zilongwang/ReadingBank huggingface dataset:
6 Cable CU / XLPE / PVC / LSF / SWA / PVC type Un = 6/10 kV Umax = 12kV Size: 3x70 mm2 İEC 60502-2 meter 400 7 Wire Aluminum-steel Isolation (AC-35 type) Wire aluminum 2.8mm2 - 6 pieces Wire steel 2.8mm2 - 1 piece GOST 839-80 kg 1 000 8 Wire Aluminum-steel Insulation (AS-50 type) Wire aluminum 3.2mm2 - 6 pieces Wire steel 3.2mm2 - 1 piece GOST 839-80 kg 2 000 9 Wire Aluminum-steel Insulation (AS-50 type) Wire aluminum 3.8mm2 - 6 pieces Wire steel 3.8mm2 - 1 piece GOST 839-80 kg 300 LOT-3 1 Winding wire 0,10 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 10 2 Winding wire 0,17 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 20 3 Winding wire 0,20 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 70 4 Winding wire 0,25 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 30 5 Winding wire 0,31 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 10 6 Winding wire 0,35 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, kg 15
İEC 60264, İEC 60851 7 Winding wire 0,40 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 15 8 Winding wire 0,45 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 15 9 Winding wire 0,56 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 20 10 Winding wire 0,6mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 30 11 Winding wire 0,63 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 15 12 Winding wire 0,75 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 5 13 Winding wire 0,8 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 120 14 Winding wire 0,85 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC kg 10
60851 15 Winding wire 0,90 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 205 16 Winding wire 0,95 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 30 17 Winding wire 1,0 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 935 18 Winding wire 1,12 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 1200 19 Winding wire 1,18 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 715 20 Winding wire 1,3 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 100 21 Winding wire 1,32 mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC 60851 kg 575 22 Winding wire 1,40mm (PETV-2) GOST 21428-75, İEC 60317-0-2:1997, İEC 60264, İEC kg 710
Specification of Chemicval reagents S/s Name of Chemicval reagents Standart of Chemicval reagents LOT-1 1 Trietilenqlikol (C6H14O4) CAS 112-27-6 tone 40 LOT-2 1 Laprol 3603-2-12 TU tone 23
STUDY AND EXECUTION OF POST TENSION SLABS ABSTRACT: Post-Tensioning is a method of reinforcing concrete, masonry and other structural elements. Post-Tensioning is a method of pre-stressing. Pre-stressed concrete or masonry has internal stresses (forces) induced into it during the construction phase for the purpose of counteracting the anticipated external loads that it will encounter during its lifecycle. Post-Tensioned reinforcing consists of very high strength steel strands or bars. Typically, strands are used in horizontal applications like foundations, slabs, beams, and bridges; and bars are used in vertical applications like walls and columns. A typical steel strand used for post-tensioning has a tensile strength of 1860 N/mm2. In comparison, a typical non-pre-stressed piece of reinforcing bar (rebar) normally has a tensile strength of about 600 N/mm2. In this project, we have seen and studied thoroughly some works on the site related to post tensioned slabs. The various sizes of tendons available, which are the materials imparting prestress to the structure were studied thoroughly. We have also understood and performed building column line staking on site. We have visited the site and taken part in the execution work under the structural engineer in-charge. The unbonded tendons are typically prefabricated at a plant and delivered to the construction site, ready to install. The tendons are laid out in the forms in accordance with installation drawings that indicate how they are to be spaced, what their profile (height above the form) should be and where they are to be stressed. After the concrete is placed( from the RMC trucks) and has reached its required strength, usually about 75% of its final strength, then the prestressing process begins. The concrete grade that was used was M35 and hence, after 7 days when it achieved the strength of 25 N/mm2, prestressing was achieved through Prestressing powerpack using a mono strand stressing jack. The principle is that when the tendons are stretched, want to return to their original length but are prevented from doing so by the anchorages.
How we keep your personal information safe: We have a duty to: Maintain full and accurate records of the care we provide; Keep records about you confidential, secure and accurate; Provide information in a format that is accessible to you (e.g. in large type if you are partially sighted). We will not share information that identifies you for any reason, unless: You ask us to do so; We ask and you give us specific permission; We have to do this by law; We have special permission for health or research purposes. Your records may be stored on paper or on the computer. We have robust policies in place to protect them. This is outlined in our Data Security Policy. Please speak to us if you have any concerns. Example Care Provider Ltd. 123, Caring Street ___ Carington ___ AB1 2CD ___ Phone: ***** *** *** ___ Fax: ***** *** *** ___ E-mail address: If you require this information in a different format, or if you would like more information, please contact us. Keeping Your Information Safe! This leaflet explains: How we keep your personal information safe Who we share information with and why How we use your information How you can access your records Your rights
AGGRAVATED HARASSMENT IN THE SECOND DEGREE (Harassment; Telephone Call Without Purpose) Penal Law § 240.30 (2) (Committed on or after Nov. 1, 1992 as amended, effective July 23, 2014)1 The (specify) count is Aggravated Harassment in the Second Degree. Under our law, a person is guilty of Aggravated Harassment in the Second Degree when, with intent to harass or threaten another person, he or she makes a telephone call, whether or not a conversation ensues, with no purpose of legitimate communication. The following term used in that definition has a special meaning: INTENT means conscious objective or purpose.2 Thus, a person acts with intent to harass or threaten another person when his or her conscious objective or purpose is to do so. In order for you to find the defendant guilty of this crime, the People are required to prove, from all of the evidence in the case, beyond a reasonable doubt, each of the following two elements: 1. That on or about (date) , in the county of (County) , the defendant, (defendant's name), made a telephone call whether or not a conversation ensued with no purpose of legitimate communication; 1 The amendment (L 2014, ch 188, § 1, effective July 23, 2014) modified the intent element by repealing the additional alternatives of “annoy” and “alarm.” The legislature may have done so in response to the belief that People v Golb, 23 NY3d 455 (2014), which declared Penal Law former § 240.30 (1) unconstitutional, placed in question the continued validity of those alternatives.
