zilongwang/ReadingBank huggingface dataset:
Is this considered to be a Priority Service Change? Yes (Mod Related) Yes (Legislation Change Related) No Is this change considered to relate to a ‘restricted class’ of customers? Consider if the particular change is only likely to impact those who fall under a particular customer class If it impacts all customer classes (i.e. Transmission, Distribution & Shippers) then choose ‘No’. Yes (please mark the customer class(es) to whom this is restricted) No ----------------------------------------------------------------------------- Shippers National Grid Transmission Distribution Network Operators iGT’s Is it anticipated that the change would have an adverse impact on customers of any other customer classes? Please refer to appendix one for the definition of an ‘adverse impact’ Yes (please give details) No General Service Changes Only (please ensure that either A or B below is completed) Customer view of impacted service area(s) For a definition of the Service Areas, please see the ‘Charge Base Apportionment Table’ within the . Please indicate the service area(s) that are understood to be impacted by the change. Please enter ‘unknown’ if relevant. Where the change is likely to impact more than one service area please indicate the percentage split of the impact across the impacted service areas. For example if it is split equally across two service areas then enter 50% in the ‘split’ against each service area.
Appendix A : Detailed Design Costs funded from DSC Market Change Budget: Existing Change Proposal Number Xoserve Change Request Number Change Request Title Service Area Details Service Area Details Shipper Users Transporters National Grid NTS Distribution DN Operators and Independent Gas Transporters DN Operators Independent Gas Transporters XRN4534 N/A Amendment to RGMA Validation Rules for Meter Asset Installation Date Service Area 1: Manage Supply Point Registration 100% £18,690.11 XRN4454 UKLP IADBI281 Cadent Billing - DN Sales (Outbound Services) Service Area 7: NTS Capacity / LDZ Capacity / Commodity / Reconciliation / Ad-Hoc Adjustment and Energy Balancing Invoices 17% £10,024.58 83% £48,943.53 XRN4273 N/A "Introducing IHD Display) Service Area 1: Manage Supply Point Registration 100% £6,348 XRN3656 UKLP IADBI060 Installed Status of Failed MOD614" Service Area 5: Metered Volume and Metered Quantity 33% 3,285.52 67% £6,670.60
XRN3667 UKLP IADBI071 Read Validation Tolerances Service Area 1: Manage Supply Point Registration 100% £7,985 Total Costs £36,308.86 £10,024.58 £- £55,614.13 £-
annual audited financial statements which shall be prepared in accordance with EU generally accepted accounting principles, audited by an Audit Firm appointed by EIF, and submitted to the Investment Board. Audited financial statements for the FoF shall be submitted not later than six (6) months following the last day of the reporting period; indicative FoF drawdown and disbursement forecast, including information on any foreseen Written Requests during a given calendar year, to be submitted to the Investment Board, for the first time not later than six (6) months after the Effective Date, and thereafter annually not later than six (6) months following the last day of the reporting period (“Annual Indicative FoF Drawdown and Disbursement Forecast”). 14.3 EIF agrees that any monitoring it conducts with respect to the Financial Instruments (including, where relevant, on a sample basis) will cover the following issues: whether Financial Intermediaries operate procedures with the aim of complying with EU laws and rules and procedures relating to the FoF and the Operational Agreement; whether the agreements by which financing is made available to Final Recipients contain provisions relating to audit requirements and audit trails in accordance with paragraph 1(e) of Annex IV to the CPR and include any agreed visibility requirements; whether an adequate audit trail is established for reporting and auditing purposes, in accordance with the relevant provisions of the CPR and applicable Delegated and Implementing Acts; whether the Financial Intermediaries retain any supporting documents which relate to the financing made available to Final Recipients for three (3) years from 31 December following the termination of the relevant Operational Agreement, or a longer retention period if required under applicable State Aid rules, as communicated to EIF by the MS in accordance with Clause 13.2; and whether the Financial Intermediaries operate procedures with the aim of (i) keeping supporting documents available to allow the verification of the legality and regularity of expenditure by the Financial Intermediaries and (ii) ensuring that the Financial Intermediaries can produce evidence that the funds have been used for the intended purposes, that the Financial Intermediaries are complying with the applicable EU and national laws and are complying with the criteria and conditionality attached to the funding they receive. 15. AUDITING 15.1 EIF agrees to maintain an adequate audit trail in relation to the FoF for reporting and auditing purposes and agrees to comply with the relevant provisions of the CPR and applicable Delegated and Implementing Acts.
