zilongwang/ReadingBank huggingface dataset:
Biovance & Interfyl Surgical Solutions. February 9-10, 2018. Las Vegas, NV. Arthrex Foot & Ankle Solutions. January 28, 2018. Naples, FL Subtalar Arthroscopy. ACFAS Arthroscopic Skills Meeting. August 13, 2017. Chicago, IL Portal Placement in Anke Arthroscopy. ACFAS Arthroscopic Skills Meeting. August 12, 2017. Chicago, IL Biovance and Interfyl Office Solutions. June 29, 2017. Washington, DC Biovance and Interfyl Surgical Solutions. The Western Foot & Ankle Annual Meeting. June 22, 2017. Anaheim, CA Biovance and Interfyl Surgical Solutions. Alliqua Bioskills Lab. June 2017. Tampa, FL Angular Deformity Correction in Total Ankle Replacement. American College of Foot & Ankle Surgeons Total Ankle Course. May 19-21, 2017. Denver, CO Soft Tissue Adhesions and Bone Impingement after Total Ankle Replacement. American College of Foot & Ankle Surgeons Total Ankle Course. May 19-21, 2017. Denver, CO Lab Instructor for Zimmer, Cadence, Salto XT, STAR, Infinity and Inbone Total Ankle Systems. American College of Foot & Ankle Surgeons Total Ankle Course. May 19-21, 2017. Denver, CO Lab Instructor for STAR total ankle replacement. Stryker MORE Lab. April 20, 2017. Tampa, FL Lab Instructor for STAR total ankle replacement. Stryker MORE Lab. April 24, 2017. Orlando, FL Ankle Fracture Solutions. Arthrex Orthopedic Technology & Innovation Form. April 1, 2017. Naples, FL Retrofusion and PIP Dart Solutions to Hammertoes. Arthrex Orthopedic Technology & Innovation Form. April 1, 2017. Naples, FL Lapidus Plantar Plate. American College of Foot & Ankle Surgeons 75th Annual Scientific Meeting. March 1, 2017. Las Vegas, NV Mini Open Brostrom Procedure. American College of Foot & Ankle Surgeons 75th Annual Scientific Meeting. February 27, 2017. Las Vegas, 10,
Poster Competition March 2012 Treatment of Syndesmotic Injuries with the Arthrex TightRope™: A Report of 25 Cases American College of Foot and Ankle Surgeons 68th Annual Scientific Meeting Manuscript Competition Honorable Mention paper February 2008 Flexor Hallucis Longus tendon Transfer for Chronic Achilles Tendinosis: A report of 62 Cases American College of Foot and Ankle Surgeons 68th Annual Scientific Meeting Manuscript Competition 3rd place paper February 2008 Treatment of Lisfranc Injuries with the Arthrex MiniTightRope™: A report of 3 cases American College of Foot and Ankle Surgeons 68th Annual Scientific Meeting Manuscript Competition February 2008 Management of Displaced Metatarsal Fractures in Patients with Diabetes Using a Locked Plating System: A report of 3 cases. American College of Foot and Ankle Surgeons 70th Annual Scientific Meeting Poster Competition February 2010 Prospective Clinical Outcomes of Intra-Articular Calcaneal Fractures Using Delta Construct External Fixators American College of Foot and Ankle Surgeons 63rd Annual Scientific Meeting Poster Competition 1st Place award March 2005 Prospective Clinical Outcomes of Intra-Articular Calcaneal Fractures Using Delta Frame External Fixators Michigan Podiatric Medical Association Resident Research Presentation Competition 1st Place award June 2004 Loxosceles reclusa: A case report
Development and implementation of plans and policies to facilitate and improve the operations and programs of the North Centers; Preparation and review of institutional contracts which includes new, regular and periodic contracts; Coordinates with the District’s Vice Chancellor of Administrative and Financial Services Office for the procurement and administration of insurance policies and procedures including property and liability claims handling. The ACBM also plays an essential role with Academic Affairs and Student Learning Support Services Divisions in achieving the North Centers’ mission and objectives. The North Centers’ ACBM Office oversees a number of college operational departments and activities including Environmental Health & Safety projects as well as space reconfigurations for the Centers. In addition, working closely with Student Services and Academic Affairs, the ACBM Office assists in the Centers’ special project funding acquisition and budget oversight. ADMINISTRATIVE SERVICES OFFICE General Information Areas Vice President’s Office Budget/Accounting/Auditing Telecommunications Printing Services/Copy Center Contracted District Food Services Liaison District Operations (Maintenance, Grounds, Police Services) North Centers Associate College Business Manager’s Office Budget/Accounting/Auditing Liaison District Operations (Maintenance, Grounds, Police Services) TOP Code Not Applicable Administrative Services Office Staff Positions
B. TOP Code Not Applicable. Building Services Staff Positions NAME JOB TITLE WORK SCHEDULE Jim Burgess Bldg. Svcs. Mngr. Jim Allen Custodian M-Th Fri Sergio Alvarado Custodian M-F David Asada Gen. Utility Wkr. M-F Joe Bravo Custodian M-F Addam Cogdell Gen. Utility Wkr. M-Th Fri Michelle Garcia Office Asst. III M-F Mike Graffigna Custodian M-Th Fri Larry Haines Custodian M-F Craig Henderson Custodian M-Th Fri Evan Jones Custodian M-F Mike Kaiser Custodian Sat –Sun Mon –Fri Off Mondays & Wed. Matt Laney Custodian M-F Tom Martinez Gen. Utility Wkr. M-F Mark Morales Lead Custodian M-F Larry Simpson Mail Svcs/Warehouse M-F NORTH CENTERS Janell Mendoza Associate College Business Manager Sergio Salinas Lead Custodian-WI Anthony Romero General Utility Worker-WI Jose Campos Custodian-WI Steven Estes Custodian-WI Tom McSwain Custodian-WI/CC Ken Redmon Custodian-WI Vacancy General Utility Worker-MC
Micro-crack (cross) — Two or multiple crossed cracks (see Figure 5). 5-a 5-b 5-c Pictures of Micro-crack (Cross) Micro-crack (vein-like) — Multiple cracks that look like veins, extending to multiple edges of the cell (see Figure 6). 6-a 6-b 6-c Pictures of Micro-crack (Vein-like) Broken Cell Description — Black or dark broken cell pieces, these inactive areas are separated partly or totally from the cell circuit, mainly caused by bending or impact during manufacturing, transportation, or installation (see Figure 7). 7-a 7-b 7-c Pictures of Broken Cell
