zilongwang/ReadingBank huggingface dataset:
application, if the selection committee so desire. Arrangements for PPT presentation will be available. Stage III: Joining report The selected candidate will be informed giving a specified period of time for his/her joining the post in the institute. He/she has to inform his/her acceptance or otherwise immediately for taking necessary action from the institute. The candidate has to submit Medical certificate, vigilance clearance certificate indicating the details of imposition of major/minor penalties, if any, during the past service life or at least for last ten years whatever the case may be before joining, if selected. Registrar, IASST
19. RESEARCH PUBLICATIONS (a) Books- Self authored/co-authored/edited (Please attach separate sheet, if necessary) S. No. Title of the Book (s) Whether Sole Author or Co-author Name of Publisher (with city/ country) Month & year of publication Refereed or Non- refereed ISBN/ ISSN 19. (b) Chapters contributed in edited books (Please attach separate sheet, if necessary) S. No. Title of Chapter (s) Title of the Book(s) Whether Sole Author/ Name of Publisher (with city/ country) Month & year of Publication Refereed or Non- refereed ISBN/ ISSN 19. (c) Research Articles/Papers published in Journals /Periodicals /Conference proceedings/Newspapers (Please attach separate sheet, if necessary) S. No. Title of research article / paper(s) Name of journal (with city/ country) Whether Sole Author/ Month & year of publication, volume, No. & page No. Whether Refereed/ non- refereed ISBN/ ISSN Level (Int./ Nat./ State/ Local) Impact Factor 20. Research Projects Undertaken (other than that for a research degree)
(Please attach separate sheet, if necessary) S. No. Title/Subject of paper presented Subject of Conference / Seminar / Symposium / Workshop Organizing Institution/ and Name of City/ Country Duration From __ to__ Whether the proceedings published Yes/No 24. Lecture/Special Lecture in Institutions of repute within the country and outside. (Please attach a separate sheet if necessary) S. No. Title/Subject of Lecture delivered Name and Place of Institution Date of Lecture Duration OTHER MISCELLANEOUS INFORMATION 25. (a) Membership/Fellowship of other institutions/professional societies: (b) Other activities/Responsibilities: (c) Any other relevant information, if not given above. 26. (a) Has there been any break in your academic career? If so, give details. YES/NO (b) Have you been punished during your studies at College/University? If so, give details. YES/NO (c) Have you been punished during your services or convicted by a court of law? If so, give details. YES/NO (d) Were you at any time declared medically unfit or asked to submit your resignation or discharged or dismissed? If yes, give details in a separate sheet. YES/NO (e) Do you have any case pending against you in any Court of Law? If yes, give details. YES/NO 27. Are you willing to accept the minimum initial pay in the grade? If not, state reasons for claiming higher starting pay. YES/NO
19. RESEARCH PUBLICATIONS (a) Books- Self authored/co-authored/edited (Please attach separate sheet, if necessary) S. No. Title of the Book (s) Whether Sole Author or Co-author Name of Publisher (with city/ country) Month & year of publication Refereed or Non- refereed ISBN/ ISSN 19. (b) Chapters contributed in edited books (Please attach separate sheet, if necessary) S. No. Title of Chapter (s) Title of the Book(s) Whether Sole Author/ Name of Publisher (with city/ country) Month & year of Publication Refereed or Non- refereed ISBN/ ISSN 19. (c) Research Articles/Papers published in Journals /Periodicals /Conference proceedings/Newspapers (Please attach separate sheet, if necessary) S. No. Title of research article / paper(s) Name of journal (with city/ country) Whether Sole Author/ Month & year of publication, volume, No. & page No. Whether Refereed/ non- refereed ISBN/ ISSN Level (Int./ Nat./ State/ Local) Impact Factor 20. Research Projects Undertaken (other than that for a research degree)
Aadhar Card No._________________________________________________ Advertisement No.________________________________________________ Post Applied for___________________________________________________ Indian Postal Order/Demand Draft No._______________ Date________________ Amount__________ Note: Fee if already paid against previous advertisements, please specify the details of the fee paid: Advertisement No. Indian Postal order/ Bank Draft No. & Date Name of the bank & address/ Post Office Address Amount Remarks Failing to specify the above details, the candidate requires fresh payment of the applicable fee. 1 Name in full (block letters) 2 Name of (i) Father (ii) Mother (iii) Spouse 3 Nationality 4 Date of Birth 5 Marital Status 6 Gender (Please specify) 7 Address for Correspondence with Pin Code and contact Number (Mobile Number), if any. 8 Permanent Address with Pin Code and contact No (Mobile Number). If any 9 Whether a member of SC/ST/OBC? ( if so attach certificate) Gen SC ST OBC 10 Whether Physical Handicapped?(if so attached certificate) Yes/ No 11 Whether Ex-Serviceman? (attach Proof) Yes/ No 12 Is any age relaxation being claimed if so give details? Yes/ No 13 Do you possess the essential educational qualifications as mentioned in the advertisement? Yes/ No 14 Do you possess experience as indicated in the advertisement? Yes/ No 15 Present Employment Status (Give name of Organization, designation & Pay Scale) 16 Whether application routed through proper channel Yes/ No 17 Knowledge about computer applications Yes/ No
Social and Cultural Practices and Beliefs Individual beliefs and practices that may be widely shared but are not mainly driven by ‘social pressure’ or expectations Timing & Continuity of Use Completion/continuity in use of services and adoption of practices Quality Quality Adherence to required quality standards (national or international norms) Annex 2 The framework of determinants will provide indicators on the following lines: Indicators for Factors Determinants Children in conflict with the law Child victims and child witnesses of crimes Children in contact with the justice systems for matters relating to custody, protection, inheritance claims, etc. (child parties to a justice process) Enabling Environment Social Norms Legislation/Policy Budget/Expenditure Management /Coordination Supply Availability of Essential Commodities/Inputs
