zilongwang/ReadingBank huggingface dataset:
Eligible Respondents Historically Underutilized Businesses’ Submittal Requirements Certain Proposals and Contracts Prohibited Sales and Use Taxes Certification of Franchise Tax Status Required Notices of Workers’ Compensation Insurance Coverage Prevailing Wage Rate Determination Delinquency in Paying Child Support State Registration of Architecture Firms State Registration of Engineering Firms Section 2 - Executive Summary Historical Background Type of Contract Project Description, Scope and Budget Project Planning Schedule Section 3 - Requirements for Statement of Qualifications Respondent’s Statement of Qualifications and Availability to Undertake the Project Prime Firm’s Ability to Provide Services Project Team’s Ability to Provide Design and Construction Administration Services Respondent’s Performance on Past Representative Projects Respondent’s Past Performance on U.T. System Projects Respondent’s General Understanding of the Agreement Respondent’s Knowledge of Best Practices Respondent’s Ability to Identify and Resolve Problems on Past Projects Execution of Offer Section 4 - Format for Statement of Qualifications 4.1 General Instructions Page Size, Binding, Dividers, and Tabs Table of Contents Pagination Section 5 - Attachments to the RFQ Draft Agreement Between the Board of Regents, The University of Texas System, Owner, and Project Engineer (Appendix 1) SECTION 1 – GENERAL INFORMATION & REQUIREMENTS GENERAL INFORMATION: The University of Texas System (“Owner”) and The University of Texas Health Science Center at Houston are soliciting statements of qualifications (“Qualifications”) for selection of an Engineering firm for Professional Services for Vertical Transportation Services (“Project”), in accordance with the terms, conditions, and requirements set forth in this Request for Qualifications. This Request for Qualifications (“RFQ”) is the first step in a two-step process for selecting an Engineering firm. The RFQ provides the information necessary to prepare and submit Qualifications for consideration and initial ranking by the Owner.
Able to contribute to Academic Unit management and administrative processes. Work effectively in a team, understanding the strengths and weaknesses of others to help teamwork development. Communicating and influencing Communicate new and complex information effectively, both verbally and in writing, engaging the interest and enthusiasm of the target audience. Able to present research results at group meetings and conferences. Able to write up research results for publication in leading peer-viewed journals. Work proactively with colleagues in other work areas/institutions, contributing specialist knowledge to achieve outcomes. Demonstrable excellence in written and spoken English. Interview, Application Other skills and behaviours Understanding of relevant Health & Safety issues. Positive attitude to colleagues and students. Interview Special requirements Able to attend national and international conferences to present research results. Interview, Application JOB HAZARD ANALYSIS Is this an office-based post? Yes If this post is an office-based job with routine office hazards (eg: use of VDU), no further information needs to be supplied. Do not complete the section below. No If this post is not office-based or has some hazards other than routine office (eg: more than use of VDU) please complete the analysis below. Hiring managers are asked to complete this section as accurately as possible to ensure the safety of the post-holder. ## - HR will send a full PEHQ to all applicants for this position. Please note, if full health clearance is required for a role, this will apply to all individuals, including existing members of staff. ENVIRONMENTAL EXPOSURES Occasionally (<30% of time) Frequently (30-60% of time) Constantly (> 60% of time) Outside work Extremes of temperature (eg: fridge/ furnace) ## Potential for exposure to body fluids ## Noise (greater than 80 dba - 8 hrs twa) ## Exposure to hazardous substances (eg: solvents, liquids, dust, fumes, biohazards). Specify below: Frequent hand washing
primary sources read in the original source language. Experience of teaching at undergraduate and/or postgraduate level in modern Chinese or Asian history. Must be able to demonstrate that your research area enhances Southampton’s existing strengths in modern History. Professional-level competence in relevant languages, i.e. for the purposes of teaching and researching primary sources at University level. Planning and organising Able to organise own research activities to deadline and quality standards; specifically, to have a research and publications plan demonstrating the ability to have your publications (and if relevant, impact case study) submitted to REF 2020. Able to plan, manage, organise and assess own teaching contributions; specifically, to design and develop modules in modern Chinese or South-East Asian history. Able to contribute to the design of modules, curriculum development and new teaching approaches in modern Chinese or South-East Asian history. Application, interview and references Management and teamwork Able to manage and deliver own modules and contribute to modules. Able to directly supervise work of students. Able to contribute to History management and administrative processes, including the promotion of student recruitment. Work effectively in a team, understanding the strengths and weaknesses of others to help teamwork development. Application, interview and references Communicating and influencing Communicate new and complex information effectively, both verbally and in writing, engaging the interest and enthusiasm of the target audience. Track record of delivering lectures and seminars in modules relating to different aspects of modern Chinese or South-East Asian history. Able to engage counselling skills and pastoral care, where appropriate. Able to provide expert guidance to colleagues in own team, other work areas and institutions to develop understanding and resolve complex problems. Track record of presenting research results at group meetings and conferences. Application, interview and references Other skills and behaviours Understanding of relevant Health & Safety issues. Positive attitude to colleagues and students. Application, interview and references
4 Build this in the simulator and complete the truth table. 5 Use the simulator to build a circuit to solve this truth table. Copy the circuit into the space below. 6 Build this in the simulator 7 Use the simulator to build a circuit to solve this truth table. Copy the circuit into the space below.