association between perceived empathic accuracy and conflict resolution. Surprisingly, planning was not associated with perceived conflict resolution. Implications for message production and interpersonal conflict research are discussed. Spott, J., Pyle, C., & Punyanunt-Carter, N. (2010). Positive and negative nonverbal behaviors in relationships: A study of relationship satisfaction and longevity. Human Communication, 13, 29–41. Abstract: The majority of research that has been previously conducted has focused on the use of nonverbal behaviors, in marriages, as a way to maintain stable relationships. In this study the researchers focus is on whether there is a positive correlation between positive nonverbal behaviors and the duration of dating, committed, and martial relationships. Moreover, the researchers are examining the relationship between overall satisfaction of the relationship and the use of positive nonverbal behaviors. The research found significant findings in two factors, longevity of the relationship and overall relationship satisfaction, which are positively correlated to the use of positive nonverbal behaviors. The findings of this study are significant and pertinent to the field communication studies because it shows that an increased use in positive nonverbal behaviors will help increase relationship satisfaction.
El Hagrasy et al. () identified the inadequacy of the kneading elements in distributing the granulation liquid as a potential cause for the wide PSD observed and stated that improving the liquid distribution inside the granulator would enhance the properties of the granules obtained, especially with respect to size. However, Vercruysse et al. () used NIR chemical imaging to monitor the moisture distribution for granules produced by TSG and described that although moisture uniformity could be achieved by implementing a sufficient number of kneading elements on the granulator screws, PSD results showed wide and bimodal profiles. Based on this observation, it was concluded that the typical bimodal PSD for granules produced by TSG was not mainly related to the insufficient mixing of powder and liquid phase during the short residence time of material inside the barrel, but rather to the granulation mechanism inherent to the technique. Furthermore, Fonteyne et al. () visualized the binder distribution in granules produced by TSG. No binder-rich zones were detected, indicating that the binder was homogenously distributed within the granules. So, the results from Fig. 7 are in agreement with the statements made by Vercruysse et al. () and Fonteyne et al. (). Granulation with tooth-mixing-elements (TME) and screw mixing elements (SME) Alternative to the conventional conveying and kneading elements, the feasibility of tooth-mixing-elements (TME) (Fig. 1c and d) and screw mixing elements (Fig. 1e) for TSG was investigated. TMEs used in this study were neutrally conveying. PSD results of granules produced at L/S ratio of 0.045 with various narrow TMEs (0, 1, 2 and 3) are shown in Fig. 8 (Fig. 3, screw configuration A, F, G and H). If multiple TMEs were used, they were separated by a conveying element (Length = 1.5D). By incorporating a TME in the screws, the amount of fines at an L/S ratio of 0.045 was lowered from 46.4 to 19.3%. Increasing the number of TMEs did not further reduce
1. No team can start play or continue to play with less than nine (9) players. 2. Call-up players shall only be added to a team roster to bring the roster up to, but not exceeding, a total of ten (10) players. 3. Players from the same division may be used as call-ups with the following provisions: a. Call-ups will be placed last in the continuous batting order. b. Call-ups cannot pitch. 4. Players may not be called up at a time in conflict with any existing responsibilities (games or practices) of the player's current team. E. Batting Regulations 1. Batting shall be by continuous order of the entire roster of players present. 2. The initial batting order for each game shall not be changed at any time during the game, except to accommodate late arrivals in accordance with the provisions described below in F.2.a. F. Participation 1. GENERAL Managers should strive for equal playing time among players in a variety of positions. 1. OFFENSIVE PARTICIPATION a. Late Arrivals. Players arriving after the start of a game shall be placed at the end of the continuous batting order and bat when their turn next occurs. No penalty for late arrivals or early departures. A player removed because of injury can return to the game, at the umpire’s discretion, and placed in their original spot of the batting order. b. An injured or ill base runner may only be replaced with the player on his team who made the last out. 2. DEFENSIVE PARTICIPATION a. Every player present at the start of any game must play nine (9) defensive outs and bat once, except that in cases of shortened games where a player does not play nine (9) defensive outs or bat once. For players affected by a shortened game, the manager must start the affected player(s) in the next scheduled game and play the affected player continuously for the sum of any previous requirement not completed for the previous game together with the current game requirements. b. Late Arrivals. Players arriving after the start of a game shall play the field at the discretion of the manager. G. Pitching Provisions 1. Each manager shall report, within 24 hours of the conclusion of a game, to the Division VP, a list of players who pitched in the just completed game and the number of pitches thrown by each pitcher in the game. The information on pitching shall be posted on the FHLL website, as appropriate. H. Home Team Duties 1. The home team will:
3. The highest average monthly temperature for Charlevoix, Michigan, is 82°F in July. The lowest average temperature is 30°F in January. The average of these two temperatures is 56°F. Plot the function y = 56 on your graph from problem 1. In terms of a sine graph, what does this line represent? 4. Using the graph of your data from problem 1, calculate the amplitude, period, and phase shift of the translated sine wave. Use the following guide in making your calculations. • Amplitude – distance from midline of the graph to its maximum or minimum. Find the value to the nearest whole number. • Period – distance from one common point to a similar common point on the graph. For example, find the period from crest to crest. Find the value to the nearest month. • Phase Shift – horizontal shift of the graph from the basic sine graph. Find the value to the nearest month. Amplitude: Period: Phase Shift: 5 Using the data, determine a function in the form f ( x ) = A sin(k(x – c) ) + h .