3 The statute continues as follows: “pursuant to section four hundred ninety-one of [the social services] law.” If in issue, the definition of “mandated reporter” is set forth in Social Services Law § 488 (5). 4 If in issue, the definition of “vulnerable persons’ central register” is set forth in Social Services Law § 488 (14).
DATABASE APPLICATIONS SCORING SHEET Unless indicated otherwise, contestant receives all points or none. Points Possible Points Earned Job 1 – Employee Table (200 points maximum) Designed as instructed (10 points off per field for inaccurate field names, inappropriate data types, and properties not set as instructed) 80 Proofreading/data entry (100 – 0 errors; 90 – 1 error; 70 – 2 errors; 0 – 3+ errors) 100 Sorted by “Last Name” (ascending) 10 Printed using best fit in landscape orientation (all data shows, 1 page) 10 Job 2 – Management Table (90 points maximum) Designed as instructed (10 points off per field for inaccurate field names, inappropriate data types, and properties not set as instructed) 20 Proofreading/data entry (1 point off for each error) (50 – 0 errors; 45 – 1 error; 35 – 2 errors; 0 – 3+ errors) 50 Sorted by ‘Department’ in ascending order 10 Printed in portrait orientation, 1 page, all fields fully visible 10 Job 3 – Create a Permanent Relationship (25 points maximum) One-to-Many relationship created 10 Referential integrity enforced 10 Printed with both tables fully visible 5 Job 4 – Performance Review Query (50 points maximum) Correct fields are visible: Emp Id, First Name, Last Name, Department, Manager (5 points off for each missing field) 25 Sorted by “Department” (ascending) and then by Employee Last Name (ascending) 10 Results show design correctly joins both tables (no extra records) 10 Printed in landscape orientation, 1 page, all fields fully visible 5 Job 5 – Performance Review Report (35 points maximum) Title is PerformanceReview-XX-XXXX-XXXX 5 Correct fields are included in the Report: all fields in the query except Emp ID 10 Sorted by Employee’s “Last Name" 10 Printed in portrait orientation, 1 page, all fields fully visible 10 Total Points Earned 400
Procurement Review Group oversees the bid evaluation process; Require a high degree definition and transparency regarding the products sought in the solicitation documents; Create a working group to focus on the initial identification of target areas for distribution planning activities, which will now be scoped into the Distribution Resources Plans (“DRP”) proceeding; and Consider the use of a Tier One Advice Letter for distributed energy resources (“DER”) contract approval in order to streamline the approval process. Comments on Proposed Decision Addressing Competitive Solicitation Framework and Utility Regulatory Incentive Pilot at 2–4 (Nov. 30, 2016). Clean Coalition Reply Comments on Proposed Decision Addressing Competitive Solicitation Framework and Utility Regulatory Incentive Pilot at 2–5 (Dec. 5, 2016). Refining the scope of the proceeding The Clean Coalition was active in the initial stages of what is now known as the Integrated Distributed Energy Resources (“IDER”) proceeding. We submitted comments and participated in a workshop to present recommendations that the Commission expand the scope of the proceeding. Specifically, the Clean Coalition urged the Commission to: Ensure that the IDER proceeding builds upon but does not duplicate efforts in the DRP proceeding to maximize the locational benefits and minimize the incremental costs of DER; Develop market-based D.15-09-022 at 5, 7–11, 13–14, Clean Coalition Comments on Order Instituting Rulemaking to Create a Consistent Regulatory Framework for the Guidance, Planning, and Evaluation of Integrated Demand-Side Resource Programs at 1–4 (Nov. 7, 2014). Clean Coalition Response to Joint Assigned Commissioner and Administrative Law Judge’s Ruling Requesting Responses to Questions at 2–12 (May 15, 2015). Clean Coalition Reply to Responses to Joint Assigned Commissioner and Administrative Law Judge’s Ruling Requesting Responses to Questions at 3–4 (May 29, 2015). Verified
Notify insurers and third party administrators as needed. Place service providers on alert. Notify workers’ compensation carrier of injuries. After the Event Refer or make available counseling services for employees and their families. Provide necessary recovery time (time-off) for staff assisting with recovery efforts. Vital Records Personnel will be deployed during an emergency to ensure the protection and ready availability of electronic and hardcopy documents, references, records, and information systems needed to support essential functions under the full spectrum of emergencies. Personnel and locations of vital records have been identified before an emergency in order to have full access to use records and systems to conduct essential functions during a crisis event. In addition to the departmental records identified, the following records are deemed critical to <insert organization>. Emergency Operations and Healthcare Continuity Plan IT Disaster Recovery Plan Essential Business Records contracting and acquisition files – scanning official personnel files – hard copy payroll records insurance records Per HR – part of the payroll and insurance records are on the computer system but not all. property management and inventory records Corporate Records: Incorporation documents – scanned PDF By-laws – scanned PDF Tax-exemption documents (e.g. application for tax exemption, IRS Form 1023; IRS determination letter; and related documents) Board meeting documents including agendas, minutes, and related documents – scanned PDF – current information