ASSAM AGRICULTURAL UNIVERSITY, JORHAT APPLICATION PROFORMA FOR DIRECT RECRUITMENT OF DEANS AND DIRECTORS (To be supported with necessary documents/evidences, each marked with separate enclosure number) 1. Name in full (block letters): 2. Present Designation, if employed: 3. Present address: 4. Discipline: 5. Date and place of birth: 6. Father’s name/Husband’s name: 7. Educational qualification: Degree / Exam Year of passing University/Board CGPA or percentage of marks Major subject (s) 8. Particulars of service in the ranks of Assistant Professor and Associate Professor: Category of post Designation , Institution/ Organization with place of posting Period Duration From (date) To (date) Years Months Days Assistant Professor & equivalent with AGP of 6000/- a) Teaching b) Research c) Extension Total
research papers in journals with Thomson Reuter’s Journal Impact Factor but not rated by NAAS. of Agricultural Sciences Criteria for NAAS rating for research journals having Thomson Reuters Impact Factor Journal Impact Factor (as per 2010 list) NAAS Rating >0.00 - 0.02 6.1 >0.02 - 0.04 6.2 >0.04 - 0.06 6.3 >0.06 - 0.08 6.4 >0.08 - 0.10 6.5 >0.10 - 0.20 6.6 >0.20 - 0.30 6.7 >0.30 - 0.40 6.8 >0.40 - 0.50 6.9 >0.50 - 0.60 7.0 >0.60 - 0.70 7.1 >0.70 - 0.80 7.2 >0.80 - 0.90 7.3 >0.90 - 1.00 7.4 >1.00 - 1.50 7.5 >1.50 - 2.00 7.6 >2.00 - 2.50 7.7 >2.50 - 3.00 7.8 >3.00 - 3.50 7.9 >3.50 - 4.00 8.0
Seminar/Conference attended during the assessment period (enclosed document nos…………………..) Sl. No. Title of seminar/ conference Duration Place Organized by Whether oral/poster presentation or attended Title of paper presented From (date) To (date) 11A. Brief summary of salient achievements during the period of assessment (extra pages may be added, if required)
XAFS and Fluorescence Analysis Xa XAFS Xb X-ray fluorescence analysis, microanalysis Spectroscopy S1 Photoelectron spectroscopy of solid, infrared materials science, photochemistry S3 Magnetic circular dichroism (soft X-ray and hard X-ray) Industrial Application I Industrial application
No. subject which it was developed To_____ of (in (PG/UG) Total API Score Certified that the scores mentioned under all categories above are true and are supported by documentary evidences. TOTAL API SCORE UNDER CATEGORY- III
L A F E R I A I N D E P E N D E N T S C H O O L D I S T R I C T AD M I N I S T R A T I V E I N - HOUSE V A C A N C Y AN N O U N C E M E N T An Equal Opportunity Employer* Position Title: Assistant Principal Location: Elementary Salary Range: $51,647 – $62,983 Length of Work Year: 11 Months/210 Days Position Summary Date: 04/27/2018 Assist the school principal in overall administration of instructional program and campus level operations. Coordinate assigned student activities and services. Position Requirements Education/Certification: Master’s degree in educational administration Texas principal or other appropriate Texas certificate; Texas Teacher Evaluation and Support System appraiser Experience: Two years’ experience as a classroom teacher Special Knowledge/Skills: Thorough understanding of school operations. Ability to coordinate campus support operations. Strong organizational, public relations, and interpersonal skills. Physical Demands: Maintain emotional control under stress. Work with frequent interruptions. Occasional district-wide travel; occasional prolonged and irregular hours. Duties/Responsibilities Participate in development and evaluation of educational programs. Help plan daily school activities by participating in the development of class schedules, teacher assignments, and extracurricular activity schedules. Help principal develop, maintain, and use information systems to maintain and track progress on campus performance objectives and academic excellence indicators. Ensure that school rules are uniformly observed and that student discipline is appropriate and equitable. Share supervisory responsibility for professional staff with school principal. Supervise teachers, custodians, paraprofessionals, clerical personnel and others as assigned. Application Procedures District Employees: Submit letter of intent by deadline. Outside Applicants: Apply online through Region One on ONE*APP (include transcripts, credentials, etc.) Application Deadline Applications will be accepted until the position is filled. *Applicants for all positions are considered without regard to race, color, national origin, religion, sex, marital status, veteran or military status, disability, or any other legally protected status. The district Title IX Coordinator is Cynthia Torres, Assistant Superintendent for Instruction & Personnel – Administration Office 956-797-8300.
Show a young guy watching Youtube how to video on his iPad while trying to fix something at home. You figure out how to do it, we’ll help you figure out how to pay for it. Passive or Active. Words that end in “ing” are passive words. They suggest something will happen sometime — or maybe not at all. Here’s an example. “We’re going to help you by lowering your interest rate.” Here’s the same idea as a straightforward statement… “We can lower your interest rate.” In fact, I’d make an even bigger change and write, “Now you can lower your interest rate.” (“You” makes it personal for the reader and implies he or she is in control of the situation.) But staying with the two similar examples above, the second one is more action oriented. The writer makes it clear the rate will be lower if the prospect accepts the campaign’s offer. The first example sounds iffy. It doesn’t encourage the prospect to act. This active-passive style isn’t only a direct marketing technique. I first heard it ages ago from a magazine editor who told me how to improve a story with active references instead of passive “ing” words. Present or Future. As part of the active, do-it-now message your marketing copy should project, you want statements to be in the present tense as much as possible. I realize it can sound a bit awkward when you write something like, “The payment is deducted directly from your checking account.” Most writers want to position the statement in the future tense: “The payment will be deducted directly from your checking account.” English majors will say the second sentence is preferable, but this is real-world direct marketing, not a classroom. The idea makes more of a difference when you communicate benefits… “You get $100 cash,” versus, “You will get $100 cash.”