E10 Anxiety: I understand what anxiety is, can identify signs and symptoms, understand why anxiety may develop and can implement basic strategies for working with children with anxiety. . MindEd: Free online e-learning . NHS Choices website with advice - helping children to cope. RCPSYCH factsheet Suggest all three above options are undertaken to meet the competency. E11 Depression: I understand what depression and low mood are, can identify signs and symptoms and can implement basic strategies for working with children with depression and low mood. . MindEd: Free online e-learning . Young Minds: Free booklet providing an overview E12 Eating Disorders: I understand what an eating disorder is and can identify signs and symptoms. I can support a child with his/her eating disorder or worrying attitude to food. . In our Hands. Video E13 Self-harm: I have a basic knowledge of self-harm in children and how it may present. . NSPCC webpage. . Humber FT guidelines. Both options to be looked at to achieve the competency. E14 I can recognise potential signs of sexualised behaviour in children. : Your guide to keeping children safe, spotting warning signs and what to do if you're worried. NSPCC. Factsheets and advice.
cout<<”\n”<<**c + ***d; (***d)+= 10; cout<<”\n”<< a + *b; } Ans: 60 , 120 140 160 Q5. Give the output of the following program: #include <iostream.h> #include <string.h> #include <ctype.h> void funnystr(char *s, int n = 2) { int i = n; while(i < strlen(s)) { } i = 0; s[i] = '-'; i = i + n; while(s[i] != '\0') { if(s[i] > 'A' && s[i] < 'P') s[i] = tolower(s[i]); else if(s[i] > 'a' && s[i] < 'p') { if(i % 3 == 0) s[i] = tolower(s[i-1]); } } } else s[i] = tolower(s[i]); void main() { char str[] = "MiCroSoFT"; funnystr(str,3); cout<<str; }
Micro-credit loan information/loan type Tenor (Years) Grace (Years) Interest rate (%, flat) Repayment frequency Other term, if any, e.g., fees Savings products Term (Years) Deposit frequency Interest rate (%, flat) Withdrawal frequency Other term, if any Has a renewable energy program? Yes No If yes, name of programme Date programme started No. of system installed so far Source of fund Solar home system (“SHS”) Wind Hydro Biomass ICS Other (specify) Cumulative disbursement (Taka) as of 31 December 2017/30 June 2017 Recovery rate (%) 30 June 2015/ 31 December 2015 30 June 2016/31 December 2016 30 June 2017/31 December 2017 Does your organization make provision for bad loan? Yes No If yes, % of total loan classified 30 June 2015/31 December 2015 30 June 2016/31 December 2016 30 June 2017/31 December 2017
as bad loan Sources of fund for micro-finance programme (as of 30 June 2017/ 31 December 2017 ) Institution Amount (Taka) Percentage of total Revolving Loan Fund (“RLF”) Grant Loan from commercial sources Members’ savings POs’ own fund/ retained profit Other (specify) Financial information (as per the fiscal years) 30 June 2015/ 31 December 2015 (Taka) 30 June 2016/31 December 2016 (Taka) 30 June 2017/31 December 2017 (Taka) Total assets Total Liabilities Total equity capital RLF Total revenues Total operating expenses Total operating income Interest expense Net income Section 5 Business Plan OUTLINE OF PROFORMA BUSINESS PLAN FOR NGO/MFI Executive Summary a. Objectives for participating in the program b. Summary of the main assumptions for the program
McLaughlin Prize for Research in Accounting Ethics 1999 Jacob Birnberg Recognition Fund Award (University of Pittsburgh) 1996 Albert Wesley Frey Prize 1993 [Highest GPA in the MBA Program, University of Pittsburgh] Rose-Mackenzie Prize 1985 [Highest aggregate score in accounting board exam in the state of Tamil Nadu] B.Com Gold Medal, All University Award 1985 [First rank in Bachelor’s degree, State of Tamil Nadu, India] Institute of Chartered Accountants of India Gold Medal 1985 [For highest score in auditing board exam in Tamil Nadu State] Tamil Nadu State Chamber of Commerce Gold Medal 1985 [For overall undergraduate academic performance] REFEREED PUBLICATIONS “Selective Regulator Decoupling and Organizations’ Strategic Responses.” With Jonas Heese and Frank Moers. Academy of Management Journal. Special Issue on Grand Challenges: Implications for Management and Organizations. Forthcoming (December 2016). “Economic Models of Hospital Behavior.” With Satish Joshi. The International Encyclopedia of Public Health, 2nd Edition. Forthcoming (December 2016). “Do the incentive effects of relative performance measurement vary with the ex ante probability of promotion?” with Will Demere, Karen Sedatole, and Alexander Woods. Management Accounting Research (2016), Vol 30. “Regulator leniency and mispricing in beneficent nonprofits” with Jonas Heese and Frank Moers. Academy of Management Best Paper Proceedings. August 2015. “Unraveling the black box of cost behavior: an empirical investigation of risk drivers, managerial resource procurement, and cost flexibility” with Martin Holzhacker and Matthias Mahlendorf. The Accounting Review, 2015, 90 (6): 2305-2335. “Management Accountant—what ails thee? Journal of Management Accounting Research (2015) 27 (1): 177-191. “Do hospitals without physicians on the board deliver lower quality of care?” with Ge
