zilongwang/ReadingBank huggingface dataset:
Where: S is tank size in gallons; C is makeup system capacity in gallons per hour; T is hours per day system is being used. Testing: The quality of the water shall be tested for compliance with design criteria as part of the installation contract by an approved testing agency. System shall be tested upon start-up, at one month, and four times at three (3) month intervals thereafter. Supply and return piping shall be in piping appropriate for the water quality. Standard piping shall be unpigmented schedule 80 polypropylene with fusion welded joints. Ultra-high purity water piping shall use SYGEF virgin PVDF pipe with socket fusion joints and fittings. Systems requiring the highest purity water shall use bead and crevice free (BCF) joints. Valves: All valves must be pre-cleaned and non-lubricated. The use of Teflon paste, Permatex, Vaseline and other lubricants are expressly forbidden. Shut-off valves: true union ball valves for sizes ½” thru 2”. Butterfly valve for 2½” and larger. Material same as piping. Check valve: stainless steel spring check Back pressure: Jordan stainless steel type MARK-50, 2-20 psig spring range Laboratory waste and vent piping should be schedule 40 polypropylene pipe with schedule 40 DMV fusion weld fittings. Mechanical joints are acceptable for piping above lab floor and for vent lines. Manufacturers: Fuseal, Enfield, Harvel Special applications may require the use of chemical waste drain lines. Glass waste piping may be used for these applications if appropriate. Installation and design should comply with the manufacturer’s requirements, joints should be mechanical joints. Manufacturers: Schott, Kimax, or equal. EXECUTION CLEANING General Cleaning Requirements: All pipe, fittings, valves, and system-related materials shall be cleaned before use.
(D) The comprehensive plan must include recommendations to the General Assembly and the Governor on the modification, consolidation, initiation, or elimination of workforce development programs in this State. (E) The comprehensive plan must identify the strategic industry sectors targeted by the workforce development system. (F) The council shall report to the Senate Finance Committee, the Senate Education Committee, the House Ways and Means Committee, and the House Education and Public Works Committee by December first of each year on its progress in implementing the comprehensive plan and on the progress of the operating agencies in meeting their obligations under the plan. Section 1312060. (A) The council shall specify, by December 31, 2016, the core data to be collected by the operating agencies of the state training system and the standards for data collection and maintenance required in Section 1312040(B)(8) and (9). Operating agencies shall execute such security and privacy agreements necessary to enable the exchange of participant and employer information identified in this section by March 1, 2017 and renew annually thereafter. (B) The minimum standards for program evaluation by operating agencies required in Section 1312040(B)(10) must include at least biennial program evaluations. The first of the evaluations must be completed by the operating agencies by July 1, 2018. (C) The council shall complete, by January 1, 2018, its first outcomebased evaluation and, by September 1, 2018, its nonexperimental netimpact and costbenefit evaluations of the training system. The outcome, netimpact, and costbenefit evaluations for the first evaluations, must include evaluations of each of the following programs: (1) secondary career and technical education; (2) workrelated adult basic skills education; (3) postsecondary workforce training; and (4) the system as a whole. (D) The council shall use the results of its outcome, netimpact, and costbenefit evaluations to develop and make recommendations to the General Assembly and the Governor for the modification, consolidation, initiation, or elimination of workforce development programs in the State. (E) The council shall perform the requirements of this section in cooperation with the operating agencies.
(d) develop a method for identifying and addressing workforce needs; (e) conduct an ongoing inventory of existing workforce programs to identify duplications among and within the programs and identify ineffective programs. The council may make recommendations concerning the appropriate actions necessary to eliminate duplication, improvements to ineffective programs so that the programs can achieve the desired result, or the elimination of programs that no longer meet workforce needs; and (f) submit an annual progress report to the Governor and the General Assembly, by July 1 of each fiscal year, concerning the actions taken by the council during the previous fiscal year, and any recommendations for legislation or agency action. The council may submit additional reports on an ongoing basis as deemed necessary by the council chairman. (2) The coordinating council may create subcommittees or advisory groups comprised of community or state or local government stakeholders to assist the council in carrying out the council’s duties as contained in item (1). (C) The Secretary of the Department of Commerce or his designee to the coordinating council shall be the coordinating council’s chairman. (D) The Commission on Higher Education, the Department of Commerce, and the State Board for Technical and Comprehensive Education shall provide staff for the coordinating council.” SECTION 2. This act takes effect upon approval by the Governor. XX