Deliverables and Meeting Schedule: All deliverables, unless noted otherwise, are to be submitted via the appropriate drop box in Carmen. For each deliverable, please include your team number and the names of all team members in alphabetical order, and the submission date on the cover sheet of the document. Please also include your TEAM NUMBR in the name of the posting to Carmen, so I can check at a glance which teams have submitted documents. Late deliverables will receive a deduction on the “progress” component of the final grade. Obviously, Thursday dates are applicable to the Thursday section, Friday dates are applicable to the Friday section. Classroom or meeting session: Deliverables Due: Activity 8/25 or 26 Mandatory attendance Read all posted materials before class. agreement due BEFORE CLASS Classroom session BUSINESS CASUAL DRESS TO MEET THE CLIENT 1. Course Overview 2. Course Expectations 3. Course Rules 4. Team Formation 5. Student Designate from Each Team 6. Project Briefing by Client 7. Opportunity for Q&A with client 9/1: 530 – 7:00 p.m. 9/2: 9:30 – 11 a.m. Mandatory attendance 90 minute classroom session: Discussion of research process and expectations Q&A 9/12 NOON DUE: Post to Carmen Drop Box: 1. A draft of the situation analysis (part 2 of outline), based largely on secondary research (USE CITATIONS!). 2. A draft of survey questions that will be used to collect primary data. Mandatory Attendance 9/15 or 9/16 Individual team meetings, exact time TBA Feedback on situation analysis and survey. Discussion of situation analysis and subsequent research process. 10/3 NOON Due: Post to Carmen Drop Box 1. A discussion of the statistical analysis of your primary data, noting key relationships among variables. Provide not only the statistics, but a discussion of the key findings and how those findings will influence your objectives and strategy.
(B) This chapter applies only with respect to events and circumstances occurring after December 31, 2015, and does not invalidate existing provisions of the declaration, bylaws, or plats and plans, or amendments thereto, of those communities. (C) This chapter does not apply to communities or lots located outside this State. Section 273030. As used in this section: (1) ‘Association’ or ‘owner’s association’ means an incorporated entity: (a) developed to manage and maintain a community; and (b) with a voting membership of persons owning a lot within a community who are required by the governing documents to pay assessments to the association. An ‘association’ does not include a vacation time sharing plan organized and subject only to the provisions of Chapter 32 of this title. (2) ‘Board’ means the representative body designated in the governing documents to act on behalf of the association and govern the association. (3) ‘Commission’ means the South Carolina Real Estate Commission, created by Section 405710. (4) ‘Common area’ means any real estate within a community owned or leased by the association, other than a lot, or designated as common area on any plat of the subdivision or in the declaration and general common elements and limited common elements as defined in the Horizontal Property Act. (5) ‘Common expenses’ means expenditures made by or financial liabilities of the association, together with any budgeted reserves. (6) ‘Community’ means real estate with respect to which any person, by virtue of that person’s ownership of a lot, is expressly obligated by a declaration or master deed mandatory membership in an association and to pay common expenses to maintain, improve, or benefit other lots or other real estate described in the declaration. For purposes of this chapter, ‘ownership of a lot’ does not include holding a leasehold interest. (7) ‘Declarant’ means any person or group of persons and their successors and assigns acting in concert who: (a) as part of a common promotional plan, offers to dispose of the person’s or group’s interest in a lot not previously disposed of; or (b) reserves or succeeds to any declarant right. There may be more than one declarant in a community.
last figure we can see that the water almost fills the dams out, until the highest level of the gray level in the images researched. The final dam corresponds to the watershed lines which are the desired segmentation result. The principle applications of the method are in the extraction of uniform objects from the background. Regions are characterized by small variations in gray levels, have small gradient values. So it is applied to the gradient than the image. Region with minimum correlated with the small value of gradient corresponding to the objects of interest. Use of Motion in segmentation: Motion of objects can be very important tool to exploit when the background detail is irrelevant. This technique is very common in sensing applications. Let us consider two image frames at time t1 and t2, f(x,y,t1) and f(x,y,t2) and compare them pixel to pixel. One method to compare is to take the difference of the pixels D12(x,y) = 1 if | f(x,y,t1) – f(x,y,t2)| > T, = 0 otherwise. Where T is a threshold value.
7.6 Administration Report - Mr. Michael Elbe 1-2 8. Consent Agenda 8.1 Consent business Items 8.1.1 Request approval of 05.18.2016 meeting minutes 3-9 8.1 2 Request approval of bills for May payment Finance and Audit Committee 8.1.3 Request approval of monthly financial statements for May Finance and Audit Committee 8.1.4 Request approval of trustee travel expenditures for May Finance& Audit Committee 9.1 Request authorization to submit a grant application to the Department of Education for the Upward Bound Program RE: $250,000-255,000 annually 10-11 12-13 10.1 Request authorization to employ new staff and faculty, accept resignations, retirements, terminations, and implement status changes as presented and approval of the president’s contract 14-15 11. Business 11.1 Request approval to award a posthumous degree in Associates in Applied Science – Fire Science to Mr. River Bugh 16 11.2 Request approval of the Fiscal Year 2017 tentative budget resolution 17-40 11.3 Request adoption of a resolution and certificate ascertaining the Prevailing Wage Ordinance of Laborers, Workmen, and Mechanics employed on public works of Community College District #539 42-43 11.4 Request approval to renew the United Way agreement 44-49 11.5 Request approval to write-off delinquent student accounts as uncollectible RE: $76,962.86 50-52