Teacher: Mercs Course: Foods 1 Date: 1 of 4 Semester: 1 Global Essential Question: What are the guidelines for healthful food choices? Content Sentence: Students will understand the guidelines for healthful food choices. Daily Essential Question: What are credible sources of scientific nutrition and fitness information? What are the Dietary Guidelines for Americans, who compiles them, and why were they established? NCSCOS: 5.02 Understand guidelines for healthful food choices. Students will engage in: x Independent study x Cooperative learning Peer tutoring Art/Drama activities Hands-on activities Whole group instruction x Small group instruction x Projects Technology Presentations Role plays Research Debate x Lecture Simulations Pairing Other: Class Starter /Activating Prior Knowledge: Discuss EQ. Time: 5 min. Teacher Input/Student Active Participation: 5.02C Key and General Recommendations Graphic Organizer Time: 20 min. Guided Practice: 5.02F Dietary Guidelines activity, Time: 20 min. Vocabulary: Time: Independent Practice with Corrective Feedback: 5.02G What are you REALLY Eating? Time: 20 min. Evaluate /Closure/Summarizing Activity: 5.02H Pretest Time: 15 min. Additional Activity: Jeopardy. At Home Assignment: None. Anticipated time for completion: Modifications Needed: Keys for notes. Materials Needed / Text References / Technology Needs: projector, copies. Notes to self (Reflection):
Teacher: Mercs Course: Foods 1 Date: 2 of 4 Semester: 1 Global Essential Question: What are the guidelines for healthful food choices? Content Sentence: Students will understand the MyPlate guidelines for healthful food choices. Daily Essential Question: What are key recommendations provided by the Dietary Guidelines for Americans and why were they established? NCSCOS: 5.02 Understand guidelines for healthful food choices. Students will engage in: Independent study x Cooperative learning Peer tutoring x Art/Drama activities Hands-on activities Whole group instruction x Small group instruction x Projects x Technology Presentations Role plays Research Debate x Lecture Simulations Pairing Other: Class Starter /Activating Prior Knowledge: Discuss EQ. Time: 5 min. Teacher Input/Student Active Participation: 5.02I My Food Record Time: 10 min. Guided Practice: 5.02L ChooseMyPlate Scavenger Hunt Time: 30 min. Vocabulary: Time: Independent Practice with Corrective Feedback: 5.02M Activity Tracker. Students will walk to work off 5 peanuts. Time: 10 min. 15 min. Evaluate /Closure/Summarizing Activity: Poster of My Plate Guidelines. Time: 15 min. Additional Activity: jeopardy. At Home Assignment: None. Anticipated time for completion: Modifications Needed: None. Materials Needed / Text References / Technology Needs: projector. Poster, copies. Notes to self (Reflection):
Right-click the Screen Saver.Stars Registry Key. Click Delete. Click File > Exit in the Registry Editor window. Step 17 Browse to the “My Documents” folder and locate the “backup.bkf” file. Double-click the backup file to bring up the Backup Utility Wizard. Click Next. Click the Restore files and settings radio button and then click Next. Step 18 The “What to Restore” screen appears. Expand the file. Step 19 Expand the backup.bkf file. Click the check box. Click Next. Step 20 The “Completing the Backup or Restore Wizard” screen appears. Click Advanced. Step 21 The “Where to Restore” screen appears. The default restoration location is “Original location”. Click Next. Step 22 The “Restoring System State will always overwrite current System State unless restoring to an alternate location.” Warning window appears.
The “Assign Drive Letter or Path” screen appears. Click the Assign the following drive letter: radio button. Select J from the drop-down menu. Click Next. The “Format Partition” screen appears. Click the Format this volume with the following settings: radio button. Select FAT32 from the File system drop-down menu. Click Next. The “Completing the New Simple Volume Wizard” screen appears. Click Finish. Step 4 The “Computer Management” window re-appears while the new volume is formatted. The “Computer Management” window shows the new Healthy (Logical Drive) volume. Step 5 Open Computer. Click the NEW VOLUME (J:) drive. The Details area on the bottom of the Computer window displays information about the J: drive. What is the File System? How much Free Space is shown? Right-click the NEW VOLUME (J:) drive.
c. How are these problems the same and how are they different? 5-61. This problem is a checkpoint for solving equations. It will be referred to as Checkpoint 5. a. 3x + 7 = −x – 1 b. 1 − 2x + 5 = 4x − 3 c. −2x − 6 = 2 − 4x − (x − 1) d. 3x − 4 + 1 = −2x − 5 + 5x
BODY Begin by sketching a rectangle and then filleting the corners. Text and Emboss Emboss the vehicle model name on the 3D model of the passenger section. First, open PassengerSectionYourInitials.ipt. . 1. Create a sketch and use the Text tool to write the name of the Automoblox model. Place the sketch in the appropriate location on the vehicle. 2. Use the Emboss features to create raised letters. Use a depth of 0.02 inches. 3. “Paint” the surface of the embossed letters by changing the face color style of the surface. Select the surfaces of the letters, right click, select Properties, and then choose Black from the list of colors. 4. Finished letters. Save the file to your Automoblox project folder. Automoblox Windshield Sketch Tools – These are suggested tools for this activity Line Arc (Three Point) General Dimensioning (Numeric Constraints) Size and Location Geometric Constraints (Manually placed/auto-placement) Show (F8) and Hide (F9) Constraints Project Geometry Edit Sketch Construction Line Feature Tools – These are suggested tools for this activity Extrude (Add)
It is extremely important to know that capacity should always be greater than throughput. This fact infers that the Cycle time will always be less than the takt time. Remember, throughput is the average number of inflow and outflow units per unit of time. When applying these concepts to make effective decisions, one needs to know the purpose of such equations. As managers, if we want a smooth flow, we want to make as much units as possible in small amount of time. Therefore, our goals would be to maximize capacity and throughput. In hand, our goals will also be to lessen takt time and cycle time. TERMS AND SYMBOLS RELATING TO THROUGHPUT AND CAPACITY In the future examples, we will be using the terms Ra, which refers to throughput, and Rp, which refer to capacity. In problems we will be given resources, people or objects performing each activity or sub process of the entire process. We will see a value known as Tp, which is the unit load of a resource unit. That is, how long a resource needs to work for each flow unit produced. Using that one can, in turn, discover capacity! THE PROCESS OF EFFECTIVE CAPACITY, THROUGHPUT, AND UTILIZATION We will connect the concept of throughput, the equivalent of demand, after in depths look into the process of calculating effective capacity for individual resource units and, in turn, resource pools hourly and daily. We will then compare our demand, or throughput, with the maximum capacity our individual activities are able to withhold. That would determine our utilization. Based on our utilization, we can make effective decisions.