01/06/2015 Susan Plaintiff John Counsel 101 Attorney fees for personal injury settlement ($10,000) $20,100 01/06/2015 Susan Plaintiff Susan Plaintiff 102 Client’s share of settlement ($20,000) $100 01/20/2015 ABC Company ABC Company Prepayment of expenses and attorney fees $10,000 $10,100 01/28/2015 Jack and Jill Vendor Mark Purchaser Purchase price for real estate sale $200,000 $210,100 02/01/2015 ABC Company Court Reporter Inc. 103 Deposition transcript ($200) $209,900 02/02/2015 Jack and Jill Vendor Jack and Jill Vendor 104 Proceeds of real estate sale ($199,500) $10,400 02/02/2015 Jack and Jill Vendor John Counsel 105 Attorney fees for real estate sale ($500) $9,900 02/08/2015 ABC Company John Counsel 106 Attorney fees – 5 hours at $200/hour ($1,000) $8,900 Exhibit B - Client Ledgers Susan Plaintiff Date Source of Funds Deposited Payee Check Number Description Amount Total amount held for client or beneficiary 01/02/2015 ABC Insurance Company Personal Injury Settlement $30,000 $30,000 01/06/2015 John Counsel 101 Attorney fees for personal injury settlement ($10,000) $20,000 01/06/2015 Susan Plaintiff 102 Client’s share of settlement ($20,000) $0 ABC Company Date Source of Funds Deposited Payee Check Number Description Amount Total amount held for client or beneficiary 01/20/2015 ABC Company Prepayment of expenses and attorney fees $10,000 $10,000
Name of the Organization Period of Service Total Period Designation Scale of Pay Last Pay Drawn Reason for Leaving From To (c) Research Experience Name of the Organization Period of Work Type of work done Beneficiaries of R&D work From To 4. (d) Administrative Experience Sr. No. Position Held Duration Nature of Duties performed From To 4. (e) Any other experience such:
8. Documenting, Filing, & Rescinding (7 minutes) Slide 14 SAY: So far we have talked about staff responsibilities, what to tell patients about advance directives, and various forms and educational materials. Now we are going to talk about the nuts and bolts of implementing advance directives, including documenting, filing, and rescinding. Only three note titles are approved for documenting advance directives and advance care planning discussions in the health record. They are “Advance Directive,” “Advance Directive Discussion,” and “Rescinded Advance Directive.” All three note titles must be linked to Crisis Warnings Allergies Directives (CWAD) postings in the Computerized Patient Record System (CPRS). The “Advance Directive” note title is used only to indicate that an advance directive document has been entered into the electronic record. An “Advance Directive” note is generated automatically when an advance directive is completed via iMedConsentTM. The “Advance Directive” note title is also used when an advance directive is scanned into the electronic record. Staff who conduct advance care planning discussions with patients should use the “Advance Directive Discussion” note title to document their discussions. If the discussion pertains to a particular advance directive that was already in the health record, an addendum to the relevant “Advance Directive” note may also be used to document the discussion. The “Rescinded Advance Directive” note title is used to document the patient’s revocation of an advance directive and the invalidity of the associated directive. We will be going over these procedures next. CLICK.
5. Completing a Living Will (11 minutes) Slide 10 SAY: Now please turn to the living will section of the VA advance directive, which is on page three. Also take out the handout titled, “Information for Patients: Common Life-Sustaining Treatments.” A living will is a legal form that states what kinds of treatments you would or wouldn’t want if you become ill and can’t decide for yourself. For patients who want assistance completing a living willing, start by having a general conversation about health care preferences. Ask them to think about what would be meaningful or important to them if they were sick or injured and couldn’t communicate for themselves. Give them some examples of what people might want most to happen, such as to be as comfortable as possible, to live as long as possible, or to spend time with loved ones. Ask the patient what would be important to them. Also give them some examples of what people might want most to avoid, such as to be unable to communicate, to be in pain, or being separated from loved ones. Encourage the patient to discuss experiences they have had with family or friends and how that relates to what they would want. If there is a particular situation that is relevant to the patient, be sure to explore that with them. After the patient has thought about what is important to them if they were sick or injured and couldn’t communicate their preferences, describe some medical situations in which they would not be able to make their own health care decisions. Some examples are: - You are unconscious, in a coma, or in a vegetative state and there is little or no chance of recovery; - You have permanent, severe brain damage that makes you unable to recognize family or friends (for example, severe dementia); - You have a permanent condition where other people must help you with your daily needs (for example, eating, bathing, toileting); - You need to use a breathing machine and be in bed for the rest of your life; - You have pain or other severe symptoms that cause suffering and can’t be relieved; and - You have a condition that will make you die very soon, even with life-sustaining treatments
10. Post-Test and Answer Review (10 minutes) Slide 18 SAY: Now let’s take a few minutes to complete the post-test that is in your training packet. This is an open book test. Feel free to use the materials from today’s discussion. We will review the answers shortly. Instructions to trainer: Allow time for participants to complete the post-test. Then review the answers and provide copies of the answer key. CLICK.
13. Programme Structures* 14. Awards and Credits* Level Module Code Module Title Credit rating Level 6 NU3112 NU3089 NU3091 NU3092 NU3093 NU3117 Compulsory module for all pathways Specialist On-going Care Approaches Compulsory module plus following module for Cardiothoracic pathway Acute Cardiothoracic Care Compulsory module plus following module for Orthopaedic pathway Acute Orthopaedic Care Compulsory module plus following module for Neuroscience pathway Neurologic Emergencies Compulsory module plus following module for Renal pathway Assessment and Management of Patients with Acute Kidney Injury Compulsory module plus following module for Cardiac pathway Acute Cardiac Care 20 20 20 20 20 20 Advanced Certificate Acute and On-going Care (Cardiothoracic) requires 40 credits at Level 6 (must incude NU3089) Advanced Certificate Acute and On-going Care (Orthopaedic) requires 40 credits at Level 6 (must include NU3091) Advanced Certificate Acute and On-going Care (Neuroscience) requires 40 credits at Level 6 (must include NU3092) Advanced Certificate Acute and On-going Care (Renal) requires 40 credits at Level 6 (must include NU3093) Advanced Certificate Acute and On-going Care (Cardiac) requires 40 credits at Level 6 (must include NU3117)
White, D. L., Newton-Curtis, L., & Lyons, K. S. (2008). Development and initial testing of a measure of person-directed care. The Gerontologist, 48(suppl 1), 114-123. Whitfield, K., & Wismer, S. (2006). Inclusivity and dementia: Health services planning with individuals with dementia: Effective inclusion requires action at multiple levels by individuals with dementia, care partners, service providers and funding organizations. Healthcare Policy, 1(2), 120. Whitlatch, C. J., Judge, K., Zarit, S. H., & Femia, E. (2006). Dyadic intervention for family caregivers and care receivers in early-stage dementia. The Gerontologist, 46(5), 688-694. Woods, B., & Pratt, R. (2005). Awareness in dementia: ethical and legal issues in relation to people with dementia. Aging Ment Health, 9(5), 423-429. doi: 10.1080/13607860500143125
Article 11: Man’s best friend - Noun Clauses - Adverb Clauses Unit 5: Problems 6 July 10 – 14 (Mon, July 10 is a holiday) (6 hrs) Article 12: Cultural Advertising Article 13: Are Women Better Managers? - Adverb Clauses Unit 6: Politics Quiz III (5%) Wed. July 12 Quiz IV (5%) Thur. July 13 7 July 17 -21 Final Exam (20%) NOTE: นักศึกษาไม่ได้รับอนุญาตให้สอบปลายภาค ถ้าขาดเรียนเกิน 20% ของเวลาเรียน หรือ เกิน 9 ชั่วโมง และจะได้ F โดยอัตโนมัติ หรือ หรือ โทรศัพท์ มิฉะนั้นจะถือว่าขาดเรียน และจะไม่จัดเวลาสอบพิเศษให้ในกรณีทีวันที่ขาดเรียนมีการสอบ
RECORD DRAWING CERTIFICATION FORM CDB Project No.: Project Phase: Building Number: Project Description: Using Agency: Project Location: This date, 20 Firm: ___________________________________________________ Firm Registration Number: ___________________________________________________ the project Architect/Engineer, submits herewith record construction drawings of the above project in electronic format as listed below: This certification shall constitute the Architect’s and/or Engineer’s original signature(s) on the record drawings in accordance with Illinois law. All parties signing the original drawings must sign and seal this form. Attach additional pages, if necessary. Seal PRINTED NAME: _________________________ SIGNED: AUTHORIZED SIGNATURE Seal PRINTED NAME: _________________________ SIGNED: AUTHORIZED SIGNATURE
DE/DF 22.5" 571 mm 21.5" 546 mm 11.75" 298 mm 10.75" 273 mm 0.5" 12.7 mm 4" 102 mm 2" 51 mm 10" 254 mm 0.25" 6.35 mm HN 24" 610 mm 22.5" 571 mm 19" 483 mm 17.5" 445 mm 0.75" 19 mm 14" 356 mm 6" 152 mm 3" 76 mm 0.25" 6.35 mm HA 24" 610 mm 22.5" 571 mm 19" 483 mm 17.5" 445 mm 0.75" 19 mm 11" 279 mm 6" 152 mm 3" 76 mm 0.25" 6.35 mm Part 9. Wiring Contacting Conductivity Sensor Input Wiring Electrodeless Conductivity Sensor Input Wiring pH/ORP Sensor Input Wiring Disinfection Sensor Input Wiring 4-20mA Sensor Input Wiring Digital Input Wiring
Debris summary and analysis Currently, more than 20 items of debris have been brought to the attention of and are of interest to the investigation team. The items have been located along the east and south coast of Africa, the east coast of Madagascar and the Islands of Mauritius, Reunion and Rodrigues in the Indian Ocean. A list of items recovered was published by the Malaysian investigation team and can be found at . The right flaperon has been examined by the French Judiciary and confirmed to have originated from 9M-MRO. Six further items of debris have previously been examined by the ATSB, comprising a: section of the right outboard flap fairing panel section from the right horizontal stabiliser piece of engine cowling closet panel section from the closet adjacent to door R1 inboard section of the right outboard flap trailing edge section of the left outboard flap. Both flap sections had unique identification numbers that were able to be linked, through manufacturing records, to 9M-MRO. The remaining examined items were confirmed as Boeing 777 parts and had identifying features linking them to a Malaysian Airlines origin, however there were no unique identifiers to link the parts directly to 9M-MRO. The parts were therefore determined to have almost certainly originated from 9M-MRO, given that the likelihood of originating from another source is very remote. The ATSB debris examination reports are available at . Outboard flap failure analysis The recovered right, outboard wing flap section (Figures 12, 13 and 14) was examined for any evidence of interaction with mechanisms, supports and surrounding components that may indicate the state of flap operation at the time of fracture and separation from the wing. The purpose of the examination was to inform the end-of-flight scenarios being considered by the search team. The most significant items of evidence in relation to this are documented below. Figure 12: Location of recovered outboard flap section Source: DST Group (Modified by ATSB) Figure 13: Inboard section of outboard flap Source: ATSB Figure 14: Inboard section of outboard flap (inverted) Source: ATSB Flap position The trailing edge outboard wing flaps form part of the aircraft’s high-lift control system and are deployed to alter the shape of the aircraft wing, improving lift at lower aircraft speeds during takeoff, approach and landing. The outboard wing flaps have defined stages of flap deployment between ‘up’ (retracted / cruise position) and 30-units of extension (landing position).
18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed Level Module Code Module Title Core (C), Compulsory (COMP) or Option (O) Programme Learning Outcomes Knowledge and understanding Subject-specific Skills Thinking Skills Other skills relevant to employability and personal development A1 A2 A3 A4 B1 B2 B3 B4 C1 C2 D1 D2 D3 LEVEL 2 MW2715 Contraception and Asymptomatic Screening for Sexually Transmitted Infections and HIV (Theory) Core X X X X X X X MW2602 Contraception and Asymptomatic Screening for Sexually Transmitted Infections and HIV (Practice) Core X X X X X X Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks
Mmmmm d, 20YY Prefix [(ex, Mr.)/or Rank] First Lastname (If used, rank is not abbreviated.) Position Title (if applicable) Organization (if applicable) Address1 Postal Code City COUNTRY (Not used if recipient’s address is in Germany.) Dear Name: xxx xxx xxx
AE single Report Form Study Title: Site No. Local Investigator Adverse Event:__________________________________________________________________ Onset of AE: End of AE: I__I__I I__I__I. I__I__II__I__I__II__I__I I__I__I I__I__I. I__I__II__I__I__II__I__I hh mm dd MMM yy hh mm dd MMM yy Intensity of AE: □ mild (tolerable) □ moderate (interferes with daily activities) □ severe (daily activities impossible) Relation to study drug: (causality) □ certain □ probably /likely □ possible □ unlikely □ conditional/ unclassified □ unassessable/ unclassifiable □ unrelated Frequency: □ single episode □ intermittent □ continuous SAE □ No □ Yes If Yes, please complete SAE-Form Action taken? □ none □ study drug dosage adjusted □ non drug therapy □ study discontinued □ concomitant medication □ study drug discontinued Specify therapy / concomitant medication / Comments: Outcome: □ resolved without sequel □ unknown □ resolved with sequel □ others (specify): ______________________________ □ ongoing Date of record: ___________ Signature: _____________________________________
Tolerances: +/- 0.1", 2.5 mm +/- 0.3", 8 mm +/- 0.01", 0.25 mm +/- 0.3", 8 mm BN/FN 13" 330 mm 12" 305 mm 11.75" 298 mm 10.75" 273 mm 0.5" 12.7 mm 7" 178 mm 2" 51 mm 1.5" 38 mm 0.25" 6.35 mm 22.5" 571 mm 21.5" 546 mm 11.75" 298 mm 10.75" 273 mm 0.5" 12.7 mm 4" 102 mm 1.5" 38 mm 11" 279 mm 0.25" 6.35 mm DN 22.5" 571 mm 21.5" 546 mm 11.75" 298 mm 10.75" 273 mm 0.5" 12.7 mm 7" 178 mm 7" 178 mm 10" 254 mm 0.25" 6.35 mm DE/DF 22.5" 571 mm 21.5" 546 mm 11.75" 298 mm 10.75" 273 mm 0.5" 12.7 mm 4" 102 mm 2" 51 mm 10" 254 mm 0.25" 6.35 mm HN 24" 610 mm 22.5" 571 mm 19" 483 mm 17.5" 445 mm 0.75" 19 mm 14" 356 mm 6" 152 mm 3" 76 mm 0.25" 6.35 mm HA 24" 610 mm 22.5" 571 mm 19" 483 mm 17.5" 445 mm 0.75" 19 mm 11" 279 mm 6" 152 mm 3" 76 mm 0.25" 6.35 mm Part 9. Wiring Contacting Conductivity Sensor Input Wiring Electrodeless Conductivity Sensor Input Wiring pH/ORP Sensor Input Wiring Disinfection Sensor Input Wiring 4-20mA Sensor Input Wiring
18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed Module Code Module Title Core (C), Compulsory (COMP) or Option (O) Programme Learning Outcomes Knowledge and understanding Subject-specific Skills Thinking Skills Other skills relevant to employability and personal development A1 A2 A3 B1 B2 C1 C2 C3 D1 LEVEL 7 XS4030 Effective Food Safety Management Systems – Culture, Management and Assessment Practices C
:: 4 :: Copy to: The ED (Finance)/TSTRANSCO/Vidyut Soudha/Hyderabad. The CGM(HRD)/TSTRANSCO/VS/Hyd. The Chief Engineer / Telecom/ TSTRANSCO / VS/Hyd. The Chief Engineer/Zones ----- Rural Zone/Hyd – Metro Zone/Hyd – Wgl Zone/Wgl – KMNR Zone/KMNR All Chief Engineers / Superintending Engineers of TSTRANSCO All FA&CCAs/Dy.CCAs/TSTRANSCO/Vidyut Soudha/Hyderabad. The Joint Secretary/TSTRANSCO/Hyd. The PS to CMD/TSTRANSCO/VS/Hyderabad. The PS to JMD(Fin., Comml. & HRD)/TSTRANSCO/VS/Hyd The PS to Director (Projects & Grid Operation)/TSTRANSCO/VS/Hyd. The PS to Director (Transmission)/TSTRANSCO/VS/Hyd. The PS to Director (LIS)/TSTRANSCO /VS/Hyd. The SE/CTI/Erragadda/TSTRANSCO/Vidyut Soudha/Hyderabad All Deputy Secretaries // Assistant Secretaries / TSTRANSCO / VS / Hyd. The DE(DC & MPP)/TSTRANSCO/VS/Hyd. Stock File / Spare. C.No.CGM(HRD)/SE(HR)/AS(HRD-1)/PO(Rect.,)/327/18 // FORWARDED :: BY ORDER// PERSONNEL OFFICER.
18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed Level Module Code Module Title Core (C), Compulsory (COMP) or Option (O) Programme Learning Outcomes Knowledge and Skills Thinking Skills Other skills relevant to employability and personal development A1 A2 B1 B2 C1 C2 D1 e.g. LEVEL7 DX4901 (Level 7) Mentoring in Dental Practice C √ √ √ √ √ √ √
judgement to make decisions with limited or ambiguous data and takes into account multiple factors. Distinguishes between the need to make a decision, when to defer and when not to take a decision. Planning and Organisation Can demonstrate the ability to identify future demands and opportunities and develop longer term plans. Co-ordinates the work of others to improve performance and use of resources. Involves other areas appropriately and co-ordinates effort and resources so standards, performance and shared objectives are achieved. Application/Interview Initiative and Problem Solving Can demonstrate the ability to initiate processes and procedures to resolve new problems. Anticipates possible implementation difficulties and identifies practical ways of overcoming or preventing them. Takes account of others and the broader context when generating options. Application/Interview Analysis/Reporting Can demonstrate the ability to design and use data gathering and analytical methods appropriate for each investigation. Recognises and accurately interprets patterns and trends. Recognises when additional data is required and identifies appropriate sources. Produces reports and identifies key issues and findings. Application/Interview
18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed Programme Learning Outcomes Level Module Code Module Title Compulsory (Comp), Core (C) or Option (O) Knowledge and understanding Subject-specific Skills Thinking Skills Other skills relevant to employability and personal development A1 A2 B1 B2 B3 B4 C1 C2 D1 D2 5 CO2557 Network Management Comp CO2558 Server Management Comp 4 CO1555 Computer Systems Essentials Comp CO1557 Network Systems Essentials Comp Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks
and co-operate with the health and safety arrangements in place within the department. May be required to undertake specific health and safety roles on request e.g. Display screen equipment assessor, departmental safety officer, fire warden Show a commitment to diversity, equal opportunities and anti-discriminatory practices This includes undertaking mandatory equality and diversity training Comply with University regulations, policies and procedures 4 Competencies Competency Identified by Knowledge & Experience A relevant degree or equivalent qualification and/or experience. Interview/Application Knowledge & Experience Is a professional with proven ability to deliver innovative, effective B2B and B2C marketing campaigns across physical and digital media Interview/Application Knowledge & Experience Ability to turn marketing strategy into delivery focused marketing plans, facilitating and delivering a programme of effective marketing activity on time on budget Interview/Application Knowledge & Experience Experience of working in or with Higher Education in an external facing marketing role Interview/Application Knowledge & Experience Experience of designing and managing events/workshops/briefing sessions Interview/Application Knowledge & Experience Experience of working within strategic partnerships and funding agencies. Interview/Application Knowledge & Experience Has proven project/budget management experience Interview/Application Knowledge & Experience Strong customer and results orientation, with a focus on effective and timely delivery of objectives Interview/Application Knowledge & Experience Takes personal responsibility for leading by example and ensures that a robust framework of risk management policies and procedures are in place to protect both individual members of staff and University liabilities. Interview/Application
PERSON SPECIFICATION – Research Band 6 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training A master’s degree in a relevant discipline Professional qualifications/certification A PhD in a relevant discipline, or PhD close to completion Application Work Experience Ability to undertake duties of the post Evidence of: Knowledge of working with sensors, GPS, IoT, AR/VR Coding/Hardware development experience and interest Delivery of documentation Presentation skills Analytical skills Portfolio of past projects Data interpretation and visual thinking Application Interview Skills and Knowledge Includes abilities and intellect Evidence of : Collaborative working and networking to enhance and develop research Team working skills Understanding of object oriented programming Visual design skills Sourcing and negotiation skills Application Interview Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) Evidence of: An expectation to positively contribute to University activities and initiatives including open days, graduation ceremonies etc and willingness to undertake administrative activities Act as an ambassador with enthusiasm for the area of logistics technology Working in an open and transparent way, providing information and communicating effectively with colleagues Work in a tidy and structured way Application
18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed Level Module Code Module Title Core (C), Compulsory (COMP) or Option (O) Programme Learning Outcomes Knowledge and understanding Subject-specific Skills Thinking Skills Other skills relevant to employability and personal development A1 A2 B1 B2 B3 B4 C1 D1 D2 LEVEL 6 DX3007 Periodontal Therapy COMP x x x X x x x x x Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks
18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed Level Module Code Module Title Core (C), Compulsory (COMP) or Option (O) Programme Learning Outcomes Knowledge and understanding Subject-specific Skills Thinking Skills Other skills relevant to employability and personal development A1 A2 A3 B1 B2 C1 C2 D1 e.g. LEVEL 5 DX2004 Special Care Dental Practice COMP X X X X X X X X Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks
18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed Level Module Code Module Title Core (C), Compulsory (COMP) or Option (O) Programme Learning Outcomes Knowledge and understanding Subject-specific Skills Thinking Skills Other skills relevant to employability and personal development A1 A2 A3 A4 A5 B1 B2 B3 B4 B5 B6 C1 C2 C3 D1 D2 Level 4 TS1106 Preparation for Education and Training Comp X X X X X X X TS1107 Teaching, Learning and Assessment Comp X X X X X X X X X X X DF1401 Continuing Professional Development in Applied Sign Linguistics Comp X X X X X Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks
Knowledge Fast, accurate Word processing and presentation skills; Familiarity with Word, Excel and Outlook and application in an office environment; Competence with using spreadsheets and databases; Familiarity with effective office procedures; Knowledge of relevant ‘customer service’ standards, including effective telephone use; Knowledge of relevant Health and Safety requirements. A, I, E Communication Clear, concise, timely and appropriate oral and written communication as suitable to the situation; Self-confidence and polite, respectful assertiveness when dealing with others; comfortable communicating appropriately with students, colleagues and external stakeholders. A, I, E Sensitivity Listens well and considers others’ needs and perspectives. A, I, E Self-motivation Meets objectives on own initiative; Committed to continuous self-development. A, I, E Teamwork Flexible, co-operative and helpful; Collaborates well. A, I, E Organisation Systematic and analytical approach; Ability to organise work and time efficiently; Meets agreed and changing priorities. A, I, E Response to change Investigative and adaptable. A, I, E Physical Able to use display screen equipment extensively, according to Health and Safety guidelines. A, I, E Desirable Familiarity with SITS/E-Vision or similar student record systems. A, I, E Any appointment is generally made at the bottom of the salary range for the grade dependent upon experience and previous salary. This is a part-time post for 18.5 hours per week and is fixed term until 31/07/2019. Annual leave entitlements are shown in the table below and increase after 5 years’ service. In addition to the eight Bank Holidays, there are University discretionary
18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed Level Module Code Module Title Core (C), Compulsory (COMP) or Option (O) Programme Learning Outcomes Knowledge and understanding Subject-specific Skills Thinking Skills Other skills relevant to employability and personal development A1 A2 A3 A4 B1 B2 B3 B4 B5 C1 C2 C3 D1 D2 D3 D4 LEVEL 5 TS2407 Literacy Theories and Frameworks Comp X X X X X X X X X TS2406 Literacy Teaching, Learning and Assessment Comp X X X X X X X X X X X X TS2405 English and Maths and the learners Comp X X X X X X X X X Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks
HC#219 – King of Kings, Majesty SB#376 HC-219 TB-722 – same HCD20-T19 Additional Optional Songs HC#10 – The Light Has Come SB#133 HC-10 TB-859 – same HCD1A-T20 HC#127 – How Deep the Father’s Love for Us SB#32 HC-127 TB-663 – same HCD11-T17 HC#136 – We All Bow Down HC-136 HCD12-T16 HC#151 – Fairest Lord Jesus SB#77 HC-151 TB-206 – Ascalon HCD14-T11 HTD5-T1 (3 vs.) HC#156 – Enter In HC-156 HCD14-T16 HC#187 – Jesus, Messiah HC-187 HCD17-T17 HC#220 – Incarnate HC-220 HCD20-T20 HC#226 – I Worship You HC-226 HCD21-T16 SB#153 – Thou didst leave Thy throne TB-94 – Margaret HTD10-T6 (4 vs.) SB#158 – Who is He in yonder stall TB-287 – Who is He? HTD10-T19 (6 vs.) SB#122 – See, amid the winter’s snow TB-259 – same HTD10-T12 (4 vs.) Pastoral Prayer Message – Behold HC#139 – There Is a Message SB#439 HC-139 TB-879 – same HCD12-T19 Additional Optional Songs HC#120 – In the Manger HC-120 HCD10-T20 HC#123 – Shine on Us HC-123 HCD11-T13 HC#127 – How Deep the Father’s Love for Us SB#32 HC-127 TB-663 – same HCD11-T17 HC#136 – We All Bow Down HC-136 HCD12-T16 HC#149 – In Christ Alone SB#861 HC-149 TB-132 – same HCD13-T19 HC#156 – Enter In HC-156 HCD14-T16 HC#179 – Come to Jesus HC-179 HCD16-T19 SB#153 – Thou didst leave Thy throne TB-94 – Margaret HTD10-T6 (4 vs.) Benediction Drama – Telling the News
HC#260 – Go, Tell It on the Mountain SB#106 HC-260 TB-631 – same HCD24-T20 HTD11-T4 (2 vs., start with chorus) Additional Optional Songs HC#140 – O Come, All Ye Faithful SB#116 HC-140 TB-496 – Adeste Fideles HCD12-T20 HTD3-T1 (3 vs.) HC#151 – Fairest Lord Jesus SB#77 HC-151 TB-206 – Ascalon HCD14-T11 HTD5-T1 (3 vs.) HC#180 – A Starry Night SB#112 HC-280 TB-535 – same HCD16-T20 KELLER, TIMOTHY. HIDDEN CHRISTMAS : the Surprising Truth behind the Birth of Christ.PENGUIN BOOKS, 2018. Hidden Christmas Advent Worship Series – Week 4 Children’s Moment December 23, 2018 Good News By Martyn Scott Thomas [The Narrator should call the children of the congregation forward and have them sit around his chair.] Narrator: Today is the fourth week of Advent – the four weeks before Christmas. Last week, we talked about Mary and obedience. This week we’re going to talk about good news. Who has ever gotten some good news? What was it? Did you tell other people about it? [allow children to answer] Those are all good answers. In the Christmas story, the shepherds were the first to hear the good news about Jesus’s birth. The angels appeared to them while they were watching their sheep and told them that baby Jesus was born in Bethlehem and that he would be the Savior of the world. The shepherds then went to the manger and found baby Jesus. Everything was just as the angels had told them. But that’s not the end of the story. Do you know what the shepherds did next? [allow children to answer] That’s right. They ran off and they told everybody the good news about Jesus.
18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed Level Module Code Module Title Core (C), Compulsory (COMP) or Option (O) Programme Learning Outcomes Knowledge and understanding Subject-specific Skills Thinking Skills Other skills relevant to employability and personal development A1 A2 A3 B1 B2 B3 B4 B5 C1 D1 D2 D3 LEVEL 3 SW3000 Training the Training – Safeguarding Children and Young People Core Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks
PROGRAM COMMITTEE NAME: Renewable Energy CHAIRPERSON: Arthur Schneider MEETING DATE: 09/23/2011 MEETING TIME: 12:00 PM MEETING PLACE: College Union – Badger Room 208 RECORDER: Ina Fiel PREVIOUS MEETING: 12/01/2009 MEMBERS PRESENT List all members of the committee, then place an X in the box left of name if present NAME TITLE EMPLOYER INFO PHONE EMAIL X A J Swope Class 4 Winds & Renewables 806 223-5948 Andrew Swift Professor Texas Tech University 806 742-7202 Bob Chambers Manager - Owner Chambers Electric 806 373-2600 Bobby Patrick Manager - Owner Patrick Plumbing 806 374-0407 Bruce Currie Manager - Owner Currie Drilling Company 806 372-1838 Cesar Ramos Manager Wind Works Energy Solutions 806 290-4747 Cody Drake Manager Owens Corning 806 622-4474 Dr. Byungik Chang Director of Alternative Energy Institute WTAMU–Alternative Energy Gerald J. Kettler Managing Principal, CEO AIR Engineering and Testing Inc. 972 388-5559 X Judy Kelley Associate Director of Research WTAMU–Alternative Energy 806 651-8775 X Karyn Pierce Career and Technical Education Coordinator AISD 806 326-13005 X Kenneth Starcher Associate Director of Training, Education, and Outreach WTAMU–Alternative Energy 806 651-2295 LeAnn Estep Director – Career and Technical Education AISD 806 326-1319 Michael Padilla Supervisor – Traffic Control City of Amarillo 806 378-3000 Mickey McCurdy Manager MMM Plumbing, Heating, & AC 806 376-9797 Randy Reed Manager Big State Remodeling 806 358-7419 Rodney Buentello Manager Choice Electric Company 936 672-5205 Ronnie Roberts Manager West Texas Roofing 806 359-7663 X Rusty Williams Electronics/Instrumentation Technician & Safety Officer City of Amarillo – Wastewater Facilities 806 433-3690
Unit VI Using Class Methods Object Methods - 1.5 Weeks General Objectives Students learn the difference between Classes and Objects, as well as between Class Methods and Object Methods. They learn that calling object methods requires the instantiation of an object with the new operator. Students also learn the importance of randomness in their daily lives and how randomness is generated in a Java program. Topics, Sub-Topics, Details to be Covered Classes and objects Using new to instantiate a new object Calling object methods Using Overloaded constructors by recognizing the method heading signature Generating random values Using the Random class Methods nextInt, nextDouble, setSeed Using Math.random Generating any desired random range Using the Graphics class The hidden new operator of the Graphics object Additional Graphics methods setColor, drawPolygon, fillPolygon Using the Polygon class Method addPoint Constructing custom Color objects Anonymous objects and concrete objects Displaying random graphics objects with random colors Wrapper classes Integer, Double, Boolean Integer.MAX_VALUE Integer.MIN_VALUE Using intValue Resources, Evaluations Exposure Java, Chapter 6, Using Class Methods and Object Methods 2 Reading Quizzes, 1 Lab Assignment and 1 Multiple-Choice Chapter Test. Class Tasks, Lab Assignments Students do several class exercises creating Java statements that generate a specified random range. Conversely they do exercises with program statements and determine the random range. Students complete a sequence of timed output exercises. Random Objects With Random Colors Lab Assignment Students complete a lab assignment with 8 graphics cells. Each cell feature a group of randomly colored objects, such as lines, circles, squares, etc. All randomness generated done with Math.random. Teaching Strategies, Best Practices Unit six teaches students to use many classes that use object methods. It is now necessary to define an object with the new operator before any of the object methods can be called. This unit teaches that methods of the Graphics class are called with a Graphics object that appears to exist without the use of the new operator. This is an illusion, because the Graphics object is constructed in the background and then passed to the Graphics object parameter of the paint method. Wrapper classes are introduced and will be important for future topics where data structures are only capable of storing objects. Curriculum Requirements CR#1, CR#5
Review adverse events at every study visit. Site Number: Subject_ID: ______________________ ______________________ STUDY NAME: IRB#: PI: Has the participant had any Adverse Events during the study? Yes No (If yes, please list all Adverse Events below) Severity Study Intervention Relationship Action Taken Regarding Study Intervention Outcome of AE Expected Serious 1 = Mild 2 = Moderate 3 = Severe 1 = Definitely related 2 = Possibly related 3 = Not related 1 = None 2 = Discontinued permanently 3 = Discontinued temporarily 4 = Reduced Dose 5 = Increased Dose 6 = Delayed Dose 1 = Resolved, No Sequelae 2 = AE still present- no treatment 3 = AE still present-being treated 4 = Residual effects present-not treated 5 = Residual effects present- treated 6 = Death 7 = Unknown 1 = Yes 2 = No 1 = Yes 2 = No (If yes, complete SAE form) Adverse Event Start Date Stop Date Severity Relationship to Study Intervention Action Taken Outcome of AE Expected? Serious Adverse Event? Initials 1. 2. 3.