Qualifications Pack Code TSC/ Q2401 Job Role Fitter - Weaving preparatory Credits (NSQF) TBD Version number 1.0 Sector Textile Drafted on 20/01/15 Sub-sector Weaving Preparatory Last reviewed on Occupation Maintenance Next review date
NOS Code TSC/ N 2401 Credits (NSQF) [OPTIONAL] TBD Version number 1.0 Industry Textile Drafted on 15/12/14 Industry Sub-sector Weaving Preparatory Last reviewed on 11/01/15 Occupation Maintenance Next review date NOS Version Control
Context (Knowledge of the company/ organization and its processes) general rules and regulations in a textile mill reporting to the supervisor or higher authority knowledge of organisationl standards knowledge of industry standards Technical Knowledge You need to know and understand: process and material flow in a textile mill importance of complying with the standards guidelines for cleaning the various parts of machine Skills (S) Core Skills/ Generic Skills Writing Skills You need to know and understand how to: write in simple language Reading Skills You need to know and understand how to: read the given instructions comprehend written instructions Oral Communication (Listening and Speaking skills) talk effectively with others put forward your point listen to others Technical skills you need to know and understand : Organizational requirements your responsibilities at the workplace procedure to comply with the industry standards NOS Version Control
procedures PC6. Identify and correct (if possible) malfunctions in machinery and equipment 5 2 2 1 PC7. Report any service malfunctions that cannot be rectified 4 2 1 1 PC8. Store materials and equipment in line with manufacturer’s and organisational requirements 4 1 2 1 PC9. Safely handle and move waste and debris 4 1 2 1 PC10. Minimize health and safety risks to self and others due to own actions 5 2 2 1 PC11. Seek clarifications, from supervisors or other authorized personnel in case of perceived risks 4 2 0 2 PC12. Monitor the workplace and work processes for potential risks and threats 5 2 2 1 PC13. Carry out periodic to keep work area free from hazards and obstructions, if assigned 5 2 2 1 PC14. Report hazards and potential risks/ threats to supervisors or other authorized personnel 4 1 2 1 PC15. Participate in mock drills/ evacuation procedures organized at the workplace 4 2 2 0 PC16. Undertake first aid, and emergency response training, if asked to do so 5 2 2 1 PC17. Take action based on instructions in the event of fire, emergencies or accidents 5 2 2 1 PC18. Follow organisation procedures for shutdown and evacuation when required 4 2 1 1 PC19. identify different kinds of possible hazards (environmental, personal, ergonomic, chemical) of the industry 4 2 1 1 PC20. recognise other possible security issues existing in the workplace 4 2 1 1 PC21. recognise different measures 4 2 1 1
CHEMISTRY 2401 ORGANIC CHEMISTRY I FALL 2014 CLASS SCHEDULE DR. K. C. WEAVER LECTURE LABORATORY Aug 22 Introduction. Ch 1 Structure and Bonding Note: Special info/instructions are highlighted Aug 25 - 27 Ch 1 continued Aug 27 Check in. Safety. General Chemistry Review. (dry-lab) Aug 29 - Sept 5 Ch 2 Acids and Bases Sept 3 Monday, September 1 - no class - Labor Day Holiday Sept 8 - 12 Ch 3 Introduction to Organic Molecules and Functional Groups Sept 10 Natural Dyes Mon, Sept 15 EXAM I (Ch 1 - 3) Sept 17 13C NMR Spectroscopy & DEPT (dry-lab; read sections 14.1 & 14.11before lab) Sept 17 - 22 Ch 4 Alkanes Sept 24 Thin-Layer Chromatography Sept 24 - 29 Ch 5 Stereochemistry Oct 1 Stereochemistry (dry-lab; bring your model kits if you have them) Oct 1 - 6 Ch 6 Understanding Organic Reactions Wed, Oct 8 EXAM II (Ch 4 - 6) Oct 8 IR Spectroscopy (dry-lab; read sections 13.5 - 13.8 before lab) Oct 10 - 15 Ch 7 Alkyl Halides and Nucleophilic Substitution Oct 15 Fall Break Oct 16 - 19  Oct 20 Ch 7 cont. Oct 22 Nucleophilic Substitution at Saturated Carbon: SN1 & SN2 Rxns (Part B; Part C as demo) Oct 22 - 29 Ch 8 Alkyl Halides and Elimination Rxns Oct 29 Green Chemistry (dry-lab) Fri, Oct 31 EXAM III (Ch 7 & 8) Nov 3 - 10 Ch 9 Alcohols, Ethers, and Epoxides Nov 5 Dehydration of 2-Methyl-2-butanol Nov 12 - 19 Ch 10 Alkenes Nov 12 Epoxidation of Carvone Fri, Nov 21 EXAM IV (Ch 9 & 10) Nov 19 Brominating Alkenes Nov 24 Ch 11 Alkynes Nov 26 Thanksgiving Break Nov 26 - 30  Dec 1 - 3 Ch 11 cont. Dec 3 Review. (dry-lab) Dec 5 Study Day (no class, but we could have a review session--let me know if you want to) Mon, Dec 8 FINAL EXAM 2:00 - 4:00 pm Lab does not require a write-up in the lab notebook
PC30. ensure proper maintenance of “Air Compressor” 4 3 1 0 PC31. Should ensure that " Loom Cards " for all the required details are placed on all the looms a) Loom No. b) Construction details c) Reed Count d) Reed Space e) Weft Count f) Pick Wheel g) Winding Spindle No. h) Drawing Method 5 3 2 0 PC32. see that the weft yarn is completely used , without giving room for additional wastage of raw materials. For any quality issue or defective cone etc., the same has to be brought to the notice of the Superiors 4 3 1 0 PC33. To maintain “Knotting Entry Note” with the following details a) Loom No. b) Construction Details c) Date Of Knotting d) Time of Exhaustion e) Cleaning Completed Time f) Beam Loading Completed Time g) Knotting Completed Time h) Loom Run Time i) Total Stopped Time For Knotting j) Name Of the Sizing k) Set No. l) Beam Nos. m) Beam Mtrs n) Old Warp Waste kgs o) New Warp Waste kgs p) Cleaning Quality q) Knotting Quality 7 3 3 1 PC34. ensure Relative Humidity in the Department is maintained 3 2 1 0 PC35. ensure correct quality of thrums are there & see that the same are properly tied 3 2 1 0 PC36. check the knotted loom for knotting quality etc. Double ends have to be removed. Report to Superiors for any deviation in the same & for any other quality issue 5 3 2 0