What is the effective capacity and theoretical capacity for each resource, and their corresponding pool? Unit load: Gold Unit load: Silver Unit load: 50%Gold 50%Silver Number of Resources Mixing 3hrs/order 4hrs/order 3.5hrs/order 3 machines Encapsulating 4hrs/order 5hrs/order 4.5hrs/order 5 machines Bottling 2hrs/order 3hrs/order 2.5hrs/order 2 machines Mixing: Unit load (Tp)= 3.5hrs/order Effective capacity= 1/Tp= 1/3.5hr Theoretical Unit load (TTp)= Tp*(1 – CWF)= 3.5hours*(1-.15)= 2.98 hr Theoretical capacity= 1/TTp= 1/2.98 hr Encapsulating: Unit load (Tp)= 4.5hrs/order Effective capacity= 1/Tp= 1/4.5hr Theoretical Unit load (TTp)= Tp*(1 – CWF)= 4.5hours*(1-.25)= 3.37hrs Theoretical capacity= 1/TTp= 1/3.37hr Bottling: Unit load (Tp)= 2.5hrs/order Effective capacity= 1/Tp= 1/2.5hr Theoretical Unit load (TTp)= Tp*(1 – CWF)= 2.5hours*(1-.10)= 2.25hrs Theoretical capacity= 1/TTp= 1/2.25hr per capacity per resource of of pool capacity of pool Cap. of per day Cap. of R-pool per day (x8hours) Mixing 1/3.5hr 1/2.98 hr 3 0.86/hr 1.01/hr 6.9/day 8.1/day 1/4.5hr 1/3.37hr 5 1.11/hr 1.48/hr 8.9/day 11.8/day Bottling 1/2.5hr 1/2.25hr 2 0.8/hr 0.89/hr 6.4/day 7.1/day Cycle time= 8 hours/ 6.9= 1.16 hours
A.C.A. § 6-15-419(9) A.C.A. § 6-15-419(12) ADE Rules Governing the ACTAAP and the Academic Distress Program 3.10, 3.16, 8.0 – 8.04, and 9.04 Arkansas Department of Education ADE Rules for Governing Standards for Accreditation of Arkansas Public Schools and School Districts 7.0, 8.01, and 16.0 – 16.03.5 (The old Standards required the Student Services Plan be included in the ACSIP. While the new Standards do not specifically require it to be included in your ACSIP, prudence would still recommend it.) Date Adopted: Last Revised:
i. This blockage causes Oxygen deprivation down stream. Treatment? Since it is genetic there is no cure. Some medicines help with the pain or low oxygen levels. Dominant Disorders Only need one allele for these disorders to be present or “expressed”. If an individual is homozygous dominant, usually the disease is much worse and often fatal. Human Dominant Disorders: Achondroplasia (This is referred to as Genetic Dwarfism.) This disorder affects 1 in 10,000 adults. Most people are homozygous recessive and therefor much taller than individuals with Achondroplasia. Huntingdon’s Disease This disorder affects 1 in 10,000 births. It has a late life onset – usually in the 40-50 age range. (Usually after children are born.) The gene is located on tip of Autosome 4. And the mutation behaves in a dominant fashion. Family history is important in diagnosis of this disorder and pedigrees can help. It is a slow degenerative disorder affecting the brain that is almost always fatal. Genetic Counseling and Counselors Genetic Counselors, a well-paying career in high demand, are health care professionals that work as part of a team, providing information and support to families who have members with birth defects and to families who may be at risk for a variety of inherited conditions. Remember, chance has no memory. Each mating can potentially have a different outcome. Sometimes there is a need to various genetic tests to help with confirming diagnosis.
‘stray marks’ marks’ messy FINAL DRAWING - COMPLETENESS At least 80% of the body is visible. Title is clear and legible. Color is used. At least 80% of the body is visible. Title is clear and legible. Color is NOT used. 51 - 80% of the body is visible. OR Title is not clear or present Artwork is incomplete FINAL DRAWING – BODY All of the proportions are accurate Most of the proportions are accurate Most of the proportions are inaccurate No proportions HS1-VA Re9.1a: Establish relevant criteria in order to evaluate a work of art or collection of works. 4 3 2 1 REFLECTION Student answers the question in thoughtful complete sentences without errors. Student answers the question with thoughtful complete sentences, but errors in grammar exist. Student answers in complete sentences, but the responses are short and not thorough. Student’s answers are irrelevant to questions Or In incomplete sentences. Student cites at least two relevant sources in explanation. Student properly cites one relevant source in explanation. Student improperly cites at least once relevant sources in explanation. Student does not cite any sources. CEEL Paragraph Prompt Guided question: How did your subject historically change the world?
deforestation tropical rainforest soil erosion unsustainable agriculture loss of topsoil, therefore fertility soil erosion various sheet wash, gullying, wind erosion toxification acidic regsions, ie Ohio Valley, USA salinization warm and dry locations desertification degradation of land, occurs most in poor countries terracing, contour planting, wind breaks Table 2: Strategies for Global Food Supply Strategies Advantages Disadvantages increase use of GMO (genetically modified organisms) possible human health danger due to genetic recombination, possible introduction of new species
Number of trophic levels Efficiency of energy conversion Initial fixing of solar energy Outline the differences between undernourishment and malnourishment. Contrast the availability of food resources in MEDC’s with that in LEDC’s and explain the differences. Discuss the reasons for an imbalance in food production and the distribution of food resources on a global scale. Contrast the typical diets of people in MEDC’s with those in LEDC’s. Do you consider bush meat to be a good thing or bad thing? Justify your answer. List and define the 2 types of farming systems. Outline the major differences between the inputs and outputs of subsistence and commercial farming systems.
