059-01-hew-video-performance-requirements-and-simulation-parameters [3]11-09-0296-16-00ad-evaluation-methodology.doc [4] Rongduo Liu et al., “An Emperical Traffic Model of M2M Mobile Streaming Services ”, International conference C on Multimedia information networking and security, 2012 [5] JO. Rose, “ Statistical properties of MPEG traffic and their impact on traffic modeling in ATM systems ”, Tech report, Institute of CS in University of Wurzburg [6] Savery Tanwir., “A survey of VBR traffic models”, IEEE communication surveys and tutorials, Jan 2013 [7] Aggelos Lazaris et al., “A new model for video traffic originating from multiplexed MPEG-4 videoconferencing streams”, International journal on performance evaluation, 2007 [8] A. Golaup et al., “Modeling of MPEG4 traffic at GOP level using autoregressive process”, IEEE VTC, 2002 [9] K. Park et al., “Self-Similar network traffic and performance evaluation”, John Wiley&Son, 2000 [10] M Dai et al., “A unified traffic model for MPEG-4 and H.264 video traces”, IEEE Trans. on multimedia, issue 5 2009. [11] L Rezo-Domninggues et al., “Jitter in IP network: A cauchy approach”, IEEE Comm. Letter, Feb 2010 [12] Hongli Zhang et al., “Modeling Internet link delay based on measurement”, International conference on electronic computer technology, 2009. [13] IEEE IEEE 802.16m Evaluation Methodology Document (EMD)
Because the traffic from AP to station has experienced network jitter, it can be modelled the same way as the traffic model of video streaming. The video traffic goes through UDP/IP layer and then to MAC layer. Video traffic generation Traffic from AP to station: use the same steps in video streaming traffic model We assume bit rate for streaming 6 Mbps (1080/30p AVC) and 3 Mbps (1080/30p HEVC) Video bit rate K 6Mbps 20850 0.8099 3Mbps 10425 0.8099 Evaluation metrics MAC throughput, latency Gaming Traffic Model First Person Shooter (FPS) is a typical representative game of Massively Multiplayer Online (MMO) game. The FPS traffic model is considered to be a typical gaming traffic model, as it has additional requirements on, for instance, real time delay with irregular traffic arrivals. Gaming is a two-way single-hop video traffic. Gaming traffic can be modelled by the Largest Extreme Value distribution. The starting time of a network gaming mobile is uniformly distributed between 0 and 40 ms to simulate the random timing relationship between client traffic packet arrival and reverse link frame boundary. The parameters of initial packet arrival time, the packet inter arrival time, and the packet sizes are illustrated in the Table 6 [13]: 6: Parameters for gaming traffic model Component Distribution Parameters PDF DL UL DL UL Initial packet arrival (ms) Uniform Uniform a=0, b=40 a=0, b=40 Packet arrival time (ms) Largest Extreme Value Largest Extreme a=50, b=4.5 a=40, b=6