PC12. monitor the workplace and work processes for potential risks and threat 5 2 2 1 PC13. carry out periodic walk-through to keep work area free from hazards and obstructions, if assigned 5 2 2 1 PC14. report hazards and potential risks/ threats to supervisors or other authorized personnel 4 1 2 1 PC15. participate in mock drills/ evacuation procedures organized at the workplace 4 2 2 0 PC16. undertake first aid, fire-fighting and emergency response training, if asked to do so 5 2 2 1 PC17. take action based on instructions in the event of fire, emergencies or accidents 5 2 2 1 PC18. follow organisation procedures for shutdown and evacuation when required 4 2 1 1 PC19. identify different kinds of possible hazards (environmental, personal, ergonomic, chemical) of the industry 4 2 1 1 PC20. recognise other possible security issues existing in the workplace 4 2 1 1 PC21. recognise different measures to curb the hazards 4 2 1 1 PC22. communicate the safety plan to everyone 4 2 1 1 PC23. attach disciplinary rules with the implementation 4 2 1 1 43 34 23 Total % 43% 34% 23% (Comply with industry and PC1. perform own duties effectively 50 4 1 2 1 PC2. take responsibility for own actions 4 1 2 1 PC3. be accountable towards the job role and assigned duties 4 2 1 1 PC4. take initiative and innovate the existing methods 3 1 1 1 PC5. focus on self-learning and improvement 4 1 2 1 PC6. co-ordinate with all the team members and colleagues 4 1 2 1 PC7. communicate politely 4 1 1 2 PC8. avoid conflicts and miscommunication 4 1 2 1 PC9. know the organisational standards 4 2 1 1
1 Examples of existing standards related to power grid management systems IEEE IEEE 802 has a variety of wireless standards that are applicable to first mile applications for power grid management systems. A summary of the technical and operating features of the relevant IEEE 802 wireless standards are given in the tables below. 1 Technical and operating features of IEEE Std 802.11 Item 802.11 802.11ah 802.11n 802.11ac Model 1 Model 2 Supported frequency bands (licensed or unlicensed) 2.4 GHz 900 MHz 900 MHz 2.4 GHz 5 GHz Nominal operating range 1.5 km 2 km 2 km 1 km 1 km Mobility capabilities (nomadic/mobile) nomadic and mobile nomadic nomadic nomadic and mobile nomadic and mobile Peak data rate (uplink/downlink if different) 2 Mb/s 156 Mb/s 1.3 Mb/s 600 Mb/s 6934 Mb/s Duplex method (FDD, TDD, etc.) TDD Nominal RF bandwidth 20 MHz 1, 2, 4, 8, 16 MHz 2 MHz 20, 40 MHz 20, 40, 80, 160 MHz Diversity techniques Space time Support for MIMO (yes/no) No Yes No Yes Yes Beam steering/forming No Yes Yes Yes Yes Retransmission ARQ Forward error correction Yes Convolutional and LDPC Convolutional and LDPC Yes Yes Interference management Listen before talk Listen before talk and frequency channel selection Listen before talk and frequency channel selection Listen before talk Listen before talk Power management Yes Connection topology point-to-point, multi-hop, star Medium access methods CSMA/CA Multiple access methods CSMA CSMA/TDMA CSMA/TDMA CSMA CSMA Discovery and association method Passive and active scanning QoS methods Radio queue priority, pass-thru data tagging, and traffic priority Location awareness Yes Ranging Yes Encryption AES-128, AES-256 Authentication/replay protection Yes Key exchange Yes
So if I open the Start Menu. [Presenter clicks on Start] [Narrator is speaking as the Presenter moves the mouse around the screen] So the Narrator is reading everything to me that I would normally be able to see. When I open the Start menu I can see that it said my focus, where the cursor is at, was in the Search box, and there’s a number of items that are in the Search Result pane, which are my default applications. I have it set to a default speed; a person who uses a screen reader with any regularity is going to have that much quicker, because they’re actually going to be listening more for specific cues, in the same way the sort of visually we’ll not look at everything on the screen, but we’re looking for cues about what we want. So that’s an idea of how the screen reader would work. If I then went to... [Narrator program speaking] So any time I move or I change something, it’s telling me audibly where I’m at so I know the context of what I’m doing. And let’s get to what we were talking about with the document, is understanding that things that we would see are going to be delivered audibly to a person, and so you need to know how to make sure that the right information is there for the screen reader to be able to read that out to a person. [Presenter begins to type data into the document and the Narrator reads each letter types out loud - “H-E-L-L-O”] So in this case it’s set to echo my keystrokes, but I can turn that off. I can have it read text back by line, by paragraphs, or to read an entire document.