Resources Title Organisation Description Ref Nrich An excellent example of probability in action; it provides a good discussion of independence. There are two videos associated with this resource:: 2.03a Nuffield Foundation This activityluses the laws of probability to solve problems involving mutually exclusive and independent events. Also uses probability tree diagrams to support the calculation of probabilities. Home page for this section contains teacher guide, powerpoint slides and word documents- 2.03a Minnesota State University Notes and discussion cards focused upon common misconceptions 2.03a and 2.03b MSV This is an open ended rich task. It is a simple probability game that leads to some nice results for discussion. 2.03a and 2.03b MSV This is an open ended rich task. A simple problem about independence with an ordinary dice becomes more interesting if we allow the dice to be biased. 2.03a and 2.03b Geogebra Nordic resource but diagrams easy to follow for learners with English as their main language. Interactive tree diagram for picking two balls (either with, or without replacement) at random from a bag. 2.03b
Mathed Up This is a good selection of challenging questions covering all areas of probability. 2.03b, 2.03c and 2.03d MEI A lovely example of tarsia to match probabilities. This could be used as an independent learning exercise. 2.03b, 2.03c and 2.03d Geogebra Interactive demonstration of tree diagrams and calculations from GCSE level up to Further Maths (Statistics) Bayes’ Theorem 2.03b, 2.03c and 2.03d OCR Resource developed for Core Maths which builds upon GCSE knowledge of probability. Also available is a and a 2.03b, 2.03c and 2.03e Nrich A real world problem involving conditional probability. There are many approaches to this and learners may want to work in small groups and then discuss their findings. 2.03c MSV This is an open ended rich task. Proving or disproving that two events are independent is sometimes a tricky corner. Venn diagrams are often the best way to approach this topic. The result contained in this activity is surprising for a moment or two, before the logic sinks in. 2.03c Geogebra Interactive demonstration of the use of Venn Diagrams to determine Independence. 2.03c Geogebra Interactive demonstration for up to 4 balls removed from a bag 2.03c and 2.03d
Teacher Delivery Guide Pure Mathematics: 1.09 Numerical Methods OCR Ref. Subject Content Stage 1 learners should… Stage 2 learners additionally should… DfE Ref. 1.09 Numerical Methods 1.09a 1.09b Sign change methods a) Be able to locate roots of by considering changes of sign of in an interval of on which is sufficiently well-behaved. Includes verifying the level of accuracy of an approximation by considering upper and lower bounds. b) Understand how change of sign methods can fail. e.g. when the curve touches the x-axis or has a vertical asymptote. MI1
1.09c 1.09d 1.09e Formal iterative methods c) Be able to solve equations approximately using simple iterative methods, and be able to draw associated cobweb and staircase diagrams. d) Be able to solve equations using the method and other recurrence relations of the form . e) Understand and be able to show how such methods can fail. In particular, learners should know that: 1. the iteration converges to a root at if , and ifis sufficiently close to; 2. the Newton-Raphson method will fail if the initial value coincides with a stationary point. MI2
May v. Delaware Ins. Co. (1852) 19 Pa 312. Netherlands Insurance Co. Ltd v. Karl Ljungberg and Co A/B (1986) 2 Lloyd’s Rep 19, PC. Noble Resources Ltd v. Greenwood (1993) 2 Lloyd’s Rep 309. Peele v Merchants' Ins. Co. (1822) 3 Mason 27. Perry v. Ohio Ins. Co.(1832),5 Ohio, 305. Polurrian Steamship Company, Limited v. Young (1915) 1 KB 922 (CA) ("Polurrian Steamship"). Rousse v. Home Insurance Co. (1955), 78 So.2d 522. Sailing Ship "Blairmore" Company, Limited v. Macredie (1898) AC 593 (HL). State of Netherlands v. Youell and Hayward and Others (1998) 1 Lloyd’s Rep 236, CA. St. Paul F. & M. Ins. Co. v. Pacific Cold Storage Co. (1907) 157 F 625,14 LRA NS 1161. Shultz v. Ohio Ins. Co. (1841) 40 Ky (1 B Mon) 336. Smith v. Switzerland General Insurance Co. (1933) 147 Misc 388, 263 NYS 190. Thames and Marsey Marine Insurance Co. Ltd. v. Hamilton, Fraser and Co. (1887) 12 App Cas 484 Simpson v.Thomson (1877) 3 App Cas 279.
Tweedie Trading Co. v. Western Assurance Co. (1910) 179 F 103. Uzielli v. Boston Marine Insurance Co (1884) 15 QBD 11, CA. Vaccum Oil Co. v. Union Ins Soc of Canton Ltd (1926) 32 Com Cas 53, 55 Western Assurance Company of Toronto v. Poole (1903), 1 KB 376. White Star S. S. Co. v. North British & M. Ins. Co. (1943, DC, Michigan). Wilson Bros. Bobbin Co. v. Green (1917) 1 KB 860. Xenos v Fox (1869) LR 4 CP 665.