∑ - Taxonomists sometimes reclassify groups of species when new evidence shows that a previous taxon contains species that have evolved from different ancestral species. Sometimes new evidence is found that shows scientists that members of a particular group do not share a common ancestor as once originally thought Sometimes other species that were once thought to be a lot different, are found to be more similar; sharing a common ancestor This switching of classification is an ongoing process as new discoveries or better methods of classification are found. Putting apes together with humans in Hominidae was one of these cases Orangutan as seen in this classification chart on the left are now in a sub family of Pongidae. All apes used to belong to the family Pongidae ∑ - Natural classifications help in identification of species and allow the prediction of characteristics shared by species within a group. _______________________________is very useful for research into biodiversity Easier identification for new species that do not obviously fit into a specific classification (Kingdom à Phylum à Class à etc.) A _______________________________could be used to put an organism into a classification that fits that organism the best This would not work as well _______________________________ (eg. Colour of flower petals) Since organism evolved from a common ancestor, new species would share similar characteristics (likely internal), allowing for easier identification and classification. For example the pentadactyl limb, or mammary glands in mammals Applications and skills: β - Application: Recognition features of bryophyta, filicinophyta, coniferophyta and angiospermophyta. Plant Phyla Bryophyta Filicinophyta Coniferophyta Angiospermophyta
of the workshops (each working group should nominate a spokesperson), and discussion 17.00 End of Day 1 19.30 Official Seminar Dinner (city centre - RESTAURANT …) TUESDAY, 25 September 2018 Activity Coordinator: Diogo Ravara, judge, trainer at the Centre for Judicial Studies (CEJ) 9.15-9.30 Arrival and Registration of Participants 9.30-10.15 Rights of the workers in case of Cross-Border Transfer of Undertakings Júlio Gomes, PhD, justice of the Supreme Court of Justice, and Professor of Labour Law, Oporto Catholic University 10.15-10.45 Discussion Moderator: …, Judge, member of the Judicial High Council’s Cabinet 10.45-11.15 Coffee Break 11.15-12.00 Posting of Workers Lies Michielsen, Lawyer, Researcher, University of Antwerp, Belgium or Olivier de Schutter, Professor of Labour Law, University of Louvain, Belgium 12.00-12.30 Discussion Moderator: …, Judge, 12.30-13.30 Lunch Break 13.30-14.15 First round of Workshops - on the topic of transfer of undertakings …, … 14.30-15.15 15.15-15.30 15.30-15.45 15.45-16.00 Second round of Workshops - on the topic of posting of workers Plenary session – presentation and conclusions of the workshops Turning Technologies Assessment End of the seminar & closing remarks …, Professor of Labour Law Moderators: Sara Sipos, Project Manager, European Judicial Training Network (EJTN) 16.00 Departure of Participants Activity Coordinator Diogo Ravara Judge, trainer at the Centre for Judicial Studies (CEJ) Speakers … … … … … Moderators … Judge, … …
What do you think might have been causing the slight sore throat you felt after visiting your sister’s school? Make sure to use “antigen A” and “antigen B” in your response. How is your body’s second response to “antigen A” directly related to cellular response in your immune system? Given what you now know about memory cells, how do you think a vaccination works?
Week May 30-June 2 Month/Day Subjects Monday Tuesday Wednesday Thursday Friday Social Studies No School AM A and B Missing Babysitter Field Trip PM AM C and D Missing Babysitter Field Trip PM Case of the Missing Babysitter More Cowbell Week June 5-7 Monday Tuesday Wednesday The End Forrest Gump PM Mount Olympus ½ Day
2018 Summer Conference Schedule July 29-21, 2018 Hilton Garden Inn, Manhattan, KS Sunday, July 29, 2018 12:00 p.m. – 1:30 p.m. KLCTE Lunch Meeting* *additional registration fee 4:00 p.m. – 5:30 p.m. K-ACTE Board Meeting 4:00 p.m. – 6:30 p.m. KAAE Teacher Success Meeting 6:30 p.m. – 7:30 p.m. KATFACS Board Meeting 7:00 p.m. KAAE Executive Committee Meeting Monday, July 30, 2018 8:00 a.m. – 9:00 a.m. KAAE Committee Meetings 8:45 a.m. - 9:15 a.m. Opening session & Welcome 9:15 a.m. - 10:20 a.m. Awards 10:40 a.m. - 12:00 p.m. General Session Keynote: Dr. Jason Scales, Business Manager, Education, Lincoln Electric 12:00 p.m. – 1:00 p.m. KATFACS Resource Lunch 12:00 p.m. - 1:15 p.m. Lunch/Exhibitors 1:30 p.m. -2:30 p.m. Breakout Sessions Fingerplay FUN-damentals Michelle Gilbert, Early Care & Education Specialist, Child Care Aware of Eastern Kansas Doing the Right Thing Always – Teaching Ethics Brenda Clark, CEO/President, MBA Research & Curriculum Center Business Pathway Updates Natalie Clark, Education Program Consultant-Business, Kansas State Department of Education Is Your 10-Hour Training Up to Speed? Ann Petersen, Professor, Pittsburg State University Don’t Be Overwhelmed – Integrate FCCLA into your Curriculum! Pam Lamb, State FCCLA Advisor, Kansas FCCLA
5:15 p.m. - 5:45 p.m. K-ACTE House of Delegates 6:00 p.m. KAAE District Meal – Offsite with Districts Tuesday, July 31, 2018 7:00 a.m. – 8:15 a.m. KAAE Breakfast & Committee Reports 7:00 a.m. – 8:30 a.m. KLCTE Breakfast/Networking 8:00 - KATFACS District Meetings/Business Meeting 8:30 a.m. – 9:45 a.m. KAAE Sessions Enhancing your Agribusiness Curriculum and Instruction Pat Grose & Britney Seda, GrainBridge Best Practices for Using the Ag Experience Tracker in Your Program Speakers TBA CASE AFNR Clean Smoke Lab Training (limit 30 attendees) Sherrie Cleavinger & John Bergin, Kansas Corn Commission 8:30 a.m.- 9:45 a.m. Adobe Student Certification Joshua Greenberg, Digital Graphics Instructor, Garden City High School 9:30 a.m. – 11:30 a.m. FCCLA Update Pam Lamb, State FCCLA Advisor, Kansas State Department of Education Gina Bergin Kacey Preston 10:00 – 11:15 KAAE Sessions Enhancing your Agribusiness Curriculum and Instruction Pat Grose & Britney Seda, GrainBridge Best Practices for Using the Ag Experience Tracker in Your Program Speakers TBA CASE AFNR Clean Smoke Lab Training (limit 30 attendees) Sherrie Cleavinger & John Bergin, Kansas Corn Commission 10:00 – 11:15 Reality U: A Financial Literacy Simulation of the Future for Today’s Students Patrick Sehl, Jr., Director of Reality U, The Pando Initiative 11:30 a.m. – 1:30 p.m. KAAE Lunch & Awards 11:30 a.m. - 1:30 p.m. KATFACS Awards Luncheon 11:30 a.m. – 1:30 p.m. KBOA Lunch 11:30 a.m. – 1:30 p.m. KIEA Lunch 11:30 a.m. – 1:30 p.m. KLCTE Lunch