EXHIBIT A Apartment Number (e.g. Unit 1A, etc.) # of Bedrooms (e.g. Studio, 1BR, 2BR, etc.) AMI Limit (e.g. 40% AMI, 60% AMI, 70% AMI, 80% AMI, 120% AMI, or 130% AMI)
1. How would you obtain a pure culture of a microorganism from a soil sample containing many different species of bacteria? 2. The following data was obtained during a growth curve: Time (min) OD of culture 0 0.05 10 0.05 20 0.07 30 0.10 40 0.13 50 0.20 60 0.23 70 0.24 80 0.24 Plot the data using a linear scale for time and a logarithmic scale for the culture OD. (There is semi-log graph paper in the back of this manual). If you are unfamiliar with semi-log plots the following information may help you. The horizontal scale on this type of graph paper is the familiar linear scale; but the vertical scale is logarithmic. Thus numbers which increase exponentially if plotted on this scale will appear linear. Try this using the following series of numbers (horizontal numbers are given first and the vertical numbers to go with them are given second): 0,1; 1,2; 2,4; 3,8; 4,16; 5,32. These data are graphed on the next page. When using semi-log paper you must choose the particular range you wish to use. You could have the bottom cycle from 0.01 to 0.1, the next cycle from 0.1 to 1.0 and the next cycle from 1 to 10, etc. or whatever you choose. On your bacterial growth curve, identify lag, log, and stationary phase. What is the doubling time of the culture in log phase? Biology 422L Laboratory 2 Bacteriological Techniques Objectives: 1) To continue to practice sterile technique until it becomes easy for you to do. 2) To observe the growth of bacteria and see how to test the effect of a substance on bacterial growth. 3) To observe bacteria in the light microscope and learn how to do a Gram stain. 4) To use the technique of streaking plates which you learned in Experiment 1 to separate a mixed culture of bacteria. The ability to do this is often needed in a microbiology laboratory. References: Slonczewski and Foster, Chapter 4
Report to Hand In type of bacteria source colony morphology color growth rate and characterization microscopic observations other liquid solid aerobic/ anaerobic bacterial shape and size motility Gram stain capsule propionic acid bacteria Non-sulfur photosynthetic bacteria N/A N/A spore forming bacteria N/A Pseudomonas N/A N/A
2.02c 2.02d 2.02e Bivariate data c) Be able to interpret scatter diagrams and regression lines for bivariate data, including recognition of scatter diagrams which include distinct sections of the population. Learners may be asked to add to diagrams in order to interpret data, but not to draw complete scatter diagrams. [Calculation of equations of regression lines is excluded.] d) Be able to understand informal interpretation of correlation. e) Be able to understand that correlation does not imply causation. ML2 2.02f Measures of average and spread f) Be able to calculate and interpret measures of central tendency and variation, including mean, median, mode, percentile, quartile, interquartile range, standard deviation and variance. Includes understanding that standard deviation is the root mean square deviation from the mean. Includes using the mean and standard deviation to compare distributions. ML3
Table S1 : Antibiotic treatment of mechanically ventilated patients prior to sampling. Isolates were obtained from ET biofilms (ET), throat swabs (TS), nose swabs (NS) and sputum samples (SS). S: sensitive towards an antimicrobial substance; I: intermediately resistant; R: resistant. 1: Resistance was determined by investigating susceptibility towards oxacillin. 2: Resistance was determined by investigating susceptibility towards ciprofloxacin. 3: Resistance was determined by investigating susceptibility towards meropenem. 4: Resistance was determined by investigating susceptibility towards flucanozole. 5: Resistance was determined by investigating susceptibility towards tobramycin. 6: Resistance was determined by investigating susceptibility towards vancomycin. Patient Antibiotic class ET TS NS SS 1 Cefazolin, cefuroxime1 Levofloxacin2 I R 2 Levofloxacin S S 3 Cefazolin, cefuroxime Levofloxacin S R S S S R S 4 Meropenem3 S S S 5 Meropenem Fluconazole4 Amikacin5 Teicoplanin6 S R S S I R S S S S S S 7 Cefuroxime Teicoplanin R S S S S S 9 Meropenem S 10 Cefuroxime Teicoplanin Fluconazole R S S R S S S R S 12 Fluconazole S 15 Ciprofloxacin, Moxifloxacin I I 16 Cefuroxime Levofloxacin S R R R 17 Ceftazidime, Cefuroxime Ciprofloxacin S R S I S 18 Vancomycin Ceftazidime, Cefotaxime S S S R S S 19 Meropenem S S
Table S2: Sensitivity and specificity of surveillance cultures (SC) for the identification of a number of nosocomial pathogens in ET biofilms. Data of single SC and of the recommended combinations are shown. TS: throat swabs; NS: nose swabs; SS: sputum samples -: As there were no oxacillin sensitive M. luteus, specificity could not be calculated. Tobramycin, ciprofloxacin and meropenem resistance and ESBL production was not considered. Also, for C. albicans, resistance to fluconazole and amphotericin B was not included in this table. SC Sensitivity (%) Specificity (%) S. epidermidis Presence Oxacillin resistance TS NS SS TS/NS TS NS SS TS/NS 93 86 64 100 75 63 13 88 33 66 33 33 50 33 100 50 S. aureus Presence Oxacillin resistance TS NS SS TS/NS/SS TS NS SS TS/NS/SS 29 14 43 86 50 0 100 67 69 69 77 46 0 100 0 67 M. luteus Presence Oxacillin resistance TS NS, SS TS/NS TS NS, SS TS/NS 78 67 89 78 67 89 82 64 64 - - - P. aeruginosa Presence TS NS, SS TS/NS 67 67 100 94 100 94 E. coli Presence TS, SS NS, TS/NS 25 50 100 100 E. aerogenes Presence TS NS SS TS/NS 67 67 67 100 88 94 88 88 C. albicans Presence TS 50 78