SECTION 12. Section 111147 of the 1976 Code is amended to read: “Section 111147. To underwrite automobile liability insurance provided by the board authority, the Budget and Control Board Insurance Reserve Fund of the State Fiscal Accountability Authority is authorized to either selfinsure, purchase reinsurance, or use a combination of selfinsurance and reinsurance. Should the board authority elect to purchase automobile liability reinsurance, the reinsurance shall be procured through a bid process in accordance with the South Carolina Consolidated Procurement Code with a contract term not to exceed three years.” SECTION 13. Section 111160 of the 1976 Code is amended to read: “Section 111160. The Division of General Services Division of the Budget and Control Board Department of Administration shall, when necessary, execute a certificate of exemption from taxation when a certificate is required for Federal tax purposes for or on behalf of political subdivisions that purchase property from or through the Division of General Services Division and the certificate so executed shall then constitute the certificate of the political subdivision. The Division of General Services Division shall accept the political subdivision’s requisition or purchase order as conclusive proof that the property so requisitioned or purchased is for the exclusive use of the political subdivision.” SECTION 14. Section 111405 of the 1976 Code is amended to read: “Section 111405. No aircraft may be purchased, leased, or leasepurchased for more than a thirtyday period by any state agency without the prior authorization of the State Budget and Control Board State Fiscal Accountability Authority and the Joint Bond Review Committee.” SECTION 15. Section 111460 of the 1976 Code is amended to read: “Section 111460. The State Budget and Control Board Fiscal Accountability Authority, through the Division of Insurance Services Insurance Reserve Fund, is authorized to pay judgments
That the members of the South Carolina General Assembly, by this resolution, recognize and honor Dr. Benjamin Solomon Carson, Sr., renowned director of Pediatric Neurosurgery at Johns Hopkins Hospital, and welcome him to South Carolina as keynote speaker of the Seventh Annual Greenville Hospital System’s Minority Health Summit. Be it further resolved that a copy of this resolution be presented to Dr. Benjamin Solomon Carson, Sr. XX
Required Competencies: Teamwork and Collaboration: Proactively seeks and considers the ideas and opinions of others from within and outside the team to help form decisions, plans or actions. Influence and Communication: Puts forward ideas by presenting factual information supported by data, definitions, examples, illustrations or other aids, which will assist in conveying meaning. Resource Management/Leadership: Provides instruction and assists other staff to complete allocated tasks and activities. Judgement and Problem Solving: Identifies and considers the implications of a range of available alternatives in order to select the most appropriate response to problems of a familiar or recurring nature. Independence: Recognise and makes immediate changes to improve performance (faster, better, lower cost, more efficiently, better quality, improved client satisfaction). Adaptability: Willingness to change ideas or perceptions based on new information, contrary evidence or other people's points of view. Prepared to try out different approaches. About CSIRO: We imagine. We collaborate. We innovate. To find out more visit us ! Find out more about CSIRO
Referral Form for Admission to Homewood Health Centre Patient Information Patient Name: Address: City: Province/State: Postal/Zip Code: Country: Email Address: Telephone: Business/Mobile Phone: Date of Birth (YYYY-MM-DD): Gender: Health Card Number: Version Code: Expiry Date: Department of National Defense Blue Cross Service # (if applicable): Veterans Affairs Canada K # (if applicable): Referring Clinician Information Your Name: Your Health Care Discipline e.g. Family Medicine, Social Worker: ________________________________________ Address: City: Province/State: Postal/Zip Code: Country: Email Address: Telephone: Fax: OHIP Billing # (if referred by an Ontario Physician or Nurse Practitioner): Are you referring as part of: WSIB DND VA Other Agency: No Yes Will you provide this patient care after discharge? If not, who will: __________________________ In order to arrange a timely admission to the most appropriate program, please provide us with clinical information, dating back at least 2 years. Copies of past consults, test results and discharge summaries are very helpful. Primary Reason for Referral: BC Referrers Only: Please indicate if referring to Whole Recovery Assistance Program (WRAP) AMS ☐ Please check all the problems your patient has and star your primary concern: In the last 6 months Prior to 6 months ago In the last 6 months Prior to 6 months ago Eating Disorder Suicide Attempts Substance Abuse (drug and/or alcohol) Schizophrenia Addiction (drug and/or alcohol) Bipolar Disorder Chronic Pain Major Depression History of Abuse or Trauma Hypomania PTSD (post-traumatic stress disorder) Mania Self-Harm (e.g. cutting, burning self) Violence Personality Disorder Aggression Dementia ADHD Social Phobia Flashbacks Panic Disorder Nightmares OCD (Obsessive Compulsive Disorder) Dissociation