This format is used when there is information from multiple respondents in a single module. In this format, the questions are located in the columns and the responses are recorded in the rows. An example of this format is found in Module 2: Education, where the responses from different household members are recorded on individual rows for the same questions. In these modules, you will ask all the questions for one individual before moving on to the next individual. This way, you will not miss skip patterns unique to individuals. Pay close attention to the typestyles (fonts) used in the questionnaire. The table below lays out for you what you should do when you see a particular typestyle. The examples in the table below are in the typestyle noted. Typestyle Meaning Examples Lower-case font Questions or comments that the interviewer is to read word-for-word to the respondent. Question response codes that the interviewer will read to the respondent as a set of choices the respondent is to use in answering the question. How many total rooms does your dwelling have? Do you store drinking water in your home? Yes....1 No......2 Upper-case font Instructions to the interviewer to guide in completing the questionnaire or in asking a particular question. Question response codes that the interviewer will not read to the respondent, but which will be used to code the response provided by the respondent. LIST OF HOUSEHOLD FIRST, THEN SPOUSE OF HEAD, THEN OTHER FAMILY MEMBERS. How do you treat your drinking water? NO TREATMENT……….1 BOIL……………………..2 ADD CHLORINE……….3 IODINE…………………..4 OTHER (SPECIFY)…….5
Portfolio Based Assessment (PBA) – College credit awarded by the assessment of a student’s learning through an evaluation of a portfolio demonstrating a student’s documented learning, certifications, licensures, work samples, awards, honors, job descriptions, job accomplishments, evidence of self-directed study or work. This type of assessment may also incorporate performance and skills evaluations and faculty interviews of students. Executive Policy Methods of Earning Credit for Prior Learning A list of some of the more commonly accepted methods of earning credit for prior learning is provided below. It is anticipated that new methods of earning credit for prior learning and new forms of assessment may develop. Therefore, this list is not exhaustive and this policy is not limited to only the methods mentioned below. Credit by Institutional Examination (CBIE) Examinations created by UHCC faculty allow students to challenge a specific course for college credit. National Equivalency Exams – Series of exams developed by the College Board for high school students to earn college credit while in High School. – Series of standardized subject exams developed by the College Board to assess college-level learning for college credit. – DSSTs are standardized subject exams developed to assess knowledge for college credit originally limited to members of the armed forces but now available to civilians. – Formerly named Regents College Exams or American College Testing (ACT) Proficiency Examination Program (PEP), UExcel exams are standardized subject exams offered by Excelsior College for college credit. Non-Collegiate Sponsored Education level
Examples of Non-Collegiate Sponsored Education – Military training, ACE Credit Recommendations, industry certifications or National Equivalency Exams (CLEP, AP, DSST, UExcel). Transferability of credits earned from Prior Learning The transferring of credits earned from Prior Learning to other UH Community Colleges, UH Hilo, UH Maui College and UH West O'ahu and any other non-UH school will be at the discretion of the receiving institution (Attachment B). F. Fees Fees may be assessed for such PLA forms as CBIE and PBA (Attachment C). Delegation of Authority Contact Information Subject Matter Experts Office of the Vice President for Community Colleges, telephone number 956-7038 or email at jmorton@hawaii.edu References Board Board of Regents Policy, , Student and Credit Transfer within the University University of Hawai‘i Systemwide Executive Policy , Student Transfer and Inter-Campus Articulation University of Hawai‘i Community College Policy Exhibits and Appendices Attachment A – The 10 CAEL Standards for Assessing Learning Attachment B – Memorandum of Understanding for Acceptance of PLA Credit Attachment C – Cost of Credit by Institutional Exam and Portfolio Based Assessment
REQUIRED HEALTH CARE SCREENING; MEDICAL AND DENTAL EXAMS Service Who Purpose Responsibility When Contacts Initial Health Care Screening All children who enter the care/ custody of DCS To determine if there is an acute health care problem; to look for signs of physical abuse; and to ensure the child has access to medical treatment for any chronic medical condition. The foster parent is responsible for making the appointment with the primary care physician. When possible, this screening should be provided by the foster child’s own PCP. Within 7 calendar days of placement. For assistance in locating a primary care physician (PCP) or primary dental provider (PDP): Access the CMPD website: ; or Contact Member Services at: 602-351-2245, press option 1, then option 3 For scheduling problems: Contact Member Services at: 602-351-2245, option 3, then option 1; or CMDPMemberServices@ azdes.gov Well-Child Check-Up All children in care ages 2 through 20 To assure that children receive regular preventative healthcare such