[Presenter checks Add to Quick Style List at the bottom left hand corner of the format box] And so when I hit OK I now have Heading 1 red and I also have Heading 1. [Presenter moves the mouse to the Styles menu on the screen to demonstrate the different headings] So here I have Heading 1, and then I can change that to Heading 1 red. And they’re essentially the same, but I’ve duplicated it and I’ve created a new one, and because it’s using the same structure as the one that we duplicated it from, should export properly because you’ve only changed the one value that you wanted to change. Did I see another hand here, before we move onto the next? Yes? [Question being asked from the audience] Can you label Styles to use to change in customised? [Question being asked from the audience] Oh, to identify the hierarchy? You know the best thing to do is visually, and sometimes that doesn’t correlate correctly, the best way that I say to check is using the Outline View – if I can find the Outline View. [Presenter clicks on the Outline View] When I click on the bottom, in 2010 and 2007 it’s here on the bottom, in Office 2003 it’s a little bit differently. [Presenter moves the mouse to the bottom right of the screen and demonstrates where to find the Outline View] But you can select Outline View, and it shows you here the hierarchy. [Presenter moves the cursor up and down demonstrating the hierarchy of the headings] So that’s the way that Word is interpreting its relationships to the various styles. I could do an hour long presentation on just doing styles. There are ways within the style creation tool that tells you where it falls in the hierarchy of the other things, so it would know whether or not it’s a parent or a child of another style. I don’t know how well screen readers interpret that, if you change that pattern. Yes?
To gain, retain and retrain: the role of post-school education for people with a disability Cain Polidano Ha Vu Melbourne Institute of Applied Economic and Social Research Publisher’s note To find other material of interest, search VOCED (the UNESCO/NCVER international database <>) using the following keywords: transition from education and training to employment; qualifications; vocational education and training; youth; employment; educationally disadvantaged; postsecondary education; longitudinal data. Acknowledgments The Household, Income and Labour Dynamics in Australia (HILDA) Survey was initiated and is funded by the Australian Government Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA). It is managed by the Melbourne Institute of Applied Economic and Social Research (Melbourne Institute). The findings and views based on these data should not be attributed to either FaHCSIA or the Melbourne Institute. The authors would like to thank Brendan Houng for his help preparing the HILDA data for this report. About the research
BUSINESS SERVICES ORGANISATION Minutes of Proceedings The hundredth meeting of the Board of the Business Services Organisation was held on Thursday 24 August 2017 at 10.00 am in the Boardroom, BSO HQ, 2 Franklin Street, Belfast, BT2 8DQ. Present: Mrs Julie Erskine (Chair) Mr Robert Bannon Mr Mark Campbell Miss E P Gordon Mr Alan Hanna Mr Greg Irwin Mr Robin McClelland Mr Jeremy Stewart Professor Dorothy Whittington Mr Hugh McPoland (Director of HR & Corporate Services – HRCS) Mr Sam Waide (Director of Operations) In Attendance: Mrs Karen Bailey (Director of Customer Care and Performance - CCP) Mr Simon McGrattan (AD Finance) for Agenda item 7 Ms Amanda Mills (Board Secretary) Chair’s Welcome and Opening Remarks and Apologies Apologies for absence were received from Mr Liam McIvor, Wendy Thompson and Alphy Maginess. Declaration of Conflicts of Interest There were no conflicts of interest declared. Minutes Minutes of Meetings held on 22 June 2017 The minutes of the meeting held on 22 June 2017 were agreed as a true and accurate record of proceedings. Matters Arising from Minutes Action Template – Paper BSO 57/2017 Members noted the action template arising from the June Board meeting.
Physical characteristics: Data and interpretations of abiotic site conditions, such as elevation, slope, aspect, soil types and characteristics. Describe the stand in relation to the larger landscape. Vegetation community characteristics: Data and interpretation of vegetation characteristics relevant to the analysis and prescribed treatments, such as: Stand structures and distribution pattern. Consider non-tree ground cover and species composition, dead standing trees, and down woody material. For each canopy layer (beginning from the top) or component, describe where meaningful: Species composition Age Vegetation size Density (May be expressed as: basal area per acre; stems per acre; percent canopy cover) Variability, patchiness, or other significant distribution characteristics Percent live crown Growth rates (cubic volume, board foot volume, basal area, trees per acre per unit time) Existing timber volumes, gross and net Conditions: animal, insect, disease damage; vigor; risk Other vegetation parameters potentially affecting the prescription Plant associations or community types Other features important to vegetation diversity Landscape structure and/or function
CIRCLE CROSS RANCH K-8 S.T.E.M. ACADEMY rebecca hendry, Principal Enrollment Report November 2015 KINDERGARTEN # STUDENTS Dubien, Leslie 22 Melidoni, Danielle 21 Moya, Christine 21 Zeller, Crystal GRADE 1 # STUDENTS Cavazos, Jody 21 Hamilton, Kelly 20 Huston, Kresta 21 Pierce, Rebecca 21 GRADE 2 # STUDENTS Hunt, Alisha 24 Nieto, Sarah 23 Woodside, Shalee 26 GRADE 3 # STUDENTS Andrews, Erica 28 Garber, Deidre 27 Stavely, Irene 26 GRADE 4 # STUDENTS Chapman, Chelsea 33 Golbeck, Adrienne 32 Schmidlin, Adriana 33 GRADE 5 # STUDENTS Bravo, Enrique 31 Greenland, Aimee 28 Kober, Laura 29 GRADE 6 # STUDENTS DeSourdy, Tricia 104 Hull, Kendra Wood, Jaclyn GRADES 7/8 # STUDENTS Bird, Nicholas 213 Camarote, Ferdinand Christ, Jeff Hirsch, Heather Jacobson, Jared Jacobson, Mindy Johnson, Kevin Querry, Andrew TOTALS # STUDENTS KINDER 64 GRADE 1 83 GRADE 2 73 GRADE 3 81 GRADE 4 98 GRADE 5 88 GRADE 6 104 GRADE 7 103 GRADE 8 110 GRAND TOTAL 804