Curriculum planner with two topic per week Year 10 Components 01/02/03 – coverage of media language, representation and audiences for media forms, covering all three of print, online and audio-visual products, in preparation for the individual practical production and as a basis for further coverage of the media forms in year 2. Week Content Lesson A Content Lesson B 1.1 Induction and Introduction to media forms and the theoretical framework 1.2 – 1.3 Introduction to Media Representations – music videos and advertising and marketing Introduction to Media Language for print and online products – newspapers, magazines and online 1.4 – 1.5 Introduction to Media Language for audio-visual products – television and music videos Introduction to Media Audiences – TV, radio, music videos, video games, online (e.g. mass and niche, active and passive) 1.6 – 1.7 Screen episode 1 of Cuffs. Media Language: to analyse crime drama genre conventions and narrative in Cuffs Introduction to music videos: to explore how different videos from different musical genres use media language and representations to differentiate the musical artist 1.8 – 1.9 Analyse the media language elements and audience address in key sequences from Cuffs Analyse the similarities and differences in media language in the set music videos 1.10 – 1.11 Analyse the representations and audience address in Cuffs Analyse media representations in the set music videos 1.12 – 1.13 Analyse the media language elements in the advertising for The Lego Movie Introduction to music magazines: explore magazine media language and generic conventions 1.14 – 1.15 Analyse the representations in the advertising for The Lego Movie Set music magazine: analyse the use of media language in MOJO to address its target audience
2.27 – 2.28 Revision and exam practice, including: Denotation and connotation Uses and gratifications (Blumler and Katz) Media industries terminology (conglomerate, vertical integration, diversification, convergence, PSB, names of regulators) Mock Exam – component 02 Feedback on mock exam 2.29 – 2.30 Revision and exam practice, including: Perspectives on representation (selection, construction and mediation) including feminist theory (patriarchy, objectification, gender stereotyping) Perspectives on genre (repetition/variation, change, hybridity, intertextuality) and narrative theory (Propp) Textual analysis of Cuffs and The Avengers extracts Revision and exam practice, including: Textual analysis of The Lego Movie advertising (or intertextuality in the video game cover) Textual analysis comparison of MOJO magazine and other unseen music magazines 2.31 - 2.32 Revision and exam practice, including media contexts: Comparison of Cuffs and The Avengers in relation to contexts Comparison of contemporary and historical editions of the Observer in relation to contexts Revision and exam practice, including: Active and passive audiences Textual analysis of the print and online Observer
Service SKU Coverage Qty Product # Serial # Product Description Support End Date Year 1 Total SNTP 1 ASA5520-BUN-K9 JMX1124L0LP ^ASA 5520 Appliance with SW HA 4GE+1FE 3DES/AES 31-Jan-16 SNTP 1 ASA5520-BUN-K9 JMX1620X1KA ^ASA 5520 Appliance with SW HA 4GE+1FE 3DES/AES 31-Jan-16 SNTP 1 ASA5540-BUN-K9 JMX1329L0N1 ^ASA 5540 Appliance with SW HA 4GE+1FE 3DES/AES 31-Jan-16 SNTP 1 ASA5540-BUN-K9 JMX1621X11P ^ASA 5540 Appliance with SW HA 4GE+1FE 3DES/AES 31-Jan-16 Total Cost Year 1 Coverage for these items will be prorated starting July 27, 2018 through Jan 31, 2019 Service SKU Coverage Qty Product # Serial # Product Description Support End Date Prorate Year 1 Cost for prepaid term CON-SNTP-A25FPK9 SNTP 1 ASA5525-FPWR-K9 FTX192710W4 VPN 26-Jul-18 CON-SNTP-A25FPK9 SNTP 1 ASA5525-FPWR-K9 FTX192710W2 VPN 26-Jul-18 CON-SNTP-A45FPK9, CON-SNTP-ASASFC1 SNTP 1 ASA5545-FPWR-K9 FTX192710ZX Traffic 26-Jul-18 CON-NLAU-ACPL500 NLAU(SAU) 1 AC-PLS-P-500-S Cisco AnyConnect 500 User Plus Perpetual License 26-Jul-18 Total Prorated 1 Year Amount
Service SKU Coverage Qty Product # Serial # Product Description Support End Date End of Life Prorate Year 1 Cost for prepaid term CON-SNTP-WS-C6509 SNTP 1 WS-C6509-E SMG1618N04T Catalyst 6500 Enhanced 9-slot chassis 14RU no PS no Fan Tray 31-Jan-16 Total GRAND TOTAL
Clerk: Mr T Gear Address: Brandraw Mount, West Street, Aspatria, Wigton, CA7 3HG Phone: 016973 21935 Email: allhallows.parishcouncil@yahoo.co.uk Web: Bromfield Parish Council Clerk: Mrs E Clark Address: 15 Howgill Close, Bolton Low Houses, Wigton, CA7 8PG Phone: 016973 45665 Email:
ITS’ understanding that this is basically a “pass through” process. Please provide a detailed explanation of the relationship of who will be providing the requested maintenance, to whom the purchase order is made, and to whom the remittance will be made. If there is a difference in the year one maintenance purchase versus subsequent years of maintenance, the responding Vendor must clarify and explain. Manufacturer Direct Maintenance when sold directly through the manufacturer: Fixed Cost If responding Vendor is the direct manufacturer, he must propose annual fixed pricing for three years of the requested maintenance. Vendor must provide all details of the maintenance/support and all associated costs. It is ITS’ preference that the Manufacturer’s proposal is a not-to-exceed firm commitment. In the event that the manufacturer cannot commit to a fixed cost for the subsequent years of maintenance after year one, Manufacturer must specify the annual maintenance increase ceiling offered by his company on the proposed products. Vendor must state his policy regarding increasing maintenance charges. Price escalations for Maintenance shall not exceed 5% per year. Manufacturer Direct Maintenance when sold through 3rd Party: Fixed Cost-Plus Percentages In the case of a third-party “pass-through” ITS realizes that the responding reseller may not be able to guarantee a fixed price for maintenance after year one since his proposal is dependent on the manufacturer’s pricing or possibly on a distributor’s pricing. It is ITS’ preference that the responding reseller work with the manufacturer to obtain a commitment for a firm fixed price over the requested maintenance period. In the event that the responding reseller cannot make a firm fixed maintenance proposal for all the years requested, the responding reseller is required to provide a fixed percentage for his mark-up
