zilongwang/ReadingBank huggingface dataset:
Confirmation Statement of Nondiscrimination Policy Postings Abbreviation: CnfrmtnNndscrmntnPlcyPstng Description: Confirmation statement, signed by agency’s superintendent, certifying all schools have posted the nondiscrimination policies in administrative offices, including staff lounges and student government meeting rooms. Item Instructions: Related Items: EE 01 On-Site Review of Files of Complaints Received in the Past 12 Months Abbreviation: Cmplnts Description: On site review of discrimination/intimidation/harassment/bullying and sexual harassment complaints, both formal and informal, filed in the past 12 months based on EE items 1.0 and 3.0 alleged by students/parents/employees. Item Instructions: EE 01: Unless directed by reviewer, do not upload complaint files to California Department of Education Monitoring Tool (CMT). Related Items: EE 01, EE 04 Publicized Policies that Prohibit Discrimination, Harassment, Intimidation, and Bullying Abbreviation: Pblczdplcs Description: Agency/school handbooks, catalogs, education program/activity brochures, agency/school Web educational program posters, employee recruitment materials/applications. Item Instructions: EE 01: Ensure that the nondiscrimination policy/nondiscrimination statement with Title IX designations is advertised on all listed documents. Related Items: EE 01 School and Community Resources for LGBTQ or Other At-Risk Pupils Abbreviation: SchlCmntyRsrcsLgbtqorOthrAt-RskStdnts Description: Upload existing school site and community resources related to the support of LGBTQ or other at-risk pupils which are provided to employees. Item Instructions: EE 01: Ensure resources are uploaded from both the existing school site and the community. Related Items: EE 01
Securing Network Channels Securing Network Channels is a way of transferring data that is resistant to overhearing and tampering. The network topology for SAP Fiori components is based on the topology used by SAP NetWeaver Gateway, SAP NetWeaver, and SAP HANA. To ensure confidentiality and integrity of data, we recommend encrypting all communication channels. The following table shows the communication channels used by the SAP Fiori apps, the protocol used for the connections, and the type of data transferred. Note DB related encryption method is supported but it is a separate activity and will not be described in this document. The scenario about the encryption methods between front-end and back-end are listed as below. Communication Path Protocol Used Type of Data Transferred Related App Types Web browser to SAP Web Dispatcher OData HTTP/HTTPS Application data and security credentials Fact Sheets, Analytical Apps Note It is optional if the customer only deploys transactional apps in the system landscape SAP Web Dispatcher to ABAP server(SAP NetWeaver Gateway) OData HTTP/HTTPS Application data and security credentials All Note It is optional if the customer only deploys transactional apps in the system landscape. SAP Web Dispatcher to HANA XS OData HTTP/HTTPS Application data and security credentials Analytical Apps Note It is optional if the customer only deploys transactional apps in the system landscape. SAP Web Dispatcher to ABAP back-end server(ERP,CRM,SRM,SCM) INA HTTP/HTTPS Application data and security credentials(for Fact Sheets end
UNIT – III LIGHTNING TRANSIENTS List out the characteristics features of lightning strokes. What is meant by tower footing resistance? What is meant by arcing ground? What are the various causes of over voltage? Define – Lightning Phenomenon Define – Basic Impulse Level What are the various types of protection afforded by ground wires? Define – Dart Leader Write short notes on stepped leader and pilot streamer. Differentiate lightning over voltages from switching over voltages. Define – Overvoltage Factor State Mason’s theory of lightning. What are the various characteristics of lightning strokes? What are the causes of over voltages in systems? What is meant by over voltage protection? What are the different types of strokes? What is meant by direct lightning strokes? What is the necessity of insulation co-ordination? What are the basic steps involved in insulation co-ordination? What is by back flashover? PART B (16 Marks) Explain in detail, the mechanism of lightning strokes and over voltages on transmission lines. Explain in detail, the different theories of charge formation of thunder clouds. Explain in detail, the charge formation in the clouds. Explain in detail, the interaction of lightning with power system. Explain in detail, the various factors contributing to good line design. Explain in detail, the counter-poise method of protection. 7. Explain in detail, the mathematical models for lightning discharges. 8. Explain in detail, the different characteristics of the lightning strokes. 9. Explain in detail, the mathematical model for lightning discharges. 10. Explain in detail, the principles and functioning of expulsion gaps and protector tubes. 11. Explain in detail, the various techniques of protection of system against lightning. 12. Explain in detail, the mathematical model of lightning.