Form 241-6 Career Work Exploration Schedule B Work-Based Learning Consent and Agreement Insert School Name, Address, Town, Sask., Postal Code Phone: (Number) Fax: (Number) email address if applicable Reference AP 241 Career Work Exploration Revised September 28, 2016 Level School Submit to CWEX Teacher When Prior to Placement Name of Student Name of School Name of Course Name of Business Dear Parents and Students: Introduction: Work-based learning is a school program where a student is placed with an employer. Students are NOT PAID. Work-based learning is a school program whereby students practice theory and skills learned in school by working with a local employer. Students are not paid and may be placed with more than one local employer. Students participating in the program are covered under the provincial workers’ compensation system during the time spent in the work-based learning component of their course. Workers’ compensation is a collective liability no-fault protection plan for workers. Students are entitled to the benefits that are available to workers who are normally covered by The Workers’ Compensation Act, 1979. Employers and their workers who participate in work-based learning assignment cannot be sued for injuries which occur to students arising out of and in the course of employment. The Workers’ Compensation Board (“Board”) and the Minister of Education (“Minister”) entered into a Memorandum of Understanding (“Memorandum”) to extend the foregoing workers’ compensation benefits to eligible students while in work-based learning portions of their program. The Minister applied to the Board to extend coverage under the Act to eligible students. The Board ordered that such students be covered, upon the proper completion of the following consent. The Act, the Memorandum, and the Ministry’s Work-based Learning Guidelines more particularly detail the rights and obligations of students in work-based learning. CONSENT AND AGREEMENT The student (and if the student is a minor the student’s parent/guardian) consent: to the eligible student participating in the work-based learning portion of the above named course and to the Minister having applied on behalf of the eligible student to the Board for an order that the student be brought within the scope of The Workers’ Compensation Act, 1979, as a worker. Dated at (town) Saskatchewan
antonyms/synonyms, vocabulary building etc. Reading Comprehension, Problem Solving UNIT 3 4 Hours Interview Skills:Questions asked & how to handle them, Body language in interview, Etiquette, Dress code in interview, Behavioral and technical interviews, Mock interviews - Mock interviews with different Panels. Practice on Stress Interviews, Technical Interviews, General HR interviews UNIT 4 5 Hours Interpersonal and Managerial Skills:Optimal co-existence, cultural sensitivity, gender sensitivity; capability and maturity model, decision making ability and analysis for brain storming; Group discussion and presentation skills; UNIT 5 4 Hours Motivation and Stress Management: Self motivation, group motivation, leadership abilities Stress clauses and stress busters to handle stress and de-stress; professional ethics, values to be practiced, standards and codes to be adopted as professional engineers in the society for various projects. Note: The respective departments should discuss case studies and standards pertaining to their domain Course Outcome: After going through this course the students will be able to CO1: Develop professional skill to suit the industry requirement CO2: Analyze problems using quantitative and reasoning skills CO3: Develop leadership and interpersonal working skills CO4: Demonstrate verbal communication skills with appropriate body language. References Stephen R Covey, “The 7 Habits of Highly Effective People”, Free Press, 2004 Edition, ISBN: 0743272455 Dale Carnegie, “How to win friends and influence people”, General Press, 1st Edition, 2016, ISBN: 9789380914787 Kerry Patterson, Joseph Grenny, Ron Mcmillan, “Crucial Conversation: Tools for Talking When Stakes are High”, McGraw-Hill Publication, 2012 Edition, ISBN: 9780071772204 Ethnus, “Aptimithra: Best Aptitude Book”, Tata McGraw Hill, 2014 Edition, ISBN: 9781259058738 Scheme of Continuous Internal Examination (CIE) Evaluation will be carried out in TWOPhases. Phase Activity Weightage I After 7 weeks - Unit 1, 2 & Part of Unit 3 50% II After 12 weeks – Unit 3, 4, 5 50% CIE Evaluation shall be done with weightage as follows: Writing skills 10% Logical Thinking 25% Verbal Communication & Body Language 35% Leadership and Interpersonal Skills 30% Mapping of Course Outcomes (CO) to Program Outcomes (PO)
Student Heart Rate (at rest) Heart Rate (walking) Heart Rate (running) 1 70 90 115 2 72 80 100 3 80 100 120 4 65 75 95 5 88 112 125 6 74 83 104 7 75 88 109 8 77 95 130 5. The students came to the conclusion that heart rates rise by 10 to 20 beats per minute after walking and 20 to 40 beats per minute after running. First, identify the independent (manipulating) and dependent (responding) variables. Then, explain whether or not the data table supports this conclusion. In your explanation be sure to include: the manipulated and responding variables evidence to support or reject the conclusion given by the students any other information that may have been recorded to indicate a controlled experiment or to improve the presentation of the experimental data. Write your answer in the space provided.