Network Services One and Grid Trinzic V1420 virtual appliance w/ Network Services One and Grid 2 Premium Maint for TE-V1420-NS1GRID 2 Premium Maint for 2 Option, Trinzic 800, 1400 and 2200 series rack rail kit for 4-post racks 600 - 900 mm deep, adjustable 4 External DNS Security Appliance 1400 w/1 HDD, 1 PS-AC, 1GE SFP Interfaces with GRID 2 1 YR Premium Maint for external DNS Security Subscription 2 Activation license for DNS Firewall on TE-1410, TE-1420, TE-V1410, IB-1050-A, VM-1050, IB-1550-A, IB-1552-A, VM-1550 2 Premium Maint for IB-1400-MOD-DFW 2 Infoblox Reputation Data Feed Subscription for DNS Firewall on TE-1420, TE-V1410, TE-V1420, IB-1050-A, IB-VM-1050, IB-1550-A, IB-VM-1550 1 Trinzic 1410 w/ 1 HDD, 1 PSU-AC, Network Services One and Grid 2 Premium Maint for 2 Trinzic V1410 virtual appliance w/ Network Services One and Grid 2 Premium Maint for TE-V1410-NS1GRID 2 Activation license for DNS Firewall on TE-1410, TE-1420, TE-V1410, IB-1050-A, VM-1050, IB-1550-A, IB-1552-A, VM-1550 2 1 YR Premium Maint for 2 Infoblox Reputation Data Feed Subscription for DNS Firewall on TE-1420, TE-V1410, TE-V1420, IB-1050-A, IB-VM-1050, IB-1550-A, 1
1 TH 1-12 BRING CONTEMPORARY SELLING TEXT TO CLASS Students choose role-play groups CH 2 – Understanding Sellers & Buyers CH 3 – Value Creation in Buyer-Seller Relationships In-class exercises 2 TU 1-17 BRING SPIN SELLING TEXT TO CLASS Company/product assignment; DUE 9 a.m., Thursday 1-19 Complete form – “role-play company(s)” available on Carmen under company/product assignment. Submit via assignment dropbox. One form per group. Homework assignment to be reviewed in class and posted on Carmen CH 1-6, SPIN Selling (read in advance of today’s class) SPIN Selling in-class exercises 2 TH 1-19 COMPANY/PRODUCT ASSIGNMENT DUE TODAY Company names DUE, 9 a.m. TODAY (submit via Carmen dropbox) Review SPIN question role-play assignment SPIN Questions Homework Assignment – (graded) DUE TU, 1-24, 9 AM, via Carmen Utilize SPIN question and outline form on Carmen Consolidate all work into ONE group submission Bring hard copy of SPIN homework assignment to class, TH, 1-26 (Tentative) Guest Speakers: OSU Alums Brian Jones, Director of Training, TTi and Ian Korolenko, Ohio Valley Territory Manager, Techtronics Industries (TTi) Ohio Valley North Region – topic; discovering needs and building value Time-permitted; in-class work on SPIN homework assignment 2 FR 1-20 QUIZ #1 – Contemporary Selling CH 2 & 3; SPIN Selling, CH 1-6 3 TU 1-24 SPIN QUESTION ASSIGNMENT DUE TODAY BRING CONTEMPORARY SELLING TEXT TO CLASS SPIN Question Homework DUE TODAY, 9 AM – submit via Carmen Dropbox and bring hard copy to class on TH, 1-26 CH 6, Prospecting & Sales Call Planning In-class exercises; writing goals and sales call planning for role-plays 3 TH 1-26 ROLE-PLAY (SPIN) TODAY Bring group SPIN questions to class 10-Minute additional preparation at start of class Refer to SPIN role-play assignment on Canvas Sales call goals, preparing the approach, and needs analysis questions Groups randomly chosen to perform role-play Each group will have 3 minutes max to present 3 FR 1-27 Quiz #2, Contemporary Selling, CH 6
4222-21 UAN City & Guilds unit number Unit title Mandatory/ optional for full qualification level Credit value Knowledge / competency unit D/504/2243 4222-656 Understand the factors affecting older people Optional Group B 3 2 Knowledge A/503/8085 4222-657 Understand how to work in end of life care Optional Group B 2 3 Knowledge Y/503/8689 4222-658 Understand how to provide support when working in end of life care Optional Group B 3 4 Knowledge A/503/8135 4222-660 Understand Advance Care Planning Optional Group B 3 3 Knowledge J/503/8137 4222-664 Understand how to support individuals during the last days of life Optional Group B 3 3 Knowledge F/503/8704 4222-665 End of life and dementia care Optional Group B 3 2 Knowledge K/602/4645 4222-676 Understand the Benefits of Engaging in Activities in Social Care Optional Group B 2 2 Knowledge T/502/7599 4222-677 Understand the Effects of Ageing in Activity Provision Optional Group B 3 2 Knowledge K/502/7583 4222-678 Understanding and Enabling Assisting and Moving Individuals Optional Group B 2 4 Knowledge
D/504/2193 4222-632 Working as part of a team in health and social care or children and young people’s settings Optional Group C 2 2 Competence K/504/2200 4222-638 Contribute to the support of infection prevention and control in social care Optional Group C 2 3 Competence Y/503/8644 4222-659 Managing symptoms in end of life care Optional Group C 3 3 Competence 4222-661 Support the spiritual wellbeing of individuals Optional Group C 3 3 Competence D/503/8645 4222-662 Supporting individuals with loss and grief before death Optional Group C 3 2 Competence F/503/8685 4222-663 Support individuals during the last days of life Optional Group C 4 5 Competence
4222-22 UAN City & Guilds unit number Unit title Mandatory/ optional for full qualification Level Credit value K/504/2195 4222-634 Understand how to support individuals to be part of a community Optional Group B 2 3 Knowledge D/504/2243 4222-656 Understand the factors affecting older people Optional Group B 3 2 Knowledge A/503/8085 4222-657 Understand how to work in end of life care Optional Group B 2 3 Knowledge F/503/7150 4222-668 Stroke Awareness Optional Group B 2 3 Knowledge F/503/3602 4222-674 Basic awareness of diabetes Optional Group B 2 2 Knowledge K/602/4645 4222-676 Understand the Benefits of Engaging in Activities in Social Care Optional Group B 2 2 Knowledge D/504/2193 4222-632 Working as part of a team in health and social care or children and young people’s settings Optional Group C 2 2 Competence