South Carolina General Assembly 122nd Session, 2017-2018 H. 4156 STATUS INFORMATION House Resolution Sponsors: Reps. Jordan, Alexander, Allison, Anderson, Anthony, Arrington, Atkinson, Atwater, Bales, Ballentine, Bamberg, Bannister, Bedingfield, Bennett, Bernstein, Blackwell, Bowers, Bradley, Brown, Burns, Caskey, Chumley, Clary, Clemmons, Clyburn, CobbHunter, Cogswell, Cole, Collins, Crawford, Crosby, Daning, Davis, Delleney, Dillard, Douglas, Duckworth, Elliott, Erickson, Felder, Finlay, Forrest, Forrester, Fry, Funderburk, Gagnon, Gilliard, Govan, Hamilton, Hardee, Hart, Hayes, Henderson, Henegan, Herbkersman, Hewitt, Hill, Hiott, Hixon, Hosey, Howard, Huggins, Jefferson, Johnson, King, Kirby, Knight, Loftis, Long, Lowe, Lucas, Mack, Magnuson, Martin, McCoy, McCravy, McEachern, McKnight, Mitchell, D.C. Moss, V.S. Moss, Murphy, B. Newton, W. Newton, Norrell, Ott, Parks, Pitts, Pope, Putnam, Quinn, Ridgeway, M. Rivers, S. Rivers, RobinsonSimpson, Rutherford, Ryhal, Sandifer, Simrill, G.M. Smith, G.R. Smith, J.E. Smith, Sottile, Spires, Stavrinakis, Stringer, Tallon, Taylor, Thayer, Thigpen, Toole, Weeks, West, Wheeler, Whipper, White, Whitmire, Williams, Willis and Yow Document Path: l:\council\bills\rt\17120vr17.docx Introduced in the House on April 20, 2017 Adopted by the House on April 20, 2017 Summary: Jean L. Blackman HISTORY OF LEGISLATIVE ACTIONS Date Body Action Description with journal page number 4/20/2017 House Introduced and adopted () View the latest at the website VERSIONS OF THIS BILL
The Cost Proposal will consist of the following documents: Cost Proposal Form (Attachment 13). Proposal Submission General Instructions Narrative Proposal: Package an original and five (5) copies of the Narrative Proposal together. Place the Narrative Proposal set marked “Original” on top, followed by the five (5) extra paper copies. Assemble an accompanying CD and place it on top of the paper copies. Cost Proposal: Package an original and five (5) copies of the Cost Proposal together. Each Cost Proposal must be individually placed in an envelope and sealed. Label the envelopes as “Cost Proposal” with “Original“ or “Copy”. Place the Cost Proposal marked “Original” on top, followed by the five (5) extra copies. Assemble an accompanying CD and place it on top of the envelopes. The Cost Proposals can be included in the same package as the Narrative Proposal for delivery. If possible, place all proposal copies, and accompanying CD in a single envelope or package. Seal the envelope, package, carton, or box. If more than one envelope, package, carton, or box is submitted, carefully label each one as instructed below, and mark on the outside of each envelope or package “1 of X”, “2 of X”, etc. Mail or arrange for hand delivery of the proposal sets and accompanying CD to the Department of Health Care Services’, Substance Use Disorder Program, Policy and Fiscal Division (SUD PPFD). Proposals may not be transmitted electronically by fax or email. The SUD PPFD must receive the proposal sets and accompanying CD, regardless of postmark or method of delivery, by 4:00 p.m. on November 9, 2016. Late proposals will not be reviewed or scored. Label and submit the proposal sets and accompanying CD using one of the following methods: Hand Delivery or Overnight Express: U.S. Mail: Proposal – RFP 16-93285 Department of Health Care Services SUD - PPFD MS Code 2622 1500 Capitol Avenue Sacramento, CA 95814 Proposal – RFP 16-93285 Department of Health Care Services SUD - PPFD Mail Station 2622 P.O. Box 997413 Sacramento, CA 958997413 Proposer Warning
House: Gilliard Attorney: Draffin Stenographer: Moore/Charlton Date: April 20, 2017 Doc Name: L:\Council\Bills\GM\24966SD17.DOCX A HOUSE RESOLUTION TO DECLARE THE WEEK OF SEPTEMBER 1016, 2017, AS “ASSISTED LIVING WEEK” IN SOUTH CAROLINA AND TO URGE CITIZENS TO VOLUNTEER IN AN ASSISTEDLIVING COMMUNITY, TO VISIT FRIENDS AND LOVED ONES WHO RESIDE AT THESE COMMUNITIES, AND TO LEARN MORE ABOUT THE WAY IN WHICH ASSISTEDLIVING SERVICES BENEFIT THE PALMETTO STATE. Whereas, established by the National Center for Assisted Living in 1995, National Assisted Living Week (NALW) provides a unique opportunity for residents, their loved ones, staff, volunteers, and the surrounding communities to recognize the role of assisted living in caring for America’s seniors and individuals with disabilities; and Whereas, residents of assistedliving communities are active members of the larger community, offering their wisdom, life experiences, and skills. Their past contributions continue to be a vital part of South Carolina’s rich history, and their future contributions will deepen the Palmetto State’s identity; and Whereas, assisted living is a critical longterm care service for the elderly and for individuals with disabilities that fosters choice, dignity, and independence, and facilities for longterm care are committed to excellence, innovation, and the advancement of personcentered care; and Whereas, South Carolina boasts an assistedliving community of four hundred seventyone facilities which offer over eighteen thousand beds throughout the State; and Whereas, NALW demonstrates the nation’s appreciation of the unique individuals who reside in assistedliving communities and the
40 The BRE must be scalable to allow an administer to add, edit and remove rules as business requires M 41 The system will be capable of maintaining points at geometric intersections within unique IDs and assigning those IDs to all lines that enter or exit that intersection point E
Job Title: Deputy Director, Science Director Reference Number: 41584 Location: Sydney preferred, other locations may be considered Tenure: Specified Term of 3 years Relocation assistance: Will be provided to the successful candidate if required. Applications are open to: All Candidates For Specified Term positions, we will accept applications from Temporary Residents with working rights for the length of the term, who do not require sponsorship. Functional Area: General Management % Client Focus - Internal: 70% % Client Focus - External: 30% Reports to the: Chief Executive Officer Number of Direct Reports: TBD Role Overview: A member of the Data61 Executive Team High profile, high impact newly created role Attractive salary package, high level of autonomy Make a difference to Australia Data61 is the largest data innovation group in Australia. Bringing together CSIRO’s Digital Productivity team and National ICT Australia (NICTA), we are unrivalled in our intellectual capital and our network with the global technology marketplace. The combined group will bring together approximately 600 research staff working in digital technologies to create benefit for Australia. Data61 will continue to develop Australia’s future leaders with its strong 300+ PhD student program in collaboration with our best universities across Australia.
Peak Season dates: Peak Season 2016: 18-28 March, 27 April – 02 May, 16-19 June, 05-09 August 2016 Peak Season 2017: 17-21 March, 07-17 April, 27 April – 01 May, 9-13 Aug, 22-25 Sept Midweek (Sunday-Thursday) Standard rooms – Main Lodge Sharing Single 01 Sep 2016 – 31 Oct 2016 R 1,550.00 R 2,200.00 01 Nov 2016 – 31 Oct 2017 R 1,750.00 R2,650.00 Superior rooms – Chalets/Rondavels Sharing Single 01 Sep 2016 – 31 Oct 2016 R 1,750.00 R 2,400.00 01 Nov 2016 – 31 Oct 2017 R 2,000.00 R 3,000.00 Weekend (Friday – Saturday & Peak Season) Standard rooms – Main Lodge Sharing Single 01 Sep 2016 – 31 Oct 2016 R 1,800.00 R 2,600.00 01 Nov 2016 – 31 Oct 2017 R 1,950.00 R 2,950.00 Superior rooms – Chalets/Rondavels Sharing Single 01 Sep 2016 – 31 Oct 2016 R 2,000.00 R 2,800.00 01 Nov 2016 – 31 Oct 2017 R 2,300.00 R 3,300.00 Rates include: Accommodation, full breakfast, light lunch, dinner and two activities (game drives, bush walks or barge cruise). For barge cruises, please enquire about water levels! Rates exclude: All beverages, laundry services, personal expenses and additional activities.
South Carolina General Assembly 118th Session, 2009-2010 H. 4159 STATUS INFORMATION House Resolution Sponsors: Reps. Horne, A.D. Young and Knight Document Path: l:\council\bills\rm\1303bh09.docx Companion/Similar bill(s): 884 Introduced in the House on June 16, 2009 Adopted by the House on June 16, 2009 Summary: Edward Eugene Sires HISTORY OF LEGISLATIVE ACTIONS Date Body Action Description with journal page number 6/16/2009 House Introduced and adopted 89 VERSIONS OF THIS BILL
SI Figures Fig S1. Clustered heat map for sepsis related transcriptomes. A heat map was generated for each dataset using the parameters given in Supplementary Table 1. (A) GSE57065, (B) GSE60290, (c) GDS6196, and (D) GDS2856 Fig S2. PPI network visualization for sepsis-regulated genes from STRINGdb. PPI network was visualized using STRINGdb for sepsis-related DEGs. Node size represents degrees; node color gradient represents betweenness centrality.
Supplementary Table 2 PCR primer sequences and conditions of molecular markers used in this study and for cloning full-length coding sequences of BTC1 and BvBBX19 into vectors for Yeast-2-Hybrid experiments. Marker name Target Marker type Target vector Primer name Primer sequence 5`-->3` PCR conditions Fragment size [bp] Fragment size [bp] Seed parent (056822/15) Fragment size [bp] Pollinator CAU4234 BTC1 InDel A882a GTGACTCATTATCTTGGACAG 94°C, 2' + [(94°, 30'' + 60°C, 30'' + 72°C, 45'') x 32] + 72°C, 5' 790 1100 A883 AGAAAGTGATGACTCAACTCG CAU 4235 BvBBX19 CAPS, digestion with DraIII N0150_F ATGCATCTTATACTATGGGACCAC 94°C, 2' + [(94°, 30'' + 57°C, 30'' + 72°C, 60'') x 32] + 72°C, 5' 742 537 + 205 N0150_R GGAACAATGCTTGCCGAATCAC - BTC1 - pACT2 98°C, 30'' + [(98°, 10'' + 71°C, 30'' + 72°C, 1') x 43] + 72°C, 2' 2384 - pAS2-1 98°C, 30'' + [(98°, 10'' + 70°C, 30'' + 72°C, 1') x 43] + 72°C, 2' 2384 - BvBBX19 - pACT2 98°C, 30'' + [(98°, 10'' + 71°C, 30'' + 72°C, 1') x 43] + 72°C, 2' 605 695 - pAS2-1 98°C, 30'' + [(98°, 10'' + 72°C, 30'' + 72°C, 1') x 43] + 72°C, 2' 605 695
Appendix 4. Interventional Radiology and Interventional Radiology-Related Faculty Names and Qualifications Faculty Member Name Specialty/ Subspecialty Area ABMS Board Certified (Y/N)? If Yes, include Name of Certificate Other Qualifications to Teach Interventional Radiology
Head Caretaker Performance Appraisal Job Knowledge 4 Exceeds Expectations 3 Meets Expectations 2 Approaches Expectations 1 Unsatisfactory Maintains a current spreadsheet tracking supply budget and creates electronic purchase orders to maintain supplies inventory. Maintains document trail with vendors and Division office Confident in ordering supplies, keep a reasonable inventory and manually track the supply budget. Needs some assistance to order supplies and track budget. Unable to order supplies without help or keep adequate supplies inventory. Often over budget. Has attained a Fireman’s Ticket or better and is confident in all aspects of running and maintaining the building systems including HVAC controls. Has much experience in operating building HVAC and is efficient in preventative maintenance and minor repairs of building systems. Is capable with building systems and minor maintenance but is reticent to perform these duties and does so irregularly. Is incapable of performing minor maintenance and allows building systems fall into disrepair. Comments Health and Safety 4 Exceeds Expectations 3 Meets Expectations 2 Approaches Expectations 1 Unsatisfactory Well informed of safe work practice and conditions throughout their workplace and influences others at all times. Always follows safe work practice. Occasionally follows safe work practice. Does not demonstrate a safe attitude or awareness. Promotes and encourages others to understand workplace WHMIS behaviors. Fully trained in WHMIS and always works within these guidelines Fully trained in WHMIS and usually works within these guidelines. Does not work within WHMIS guidelines. Comments
School Bus Driver Performance Appraisal Attitude 4 Exceeds Expectations 3 Meets Expectations 2 Approaches Expectations 1 Unsatisfactory Consistently demonstrates a positive attitude towards school division staff, students, parents and the public. Usually demonstrates a positive attitude towards school division staff, students, parents and the public. Rarely demonstrates a positive attitude towards school division staff, students, parents and the public. Fails to demonstrate a positive attitude towards school division staff, students, parents and the public. Consistently demonstrates respect for and compliance with school division policies and provincial legislation (Highway Traffic Board, etc). Usually demonstrates respect for and compliance with school division policies and provincial legislation (Highway Traffic Board, etc). Rarely demonstrates respect for and compliance with school division policies and provincial legislation (Highway Traffic Board, etc). Fails to demonstrate respect for and compliance with school division policies and provincial legislation (Highway Traffic Board, etc). Consistently demonstrates the ability to work as a member of the division team with other drivers, the mechanic(s), transportation supervisor and other school administration. Usually demonstrates the ability to work as a member of the division team with other drivers, the mechanic(s), transportation supervisor and other school administration. Rarely demonstrates the ability to work as a member of the division team with other drivers, the mechanic(s), transportation supervisor and other school administration. Fails to demonstrate the ability to work as a member of the division team with other drivers, the mechanic(s), transportation supervisor and other school administration. Consistently participates in division-level professional development which supports good driving practices. Usually participates in division-level professional development which supports good driving practices. Rarely participates in division-level professional development which supports good driving practices. Doesn’t participate in division-level professional development which supports good driving practices. Comments Transportation Supervisor’s/Manager’s Comments School Bus Driver’s Comments Transportation Supervisor/Manager’s Signature Date School Bus Driver’s Signature Date
Teacher Delivery Guide Mechanics: 3.02 Kinematics OCR Ref. Subject Content Stage 1 learners should… Stage 2 learners additionally should… DfE Ref. 3.02 Kinematics 3.02a Language of kinematics a) Understand and be able to use the language of kinematics: position, displacement, distance, distance travelled, velocity, speed, acceleration, equation of motion. Learners should understand the vector nature of displacement, velocity and acceleration and the scalar nature of distance travelled and speed. MQ1 3.02b 3.02c Graphical representation b) Understand, use and interpret graphs in kinematics for motion in a straight line. c) Be able to interpret displacement-time and graphs, and in particular understand and be able to use the facts that the gradient of a displacement-time graph represents the velocity, the gradient of a graph represents the acceleration, and the area between the graph and the time axis for a velocity-time graph represents the displacement. MQ2 time
Resources Title Organisation Description Ref The Physics Classroom Some notes and examples showing the difference between scalar distance and vector displacement. 3.02a The Physics Classroom Some notes and examples showing the difference between scalar speed and vector velocity. 3.02a Geogebra Simulation of car and scooter from traffic lights where the car accelerates from u=0 and the scooter has constant u=8m/s 3.02b Interactive Mathematics Some notes and example questions. 3.02b and 3.02c Interactive Mathematics Some notes and example questions. 3.02b and 3.02c Interactive Mathematics Set of questions that encourage learners to draw kinematic graphs. 3.02b and 3.02c Geogebra Set of twenty simulations of road situations and the associated kinematic graphs. 3.02b and 3.02c Geogebra Adjust the sliders or use the input boxes to set the initial position, initial velocity, and acceleration of the object and observe the resulting changes in the position vs. time, velocity vs. time and acceleration vs. time graphs. 3.02b and 3.02c Geogebra Sliders to change the initial position, initial velocity, and the constant acceleration with the sliders at the top and watch how the position-time and velocity-time plots change. 3.02b and 3.02c
Geogebra Interactive exercise that allows different triangles to be investigated with step by step working. 1.05b Malin Christersson’s Math Site Demonstration of area of triangle and the sine/cosine rules. 1.05b and 1.05c Geogebra Trigonometry area formula. Shows how to find the area of a triangle including step by step working. 1.05c Malin Christersson’s Math Site Introduces the idea of radians in context. Includes a couple of questions at the end of the notes. 1.05d Geogebra Interactive geogebra activity where learners must put the angles, given in terms of , in the right place 1.05d Underground Mathematics This resource provides an opportunity for students to practise calculating arc lengths and sector areas. Students who look at the problem as a whole before jumping in with calculations will notice patterns and relationships between the sectors that provide more efficient routes through the task. 1.05d Malin Christersson’s Math Site Introduces the idea of combining known angle facts to determine others. Includes a couple of questions at the end of the notes. 1.05f Chris Smith A very entertaining video that uses the circle and spaghetti to create a sine curve. 1.05f Geogebra Cosine Identity link the corresponding values of on the graph 1.05f Geogebra Sine Identity link the corresponding values of on the trig graph 1.05f Geogebra Tangent Identity link the corresponding values of on the graph . 1.05f Geogebra Gives the exact values of the trig functions around the circle. 1.05g
Thinking Conceptually General approaches The initial approach to this should be a recap of the work on indices. This forms the foundation of understanding of the work on logarithms. The work on the introduction of the exponential function should be done graphically so that it is clear how this function works. This graphical process can also be used to show the inverse function through its reflection in the line . This helps justify the impossibility of a negative value within the logarithm. With the work on indices reviewed, proving and demonstrating the laws of logarithms becomes a more natural process. There are a multitude of examples of modelling with exponential functions within many other subject areas, including physics, chemistry, biology, economics, geography, psychology. This is not an area that will ever run dry and provides a depth of applications to stimulate interest. Common misconceptions or difficulties learners may have The failure to link this work to indices often means that there is a failure to see the whole number values so that or just become calculated values. This then helps to justify the values of , why logarithms of numbers smaller than are negative and why it is not possible to find the logarithm of a negative number. Familiarity with the exponential graph helps to avoid students believing that can be have a negative value. If reduction to linear form is not clearly related to the equation of a straight line then the connection is not properly made and this becomes an incomprehensible process. The last section is not very different to growth and decay taught at GCSE and if this link is again made then it is not a difficult topic; it is not one that should ever stand alone as an add-on to the main course but as a culmination of all the previous skills.
If you have not heard anything from the Service by the end of May 2014, then your application will have been unsuccessful and you will receive no further correspondence. If you are selected to go forward to the next stage, you will be invited to the physical tests/psychometric tests week commencing 2 June 2014 at venues across the county, currently: Monday, 2 June 2014 – Barrow Fire Station Tuesday, 3 June 2014 – Kendal Fire Station Wednesday, 4 June 2014 – Workington Community Fire Station Thursday, 5 June 2014 – Penrith Community Fire Station Please note that you must pass the physical/psychometric tests to go forward to the next stage, which is the Interviews. These are expected to be held week commencing 30 June 2014 at venues across the county, currently: Monday, 30 June 2014 – Kendal Fire Station Tuesday, 1 July 2014 – Workington Community Fire Station Wednesday, 2 July 2014 – Barrow Fire Station Thursday, 3 July 2014 – Penrith Community Fire Station Fitness Guidance - Please take note of the fitness guidance, as you will be tested for your level of fitness. If you do not reach the required fitness standard at the physical tests and at your pre-employment medical, then your application cannot be taken any further during this recruitment campaign. Further information is available at: Medical Examinations for selected candidates will be held at designated Fire & Rescue Service premises in July 2014. If you are offered a position as an On Call firefighter you will be required to attend a two day Induction Programme and a Training Course, which will take place as follows: Course 1 Course 2 Two Day Induction Course 31 August & 1 September 2014 Two Day Induction Course 5 October & 6 October 2014 Week 1 Initial Training 8 September – 12 September 2014 Week 1 Initial Training 13 October – 17 October 2014 Week 2 Breathing Apparatus Course Fire Behaviour Training 15 September – 19 September 2014 Week 2 Breathing Apparatus Course Fire Behaviour Training 20 October – 24 October 2014 Should there be specific circumstances which may prevent you from attending the above dates, the Service will offer some flexibility to support your attendance.
the opportunity for change is incorrect or inappropriate features of the identified opportunity are not clear organisational analysis are clearly identified / 12 (min. of 6) Pass or Referral AC 2.2 Assess the benefits and risks of implementing the identified opportunity for change Referral [5/20] Pass [10/20] Good Pass [15/20] The benefits and risks of implementing the identified opportunity for change have not been assessed, or the assessments are incorrect or inappropriate, or the benefits or risks of implementation have been assessed, but not both, or the assessments are not focused on the identified opportunity for change The benefits and risks of the identified change are merely listed or described instead of being assessed using appropriate criteria to make a judgement The benefits and risks of the identified change are identified rather than the benefits and risks of implementing the identified opportunity for change The benefits and risks of implementing the identified opportunity for change have been correctly and appropriately assessed to make a judgement, although the criteria for the assessment are limited or subjective The benefits and risks of implementing the identified opportunity for change have been correctly and appropriately assessed to make a judgement based on a range of appropriate and objective criteria / 20 (min. of 10) Pass or Referral AC 2.3 Develop a change implementation plan including details of how you will monitor and review the implementation of change Referral [6/24] Pass [12/24] Good Pass [18/24] A change implementation plan has not been developed, or is incorrect, inappropriate or deficient, or a change management plan does not include details of how you will monitor and review the implementation of change, or monitoring and review is incorrect, inappropriate or deficient A correct and appropriate change implementation plan has been developed that includes details of how you will monitor and review the implementation of change, although further development is required for full implementation A correct and appropriate change implementation plan has been developed that includes details of how you will monitor and review the implementation of change and requires no further work for full implementation / 24 (min. of 12) Pass or Referral
(viii) the designation of the health care consultant of record for programs, as indicated in section 417.11(c)(1) of this Part; and (ix) When a health care consultant is required to approve a health care plan the schedule of visits by a health care consultant to programs administering medications, must occur at least once every two years and must include a review of the health care policies and procedures and a review of the documentation. (d) Health Care Consultant. (1) Programs must demonstrate to the health care consultant how medications are administered in the program. A program is not required to schedule a visit with a health care consultant or include a schedule of visits by a health care consultant in their health care plan when: (i) only over-the-counter topical ointments, lotions, creams and sprays, including sunscreen products and topically applied insect repellant are administered; and/or (ii) epinephrine auto injectors, diphenhydramine in combination with the auto injector, and asthma inhalers and nebulizers are the only medications administered in the program. (2) Should the health care consultant determine, after a visit to the day care program, that the approved health care plan is not being reasonably followed by the program, the health care consultant may revoke his or her approval of the plan. If the health care consultant revokes his or her approval of the health care plan, the health care consultant must immediately notify the registrant and the registrant must immediately notify the Office, no longer than 24 hours later. In that instance, the health care consultant may also notify the Office directly if he or she so desires. (3) A program authorized to administer medications, which has had the authorization to administer medications revoked, or otherwise loses the ability to administer medications, must advise the parent of every child in care before the next day the program operates that the program no longer has the ability to administer medications. (4) A child care program, whose health care consultant terminates his or her relationship with the program, will be granted a 60-day grace period to hire another health care consultant, obtain approval of a health care plan from the new health care consultant and submit the plan to the office without the child care program losing the ability to administer medications as long as: (i) the former health care consultant did not revoke his or her approval prior to terminating the relationship with the child care program;
Diaper covers or plastic pants shall be handled in the same manner as cloth diapers. All diapering preparations shall be placed out of the reach of children participants. The use of all diapering preparations shall be agreed upon by the caregiver and parent. 1108 Toilet Learning The caregiver shall assist children in toilet routine and hygiene practices. The following methods shall not be used in toilet learning: Placing child on toilet or potty chair for prolonged time periods. Using harsh language. Punishing or berating in any way for soiling clothing. Using physical force to place child on a toilet or potty chair against their will. Leaving a child unsupervised on toilet. 1200 SAFETY 1201 Safety Requirements The OST Facility facility shall have a written plan detailing the procedures to follow in the event of emergencies (fires, floods, tornadoes, utility disruptions, bomb threats, etc.) (Act 801 of 2009). The plan and procedures are required for emergencies that could cause structural damage to the facility, be identified as a threat by the Arkansas Department of Emergency Management or pose a health and/or safety hazard to the children participants and staff. The written plan shall include the following information: Designated relocation site and evacuation route Procedures for notifying parents of relocation Procedures for ensuring family reunification Procedures to address the needs of individual children participants, including children participants with special needs Procedures and documentation for annual training of staff regarding the plan and possible reassignment of staff duties in an emergency Plans to ensure that all staff and volunteers are familiar with the components of
(select 2 of these 4 components) ½ cup ½ ounce ½ cup ½ slice (½ ounce) 1/3 cup** ¼ cup 1 cup (8 ounces) 1 ounce ¾ cup 1 slice (1 ounce) ¾ cup*** ½ cup 1 cup (8 ounces) 1 ounce ½ cup 1 slice (1 ounce) ¾ cup*** ½ cup Milk, fluid Meat or meat alternate Juice or fruit or vegetable Bread, bread alternate**** and/or cereal enriched or whole grain Bread or Cereal: Cold dry or hot cooked Lunch or Supper Milk, fluid ¾ cup (4 ounces) 1 ounce 1 ounce 1 large egg 3/8 cup 3 tbsp ¾ cup ½ cup ½ slice (½ ounces) 1 cup (8 ounces) 2 ounces 2 ounces 1 large egg ½ cup 4 tbsp 1 cup ¾ cup 1 slice (1 ounces) 1 cup (8 ounces) 2 ounces 2 ounces 1 large egg ½ cup 4 tbsp 1 cup 1 cup 2 slices (2 ounces) Meat or meat alternate (lean meat or poultry or fish) Cheese Egg Cooked dry beans or peas Peanut butter Yogurt (plain or flavored) (Or an equivalent quantity of any combination of the above meat/meat alternates) Vegetable and/or fruit (total of two or more) Bread or bread alternate**** enriched or whole grain ** 1/3 cup (volume) or ½ ounce (weight) *** ¾ cup (volume) or 1 ounce (weight) **** Refer to Food Buying Guide "Grains and Breads" for equivalent quantities (CASA-1) APPENDIX E: DISASTER/EMERGENCY PREPAREDNESS
implemented i.e. binding corporate rules, privacy shield, adequacy decision or appropriate safeguards including data processor contracts □ Data retention, classification and destruction Does the organisation have documented data retention periods and are they followed? Data Retention Policy and matrix implemented □ Data retention periods have been captured in all privacy notices □ Can the organisation distinguish between data held as a data controller and data held as a data processor? Distinction has been captured in the data mapping template/record of processing activities □ When physical data/records are no longer required, are they securely destroyed? Security of data destruction – both hard copy and electronic □ Security of IT asset destruction □ Distinction made between confidential waste and waste □ Training Do all staff and volunteers receive data protection training as part of their induction and at least once every 12 months? Implementation of a GDPR training programme (train the trainer) □ Future induction GDPR training implemented □ Ongoing GDPR refresher training implemented □ Senior management and members of the main board have received training on GDPR □ Do staff processing larger volumes of personal data or special categories of personal data (e.g. health and disability data for participants or details of any criminal offences) have Enhanced GDPR Training has been undertaken by heavy/frequent personal data users □
Male 129 261 65 455 Female 101 69 25 195 Total 230 330 90 650 April 2017 An MP is chosen at random from the 650 MPs. Explain why the events “the MP is male” and “the MP belongs to the Labour Party” are not independent. 7. In a school class, half the pupils represent the school at a winter sport, one third represent the school at a summer sport and one tenth do both. A student is chosen at random from this class. Find the probability that they represent the school at sport. 8.* The probability that a person is left-handed is 0.08. 91% of left-handers and 1% of are left-footed. What is the probability that a person chosen at random catches a ball with one hand but kicks it with the opposite foot? 9. Idris works five days a week, Monday to Friday. The chance that he gets up late on any working day is 0.3. Last week, Idris got up late exactly once during the working week. What percentage of working weeks would you expect this to happen? 10.* Ava has three cards. One card has both sides red, one has both sides black, and one has one red side and one black side. Ava holds up a random card with a random side facing you. The side you see is red. What is the probability that the other side of the same card is red? Extension In a game, three counters marked 1, 4 and 3 are placed in a bag. Tom draws a counter from the bag at random, records the number and then replaces the counter in the bag. He repeats this until the numbers he has drawn sum to 5 or more. Tom wins if the numbers have a sum of exactly 5. If the sum is more than 5, he loses. List all the possible winning combinations of numbers that Tom could draw, and all the possible losing ones. For example, (1, 1, 3) would win but (1, 1, 1, 3) would lose. Worked solutions 1. and 2. Because A and B are independent, 3. This is the probability of A given (B and C). The probability of (B and C) is . The proportion of (B and C) that is also A is then , or 4. This can be answered using a Venn diagram:
A Your leave will be calculated up until your date of termination and you will be required to take any outstanding leave by this date. If you are unable to take leave because your manager has been unable to release you to take it you will be paid for the outstanding balance with your final payment. If we have agreed an earlier release date at your request and you are unable to take any outstanding leave you will forfeit your right to this leave. Q16d I have expenses to claim – what happens to them? A You should submit any outstanding expenses claims before your date of termination. Where possible claims will be paid with your final payment. If not you will receive them the following month. Q17d I have a cycle to work agreement, what will happen with this? A In accordance with the agreement the outstanding balance will be due for payment on termination of your employment and will be deducted from your final salary. Q18d I have an outstanding car loan – what will happen with this? A In accordance with the agreement the outstanding balance will be due for payment on termination of your employment and will be deducted from your final salary. Q19d If I accept any offer of voluntary redundancy can I apply for re-employment with the council? A If any former employee who has received VR applies for employment, their application will only be considered if it is more than 12 months since they left employment with the Council. Further guidance on the criteria for considering future applications can be found within the Redundancy and Early Release guidance
**If Vendor travel is necessary to meet the requirements of the LOC, Vendor should propose fully loaded costs including travel. ATTACHMENT B PROPOSAL EXCEPTION SUMMARY FORM ITS RFP Reference Vendor Proposal Reference Brief Explanation of Exception ITS Acceptance (sign here only if accepted) (Reference specific outline point to which exception is taken) (Page, section, items in Vendor’s proposal where exception is explained) (Short description of exception being made) ATTACHMENT C PROJECT NUMBER 4174541745 PROFESSIONAL SERVICES AGREEMENT BETWEEN INSERT VENDOR NAMEINSERT VENDOR NAME AND MISSISSIPPI DEPARTMENT OF INFORMATION TECHNOLOGY SERVICES AS CONTRACTING AGENT FOR THE Mississippi Department of Finance and AdministrationMississippi Department of Finance and AdministrationDFAINSERT DATE MODIFIEDN/A This Professional Services Agreement (hereinafter referred to as “Agreement”) is entered into by and between INSERT VENDOR NAME, a INSERT STATE OF INCORPORATIONINSERT STATE OF INCORPORATION corporation having its principal place of business at INSERT VENDOR ADDRESSINSERT VENDOR ADDRESS (hereinafter referred to as “Contractor”), and Mississippi Department of Information Technology Services having its principal place of business at 3771 Eastwood Drive, Jackson, Mississippi 39211 (hereinafter referred to as “ITS”), as contracting agent for the Mississippi Department of Finance and Administration located at 210 East Capitol Street, Suite 1400, Jackson, Mississippi 39201210 East Capitol Street, Suite 1400, Jackson, Mississippi 39201 (hereinafter referred to as “Customer”). ITS and Customer are sometimes collectively referred to herein as “State”. WHEREAS, Customer, pursuant to Letter of Configuration Number 41745 dated INSERT DATE OF PUBLICATION (hereinafter referred to as “LOC”), based on General Request for Proposals (“RFP”) No. 37753775 requested proposals for the acquisition of support services for the