Proposal 11-3: Question 11-1: Proposal 11-4: Proposal 11-5: Proposal 11-6: Proposal 11-7: Proposal 12-1: Proposal 12-2: Proposal 12-3: Proposal 13-1: Proposal 13-2: The ALRC proposes to effect a fair use exception to copyright for educational copying or, alternatively, a ‘fair dealing for education’ exception in lieu of existing statutory exceptions for educational institutions under the Copyright Act. The proposed exception would be broader in nature and depend on certain non-exhaustive criteria. We view this as an unfettered expansion of the exemptions from copyright protection now in place. Proposal 13-3: Proposal 14-1: Proposal 14-2: Proposal 14-3: Proposal 15-1: Proposal 15-2: Question 15-1: Proposal 15-3: Question 15-2: Proposal 16-1: Question 16-1: Proposal 16-2: Question 16-2:
TAB 1: ATTENDANCE LIST Attendee (Full Name, Title) Office Symbol Location Grade Level (if applicable) Cost Participant’s Role 1 Ex: John Doe, Program Specialist M/MPBP, USAID/W GS-15 $3,659 Member of U.S. delegation. 2 3 4 5 TOTAL COST $
Conduct interviews with first person sources to collect family history/migration story Research a contemporary migration story and create a storyboard which illustrates the events, explaining personal history, current events, or national history. Evaluate art for authenticity, relevancy, and efficacy in advocating for subjects Compare authorship, perspective, and formatting to analyze artwork including work created by: Documentary photographers such as Salgado; Cultural outsiders; Cultural insiders such as Marjane Satrapi’s semiautobiographical work Extension: Apply storyboard to short animated film. RESOURCES: Persepolis by Marjane Setropi Margarita Cabrera
1. Verghese A. Cutting for Stone. New York: Knopf; 2009. 345p Example for book chapter: 2. Author AA, Author BB. Chapter title. In: Editor EE, editor. Book title. Abingdon: Taylor & Francis; 2012. p. 229–232 Example for online book: 3. Patrias K. Citing medicine: the NLM style guide for authors, editors, and publishers [Internet]. 2nd ed. Wendling DL, technical editor. Bethesda (MD): National Library of Medicine (US); 2007 - [updated 2011 Sep 15; cited Year Month Day]. Available from: http://www.nlm.nih.gov/citingmedicine Example for journal article references: For articles in journals, journal title is italicised text. The journal name is followed by its volume number, then its issue number in brackets, a comma and then the page numbers for the article. 4. Petitti DB, Crooks VC, Buckwalter JG, Chiu V. Blood pressure levels before dementia. Arch Neurol. 2005 Jan;62(1):112-6. Example of citations to websites: 5. AMA: helping doctors help patients [Internet]. Chicago: American Medical Association; c1995-2007 [cited 2007 Feb 22]. Available from: http://www.ama-assn.org/. Please remember: Papers should be no more than 8 pages in length. Plagiarism It is the ATS Conference Organising Committee's task in encouraging authors to maintain the highest standards of academic integrity in their work. It is important to make reference of a source of information in order to ascertain something. Authors should not practice of taking someone else's work or ideas and passing them off as one's own. These include published and unpublished documents, designs, images, photographs, computer codes and ideas gained through working in a group. These ideas, interpretations, words or works may be found in print and/or electronic media. Please note submissions which do not adhere to the formatting instructions and templates will not be accepted by the ATS2017 technical review committee for inclusion in the proceedings and in the scientific program.
The Afternoon sessions (Technical sessions 7,8) were handled by Dr.T.Senthil Kumar, Associate Professor, Department of Computer Science and Engineering, Amrita School of Engineering, Amrita Vishwa Vidyapeetham, Coimbatore. The session were merely a hands-on session. He started the session with the introduction of the statistical tools that can be used through online and explained about Descriptive Statistics which is used to calculate single variable descriptive statistics, including skewness, kurtosis, quartiles, standard errors, normality test and confidence intervals. He also gave an overview of Probability Distributions for calculating probability distribution functions of the most common probability distributions like Binomial, Geometric, Negative Binomial, Poisson, Normal, Chi-Square and Student-t. The speaker then explained on how to make use of some of the Regression or data fitting tools online. He also mentioned that the modeling starts with association of data in terms of regression. Some of the regression tools that were discussed are Linear Regression, Logarithmic Regression, Exponential Regression and so on. He explained about the Neural Designer tool which is a software tool used for data mining based on machine learning techniques, a main area of artificial intelligence research. It contains a graphical user interface which simplifies data entry and interpretation of results. It was also stated that when logic is understood ‘problem’ is easy and it can be solved through machine learning. Neural Designer is an innovative deep learning tool for predictive analysis. Deep learning algorithms are the most powerful method to discover intricate relationship, recognize complex patterns or predict current trends in data. Dr.T.Senthil Kumar explicated on another tool named Tableau. Tableau is business intelligence software that allows anyone to easily connect to data, then visualize and create interactive, sharable dashboards. The result is BI software that can be trusted to deliver answers to the people that need them. All visualization can be done using Tableau tool.