READING LOG Ideally, students in the middle grades should read for 30 or more minutes each day. Sunday Monday Tuesday Wednesday Thursday Friday Saturday EASTER EASTER MONDAY March 29 Pages Read: Amount of Time: Parent Initials: March 30 Pages Read: Amount of Time: Parent Initials: March 31 Pages Read: Amount of Time: Parent Initials: April 1 Pages Read: Amount of Time: Parent Initials: April 2 Pages Read: Amount of Time: Parent Initials: April 3 Pages Read: Amount of Time: Parent Initials:
Villanova University Department of Physics J.D. STRIEB, Mendel 263C PHYSICS 2411, Fall 2012 Phone Extension: 94893 E-mail: jay.strieb@villanova.edu Office Hours: Th 12:30 - 2:30 PM, Fri 10:30-11:30 AM, 12:30-1:30 PM Other hours by appointment ********************************************************* This sequence of laboratory experiments is intended to complement the corequisite lecture course Physics 2410. Text: Laboratory Experiments in Physics Reports and Notebook: The results of each experiment will be kept in a laboratory notebook. Details of the required notebook contents are given in the accompanying handout. A significant part of the grade will be determined by neatness and organization. The notebook will be collected twice during the semester; each half of the notebook will count for 25% of your final lab grade. Two formal lab reports are also due, details of which are also supplied separately. Each of these will count for 25% of your final grade. Attendance at all laboratory sessions is mandatory under normal circumstances. An experiment missed due to an excused absence should be made up the same week if possible; if not, the experiment must be performed during the last week of classes. Laboratory Schedule Week of Experiment Sep. 3 The Analysis of Data Sept. 10 Forces on a Particle at Rest Sept. 17 The Acceleration Due to Gravity Sept. 24 Circular Motion Oct. 1 Periodic Motion I: The Simple Pendulum Oct. 8 The Motion of Particles Oct. 15 semester recess Oct 22 Friction Oct 29 Periodic Motion II: The Simple Harmonic Oscillator Nov. 5 Rigid Bodies at Rest Nov. 12 The Motion of Rigid Bodies Nov. 19 no lab (Thanksgiving) Nov. 26 Archimedes’ Principle Laboratory Notebook:
TSC PSCC TF S6 Draft report Added relevant sections on 802 technologies. Updated document posted in the private drafts area. Group asked to review and we will discuss further in March. Feedback to TF S6 prior to their next meeting in May. Adjourn Motion to adjourn made by Clint Powell, second by Anne Krieger. Adjourned at 17:05 Local Time.
to utilize the common themes of congestion control and traffic scheduling to offer bounded latency to applications with these requirements. As a layer 3 protocol, DETNET works over a routed network. Wired vs. Wireless In addition to the common obstacles to bounded latency faced by wired networks (congestion control, resource reservation), wireless networks have additional challenges managing latency that are not faced by wired topologies, including: RF interference: even if the issues of congestion control and resource reservation are solved, local RF interference can cause packets to be lost and/or require packets to be re-transmitted, causing increased latency. Bandwidth: many wireless mesh networks (802.15.4, LPWANs, etc.) have limited bandwidth, and operate at speeds in kilobits-per-second, as opposed to or higher. Resource constraints: on wireless mesh networks, network devices will be constrained in their resources and have limited buffer space to manage congestion control. Mobility: for wireless networks supporting mobility, the potential for variances in RF interference are higher than wireless topologies that with fixed node location and no mobility support. Low-Power: In some wireless mesh topologies, there are battery-powered devices that need to limit their packet transmission rates and active duty cycle, which adds additional latency. The wireless standards in IEEE 802 do not currently support TSN in the manner of 802.1 and 802.3. Use cases with requirements for bounded latency are accommodated through network design, frequency planning, and use of Quality of Service. Future amendments to IEEE 802 Wireless standards could provide the functionality needed to support TSN and the 802.1 TSN standards. The examples described above (Fault Location, Isolation, and Service Restoration or FLISR, and Microgrid control) are currently the most latency sensitive distribution grid applications. Appendix 1 – Standards Summary IEEE 802.1 AVB, 802.1 TSN, and 802.3 standards Standards listed as “IEEE Std 802.xyz-2xxx” are complete, published standards. Those listed as “IEEE P802.xyz” (note the “P”) are works in progress. A given standard or work in progress can be either a stand-alone document, or an amendment to a previous standard, as indicated in the text. See for the most up-to-date information. (The time to completion shown for P802.xxx projects are minimums; they are likely to take longer.)
Theoretical Statistics and Mathematics Unit Monday Colloquium Date: September 24, 2018 Time: 04:15 P.M. Venue: L-infinity, Stat-Math Unit (5th Floor, A.N. Kolmogorov Bhavan) Rupam Barman IIT Guwahati Hypergeometric series in Arithmetic Geometry Abstract In 1987, John Greene introduced the notion of hypergeometric series over finite fields analogous to classical hypergeometric series (Trans. Amer. Math. Soc. 301 (1987)). Finite field hypergeometric series were developed mainly to simplify character sum evaluations. After 10 years, Ken Ono found interesting relations between Greene's finite field hypergeometric series and L-functions of elliptic curves (Trans. Amer. Math. Soc. 350 (1998)). In 2013, Dermot McCarthy extended the finite field hypergeometric series to the p-adic setting (Pacific J. Math. 261 (2013)). In this talk, I will introduce finite field and p-adic hypergeometric series, and show how their values are related to L-functions of elliptic curves. ALL ARE CORDIALLY INVITED
Chaney, M., & Gerard, J. C. (2003). Improving care of patients with alcohol withdrawal in a community hospital. Joint Commission Journal on Quality and Safety, 29(2), 94-97. Crumpler, J., & Ross, A. (2005). Development of an alcohol withdrawal tool: a quality care initiative. Journal of Nursing Quality Care, 20(4), 297-301. Ewing, J. A. (1984). Detecting alcoholism: the CAGE questionnaire. JAMA, 252(14), 1905-7. Frisch, N. C., & Kelley, J. H. (2002). Nursing diagnosis and nursing theory: exploration of factors inhibiting and supporting simultaneous use. Nursing Diagnosis, 13(2), 53-61. Hartsell, Z., Drost, J., Wilkens, J. A., & Budavari, A. I. (2007). Managing alcohol withdrawal in hospitalized patients. Journal of American Academy of Physicians Assistants, 20(9), 20-25. Lussier-Cushing, M., Repper-DeLisi, J., Mitchell, M., Lakatos, B. E., Mahmoud, M., & Lipkis- Orlando, R. (2007). Is your medical/surgical patient withdrawing from alcohol. Nursing2007, 37(10), 50-55. McKay, A., Koranda, A., & Axen, D. (2004). Using a symptom-triggered approach to manage patients in acute alcohol withdrawal. MedSurg Nursing, 13(1), 15-21, 31. Melynk, B. M., & Fineout-Overholt, E. (2005). Evidence-based practice in nursing and health care: A guide to best practice. Philadelphia: Lippincott Williams & Wilkens. Myrick, H., & Anton, R. F. (1998). Treatment of alcohol withdrawal. Alcohol Health and Research World, 22(1), 38-43. National Cancer Institute. (1998). Foundations of applying theory in health promotion practice Retrieved on May 11, 2011 from: O’Brien, C. P. (2008). The CAGE questionnaire for detection of alcoholism. A remarkably useful but simple tool. Journal of the American Medical Association, 300(17), 2054-2056.