as routine medical exams. The foster parent is responsible for making the appointment with the primary care physician (PCP). Within 30 calendar days of placement and every year thereafter. All children in care ages newborn to 2 years old To assure that children receive a total of 11 check-ups and 25 shots by the age of 2 years. The foster parent is responsible for making the appointment with the primary care physician (PCP). A child should be seen by a PCP at these ages: Newborn 3-5 days of birth 1 month 2 months 4 months 6 months 9 months 12 months 15 months 18 months 24 months Dental Examination All children in care age 1 year and older To assure that children receive regular preventative dental care such as routine dental exams. The foster parent is responsible for making the appointment with the primary dental provider (PDP). Within 30 calendar days of placement and every 6 months thereafter. NOTE: The Comprehensive Medical and Dental Program (CMDP) is the Arizona Health Care Cost Containment System (AHCCCS) health plan for children in foster care who are Medicaid eligible. Under CMDP, you can select any AHCCCS registered healthcare provider for medical or dental services.
COMPLEX HEALTH CARE NEEDS Service Who Description Contacts Children’s Rehabilitative Services (CRS) Children who enter the care/ custody of DCS who require specialized medical services. Children must be enrolled in AHCCCS and diagnosed with a CRS covered condition that includes, but is not limited to the following: Cerebral palsy Scoliosis Spina bifida Cystic fibrosis Hear conditions due to congenital deformities Muscle and nerve disorders Sickle cell anemia CRS provides medical treatment to AHCCCS children with complex health care needs who require specialized services. Foster children enrolled with CRS will receive their behavioral health coverage with CRS. United HealthCare Community Plan CRS Statewide for children with qualifying CRS medical condition Member Services: 1-800-348-4058 Foster Care Hotline: 1-800-582-8220 Children’s Liaison: 602-255-1692 or CRS_specialneeds@uhc.com
The First Five Hydrocarbons Name _______ Date ________ Name Molecular Formula Structural Formula Shortened Structural Formula Space Filling Model Common Uses methane CH3CH3 Manufacturing plastic C3H8 Camp fuel CH3CH2CH2CH3 Hand held lighters pentane Can you guess the names of the next 5 hydrocarbons? The First Five Alcohols methanol C2H6O CH3CH3CH2OH butanol C5H12O
Question 3: x and y vary inversely. Write and equation that relates x and y for the given values: x = 1.5, y = 50 Answer C: ±3 Question 4: x and y vary inversely. Write an equations that relates x and y when x = 65 and y = . Answer D: Question 5:
6 what we're trying to clean up with this reg 7 change. 8 I can answer any questions. 9 RON PIERINI: Thank you, Mike. 10 Commissioners, anything? It kind of goes 11 along with one thing for the CCW. If you 12 recall from when we did that permit process, 13 it changed all of Nevada. And was very -- it 14 was up to the sheriff whether it was -- to go 15 forward with that. And then obviously the 16 Legislature changed that. We all had all of 17 those items that we had to go through. 18 One of the things they used to do on 19 the CCW was if you used this particular gun of 20 a -- for instance a Glock 17, that's okay, but 21 you can't go to a Glock 19 until you go 22 through the process with an instructor. 23 And you had to have that listed 24 actually on the form itself. So that's what 25 this is kind of about is that we don't want to 11 1 do that. This is a good way to do it. We had 2 some agencies, as Mike had mentioned, saying 3 that we don't understand that, as well. So 4 this is an easy way to address this, and 5 probably the right thing to do. That's my
9 and that kind of thing. But for us, it's just 10 an easier way of vetting these out-of-state 11 vendors. The criteria for getting a course 12 certified through NCP is a much higher 13 standard than ours anyway, so we're not losing 14 anything there, we're actually gaining 15 something. 16 And everyone is moving to it, to be 17 honest with you anyway. It's just a way for 18 us to move those into our state, that kind of 19 thing. 20 So that's what we're trying to do in 21 terms of the advance training with this 22 workshop. 23 RON PIERINI: Thanks, Mike. Any 24 questions from commissioners? How about the 25 public? 17 1 RUSS PEDERSEN: (Inaudible). Two 2 questions. Russ Pedersen for the record. 3 One, I've never certified. Is it a fairly 4 simple process; 30 days, 60 days, 90 days for 5 an outside vendor to certify that they're 6 class -- 7 MIKE SHERLOCK: Excuse me. Mike Sherlock 8 for the record. Are you speaking through us
Record of Annual Leave Name: Job Title: 2017/2018 Holiday Entitlement: Date Booked Proposed leave dates No. of days leave No. of days remaining Employee signature Manager Signature Dates for 2018/19 Date Booked Proposed leave dates No. of days leave No. of days remaining Employee signature Manager Signature
Behavioral Health Services and Foster Parent Consent Foster parents can consent to assessment, evaluation, and treatment for routine medical and dental treatment and procedures, including behavioral health services. Examples of behavioral health services foster parents can consent to include: assessment and service planning counseling and therapy rehabilitation services medical services psychiatric evaluation psychotropic medication laboratory services crisis intervention services behavioral health day programs support services case management personal care services family support peer support respite sign language or oral interpretive services transportation Reminder: Foster parents must notify the foster child’s DCS Specialist and their licensing agency within 24 hours of any non-emergency injury, illness, change of medication, or medication error that requires the foster child to be seen by a doctor of medicine, physician assistant, or registered nurse practitioner. Behavioral Health Services and DCS Consent DCS must consent to inpatient assessment, inpatient psychiatric