quation (3) indicates that only differences between the normal and client magnitude response are needed to develop the hearing aid circuit specification. This suggests a process that is simpler than actually getting the TF of the ear, which involves only measuring the client TOH at a discrete number of frequencies. The TOH is defined as the smallest audio power level at which a person can still hear a signal, based on an absolute scale. These levels over the audio spectrum form a function that corresponds to the reciprocal of the TF. Since calibrated equipment will not be used on the test, only relative level will be determine. To examine the relationship between absolution and relative TOH functions, let be the absolute normal TOH, and be the absolute TOH of the client. The transfer function from a relative TOH measurement is described by the following equations: (4) where and are proportionality constants that have no impact on the shape (relative changes) of the TF. These result from different volume level settings on the playback devices and listening station. While the true TF values require absolute measurement of sound, the absolute scale is not needed in our case since the device will have a volume adjustment for the client to change overall level of the signal. So the important aspect of our design is the relative differences or shape of the circuit TF. This is observed by substituting the TOH function from q. (4) into q. (3) to obtain: (5) where the last term is a constant resulting from the proportionality factors and would be directly affected by the overall volume control and can be ignored for our circuit. So Eq. (5) indicates that the measured TOH level of the client’s ear in dB, minus the normal TOH level is our circuit specification. For this project the client’s threshold of hearing will be measured at discrete frequencies contained in the Table 1. Table 1. Test Frequency hearing thresholds Test Frequencies (Hz) Absolute TOH (dB) 300 9 600 6 1200 4 2400 0 4000 -4 5000 0 7000 10 9000 18 12000 11 14000 20 The set of frequencies are assumed to be dense enough in the critical part of the spectrum, such that they provide sufficient information for the continuous reconstruction of the filter
REQUEST FOR RE-ALLOCATION OF EXTERNAL EXAMINER DUTIES For completion by the School School School contact External Examiner Title Forename Surname Home Institution Date new duties to commence Date current appointment due to expire Current Responsibilities Programme Programme Code(s) Remove from duties (Y/N) Rationale for removal Module Title CRN(s) Remove from duties (Y/N) Rationale for removal Additional Responsibilities Programme Title Programme Code(s) New (Y/N) Rationale for inclusion (if not new) Name of previous examiner Institution of previous examiner applicable
Course Overview Becoming a professional in the fields of computing and engineering requires one to learn far more than just technical skills. Indeed, there is a growing sentiment in these disciplines that so-called “soft skills” in communication, teamwork, project management, critical thinking, and ethical reasoning are just as important to professional success. In this course, you will learn and practice these skills within the context of real-world dilemmas and scenarios brought about by the advent of technology. The emphasis will be on helping you to develop the knowledge and soft skills that you will need as a professional in the computing and engineering fields. To that end, the course aims to lay a foundation for you to become a computing or engineering professional who is able (a) to develop carefully-reasoned and well-grounded positions, (b) to engage in civil discourse with others, (c) to formulate sound professional policies and practices, (d) to behave professionally and responsibly on the job, and (e) to manage team projects. Learning Outcomes After successfully completing this course, you will recognize the ways in which computing and communications technologies have given rise, and continue to give rise, to social and ethical dilemmas. understand, and be able to formulate analyses and positions based on four ethical frameworks: Kantianism, Act Utilitarianism, Rule Utilitarianism, and Social Contract Theory. be able to engage in civil discourse regarding the benefits and risks of computing technology in many different areas. This includes the ability to (a) convincingly articulate the arguments on all sides of a controversial issue rooted in ethical frameworks; (b) listen carefully to others’ arguments; and (c) critique and provide constructive feedback on others’ positions. be able to formulate, and make decisions based on, sound policies for professional conduct that take into consideration the rights and needs of all those with a stake in software products and services. be able to work efficiently and productively as a member of a team. Be able to effectively manage team projects. Materials and Resources As indicated above, there are two required textbooks for this course, and you are required to purchase an iClicker. In addition, you should bring a laptop computer to each class, as it will prove useful for some of the in-class activities. Course Schedule Week Topics Readings Work Due 1 Introduction to course Quinn 1 2 Ethics I Quinn 2.1-2.3, 2.6. 2.7 Reading Quiz #1
How to apply If you wish to have an informal discussion about the post, please contact Professor Andy Hobson at Applications have to made through our online system. Closing date The closing date for applications is 15th May 2016. AH/LH/rm EE3224 09/03/2016