4222-32 UAN City & Guilds unit number Unit title Mandatory/ optional for full qualification Level Credit value D/504/2243 4222-656 Understand the factors affecting older people Optional Group B 3 2 Knowledge Y/503/8689 4222-658 Understand how to provide support when working in end of life care Optional Group B 3 4 Knowledge F/503/7150 4222-668 Stroke Awareness Optional Group B 2 3 Knowledge D/503/1839 4222-679 Diabetes Awareness Optional Group B 3 6 Knowledge H/602/3185 4222-698 Understanding professional supervision practice Optional Group B 4 3 Knowledge H/504/2194 4222-633 Contribute to effective team working in health and social care or children and young people’s settings Optional Group C 3 4 Competence M/504/2196 4222-635 Support individuals with autistic spectrum conditions Optional Group C 3 4 Competence T/504/2202 4222-640 Support individuals to stay safe from harm or abuse Optional Group C 3 4 Competence J/504/2205 4222-642 Provide support to adults who have experienced harm or abuse Optional Group C 4 5 Competence
R/504/2207 4222-644 Supporting infection prevention and control in social care Optional Group C 3 2 Competence T/504/2216 4222-648 Assess the needs of carers and families Optional Group C 3 4 Competence D/504/2226 4222-653 Support individuals to be part of a community Optional Group C 3 3 Competence T/503/2575 4222-672 Promote nutrition and hydration in health and social care settings Optional Group C 3 4 Competence M/602/3187 4222-675 Develop professional supervision practice in health and social care or children and young people’s work settings Optional Group C 5 5 Competence A/601/8025 4222-217 Provide support for journeys Optional Group C 2 2 Competence L/601/8143 4222-220 Support individuals who are distressed Optional Group C 2 3 Competence Y/602/2339 4222-683 Facilitate the development of effective group practice in health and social care or children and young people’s settings Optional Group C 5 6 Competence T/602/2574 4222-684 Manage induction in health and social care or children and young people’s settings Optional Group C 4 3 Competence
Y/601/7903 4222-320 Support individuals to live at home Optional 3 4 Competence R/601/8581 4222-323 Support individuals to deal with personal relationship problems Optional 3 4 Competence T/601/8282 4222-324 Support individuals with specific communication needs Optional 3 5 Competence A/601/7909 4222-327 Support individuals who are bereaved Optional 3 4 Competence K/601/9185 4222-338 Support families in maintaining relationships in their wider social structures Optional 3 4 Competence H/602/3185 4222-698 Understanding professional supervision practice Optional 4 3 Knowledge A/601/9028 4222-310 Provide support to continue recommended therapies Optional 3 3 Competence J/504/3371 4222-701 Promote Signing to Advance Speech, Language and Communication Optional 3 6 Competence
Year 1 Year 2 Autumn term Spring term Summer term Autumn term Spring term Summer term 7 weeks Induction to the course: Industry History of the Media offline to online (1 week) Media Language ‘Constructed’ Media (1 week) Representation Stereotypes, beliefs and values (1 week) Audience Types, effects and uses (1 week) AS 01/A Film and Advertising and Marketing Jungle Book 2016 (3 weeks) 7 weeks AS 01/A A 01/B Magazines (2 weeks) AS 01/A A 01/B Music videos (2 weeks) AS 01/A A 02/A Radio (2 weeks) AS NEA Research (continuing as Christmas term work) (1 week) 6 weeks AS NEA Planning and Production (3 weeks) AS 01/C News and Online Media (3 weeks) 5 weeks AS 01/B Long form TV drama (US only) (3 weeks) AS 01/A A 02/A Video games (2 weeks) 6 weeks AS and A level Revision and exam practice (3 weeks) AS Exam end May 6 weeks A level NEA Research and planning (continuing over summer ready for pitch at start of Autumn term) 7 weeks A level NEA Pitch followed by Statement of Intent (1 week) A level NEA Production (3 weeks on each of the two productions = 6 weeks) 6 weeks A Level 01/B Music Videos (2 weeks) A Level 02/A Film – 1967 Jungle Book (2 weeks) A Level 01/B Advertising & Marketing (2 weeks) 6 weeks A Level 01/A News and Online 3 weeks A Level 02/A Television Drama – Language 6 weeks A level Applying academic Ideas and arguments (set theorists) to the in depth studies: A Level 01/A News, Online and Social and Participatory Media (3 weeks) A Level 02/B Long form television series (3 weeks) 6 weeks A level Revision Final Mocks and exam practice and feedback
H409 Curriculum Planner (ii) - Delivering A level over 2 years, starting NEA in Summer Term Term lengths will obviously vary across sectors and authorities so dates may need to be adjusted by the individual centre Year 1 Year 2 Autumn term Spring term Summer term Autumn term Spring term Summer term 7 weeks Induction to the course (1 week) Industry History of the Media offline to online (1 week) Media Language ‘Constructed’ Media (1 week) Representation Stereotypes, beliefs and values (1 week) Audience Types, effects and uses (1 week) Induction to production video (2 weeks) 7 weeks Media Messages 01/A News and Social and Participatory Media (3 weeks) 01/B Advertising and Marketing (2 weeks) Induction to production Print (2 weeks) 6 weeks Media Messages 01/B Magazines (2 weeks) 01/B Music videos (2 weeks) Induction to production Cross –media production skills tasks, based on previous units eg news or advertising and marketing (2 weeks) 5 weeks Evolving Media 02/A Film (2 weeks) 02/A Radio (2 weeks) Induction to production Radio (1 week) 6 weeks Evolving Media 02/A Video games (2 weeks) 01/B Long form TV drama (4 weeks) Revision over half term 6 weeks Revision and Exam practice (1 week) NEA 03/04 Research and planning (5 weeks and continuing over summer ready for pitch at start of Autumn term) 7 weeks NEA 03/04 Pitch followed Statement of Intent (1 week) Production (3 weeks on each of the two productions = 6 weeks) 6 weeks A Level Introducing Academic Ideas and arguments Language (1 week) Representations (1 week) Industries (1 week) Audience (1 week) Revisit notions of Context (1 week) Start applying to set texts (1 week) 6 weeks Applying Academic Ideas and arguments to the in depth studies: A 01/A News, Online and Social and Participatory Media (3 weeks) A 02/B Long form television series (3 weeks) 6 weeks Exam technique; Unseen practices for A 01/A Mock of A 01/A and A 02/B (1 week) Revision of A 01/B (1-2 weeks on each): Magazines Advertising and Marketing Music videos 6 weeks A Level Revision of A 02/A (1-2 weeks on each): Film Radio Video Games Final Mocks and exam practice and feedback