care services, residential treatment services, therapeutic group homes, and Home Care Training to Home Care Client (HCTC). Summary Behavioral health issues are the most common health problems reported for children in care. If these issues are not addressed, problems may arise in placements. Foster children receive their behavioral health coverage through a Regional Behavioral Health Authority (RBHA), CMDP, Children’s Rehabilitative (CRS), and Division of Developmental Disabilities (DDD). HB 2442, known as Jacob’s law, ensures a behavioral health assessment is completed for every child in foster care within a required timeframe. If foster parents experience difficulty assessing needed behavioral health services or have any concerns regarding the quality of those services, they should contact the foster child’s RHBA or CRS first. If they are unable to satisfactorily resolve their concern through the RBHA or CRS, they can contact the AHCCCS customer service line for support at (602) 364-4558 or (800) 867-5808. Remember, foster parents have a voice!
Name: 5.4 REFLECTION AND ACTION WORKSHEET Task and Relationship Reflection 1. As you reflect on what has been discussed in this chapter and on your own leadership style, how would you describe your own style in relation to task and relationship orientations? What are your strengths and weaknesses? 2. What biases do you maintain regarding task style and relationship style? How do your biases affect your leadership? 3. One of the most difficult challenges leaders face is to integrate their task and relationship behaviors. Do you see this as a challenge in your own leadership? How do you integrate task and relationship behaviors? Action 1. If you were to change in an effort to improve your leadership, what aspect of your style would you change? Would you try to be more task oriented or more relationship oriented? 2. Identify three specific task or relationship changes you could carry out. 3. What barriers will you face as you try to make these changes? 4. Given that you believe this change will improve your overall leadership, what can you do (i.e., what strategies can you use) to overcome the barriers you cite in Action Item #3 above?
Noon-2:00 pm Carnegie Room 207 UTEC Committee Members: Steve Angel-Chemistry, Michael O’Brien-Modern Foreign Languages, Jason Emry-Biology, Cathy Janet Sharp-Math, Lynda Miller-Art, Tiffany Dirks-Kinesiology, Tara Porter-Licensure Officer, Craig Carter-Education, Rachel Goossen-History, Cherry Steffen-Education, Craig Treinen-Music UTEC Committee Co-Chairs: Gloria Dye-Education & Danny Wade-English AGENDA & MINUTES 1. CAEP Standards 1-5 & Cross-Cutting Themes of Diversity and Technology The following information was discussed in more specific detail. Each UTEC member provided input into the following NEED areas. Dr. Dye facilitated a conversation for each of the following areas. She wrote the responses provided by the UTEC team as well as from each content area’s perspective and submitted them to the person in charge of the CAEP info. -Standard 1-Content & Pedagogical Knowledge NEED: GPA of Ed Students and GPA of Non-Ed Students in your Content area (yrs?) The committee discussed this and decided they needed more clarification about what specifically was needed from each content area. -Standard 2-Clinical Partnerships & Practice NEED: Review and note info on Document & Evidence for standard 2 spreadsheet The committee examined the specific elements required for standard 2. A specific statement was noted on the Standard 2 spreadsheet and submitted to the Standard 2 chairperson. -Standard 3-Candidate Quality, Recruitment & Selectivity NEED: Ethics Info The committee examined the info requested and provided a statement that was submitted to the standard 3 chairperson. -Standard 4-Program Impact -Standard 5-Quality Assurance and Continuous Improvement -Cross-Cutting Themes -Diversity NEED: Diversity Info The committee examined this info and provided specific statements from each content area on the diversity spreadsheet. This info was submitted to the Diversity chairperson. -Technology NEED: Info about Tech used by students-Content & Pedagogical Knowledge Each committee member had already completed this information and submitted their info to the committee chairperson. Meeting agenda and minutes are respectfully submitted by Dr. G. A. Dye
Model a paper clip. The sweep function allows the user to extrude a closed profile along a path. The path may be open or closed. The profile and the path must exist as two separate sketches. Create a sketch to represent the path (the curving spiraling line along which the profile will be swept). The dimensions of the geometry are not important. Just try to approximate a real paperclip. Finish the sketch. Select Workplane and pick the point that is at the end of the path. Click again to “set” the workplane. Apply a sketch to the plane and then project the point at the end of the path to the sketch plane. Draw a circle centered on the projected point and finish the sketch. Use the Sweep function to extrude the circle along the existing path to create the form of a paper clip. Note that two sketches are necessary to create a swept feature – a path and a profile. Save the file to your Practice project folder as a Paperclip.ipt. Conclusion What 3D CAD functions could be used to create a wire coat hanger? For each of the following, sketch a 2D shape and an axis of rotation that you could use to model each of the following solid forms using the Revolve function within 3D modeling software. Dimension each sketch and indicate the axis of rotation that you would use. You may use software to check your answers. A solid cylinder with a diameter of 3.5 in. and a height of 7 in. Be sure to dimension the shape. A solid sphere using the Revolve function. What rotation angle would you use? For each of the following, describe the solid form that would result from rotating the given shape about the axis of rotation by the given rotation angle. Then sketch the resulting 3D shape and indicate important dimensions. a.