Chapter Topic Week Topic Outcomes (TO) LO PO Delivery Methods 1 Basic concepts of rotating machines 1-4 Understand electromechanical energy conversion process Rotating magnetic field; armature reaction Emf generation Rotating machine windings 1&2 Lecture, & Tutorial 2 Synchronous generators 5-9 Synchronous generators construction features Synchronous generator circuit analysis Synchronous generator operating characteristics; phasor diagram and power angles Open-circuit and Short-circuit performance characteristics Conditions of parallel operation. 5,6,7 & 4 1&2 Lecture, Tutorial& Lab Mid-Semester Break 3 Synchronous motors 10-11 Construction features Circuit analysis Analyse Speed /torque characteristics Applications 5,6,7 & 4 1&2 Lecture, Tutorial 4 Single phase Induction Motors 12-15 Construction features Methods of starting Circuit analysis Analyse Speed /torque characteristics 8,9 & 10 1&2 Lecture, Tutorial Assessment Details Assessment Details
# of lectures Lecture # Item Homework /Lab 2 1, 2 Week #1 8/22-8/25 Ch#1 Intro to course, review of prerequisite material, Review data path and control unit design, Moore and Mealy, Glitches in control signals, Data registers with Data enable, State diagram design, All Inclusive and Mutually Exclusive rules, HW#1 0 Verilog coding: the 6-part EE354L lectures at home and learn by yourself. Install Modelsim and learn to use the tool by yourself. installation 1 3 Week #2 8/29-8/30 Compare and contrast: diagram vs. (a 6-part lab) Lab #1 1 4 Week #2 8/31-9/1 Ch#2 Performance, MIPs, MFLOPs HW #2 2 5, 6, Week #3 9/5-9/8 Ch#3 MIPs ISA, SLT, SLTU lw, sw, Byte addressable processors, HW#1B
memory addresses. also cover word addresses in a byte addressable processor 2 7, 8, Week #4 9/12-9/15 Ch#4 P1 Review overflow detection in unsigned and signed arithmetic and ALU design ALU lab Lab #3 2 9, 10, Week #5 9/19-9/22 Ch#5 P1 Single CPU, HW #5A (Single-cycle CPU) 0 Quiz exam on Thursday Sept. 22, 2016 in Quiz slot 2 11, 12 Week #6 Ch#5 P2 CPU Datapath and control design Ch#5 P2 CPU 2nd edition design Lab 4 Part #4 (Multi-cycle CPU) (paper submission) HW #5B (Multi-cycle CPU) 4 13,14, 15, 16 Week #7,8 Ch#6 5-stage pipeline: data dependency solutions (Compiler solution, HDU & FU), and branch implementations (late branch vs. early branch), branch delay slots. Also cover exceptions. Pipelining Lab 6 – Part 4 submission) 2 17, 18 Week #9 Ch#7 P1 Cache: Mapping techniques, CPU address division into Cache HW #6 Pipeline lab #7
exception handling, 1 27, Week #15 Ch#9 Parallel processing, semaphores, (RMW) race, atomic operations on shared variables, CMP, Snoopy Cache Coherency protocols, Write through vs. write-back, MSI, MOESI Pipeline RTL coding lab Lab #7 P3 Sub Parts 3, 4 Thanksgiving Recess Nov 23-26 2 29, 30 Week #16 CMT, parallelism, MPI, cache, Locks, Mutual Exclusion, LL and SC instructions in MIPs 1 30 Week #17 ??????? Ch#4 P2 CLA (Carry Adder) Classes end on Dec. 2, 2016 Friday. Days Dec 5-7 Final exam on Saturday Dec 10, 2016 1:15PM – 4:15PM See the exceptions list at the bottom of Electrical Engineering 109, 209, 457 Final Exam is comprehensive but focuses on later topics. Final exam slot extended
Job description College College of Social Sciences School School of Education Location Falmer Post Number EE5013 Job Title Programme Assistant Grade 4 Responsible To: Deputy School Administrative Manager (Academic Portfolio) On a day-to-day basis the post holder will be supervised by the Senior Programmes Officer (Collaborative Provision), who is responsible to the Deputy School Administration Manager (Academic Portfolio). The School Administration Manager has overall responsibility for the administration of the School of Education. Main Areas of 1. To undertake the administration for a range of programmes Responsibility within the School of Education ensuring agreed standards and deadlines are met. To work as part of the team of administrative staff in supporting and developing the full range of work within the school. To liaise with external partners as appropriate. Specific Duties 1. To undertake the administration for a range of programmes within the School of Education ensuring agreed standards and deadlines are met. 1.1 To deal with student enquiries for the relevant programmes and to ensure that information for despatch is up-to-date and available. 1.2 To be responsible for the administrative aspects of the handling of applications for a range of programmes in liaison with the Admission Tutor(s), Registry Admissions, prospective students and Student Services with regard to special needs.
[35] V.Sze, M.Budagavi and G.J.Sullivan “High Efficiency Coding (HEVC) –Algorithms and Architectures”, Springer, 2014. [37] Daala info: [38] Daala codec Git repository: [39] Z.Wang et al, “Image quality assessment: From error visibility to structural similarity”, IEEE Transactions on Image Processing, vol.13, pp. 600-612, April 2004.
Fig.20 Jockey_1920x1080.yuv [29] Fig.21 PeopleOnStreet_2560_1600_30_crop.yuv [29] 11. Comparison Methodology : Test sequences in .yuv format are encoded using HM 16.2 [26] [33] ,JM 18.6 [27] [32] and VPX encoder from The WebM Project [28] . Different resolutions of test sequences are used. Appendices A ,B and C give brief description of configuration settings used in the encoding tools. 11.1 Test Platform : Processor : Intel(R) Core(TM) i5-4210U CPU @ 1.70GHz Installed Memory(RAM): 8.00 GB System Type: 64-bit operating system, x-64 based processor 12. Results : All-Intra Configuration: Simulation results of configuration for the test sequences are tabulated in Tables 1-5: Implementation results for akiyo_qcif.yuv , Number of Frames Encoded = 20 HEVC H.264 VP9 QP PSNR in dB Bit Rate in Kbps Encoding time in seconds PSNR in dB Bit Rate in Kbps Encoding time in seconds PSNR in dB Bit Rate in Kbps Encoding time in seconds 22 44.6421 369.4440 5.836 44.4821 474.04 1.394 42.804 287.634 4.118 27 41.0097 243.0660 5.195 40.6602 299.65 1.111 40.946 231.692 3.850 32 37.5213 154.0740 4.732 36.7820 188.64 0.998 39.110 185.502 3.543