International Research Interdisciplinary School IRIS Kazakhstan 2017 September 18-22, 2017, Bal Qaragai, Astana (Kazakhstan) Application Form Your Details Date and Venue The 4-day workshop will be held from September 18 to 22, 2017 (arrival September 18, departure September 23) in Bal Qaragai, about 20 km east from Astana. Surname: First Name: Title / Position: Institution/organization: Address: Payment by Bank Transfer Kazkommertsbank, Almaty, Kazakhstan SWIFT: KZKO KZ KX CORR/ACC №400/8866048/01EUR «Commerzbank AG», Frankfurt, Germany SWIFT: COBA DE FF Subject: IRIS 2017 City: State: Country: Zip/postal code: Phone: Fax: E-mail: Payment Fee: Euro 200 (covers accommodation, full board, program) Contact: Dr. Ayan Abdrakhmanov 38, Turan Ave, (Astana) - Kazakhstan T +77015360032 e-mail: ayan-3@mail.ru Dr. Yersin Zhunussov 66, Koshkarbayeva Ave, (Astana) - Kazakhstan T +77021916747 e-mail: ersin-surgery@mail.ru Please, transfer the payment to the Ayan account by May 1, 2017 Signature: Date:
“The worst kind of boss is not the one who’s always a jerk” Washington Post March 2, 2016 “Hey boss: Workers prefer ‘consistent jerk’ to loose cannon” Michigan State University Today (http://msutoday.msu.edu/news/2016/hey-boss-workers-prefer-consistent-jerk-to-loose-cannon/), March 1, 2016
18. Ground Defence Grade 2 19. Intelligence Grade 2 20. Laboratory Grade 2 21. Maritime Patrol and Response Officer — Competency Progression Competency Level 3 22. Maritime Patrol and Response Officer — Time Based Progression Fly 0-2 23. Nurse Grade 2 24. Operations Grade 2 25. Personnel Capability Officer Grade 2 26. Personnel Psychologist Grade 2 27. Pharmacy Grade 2 28. Radiographer Grade 2 29. Security Police Grade 2 30. Training Systems Officer Grade 2 31. Weapon Systems Officer — Competency Progression Competency Level 3 32. Weapon Systems Officer — Time Based Progression Fly 0-2 3 Schedule B.2 (Officer pay grades), Part 4: Air Force, Pay Grade 4, table Omit the pay grade table, substitute: Pay grade 4 Item Employment Category Classification 1. Aeronautical Engineer Grade 2 2. Air Battle Management — Competency Progression Competency Level 4 3. Air Battle Management — Time Based Progression Fly 2-4 4. Airborne Electronics Officer — Competency Progression Competency Level 4 5. Airborne Electronics Officer — Time Based Progression Fly 2-4 6. Airfield Engineer Grade 2 7. Air Mobility Officer — Competency Progression Competency Level 4 8. Air Mobility Officer — Time Based Progression Fly 2-4
Defence Force Remuneration Tribunal Determination No. 5 of 2018, Salaries – Air Force command position – amendment The Defence Force Remuneration Tribunal, make this Determination under section 58H of the Defence Act 1903. It relates to Matter No. 10 of 2017 – Enduring Command Pay Grade for Air Force. Dated 4 June 2018 Ingrid Asbury President ..................................................... Adrian Morris Member ..................................................... Rear Admiral James Goldrick AO CSC RAN Rtd Member .....................................................
Defence Force Remuneration Tribunal Determination No. 6 of 2018, Salaries – Officers – amendment The Defence Force Remuneration Tribunal, make this Determination under section 58H of the Defence Act 1903. It relates to Matter 2 of 2018 – Rate of salary on advancement from Other Rank – amendment. Dated 4 June 2018 Ingrid Asbury President ..................................................... Adrian Morris Member ..................................................... Rear Admiral James Goldrick AO CSC RAN Rtd Member .....................................................
12. Combat Systems Manager Grade 4 13. Combat Systems Manager — Anti-Submarine Aircraft Controller Grade 3 14. Combat Systems Manager — Anti-Submarine Aircraft Controller Grade 4 15. Combat Systems Manager — Fighter Controller Grade 3 16. Combat Systems Manager — Fighter Controller Grade 4 17. Combat Systems Manager Mine Warfare — Navigation Watchkeeping Certificate – 18. Combat Systems Operator — Fighter Controller Grade 3 19. Combat Systems Operator Mine Warfare — Navigation Watchkeeping Certificate Grade 3 20. Combat Systems Supervisor — Fighter Controller Grade 3 21. Combat Systems Supervisor — Fighter Controller Grade 4 22. Combat Systems Supervisor Grade 4 23. Combat Systems Supervisor — Anti-Submarine Aircraft Controller Grade 4 24. Combat Systems Supervisor Mine Warfare — Navigation Watchkeeping Certificate – 25. Communications and Information Systems — Information SM Grade 1 26. Communications and Information Systems — Communications Grade 5 27. Communications and Information Systems — Information Grade 5 28. Cryptologic Sailor Grade 3 29. Electronic Technician — SM Grade1 30. Electronic Technician — Fire Control Officer Grade 3 31. Electronic Technician Grade 4 32. Electronic Warfare Grade 4 33. Hydrographic Systems Manager — Laser Airborne Depth Sounder Grade A 34. Hydrographic Systems Manager — Navigation Watchkeeping Certificate Grade A 35. Hydrographic Systems Operator — Laser Airborne Depth Sounder Grade 3 36. Hydrographic Systems Operator — Navigation Watchkeeping Certificate Grade 3 37. Imagery Specialist Grade 3 38. Marine Technician — SM Grade1 39. Marine Technician Grade 4
6. Aircrewman — Fly 6-8 Grade 3 7. Aircrewman — Fly 8-10 Grade 3 8. Aviation Technician Aircraft — Flight Senior Maintenance Sailor – 9. Aviation Technician Avionics — Flight Senior Maintenance Sailor – 10. Clearance Diver Grade 3 11. Clearance Diver — TAG Grade 1 12. Clearance Diver — TAG Grade 2 13. Clearance Diver — TAG Grade 3 14. Communications and Information Systems — Information SM Grade 3 15. Communications and Information Systems — Information SM Grade 4 16. Electronic Technician — SM Grade 3 17. Electronic Warfare Submarines — SM Grade 4 19. Marine Technician — SM Grade 3 20. Marine Technician — Senior Technical Officer – 21. Medical — SM Grade 3 5 Schedule B.11 (Warrant Officer Class 1 pay grades), Part 1: Navy, Pay Grade 9, table Omit the pay grade table, substitute: Pay grade 9 Item Employment Category Grade 1. Acoustic Warfare Analyst Specialist — SM – 2. Aircrewman — Fly 10+ Grade 3 3. Communications and Information Systems — Information SM Grade 5 4. Electronic Technician — SM Grade 4 5. Electronic Technician — SM Grade 5 6. Electronic Warfare Submarines Specialist — SM Grade 5 7. Marine Technician — SM Grade 4 8. Marine Technician — SM Grade 5