Share Sketch Trim Feature Tools – These are suggested tools for this activity Revolve Hole Circular Pattern Extrusion (Mid-plane/symmetric) Model the following flange plate part. Create a sketch based on the image above. Finish the sketch and use the Revolve command to create the part. Apply a sketch and place a Point that is vertically aligned with the sketch origin and located the appropriate distance from the part center point. Use the Hole Feature to place a Ø0.5 THRU hole located on that point. The pattern function allows the user to make multiple copies of an existing feature, such as a hole, (as opposed to a sketch component as you discovered in the previous exercise in this activity) in one of three ways. A circular pattern is often used to array a hole around a center axis. An edge on an existing feature can also serve as the center axis. Use the Circular Pattern function to pattern the hole on the flange plate such that 10 holes (including the first hole) are modeled around the part centerline. Save the file to your Practice project folder as CircularPattern.ipt. Create a 3D solid model of an Automoblox tire. Use your measurements or the dimensioned pictorials. The dimensions shown in the images below are for reference only. Sketch concentric circles and use a Midplane (or Symmetric) extrusion to create the rubber ring. The part does not need to be created to exact dimensions as it is a visual representation used to develop skills sets. Share the sketch by right clicking on the sketch in the Project Browser (under Extrusion1 parent) and choosing Share Sketch. An unconsumed copy of the Sketch will appear in the browser. Edit the sketch to create the geometry for one internal rib using a concentric circle, lines, and the Trim tool.
Name: ___________________ Table#: ______ Period: ______ Date: ______ 5.5C Slopes_Classwork Objective: Derive slope using graph and table (CCSS: 8.EE.6) WATCH “Slope Dude” For each type of slope, show an example of the indicated slope. POSITIVE SLOPE NEAGATIVE SLOPE SLOPE OF ZERO UNDEFINED SLOPE (ZERO SLOPE) Use to find the slope of the line. m = description: m = description: m = description: m = description: m = description: Use the table to find the slope (constant rate of change) 6. m = description: 7. m = description: 1. m = description: 2. m = description: 3. Use the table to find the slope (constant rate of change) m = description: 4. m = description: 5. m = description: 6. m = description: 7. m = description:
mean. Into what range must a candidate’s cholesterol level be in order for the candidate to be included in the study? Solar energy is considered by many to be the energy of the future. A recent survey was taken to compare the cost of solar energy. Results of the survey revealed that the distribution of the amount of the monthly utility bill of a 3-bedroom house using gas or electric energy had a mean of $91 and a standard deviation of $13. Assuming the distribution is symmetric; would you expect to see a house using gas or electric energy with a monthly utility bill of $182.00?
Warranty The Contractor shall warrant all work against any defects in materials and workmanship for a period of one (1) year. Unless otherwise specified, the warranty periods shall begin after the Certificate of Acceptance is issued for the Contract. 2.4 Submittal Following submittals shall be provided by the contractor: Technical data sheet showing characteristics of the additive to be used by the precaster. A letter of certification from the precaster stating that the correct amount and correct mixing procedure as recommended by the manufacturer were followed for all antimicrobial concrete. Copy of sample test result as specified in Section 2.2. PART 3: PRODUCTS Concrete Additive Antimicrobial additive shall be used to render the concrete uninhabitable for bacteria growth. The liquid antibacterial additive shall be an EPA registered material and the registration number shall be submitted for approval prior to use in the project. The amount to be used shall be as recommended by the manufacturer of the antibacterial additive. This amount shall be included in the total water content of the concrete mix design. The additive shall be added into the concrete mix water to insure even distribution of the additive throughout the concrete mixture. The antibacterial additive shall have successfully demonstrated prevention of MIC in sanitary sewers for ten or more years. The antibacterial additive shall be used by factory certified precast concrete plants.
Program Budget Request – Activity A: Required Questions Form Agency: Department of Transportation (DOT01) This form should be completed online at the Budget Portal. Please refer to Page 17 of the Operating Budget Guidance for instructions on completing this form. Program Number (ex. 1234A) & Program Name: 4980B Aviation Operating FY2010 Actual FY2011 Estimate FY2012 Request FY2013 Request Total Program Expenditures $3,040,964 $5,623,735 $5,934,317 $5,842,120 FTE Expenditures $1,636,873 $2,756,591 $3,066,177 $2,973,980 Funded FTEs 18 22 22 22 What is the purpose of the program? What existing problem, interest, or need does this program address? The purpose of this program is to meet the Strategic Initiatives of the Ohio Department of Transportation and other state agencies, along with improving Ohio’s transportation system from an aviation perspective. The overall objective is to maintain a transportation system which ensures the safety, efficiency and mobility. Who are the beneficiaries of this program? The beneficiaries of this program are ODOT, other State Agencies, as well as the public, general aviation and business aviation. Are expenditures of this program limited to specific geographic areas and/or population groups? If so, please discuss the specific areas and/or population groups served. Expenditures are not limited to specific geographic areas or groups. If this is a regulatory program, describe the regulated community and how this program impacts the community. This program is currently not a regulatory program.