37 34.1119 93.1920 4.257 34.0513 119.56 0.994 37.217 145.822 3.402 Table 1 : Implementation results for akiyo_qcif.yuv sequence Implementation results for waterfall_cif.yuv , Number of Frames Encoded = 20 HEVC H.264 VP9 QP PSNR in dB Bit Rate in Kbps Encoding time in seconds PSNR in dB Bit Rate in Kbps Encoding time in seconds PSNR in dB Bit Rate in Kbps Encoding time in seconds 22 41.7281 5916.4800 31.461 41.4990 6757.96 6.508 39.108 4703.748 20.283 27 37.7411 3577.2120 25.583 37.3712 4105.03 5.424 37.204 3589.786 18.439 32 34.1946 1946.4480 21.392 33.7145 2187.35 4.467 35.262 2607.440 16.740 37 31.0944 934.8480 19.569 31.0221 1115.40 3.911 33.515 1848.059 15.791 Table 2 : Implementation results for waterfall_cif.yuv sequence Implementation results for BasketballDrill_832x480_50.yuv , Number of Frames Encoded = 20 HEVC H.264 VP9 QP PSNR in dB Bit Rate in Kbps Encoding time in seconds PSNR in dB Bit Rate in Kbps Encoding time in seconds PSNR in dB Bit Rate in Kbps Encoding time in seconds 22 42.4283 108.617 42.1891 27444.20 22.822 40.374 17314.225 79.937 27 39.1335 11013.2600 94.157 38.6996 15208.06 17.026 38.795 69.721 32 36.3051 5847.1600 75.877 35.8773 8149.28 14.691 37.229 9067.212 60.568 37 33.8437 3200.3200 67.456 33.5165 4607.00 14.375 35.812 6581.258 56.062
Health & Safety: knowledge of current, relevant health and safety regulations and guidelines; commitment to safe working practices and implications and keeping up to date on relevant health and safety regulations and procedures; commitment to careful and correct use of equipment and materials, ensuring their maintenance and security. Communication: being able to respond to the information needs of others and committed to providing it; is able to communicate technical information to students and staff as suitable to the situation; cooperative and persuasive; listens well and is sensitive to others needs. Self motivation: can work with the minimum of supervision; has a record of successful performance at an appropriate level of responsibility; sets and meets objectives on own initiative; is committed to continuous self development. Teamwork: flexible, co-operative, helpful; respects and expertise of others; appreciates own strengths and weaknesses. Analysis, creativity & problem solving: interested in learning and investigation; considers various perspectives and the overall picture; solves problems and develops plans successfully. Physical: the ability to out the physical requirements of the job which could entail some lifting; the ability to distinguish colours; sufficient mobility to be able to access and prepare the work areas; sufficient manual dexterity to be able to manipulate and maintain the equipment effectively. Organisation: the ability to work systematically and use time effectively. Response to change: adaptable; interested in learning and developing to meet changing situations. Desirable: • an insight into the needs and priorities of students and teaching staff. This job description sets out the duties of the post at the time it was drawn up. Such duties may vary from time to time without changing the general character of the duties or level of responsibility entailed. Such variations are a common occurrence and cannot of themselves justify a reconsideration of the grading of the post. Ref: rm/JS/sw EE6009 Date: May 2015
certain amount of time to propagate from input to the output. This interval of time is defined as the propagation delay of the gate, It is expressed in nanoseconds. 33. down fan in and fan out of a standard TTL IC. (May 2006) Solution: Fan out of a standard TTL IC is 10 34. What is the advantage of using schottky TTL gate? (May 2007) Solution: The advantage of schottky transistor is it decreases the propagation delay without a sacrifice of power dissipation Draw two CMOS NOR gate. (Nov 2007) Solution: Define Fan-out and fan in of a Digital IC. (Nov 2004/2005/2007/2011) Solution: Fan-out is defined as the maximum number of input of the same IC family that the gate can drive maintaining its output level within the specified limits. Fan in is defined as the total number of inputs to a logic gate. (Eg) an inverter has a fan-in of 1. 37. Implement the following using PROM F = ∑m(0,1,2) (EI April’10) . Define address space and memory space? (EI Dec 13) In virtual memory, the user gives a larger address called virtual address. A set of such addresses is called address space. The equivalent main memory address generated in the location of physical address. A set of such location is called the memory space
DHANALAKSHMI COLLEGE OF ENGINEERING DEPARTMENT OF ELECTRICAL AND ELECTRONICS ENGINEERING EE6403- DISCRETE TIME SYSTEMS AND SIGNAL PROCESSING UNIT I – INTRODUCTION PART A Classification of systems : Continuous and Discrete What are the various classifications of discrete time system? Linear and Causal System Define − Causal System Dynamic and time variant systems What is meant by linear time invariant system? (A-08) Differentiate static system from dynamic system. Classification of signals : Continuous and Discrete Define − Even Signal and Odd Signal (A-11) What is meant by deterministic signal? Define − Random Signal What are the different types of operations performed on discrete time signals? Sampling Techniques Define − Sampling (M- 09) State sampling theorem. (M-10) Quantization, Quantization Nyquist rate, aliasing effect Define −Nyquist Rate (M- 12) What is meant by aliasing effect? (A-11) What is meant by quantization error?