COMMENTS In compliance with Public Utility Code § 311(g), the Commission emailed a notice letter on July 20, 2018, informing all parties on the carrier service list of the availability of this Resolution for public comments at the Commission’s website . The notice letter also informed parties that the final conformed Resolution adopted by the Commission will be posted and available at this same website. Communications Division did not receive any comments or reply comments on this resolution. FINDINGS General Order 133-D, § 9.6 directs any telephone corporation whose performance does not meet the minimum standards to submit annually by February 15 of the following year a Tier II Advice Letter that shows by month each service quality measurement that it did not meet the minimum standard and the applicable fine. On February 16, 2018, Frontier California, Inc. (U-1002-C) filed Advice Letter 12772, which calculated total fine of $759,833 and included its plan for an alternative proposal for mandatory corrective action under General Order 133-D § 9.7. The total calculated fines for each of the service quality standards are as follows: Service Quality Standard Frontier California, Inc. (U-1002-C) Installation Interval $0 Installation Commitments $0 Customer Trouble Reports $0 Out of Service Repair Interval $753,375 Answer Time $6,458 TOTAL $759,833 On March 7, 2018, the Office of Ratepayer Advocates filed a protest stating the alternative proposal for mandatory corrective action did not satisfy the requirements of GO 133-D § 9.7. On April 4, 2018, Frontier California, Inc. filed Advice Letter Supplement 12772A seeking an alternative proposal for mandatory corrective action. Advice Letter Supplement 12772A included a list of projects, with a total estimated investment of $1,949,000, planned solely within the network of Frontier California, Inc. The investment total included the fine calculations of Citizens Telecommunications Company of California, Inc. (U-1024-C) and Frontier Communications of the Southwest (U-1026-C).
Meeting Date December 13, 2018 Subject Matter T-17637 seeks to adopt a total of $30.315 million in California High Cost Fund-A support for Calendar Year 2019 to be disbursed to seven of the ten Small Incumbent Local Exchange Carriers that draw from the fund. Web Link Comments Due Date December 4, 2018 Serve comments on: ADVICE LETTERS SUBMISSIONS - NONE To inquire about filings, suspension or protest, call or email the Energy Division (415-703-1974 or email: EDTariffUnit@cpuc.ca.gov), Communications Division (415-703-3052) or Water Division (415-703-1133 or email: ) OTHER NOTICES - NONE
Demonstrate knowledge of fire safety requirements in the Building Code Level 5 Credits 10 Purpose This unit standard is for Building Control Surveyors and those who require knowledge of the Building Code. People credited with this unit standard are able to demonstrate knowledge of the objectives of Clauses C2 to C6; and the functional requirements and performance measures of: Clause C2 – Prevention of fire occurring, Clause C3 – Fire affecting areas beyong the fire source, Clause C4 – Movement to place of safety, Clause C5 – Access and safety for firefighting operations, and C6 – Structural stability, in the Building Code. Subfield Compliance and Law Enforcement Domain Building Control Surveying Status Registered Status date 25 January 2008 Date version published 17 October 2008 Planned review date 31 December 2012 Entry information Open. Accreditation Evaluation of documentation and visit by NZQA, industry and teaching professional in the same field from another provider. Standard setting body (SSB) The Skills Organisation Accreditation and Moderation Action Plan (AMAP) reference 0046 This AMAP can be accessed at http://www.nzqa.govt.nz/framework/search/index.do. Special notes 1 Reference documents: Building Act 2004 The Building Code Building (Forms) Regulations 2004. The Building Code Compliance Documents http://www.dbh.govt.nz/building–code–compliance–documents; Building Officials – Building Act 2004 overview
What's working well for the child / young person? What's not working well / What are the difficulties? (Eg, in school/college and at other times of the child / young person's life) What would you like to happen? (What do you think will help? In school/college outside of school/college, during leisure time. Please include what success would look like after your proposed support has been put in place. These will be referred to as outcomes) Please continue on separate paper if needed.
Planning: Observations Template Mathematics Standard: Lesson Objective: What would you expect to observe? How would you know “it” if you saw it? What mathematical challenges or misconceptions might you observe? How might you record and provide feedback of what you observe? Images: Clipart.com Retrieved from the companion website for The Formative 5: Everyday Assessment Techniques for Every Math Classroom by Francis (Skip) Fennell, Beth McCord Kobett, and Jonathan A. Wray. Thousand Oaks, CA: Corwin, Copyright © 2017 by Corwin. All rights reserved. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.