Date: 24 February 2016 NAME POSITION INTERESTS DECLARED Mike Bellamy Non-Executive Director Non-Executive Board member of the University of West London Date: 31 October 2012 NAME POSITION INTERESTS DECLARED Alyson Coates Non-Executive Director Governor and Chair of Finance and Investment Committee – Oxford Brookes University Governor – Dr Challoner’s High School Trustee of the Nuffield Oxford Hospital Fund Date: 19 September 2016 NAME POSITION INTERESTS DECLARED
# 58 LEVEL I MATERIAL RECEIPT INSPECTION (PE) ATTRIBUTES DESCRIPTION REQ. / REF. UNIT OF PRODUCT SAT UN SAT CA REFERENCE # 8 VERIFY GENERAL TESTS ARE PERFORMED ON MATERIAL. REF. (A) TBLS. 3-1, 3-2, 3-3 OBSERVE TESTING AND RECORDS REFERENCES: (A) NAVSEA 0948-LP-045-7010
Preliminary cleaning of data complete 01 Jul 2016 2. Scoping review of literature and reports to examine what is already known about teacher impact on students' educational aspirations Completed Scoping review of relevant literature and reports for the period 2000−2015 is completed Completed 01 Apr 2016 3.1 Analysis of extant quantitative data on approximately 1,500 teachers from the Aspirations Longitudinal Study Completed Extant quantitative data is analysed to examine: relationships between teachers' views and expectations of their students and students' educational aspirations, how these change over time, and how teachers' responses intersect with the demographic variables of students Completed 24 Jun 2016 3.2 Analysis of extant qualitative data from interviews with approximately 186 teachers 15 principals, and 15 career advisors from the Aspirations Longitudinal Study Completed Extant qualitative data is coded and analysed to examine teachers, principals and career advisors' perceptions and expectations of students Completed 12 Aug 2016 3.3 Analysis of extant qualitative data from: open−ended survey responses from approximately 1,500 teachers and 10,000 students, and; focus group data on approximately 570 students from the Aspirations Longitudinal Study Completed Extant qualitative data is coded and analysed to examine: teachers' perceptions and expectations of students, and; students' perceptions of teachers' expectations, including direct and indirect messages Completed 28 Nov 2016 3.4 Analysis of relationships among Completed Quantitative and qualitative analyses will be drawn together Completed
Add to section 59-2.01A: Clean and paint the structures shown in the following table with the coating system specified: Bridge name and number Work description Coating system -- (clean and paint new bridge) Clean, blast clean, and paint new steel bridge. Zinc -- (clean and paint new steel members of bridge widening) Clean, spot blast clean, and paint at the locations for attaching new steel to the existing bridge. Clean, blast clean, and paint new steel members. Zinc -- (clean and paint new and existing steel members of bridge widening) Clean, spot blast clean, and paint at the locations for attaching new steel to existing members. Clean, blast clean, and paint all new and existing steel surfaces of the bridge. Zinc (undercoat for new steel) State Specification PWB (undercoat for existing steel and finish coat for new and existing steel) -- (100% blast cleaning, repaint with latex paint) Clean, blast clean to bare metal, and paint all steel surfaces of the existing bridge. State Specification PWB -- (Spot blast clean and repaint portions of existing bridge) Clean, spot blast clean, and paint portions of the existing bridge. State Specification PWB -- (Spot blast clean portions of existing bridge and repaint entire bridge) Clean and spot blast clean portions of the existing bridge. Clean and paint all steel surfaces of the existing bridge. State Specification PWB -- (100% blast cleaning, repaint with moisture-cured polyurethane) Clean, blast clean to bare metal, and paint all steel surfaces of the existing bridge. Moisture-cured polyurethane Clean the structures shown in the following table: Bridge name and number Work description -- Clean all interfaces between new bridge deck system and existing steel
Replace "Reserved" in section 59-2.03C(3) of the RSS for section 59-2.03C with: Moisture-cured polyurethane coating systems must comply with the requirements shown in the following table: Moisture-Cured Polyurethane Coating System Requirements Surface Description Coating Dry film thickness (mils) Surfaces cleaned to bare metala 1st undercoat Single-component, zinc-rich moisture-cured polyurethane 3–4 2nd undercoat Single-component, micaceous iron oxide–filled moisture-cured polyurethane 3–4 Finish coat Single-component, aliphatic, polyurethane 2–3 Total thickness, all coats 8–11 Existing painted surfaces to be topcoated: Undercoat Single-component, micaceous iron oxide–filled moisture-cured polyurethane 3–4 Finish coat Single-component, aliphatic, polyurethane 2–3 Total thickness, all coats 5–7 aIncludes locations of spot blast cleaning The undercoats and finish coat must be from the same manufacturer. You may thin moisture-cured polyurethane under the manufacturer's instructions. Moisture-cured polyurethane may entrap bubbles within the coating film when applied at excessive film thicknesses. Repair or remove and replace coating that exhibits bubbling. The finish coat must match color no. 14090 of FED-STD-595.