1. Solid grounding When the neutral pointof a 3-phase system is directly connected to earth(i.e. soil) is called solid grounding or effective grounding. When an earth fault occurs between earth and any one phase , the voltage to earth of the faulty phase becomes zero, but the healthy phases remains at normal phase values. current(IF) completely nullified by capacitive current(IC) 2. Resistance grounding When the neutral of a3-phase system(e.g.3-phasegenerator,3-phase transformer etc.)is connected to earth(i.e.soil)through a resistor, it is called resistance grounding. (iii) Reactance grounding In this system, a reactance is inserted between the neutral and ground The purpose of reactance is to limit the earth fault current. Disadvantages: (i)Inthissystem, the fault current required to operate the protective device is higher than that of resistance grounding for the same fault conditions. (ii)High transient voltages appear fault conditions. If inductance L of appropriate value is connected in parallel with the capacitance of the system, the fault current IF flowing through L will be in phase opposition to the capacitive current IC of the system. If L is so adjusted that IL=IC then resultant current in the fault will be zero. This condition is known as Resonant Grounding. When the value of L of arc suppression coil is such that the fault current IF exactly balances the capacitive current IC, it is called resonant grounding. 8. Explain the overlapping of protective with neat sketch(N/D 2015) 9. Explain in detail about different types of earthing scheme. (N/D- 2016) or earthing may be classified as: (i)Equipment grounding
COLORADO GEOLOGICAL SURVEY Land Use Review Program 1801 19th Street Golden, Colorado 80401 303-384-2655 Karen Berry Geologist R E C E I P T Receipt acknowledging payment for land use review to be performed by the Colorado Geological Survey. Applicant: Barry Helton Project Name: South Academy Business Center Colorado Geological Survey Unique No. EP-18-0014 Payment received: $950.00 Payee: Load and Lock Storage LLC Date: September 12, 2017 Should you have questions regarding this receipt, please contact: Debbie Cockburn Program Assistant Colorado Geological Survey 303-384-2647 cc:
For Office Use: This section will be used to record BSCB’s screening decision of BSCB INITIAL CASE SCREENING OUTCOME Serious Case Review criteria highly likely to be met Serious Case Review criteria possibly met Serious Case Review criteria not met but possibility of further review Serious Case Review criteria not met and no requirement for further action CASE TRACKING INFORMATION Date of Screening identifier Date form completed Date submitted to BSCB Appendix 3 Learning and Improvement Group Outcome and Recommendation Monitor This form should be completed by the chair of the Learning And Improvement Group within two working days of the meeting. It should be returned securely to: After reviewing the information from all agencies it has been agreed that this case: the threshold for a Serious Case Review Does not meet the threshold for a Serious Case Review but recommend :- Single agency service reviews Multi-agency reviews Single or multi-agency theme based case audit Literature or research reviews Action Learning Sets Peer Review between local agencies Contribution to alternative statutory review, e.g. Domestic Homicide Review Serious Case Review threshold not met and no further review/action required The reason/rationale for this recommendation: Has Legal advice been sought? Please give details.
CIRCLE CROSS RANCH K-8 SCHOOL MICHELLE SOBKOVIAK, Principal Enrollment Report May 2013 KINDERGARTEN # STUDENTS Bocchino –FD 22 Bocchino – HD 2 Moya – FD 23 Moya – HD 0 Knighton – HD 27 GRADE 1 # STUDENTS Thomas 22 Ott 25 Anderson 23 Dubien 24 GRADE 2 # STUDENTS Davis 23 Nieto 24 Wojtulewicz 23 Lucas 25 3 # STUDENTS Hamilton 27 Snyder 26 Sayre 27 DeVinck 25 GRADE 4 # STUDENTS Bauder 30 Dunning-Farmer 31 Cymbaluk 30 5 # STUDENTS Stanfel 26 Greenland 26 Bitter 27 Bravo 27 STEP GRADE 6 # STUDENTS Hirsch 110 Jacobson Hull GRADES 7/8 # STUDENTS Jacobson 184 Sanchez Dehkordi Christ Atchison Querry At PBHS for Geometry 2 TOTALS # STUDENTS KINDER FD=45/HD=28 GRADE 1 94 GRADE 2 95 3 105 GRADE 4 91 5 106 GRADE 6 110 GRADE 7 106 GRADE 8 78 GRAND TOTAL 859 FD = Full Day HD = Half Day
Will have no experience of working with a dental therapist, an orthodontic therapist, or a clinical dental technician in Italy; May not appreciate professional indemnity is compulsory in the UK; May not be vaccinated against hepatitis B; May not appreciate that amalgam separators are mandatory in the UK. In some dental schools may have treated very few patients in person before qualifying. Country : Lithuania Population: 3,299,000 (2011) Number of registered dentists: 3,773 (2012) Number of active dentists: 3,773 (2012) Qualified overseas: 74 (2012) Number of dentists registered in the UK by 2007: 105 by 2008: 102 by 2009: 127 by 2010: 148 by 2011: 162 Background In 2012, there were 3,773 registered dentists, some 83 per cent of whom were female. About 20 per cent of the dentists work in the public service and about 80 per cent in private practices, (17). The active dental workforce is stable but increasing slowly. There is no reported unemployment among dentists. Approximately 200 dentists asked for a “Certificate of Good Standing” to work abroad through the years from 2004 to the end of 2006, but there is no a reliable source of information of how many of them have left Lithuania (5). The system of the State Social Insurance in Lithuania covers nearly all residents. It is based on the principle of solidarity. Some patients (children, the elderly and the disabled) may receive some or their entire oral healthcare free. Adults must pay for part or for all of the costs of their treatment, (5). Oral health care expenses may be reimbursed from or municipal and mandatory health insurance funds, supplemented by health insurance funds and contributions from patients. Only essential oral health care services are provided free of charge. The Ministry of Health sets the fees for the services provided by state, district and municipal institutions. Private fees are set by dentists themselves. Adult dental care in public dental service is partly funded by reimbursement from public insurance and partly paid for by the patient. Private oral health care must be covered in full by the patient (17). The Mandatory Health Insurance fund covers a fixed amount of money for prostheses for the retired and disabled.