In the plan provided here, the exam units are revisited for the duration of the spring term in year two of the A level. This is only a suggestion and teachers may need to reflect on their year plans after teaching in year one of the course to address any issues with components or topics that may require more development than others in year two. Teachers may also want to consider how they assess student knowledge, understanding and progression. The plan provided here suggests a ‘light’ mock for each component as it is completed. It is important to note that this is only a proposed way through teaching the A Level. It isn’t the intention to suggest that Centres must follow this plan in order to be successful. This plan is intended to illustrate one way to deliver the components over the two-year course. There are many routes and centres are encouraged to reflect on good practice and develop their year plans and schemes of work in light of previous successful approaches, the resources available to them and, of course, their students’ academic needs and abilities. Centres might also like to examine the ‘Three Alternative Models’ document as well. Year One Component/Content Autumn term first half Induction to the course Students begin the course with a thorough induction that focuses on themed lessons around the four key theoretical concepts. The induction is a way to encourage students to settle into the course whilst completing a range of activities that can provide an introduction to the topics, skills and concepts required for study over the two year course and serves as a reflection point when introducing each of the exam components over the course of the A Level. Centres are encouraged to set up a cohort blog, on platforms like Blogger, Weebly, Wix or Wordpress, where they can document their learning and understanding over the two year course and refer back to for revision. This could be set up in the very first lesson. First lesson: Introduction to the course and ice breakers. Complete an introduction ‘this is me’ post to their Media blog/ website. Then the following activities could be used over this first half term, looking at one area of the theoretical framework a week. Media Industry – timelines Introduce the history of media and its traditional institutions by looking at film, radio, television, newspaper, magazines and advertising by asking students to make a media timeline. Reflect on the development of different media forms and industries.
Figure 6. A Full – Wave Bridge Rectifier with the output waveform. In this circuit, the output waveform consists of both half – cycles of the input voltage. The average value of the voltage across R1 will be This is twice the value of the half – wave case.
4227-03/04/05 Unit accreditation number City & Guilds unit number Unit title Mandatory/ optional for full qualification Level Credit value Knowledge / competency unit L/504/2187 Unit 626 Support children’s physical development through activities Group F 3 4 Competence R/504/2188 Unit 627 Support children’s learning in ICT Group F 3 4 Competence Y/504/2189 Unit 628 Support children’s outdoor play Group F 3 4 Competence L/504/2190 Unit 629 Support children’s mathematical development Group F 3 4 Competence R/504/2191 Unit 630 Support children’s language, literacy and communication Group F 3 4 Competence Y/504/2192 Unit 631 Support children’s knowledge and understanding of the world Group F 3 4 Competence H/504/2194 Unit 633 Contribute to effective team working in health and social care or children and young people’s settings Group F 3 4 Competence M/504/2196 Unit 635 Support individuals with autistic spectrum conditions Group F 3 4 Competence
K/601/9185 Unit 697 Support families in maintaining relationships in their wider social structures Group F 3 4 Competence H/602/3185 Unit 698 Understanding professional supervision practice Group F 4 3 Competence A/601/9028 Unit 699 Provide support to continue recommended therapies Group F 3 3 Competence J/504/3371 Unit 701 Promote Signing to Advance Speech, Language and Communication Group F 3 6 Competence
4227-06 Unit accreditation number City & Guilds unit number Unit title Level Credit value Knowledge / competency unit A/504/2184 Unit 624 Support children’s learning in Welsh language development 3 5 Competence L/504/2187 Unit 626 Support children’s physical development through activities 3 4 Competence R/504/2188 Unit 627 Support children’s learning in ICT 3 4 Competence Y/504/2189 Unit 628 Support children’s outdoor play 3 4 Competence L/504/2190 Unit 629 Support children’s mathematical development 3 4 Competence R/504/2191 Unit 630 Support children’s language, literacy and communication 3 4 Competence Y/504/2192 Unit 631 Support children’s knowledge and understanding of the world 3 4 Competence H/504/2194 Unit 633 Contribute to effective team working in health and social care or children and young people’s settings 3 4 Competence L/504/2206 Unit 643 Support the development of positive behaviour in children 3 3 Competence A/503/2576 Unit 673 Promote nutrition and hydration in early years and childcare settings 3 4 Competence M/602/3187 Unit 148 Develop professional supervision practice in health and social care or children and young people’s work settings 5 5 Competence H/602/3185 Unit 698 Understanding professional supervision practice 4 3 Knowledge J/504/3371 Unit 701 Promote Signing to Advance Speech, Language and Communication 3 6 Competence