6. Give a brief description of the workshop. Points you can include: Logistics of the program: Workshop Interactive Not a lecture Not a “support group” 12-15 participants 2 ½ hours one day a week for 6 weeks Free (or cost, scholarships available) Location Two workshop leaders, one or both have a chronic health condition Who can benefit – People with: Arthritis Heart disease Diabetes Depression High blood pressure Chronic pain Anxiety Fibromyalgia Caregivers & family members IT DOESN’T MATTER (“Every chronic disease is similar when discussing symptoms, ways to cope, and how to better care for yourself.”) Topics covered (expand on each): Exercise and healthy eating Medication management Using our minds to manage our symptoms Working with the healthcare system Dealing with our emotions Managing pain and fatigue Communicating with our doctors and our family Many others – The “Toolbox” Research has shown that people who took the program have: Improved health behavior (exercise, diet, communication, etc.) More involvement and participation in various activities Reduced disabilities, fatigue, and distress about their health Fewer hospitalizations and fewer days in the hospital
Training Directory – In It Together: Primary School Enhanced Competencies Outcomes Training Options E1 I understand what is included in the key stages of physical, intellectual, linguistic, social and emotional growth and development of a child to enable observation and judgement of changes to ‘normal’ behaviour. I know when developmental and transitional milestones are coming up. I understand the contribution that family and social networks make to the development of children and young people. . MindEd: Free online e-learning . MindEd: Free online e-learning . MindEd: Free online e-learning. All three of the above modules should be completed to achieve the competency). Schools may also want to consider: . Leeds Beckett University: Also covers competencies relating to attachment and resilience. E2 I understand behaviours associated with ADHD and autism and can develop strategies to work with children who have these. . Young Minds: £195 + VAT . Young Minds: £195 + VAT Both options are required to achieve the competency. E3 I have a solid understanding of resilience, the role it plays and how it can be developed within an education setting. . MindEd: Free online e-learning : 4 Key Skills – practical ideas. In our Hands video (is labelled for school nurses but suitable for all staff in this group) . In our Hands. 50 minute video. : A Whole School Approach Training. Young Minds: £195+VAT Suggest all four training options are taken in a staged approach.
Purdue University, Computer Science Request for Approval to include CS 59000 Individual Study Course on MS Plan of Study Complete the information requested below, obtain the signature of the instructor, and return to the Computer Science Graduate Office (LWSN 1137 or email to ) prior to your final plan of study submission Student Name: Email: PUID: Course Title: Credit Hours: Instructor: Term: Detailed Course Description:
Carnegie Mellon Robotics Academy Introduction to Programming EV3 The following is a summary of what students do the 1st six weeks of Introduction to robotics at Katherine Albiani Middle School. Students complete assignments after each portion of this course. I have posted these assignments on www.curriki.org Getting Started: 4 videos introducing students to basic components of EV3 robots. Brick: Menus, Ports, and Charging Big Ideas in Robotics: Three videos providing real world explanations of ideas in robotics Using the Software – 1 video The following components of the program students watch videos to learn how to program the robot for basic movements including the use of sensors. After watching short videos students must program the robot to solve challenges in each topic Moving Straight : 50 cm Challenge, Cargo Retrieval Turns: 90⁰ turn, Dizzy Drill, Orchard Challenge Ultrasonic Sensor: Threshold Value, Backwards Until Far, Maze Challenge Gyro Sensor : Square Box Challenge, Mower Challenge Color Sensor: Railroad Crossing, Forward to Stop, Traffic Signal Challenge, Line Follower Challenge
potential in the course of spontaneous and intensive interaction, which “means the assessment is based on the learner’s immediate needs” (Ehsan & Majid, 2015, p. 1460). Because of the learner’s immediate needs and the spontaneous interaction, one would question how the learner is going to be assessed, based on what criteria, and if it is reliable that the assessment is only about how the examinee interact with the learner. Therefore, the reliability and validity of DA cannot be constructed by the perspective of traditional standardized testing. How should they be conducted? According to Lidz (1995), they need to be redefined in order to reflect more closely to the goal of DA, as well as deal with “the issue of reduced standardization when the procedure includes learner-responsive intervention” (p.146). Conclusion The purpose of an assessment is to gain information about the learner, but the goal should be using the information to cultivate the learner’s inner motivation to learn, to make him or her realize how well they will be doing by using what they have learned alone or assisted by the mediator, and then utilize the confidence they’ve built through learning to transform the learner’s all aspects of life. An assessment shouldn’t be a judgement of right and wrong, but a compliment of “You can do it and you’ll do well”; shouldn’t be only looking for the differences among learners about why some of them are smarter than the others, but also the similarities about how all of them have achieved certain tasks. However, traditional standardized testing always give the learner’s negative feedback and discourage their motivation to learn by assuming that the “learner’s future functioning can be perfectly predicted on the basis of their present performance” (Phoehner, 2008, p. 54). The truth is that the cognitive abilities of human beings are changeable and can be constructed “depending on the presence of appropriate forms of interaction and instruction” (Feuerstein et al., 1988, p. 5).
If a record series has a retention of “90 days,” the eligibility date would be 90 days after the ending date of the record series. Retain until Obsolete, Superseded, or Administrative value is lost (OSA). With this retention, a record is eligible for disposition whenever it is no longer of any use or value to the agency or when it has been replaced by a more current record. The retention could vary from less than one day to any length of time thereafter. Triggering Event With this retention, records become eligible for disposition upon or after a specific triggering event. Examples: Retain until youth turns age 25. Retain for life of the structure. 3 anniversary years after final action. Example: Calculating Eligibility Dates If the ending date for a specific record series is 7/31/2007, when are these records eligible for disposition under different retention period types? Retention Period Start Counting From Add # of Years Date Eligible for Disposition 3 anniversary years 7/31/2007 +3 = 7/31/2010 3 fiscal years (local govt.) 10/1/2007 +3 = 10/1/2010 3 fiscal years (school district) 7/1/2008 +3 = 7/1/2011 3 calendar years 1/1/2008 +3 = 1/1/2011 Records Volume Conversion to Cubic Foot Measurements Cassette tapes, 200 1.0 cubic foot Letter-size file drawer 1.5 cubic feet Legal-size file drawer 2.0 cubic feet Letter-size 36” shelf 2.0 cubic feet Legal-size 36” shelf 2.5 cubic feet Magnetic Tapes, 12 1.0 cubic foot 3 x 5 cards, ten 12” rows 1.0 cubic foot 3 x 5 cards, five 25” rows 1.0 cubic foot 4 x 6 cards, six 12” rows 1.0 cubic foot