LT03 Biodiversity and ecosystem services Ministry of Environment Norwegian Directorate for Nature Management 31 JAN2012 6 members (, DPP) LT06 Conservation and Revitalisation of Cultural and Natural Heritage Ministry of Culture Norwegian Directorate for Cultural Heritage 24 OCT 2011 7 members (, DPP, Cultural Heritage Department of Lithuania) LT07 Promotion of Diversity in Culture and Arts within European Culture Heritage Ministry of Culture Arts Council 24 OCT 2011 5 members (, DPP) LT08 Scholarship Programme Ministry of Education and Science The Norwegian Centre for International Cooperation in Higher Education 2 NOV 2011 7 members (, DPP, Education Exchange Support Foundation) Partnership projects between entities in the donor states and are encouraged or compulsory in all the programmes planned under the 2009-2014 EEA Grants. To facilitate partnerships a separated funding is available from the programe budget. In addition to the instruments directly related to the bilateral aspect of the programmes - a National Bilateral Fund should be established at the national level and managed by the NFP according to the Regulations. The detailed activities to be supported and procedures of implementation are under development by the NFP in consultation with the Financial Mechanism office (FMO) and donors. It is planned that a part of the funds available will be allocated to cover expenses of participation in the events important for the development of the programmes and sharing of experience during their implementation. Major part of this Fund in planned to be directed to initiatives that are not directly related to the agreed programmes but are linked to any of the 32 possible programme areas under this and Norwegian Financial Mechanism and important for bilateral relations between Lithuania and Norway. It is planned to agree on the main directions of the content of this Fund during 1st annual meeting with donors (18 April 2012) after consultation with the relevant Lithuanian stakeholders.
BARRIERS AND AFFIRMATIVE ACTION MEASURES The barriers and Affirmative Action Measures identified in the EE analysis conducted must be included in the EE Plan. These measures must include time- frames to track progress in the implementation of the AA Measures. The time-frames must have specific dates and be within the duration of the EE Plan (no “ongoing” permitted). The designations of responsible persons to monitor the implementation of these AA Measures should be specified. CATEGORIES BARRIERS AND AFFIRMATIVE ACTION MEASURES Tick (√) one or more cells for each category below to indicate where barriers exist in terms of policies, procedures and/or practice BARRIERS (PLEASE PROVIDE NARRATION) (briefly describe each of the barriers identified in terms of policies, procedures and/or practice for each category) AFFIRMATIVE ACTION MEASURES (PLEASE PROVIDE NARRATION) (briefly describe the affirmative action measures to be implemented in response to barriers identified for each category) TIME-FRAMES RESPONSIBILITY (Designation) POLICY PROCEDURE PRACTICE START DATE END DATE Recruitment procedures Advertising positions Selection criteria Appointments Job classification and grading
Division/department Course Number / Title Rationale Dean of overlap course (name) CAREER/TECHNICAL COURSE TRACKING (required only for career/technical courses) Career/Technical courses are tracked within programs for purposes of Carl Perkins funding and budgetary planning. Indicate all degree or certificate programs for which this course will be required. Programs in which course will be required Division Part 3: Outcomes, Assessments, Topics List course outcomes, Core Learning Outcomes (CLOs), and Assessments The information in this section should be used to create your course outline and syllabus. covered or assessed in the course. You do not need a CLO for each course outcome. COURSE-LEVEL LEARNING OUTCOMES (course outcomes) What will the student know or be able to do at the end of the course? Write outcomes that are measurable, observable, or demonstrable. See or this (based on ) for guidance. ASSESSMENTS Include specific assignments you will use to measure/observe student attainment of outcomes. Some assignments may be used for multiple outcomes. For assessment ideas see CLO 2.1: Engage diverse values: Recognize and Clarify personal values and perspectives Students will be able to demonstrate their individual characteristics in relation to classmates and Oral presentation of artifact materials in a video. CLO 4.6 Demonstrate Honesty, openness to alternative views, and respect for others’ freedom to dissent Students will be able to recognize another culture, and point of view of schooling. Written reflection on a personal interview with someone from a different culture or race. CLO 5.4: Communicate Effectively: Integrate and Reflect on Experiences and learning from multiple and diverse contexts Students will be able to identify major educational landmarks affecting marginalized groups in the U.S. Students will construct a timeline of events on a given period and present their findings to the class. Are Lane’s Core Learning Outcomes emphasized in this course, and measured or demonstrated through course assessments? Please indicate which are linked to your course outcomes. Need help? Contact Tammy Salman, Faculty Coordinator, Assessment and Curriculum Development or Sarah Lushia, Core Learning Outcomes Coordinator.
Tenderers will develop in detail the organisation they propose and in particular provide detailed information for each of the questions. How does the proposed rotation/shift system fit with the service requirements? (5 points) What are the advantages of the organisation proposed compared with other alternatives? (5 points) What are the measures to ensure service continuity in the event of unplanned absence by one or more security guards? (10 points) 2 Organisation of services in case of a serious incident This criterion will enable the assessment of the organisation of the services by the tenderer in case of a serious incident, including the different members of a consortium and the resort to subcontractors. Tenderers will develop in detail the organisation they propose and in particular provide detailed information for each of the questions. (30 points – minimum threshold 50%) What measures will be deployed to deal with a serious incident or major crisis? (15 points) What human and material resources would be deployed to intervene in the shortest time limit and how would they be deployed? (5 points) What is the maximum intervention time? (10 points) 3 Quality monitoring and evaluation of services This criterion will enable the assessment of the control measures applied to guarantee the quality of the services to be performed under this contract. (20 points – minimum threshold 50%) How are the services monitored and evaluated in order to guarantee the quality of the services provided? (20 points) 4 Tenderer's loyalty programme This criterion will enable the assessment of the tenderer's staff loyalty programme in order to ensure staff loyalty and motivation. Tenderers will describe any incentives granted to the security guards who would be deployed under this contract such as financial bonuses, allowances, promotion, training, medical coverage and any other initiatives designed to (20 points – minimum threshold 50%) What measures will be implemented to motivate the guards to be deployed ? (10 points) What incentives are foreseen for the guards to be deployed? (10 points)
Participant Information Will Provide Model: YES NO Requesting a Model be Provided: YES NO Designer/Team(s) Name: Job Department(s) Name: Extension: Model’s Name: Job Title(s): Department Name: Extension: Outfit Information Title of Outfit: List of Outfit Materials Used and Usage Item: (Please Highlight any details that you would like for the emcee to Point Out) Trophies will be awarded in the following categories: Mother Awards Best Overall Outfit – 1st, 2nd, & 3rd Place Crowd Favorite Award Emcee will facilitate the judging of the crowd’s favorite costume Event Schedule: Models and Outfit Designers/Teams will need to be present at the following: Dress Rehearsal – April 11, 2016 in the Levin Hall Dining Room from 2:00 pm – 4:00 pm Earth Day Recycle in Style Show – April 22, 2016 approximately 12:00 am – 1:00 pm Please submit your questions and entry form to Rose Byrdlon-Griggs . Disclaimer: Outfits will be subject to approval of the Style Show committee and must be of good taste in support of the institution and the Earth Day events. Models should wear a bathing suit or leotard underneath the outfit, in the event of a costume malfunction or thin material. Outfit must be made from recyclable items/materials. No hazardous or hazardous related materials may be used in the design of the outfit.
2. Outcome Measurement:Demonstrating the meaningful use of routine outcome measurement (ROMs) in assessment and intervention sessions with the child/young person/their family, adapting care on the basis of this systematic evaluation of outcome.This could be demonstrated for example through your supervisor directly observing you using ROMs in-session with the child/young person/their family, and/or discussion of the meaning of the measure scores in supervision. Discussions in supervision could evidence that you are able to use such information to make effective and efficient case management decisions. 3. Use of Supervision:Demonstrating the ability to use regular scheduled supervision to the benefit of effective case management and personal development.Your supervisor will need to be satisfied that you have actively engaged in the supervision process effectively and reflexively; this will include demonstrating your ability to reflect on your own learning and to prepare for and use supervision to enhance your own learning and clinical outcomes for the child, young person and their family. Engagement and Assessment Module: 4. Engagement skills: Demonstrating core engagement skills of the child/young person/their family, such as listening, reflection, alliance building, active questioning, sense checking and empathy.Where appropriate demonstrating the effective engagement of people from a range of social and cultural groups in evidence based, brief interventions.Competence could be demonstrated to your supervisor for example by them directly observing you working the child/young person/their family, or through obtaining feedback volunteered by your patients. As appropriate Your supervisor will want to see an example of how you have adapted your practice to work with a child/young person/their family from a different social or cultural group. This could be evidenced through reflective accounts drawing on evidence based research and/or written records 5. Assessment skills: Using a range of methods to conduct comprehensive, structured assessments with children, adolescents and parentsthat consider multiple historical, familial and contextual factors. Undertaking informed assessment concerning risk in relation to children and young people.To demonstrate you have met this outcome to your supervisor, they could, for example, directly observe you carrying out and recording an assessment.This could be evidenced to your supervisor for example through conversations and written records relating to specific cases. Your supervisor may wish to see that you are able to detect and manage risk appropriately. 6. Shared understanding of difficulties: Demonstrating the development of a shared understanding with the child/young person/their family that highlights key factors, identifies goals and outlines next steps. Draw on knowledge of diagnoses
EXAMPLE CLO 1.2: Determine information need, find and cite relevant information EXAMPLE Upon successful completion of this course, students will be able to: 1. Describe and explain general plant structure and function in relation to plant growth and development. 2. Demonstrate knowledge of horticultural principles in the cultivation of plants. use to measure/observe student attainment of outcomes. For assessment ideas see CLO 1.3 Demonstrate knowledge of the context and complexity of the issue Develop a deeper understanding of the theoretical research foundations of language and literacy processes that support instruction in content area classrooms. Construct a written literacy log and integrate the theory of language development into the reflection on another classmate’s log. CLO 3.3 Utilize technology to adapt and create new media Gain knowledge/experience in integrating technology as a way of enhancing literacy instruction Identify a classroom tool and evaluate its effectiveness using a framework in a 10 minute video through the use of Tegrity. CLO 2.1 Recognize and clarify personal values and perspectives Plan for/provide a literate classroom environment to meet the diverse literacy needs of all students Create and present a pamphlet containing the various strategies and acquired in the course. CLO 5.2 Apply skills, abilities, theories or methodologies gained in one situation to new situations to solve problems or explore issues Provide examples of differences in language development as well as cultural differences that influence language development in bilingual children and understand the implications of these on school language and literacy learning As a create an issue awareness campaign or newscast to present the implications on learning. COMPETENCIES AND TOPICS COVERED (include in course outline) Example: (from COPPS) Introduction to Language and Literacy Literacy Defined Learning to speak: Language Development Learning to Read: Reading Development Barriers to Reading Literate Environments Digital Literacy and the Information Age Digital Literacy in the Classroom Technology Tools for the Classroom Multilingual Learners Dual Language Development/Reading Funds of Identity Tools for the multilingual learner
I, _____________________, certify that _______________________________ is authorized to receive a license to operate a recreational camp for children in the city/town of ________________________________ for the summer of ___(year)___ without prior inspection, in accordance with 105 CMR 430.650. The local board of health for _____________ hereby exercises its discretion to authorize ___________________________ to operate a recreational camp without a prior inspection based on the following (all must be checked to waive the pre-inspection): ___ The recreational camp submitted a timely application for renewal of its license. ___ The recreational camp is under the same ownership and directorship as the prior camping season. ___ The recreational camp is located at the same site as the prior camping season. ___ The recreational camp had a satisfactory inspection report during the prior camping season. ___ Based on a review of the recreational camp record, there is no evident risk to health and safety. ___ The local board of health will inspect the recreational camp during the 2018 camping season. ________________________________________________ __________________ Signature of Designated Authority at Local Board of Health Date Print Name of Designated Authority and Title
Identify developmentally appropriate social studies concepts for the PreK–3 curriculum. (Florida Pre-K/Primary Subject Area Competencies and Skills – 13.3) Course Methods of assessment include quizzes, exams, writing assignments, discussions, teacher observation of students, lesson plan development, group projects, program portfolio, rubrics, written or oral presentations. Demonstrate knowledge of basic concepts of government, citizenship, and economics (e.g., rights and responsibilities of U.S. citizens; federal, state, and local governments; economic interdependence). (Florida Pre-K/Primary Subject Area Competencies and Skills – 13.4) Course Methods of assessment include quizzes, exams, writing assignments, discussions, teacher observation of students, lesson plan development, group projects, program portfolio, rubrics, written or oral presentations. 5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies. (NCATE- NAEYC Standard 5) Course Methods of assessment include quizzes, exams, writing assignments, discussions, teacher observation of students, lesson plan development, group projects, program portfolio, rubrics, written or oral presentations. SECTION 7 Faculty name(s): Guerino Terracciano Date: 12/11/14 CS20150615
Types of information systems Case sign-up Week 2 Sept 22 IT risk assessment Risks in using information systems - what can go wrong? Inherent risk Control risk Residual risk Reading: Chapter 2 Cases: Everbright Industries Blackberry Week 3 Sept 29 IT strategy, governance and general controls IT strategy and business strategy IT governance – what, why and who? Information systems control structure Organization controls Access controls Software change controls IT operational support controls Business continuity planning and recovery controls IT performance measurement Reading: Chapter 3 Case: Blackberry Week 4 Oct 6 Systems development controls Systems development life cycle Systems development methodologies Value-for-money issues Why development projects fail Challenges in implementing enterprise resource planning systems Reading: Chapter 4 Cases: Shasha Corp Blackberry Week 5 Oct 13 Controlling eBusiness Skills and knowledge Risk identification Reading: 1. Chapter 5 2. Electronic Commerce Act,
Internal control considerations Privacy protection in eBusiness 3. PIPEDA principles, . Cases: York Insurance Company Privacy policy Blackberry Week 6 Oct 20 Midterm test Week 7 Oct 27 Application controls IT implications of International Financial Reporting Standard Extensible Business Reporting Language controls Processing controls Output controls Control implications of enterprise resource planning systems Management and independent controls Electronic data interchange Owner managed organizations Internal control certification Reading: Chapter 6 Cases: Order-to-pay system Blackberry Week 8 Nov 3 Computer assisted analytical techniques (CAATs) Benefits Types Analytical review Control testing Reading: Chapter 7 Week 9 Nov 10 General Access Controls Policies and standards Network security Application and data security Electronic transactions security Physical access controls How access controls support other types of controls Reading: Chapter 8 Cases: Alibaba.com Blackberry
security Physical access controls How access controls support other types of controls Week 10 Nov 15 Operating System Security Windows security Unix security IBM Z Series (mainframe) servers Smartphone secuirty Cryptography algorithm Reading: Chapter 9 Cases: Target Blackberry Individual assignment due Week 11 Nov 22 SysTrust and Payment Card Industry Security Standard Drivers for SysTrust SysTrust principles SysTrust criteria SysTrust control procedures Process of obtaining SysTrust Drivers for PCI security assurance requirement PCI Security Standard PCI security procedures Reading: Chapter 10 Cases: Independent Electricity System Operator of Ontario PCI certification Blackberry Group project due Week 12 Nov 29 Test #3 Project review and feedback