Archivist 1 Community Development Assistant 1 Community Development Officer 1.7 Community Services Assistant 4 Community Services Manager 1 Librarian 1.5 Library Assistant 9 Operational Lead 1 CARLISLE Archive Assistant 4 Archivist 2 Community Development Assistant 2 Community Development Officer 3.5 Community Services Assistant 3 Community Services Manager 1 Conservator 1 Librarian 3 Library Assistant 23 Mobile Library Driver 1 Operational Lead 1 Senior Conservator 1 COPELAND Archive Assistant 2 Archivist 2 Community Development Assistant 1.5 Community Development Officer 2.5 Community Services Assistant 4 Community Services Manager 1 Librarian 1 Library Assistant 11 Library Assistant - Haverigg 1.25 Library Manager – Haverigg 0.6
Meeting with Trades Unions ahead of the start of engagement Week Commencing 28/9/15 Reshaping meeting – meetings to be held across County VR window opens Opening Staff group reshaping meeting (trade unions invited) Throughout consultation period Individual meetings available upon request Week Commencing 19/10/15 Mid-Point meeting - meetings to be held across County Trade Union meeting Staff group session (trade unions invited) 19/10/15 Closing Date for VR Window 21/10/15 VR offer letters to be issued 23/10/15 Phase 1 closes Phase 2 - Decision 26/10/15 Collation and review of feedback from staff and Trades Unions and reflection of structure proposal. Decision on VR applications Phase 3 - Implementation 28/10/15 VRs confirmed Issue of notice to accepted VRs 5 and 6/11/15 Staff communication meeting (trade unions invited) Final structure released
Math Mammoth A 9-minute video. Quite a basic introduction to the primes. 8.02i Khan Academy 7-minute video on the Prime Number Theorem. This is not in the syllabus, but offers an interesting extension to the work, showing how deep results on primes are. 8.02i, j Mathematical Association of America A proof of the Prime Number Theorem. This will be far beyond any student, but might be worth pointing out to those who have an interest in studying Maths at a higher level. 8.02i, j UCLA 47-minute video on “Structure and Randomness in the Prime Numbers” by Terence Tao (Fields Medallist). 8.02i, j TutorCircle An article outlining the history and proof of Euclid’s Lemma. 8.02k Scribd Online source looking at examples of the use of Euclid’s Lemma. 8.02k Cracku This is a 6-minute video, explaining Fermat’s Little Theorem. 8.02l The Prime Pages A written proof of Fermat’s Little Theorem. More able students might enjoy this as an extension. 8.02l University of Texas at Austin Notes and problems (with solutions) on Fermat’s Little Theorem and it’s uses. 8.02l Evan Chen Notes and examples on the order of a modulo p. 8.02m, n Math Refresher An online statement of the Binomial theorem. 8.02o Socratica 3-minute video introduction to Wilson’s Theorem. 8.02p Osman Nal 15-minute video on the proof of Wilson’s Theorem. 8.02p Mathonline Examples of the use of Wilson’s Theorem to find remainders. 8.02p
A HOUSE RESOLUTION TO RECOGNIZE AND HONOR EDITH HERNDON ANTHONY PURVIS CROSS, UPON THE OCCASION OF HER RETIREMENT, FOR HER YEARS OF DEDICATED SERVICE TO THE SOUTH CAROLINA HOUSE OF REPRESENTATIVES, AND TO WISH HER CONTINUED SUCCESS AND HAPPINESS IN THE YEARS AHEAD. Whereas, the members of the House of Representatives of the State of South Carolina are pleased to learn that Edith Herndon Anthony Purvis “Edie” Cross began a muchdeserved retirement on April 14, 2011; and Whereas, a graduate of Dreher High School where she was voted student body president, Edie Cross went on to earn a bachelor’s degree from the University of South Carolina and studied at the London School of Economics; and Whereas, Edie worked for Standard Federal Savings and Loan and was the executive secretary of the South Carolina Medical Association prior to her service with the House of Representatives; and Whereas, for more than sixteen years, she has served with distinction, first with Representative Elsie Rast Stuart, then as the executive director for the Women’s Caucus, and most recently as a legislative aide for Representatives Chip Limehouse, Peter McCoy, Kit Spires, and Mark Willis; and Whereas, in addition to her exemplary career, she is a member and past regent of the University Chapter of the Daughters of the American Revolution, and she is the author of the Gallant
A HOUSE RESOLUTION TO RECOGNIZE AND HONOR WACCAMAW HIGH SCHOOL OF GEORGETOWN COUNTY FOR ITS IMPRESSIVE ACCOMPLISHMENTS AND THE VARIOUS AWARDS IT HAS EARNED FOR THE 20162017 SCHOOL YEAR. Whereas, the House of Representatives is pleased to learn that Waccamaw High School has accomplished many of its goals for the year and has received several awards in recognition of those successes; and Whereas, Waccamaw High School has earned the Palmetto Gold Award for Academic Achievement, received an “A” on the ESEA Federal Report Card and an Excellent State Report Card, and was recognized as Palmetto Gold for Excellent Academic Performance and by US News and World Report as a topranked high school in South Carolina; and Whereas, successfully implementing the Warrior Virtual Online Academy Initiative, Waccamaw High was able to provide more academic options to its students. Furthermore, the students of the competitive speech and debate team who won the State championship for the fourth year in a row. The school’s student council which was named the Class AAA State Student Council of the Year; and Whereas, expecting continued academic excellence from this school, Representative Carl Anderson of House District 103 is pleased to recognize the educational achievements of Waccamaw High School at the ceremony he is sponsoring in Georgetown on May 4, 2017. Now, therefore, Be it resolved by the House of Representatives: