zilongwang/ReadingBank huggingface dataset:
BPM Role(s) served in this effort: Process Owner Process Manager Process Analyst Process Designer Process Architect Business Analyst Subject Matter Expert Executive Management IT Other: ____________________________________ Knowledge Areas Participated In: Business Process Management Process Modeling Process Analysis Process Design Process Performance Management Process Transformation Process Organization Enterprise Process Management BPM Technology Description of effort: (Please describe this BPM effort,, what you did in terms of the situation and the business process in focus as well as what you did to improve or transform the business process. Your description should be in a narrative format that demonstrates your experience in the context of the knowledge areas of the BPM CBOK®.) Name of Reference to validate your work: E-mail of Reference: Relationship of Reference to you on this effort: Years of Dedicated BPM Experience in this Effort: ___________ BPM #2 Company Name: Company Website: Company Address: Job Title: Number of people reporting to you Dates of Experience: Name of Project or Operational Effort: Project On going operations
BPM Role(s) served in this effort: Process Owner Process Manager Process Analyst Process Designer Process Architect Business Analyst Subject Matter Expert Executive Management IT Other: ___________________________________ Knowledge Areas Participated In: Business Process Management Process Modeling Process Analysis Process Design Process Performance Management Process Transformation Process Organization Enterprise Process Management BPM Technology Description of effort: Description of effort: (Please describe this BPM effort,, what you did in terms of the situation and the business process in focus as well as what you did to improve or transform the business process. Your description should be in a narrative format that demonstrates your experience in the context of the knowledge areas of the BPM CBOK®.) Name of Reference to validate your work: E-mail of Reference: Relationship of Reference to you on this effort: Years of Dedicated BPM Experience in this Effort: ___________ If you need additional space to complete this section, please use blank space at the end of application. ABPMP ETHICS I acknowledge that I have read, understand, and will uphold the professional ethics and standards as outlined in the ABPMP Code of Ethics. Signature: Date: I certify that my answers are true and complete to the best of my knowledge. If this application leads to certification, I understand that false or misleading information in my application may result in my certification being revoked. Signature: Date:
18. How much bother is the worry that you won’t be able to cope with an asthma attack? (Please check only one box.) 0 I never have this worry 1 Minor irritation 2 Slight bother 3 Moderate bother 4 A lot of bother 5 Makes my life a misery
Scoring the Asthma Bother Profile (version 2) The Asthma Bother Profile is a unidimensional scale of the bother caused by asthma. The scoring is as follows Question 1 Do not score 1a Yes = 5, No = 0 2 Do not score 2a Yes = 5, No = 0 3 Do not score 4 Use numbers 0 – 5 as shown on questionnaire as scores Note The maximum sum of scores for questions 1 – 4 should be 5. If the summation of scores exceeds 5, then reduce to 5. 5 Use numbers 0 – 5 as shown on questionnaire as scores 6 Use numbers 0 – 5 as shown on questionnaire as scores 7 Use numbers 0 – 5 as shown on questionnaire as scores 8a Use numbers 0 – 5 as shown on questionnaire as scores 8b Yes = 5, No = 0 9 Use numbers 0 – 5 as shown on questionnaire as scores 10 Use numbers 0 – 5 as shown on questionnaire as scores 10a Do not score 11 Use numbers 0 – 5 as shown on questionnaire as scores 12 Use numbers 0 – 5 as shown on questionnaire as scores 13 Do not score 13a Use numbers 0 – 5 as shown on questionnaire as scores 14 Use numbers 0 – 5 as shown on questionnaire as scores 15 Use numbers 0 – 5 as shown on questionnaire as scores 16 Use numbers 0 – 5 as shown on questionnaire as scores 17 Use numbers 0 – 5 as shown on questionnaire as scores 18 Use numbers 0 – 5 as shown on questionnaire as scores Add up all scores with a maximum of 75 and minimum of 0. First published as Hyland ME, Ley A, Fisher DW, Woodward V (1995). Br J Clin Psychol, 34 ( Pt 4) , See also
E. Stays unchanged An object travels in a circular path of radius r at a constant speed v. What happens to the object’s acceleration if the radius of the circle is quadrupled and the speed is doubled? A. It doubles B. It quadruples C. It is cut to a half D. It is cut to a quarter E. Stays unchanged An object moves at a constant acceleration a in a circular path of radius r. Which of the following is the object’s velocity? A. B. C. D. E. An object moves around a circular path at a constant speed and makes five complete revolutions in 20 seconds. What is the period of rotation? A. 5 s B. 10 s C. 4 s D. 20 s E. 15 s An object moves around a circular path at a constant speed and makes ten complete revolutions in 5 seconds. What is the frequency of rotation? A. 2 Hz B. 4 Hz C. 6 Hz D. 10 Hz E. 20 Hz An object rotates with a period of 10 s. How many revolutions will it make in 25 s? A. 10 B. 15 C. 5 D. 2.5 E. 2 An object rotates with a frequency of 300Hz. How many revolutions will it make in 15 s? A. 1000 B. 1500 C. 2000 D. 3500 E. 4500 An object rotates with a period of 0.5 s. What is the frequency of rotations? A. 1.0 Hz B. 1.5 Hz C. 2.0 Hz D. 2.5 Hz E. 3.0 Hz An object rotates with a frequency of 50 Hz. What is the period of rotations? A. 0.02 s B. 0.15 s C. 0.25 s D. 0.05 s E. 0.03 s A ball of mass m moves at a constant speed v in circular path with a radius R. Which of the following represents the net force applied on the ball? A. B. C. D. E.
An object of mass m moves at a constant speed v around a circular path of radius r. The net force applied to the object is F. What happens to the net force if the speed is doubled and the radius remains the same? A. It doubles B. It quadruples C. Stays the same D. Is cut to one-half E. Is cut to one-quarter An object of mass m moves at a constant speed v around a circular path of radius r. The net force applied on the object is F. What happens to the net force if speed is doubled and radius is quadrupled? A. It doubles B. It quadruples C. Stays the same D. It is cut to one-half E. It is cut to one-quarter A ball of mass m attached to a light string moves at a constant speed v in a vertical circle with a radius R. Which of the following is true about the magnitude of the net force at point A compared to that at point B? A. The net force at point A is greater than at point B B. The net force at point A is less than at point B C. The net force is zero at all points around the circle D. The net force at point A is equal to the net force at point B A roller coaster car moves on a track with one section that is a vertical circular loop of radius R. When the car is at the top of the loop it just maintains contact with the track. What is the car’s acceleration at this point? A. g upward B. 0.5 g upward C. Zero D. 0.5 g downward E. g downward A roller coaster car moves on a track with one section that is a vertical circular loop of radius R. When the car is at the top of the loop it just maintains contact with the track. What is the car’s velocity at this point? A. B. C. D. E.
(c)Legislation and provisions Unfair Dismissal Act 1977-2007 – Provisions Applies to all employees working under a contract of employment and who have worked with the employer for at least one year The burden of proof is on the employer to prove the dismissal was fair Dismissal can be justified as fair on the following grounds: Incompetence, inadequate qualifications, unacceptable behavior, redundancy, incapability, legal reasons Claims can be made through a rights commissioner or direct to the Employment Appeals Tribunal A complaint can be made inside a period of six months from dismissal A successful complaint may give the employee a redress of reinstatement, re-engagement, or compensation Effects on the industrial relations problem A detailed procedure will have to be followed to resolve the dispute Detailed records will be required to prove the dismissal was unfair The firm could negotiate a resolution with the employee without a legal process Other workers may support the dismissed employee which may cause further problems with them There will be high costs in terms of time and effort defending the claim
ABQ RIDE 2013 Great Bus Race Final results R-6 Jonathan Saiz and Tony Lopez, 51 mins, 47 pts R-3, Brenda Cazeres and Alysia Chavez, 51 mins, 46 pts R-7, Seth Ingersoll and Matt Jack, 54 mins, 54 pts R-1, Stephanie Armijo-Anderson and Trish Ingersoll, 1 hr 6 mins, 49 pts R-2, David Gibson and Amy Gibson , 1 hr 7 mins, 50 pts R-12, Bryan Davis and Samantha Davis, 1 hr 10 mins, 47 pts G-5, Michael McCarter and Jodie McCarter, 1 hr 11 mins, 47 pts R-11, Tony Knox and Alison Knox, 1 hr 12 mins, 44 pts G-10, Donald Gallegos and Bernadett Gallegos, 1 hr 21 mins, 48 pts G-4, Carrie Castellano and Robyn Lytle, 1 hr 26 mins, 43 pts G-1, Aaron Wallentine and Brandi Bowdoin, 1 hr 43 mins, 44 pts (more points and within 2 mins of next team) R-8, Margie Werbner and Shauna Sadler, 1 hr 41 mins, 40 pts R-5, Karen Begay and Connie Pierce, 2 hrs, 49 pts R-4, Eric Jackson and Kathy Jackson, 2 hrs 7 mins, 47 pts (more points and within 2 mins of next team) G-12, Alec Lopez and Sabastian Jackson, 2 hrs 6 mins, 44 pts R-9, Karen Hooks and David Hooks, 2 hrs 26 mins, 48 pts (more points and within 2 mins of next team) G-8, Jennifer Hunt and Michael Hunt, 2 hrs 25 mins, 46 pts G-9, Tabatha Hansen and Christina Salas, 2 hrs 26 mins, 45 pts G-3, Eric Miller and Ashley Miller, 2 hrs 30 mins, 37 pts
storm. If the patient is in VT storm it may be worth discussing Precedex with Cardiology. Consider calling a cardiac anesthesiologist for consultation in these sick patients. Maintenance of general anesthesia with inhaled anesthetics is generally appropriate. Unless the patient is hemodynamically unstable in VT storm avoid Precedex due to significant sympatholysis. If there is VT storm and hemodynamic instability it may be appropriate to discuss Precedex and/or thoracic epidural with EP proceduralist. Communicate significant changes in hemodynamics with the EP proceduralist. Blood pressure management should be a team approach considering both the patient’s underlying physiology and the procedure. Fluid management is important, as these patients easily get volume overloaded. Hourly I/O will be recorded. Neuromuscular blockade may not be appropriate, so please discuss with the EP proceduralist ahead of time. Consider Remifentanil if patient movement will be dangerous and you are unable to use neuromuscular blockade. Emergence/extubation/disposition is at the discretion of the anesthesia team. Procedural risks include damage from vascular access, cardiac perforation, phrenic nerve injury and thromboembolic events. With epicardial ablations direct coronary injury and abdominal organ puncture from access are additional concerns. A description of the VT ablation procedure is below, provided by Dr. Wendy Tzou: General strategy for VT ablation **Note that there may be variations in order and content of what is performed based on patient, situation, and operator. The following is to function only as a very general guide Voltage map Performed in sinus rhythm Involves moving catheter within chamber of interest, collecting electrical and anatomic data to recreate a 3-dimensional shell of the endocardium illustrating areas of probable scar and sites of arrhythmia circuit(s) Frequently, pacing is performed at various sites within the endocardium to better identify potential areas of interest that may be targeted for ablation Additionally, the following may be caused from catheter stimulation: Isolated PVCs Runs of NSVT
From Beowulf by unknown author From The Canterbury Tales by Geoffrey Chaucer From Sir Gawain and the Green Knight Unit 3: The English Renaissance The Sonnets of Edmund Spenser The Sonnets of Sir Philip Sidney The Sonnets of William Shakespeare The Sonnets of Franceso Petrarch The Sonnets of Pablo Neruda “The Passionate Shepherd to His Love” by Christopher Marlowe Macbeth by William Shakespeare Unit 4: The Seventeenth and Eighteenth Centuries “Song” by John Donne “A Valediction Forbidding Mourning” by John Donne “Holy Sonnet 10” by John Donne “Meditation 15” by John Donne “Meditation 17” by John Donne Wit original drama by Margaret Edson & film by Mike Nochols (we will be watching the film) From Paradise Lost by John Milton Unit 5: The Romantic Period “My Heart Leaps Up” by William Wordsworth “I Wandered Lonely As a Cloud” by William Wordsworth “The Tyger” by William Blake “The Divine Image” by William Blake “Ode on a Grecian Urn” by John Keats “The Rime of the Ancient Mariner” by Samuel Taylor Coleridge Frankenstein by Mary Shelley Unit 6: The Victorian Period “The Lady of Shalott” by Alfred, Lord Tennyson “My Last Duchess” by Robert Browning “Sonnet 43” by Elizabeth Barrett Browning “Goblin Market” by Christina Rossetti “Jabberwocky” by Lewis Carroll Unit 7: The Modern and Postmodern Periods “When You Are Old” by William Butler Yeats “The Second Coming” by William Butler Yeats “The Hollow Men” by T.S. Eliot “The Love Song of J. Alfred Prufrock” by T.S. Eliot “Araby” by James Joyce “The Dead” by James Joyce “Digging” by Seamus Heaney “The Tollund Man” by Seamus Heaney “The Bog Queen” by Seamus Heaney “The Balloon” by Donald Barthelme “The Literature of Exhaustion” by John Barth
found and she disputed that she had assumed more responsibility than DS Webber had delegated to her. She said that she was surprised that SC Flitton had said that he placed the Abrahimzadeh reports in DS Webber’s basket for vetting rather than hers. SC Coleman acknowledged that her decision to forward the Abrahimzadeh PIRs to the Crime Management Unit for filing were wrong. She accepted that her vetting process was insufficient and did not in fact constitute vetting. She accepted that she was not qualified for the role of vetting the PIRs and that she had not understood at the time she was doing the work that she was not qualified for it. She had only come to that appreciation as a result of being questioned about the matter later. Conclusion as to allocation system in Elizabeth Family Violence Investigation Section It is apparent from the evidence of DS Webber and SC Coleman that there is a dispute about this matter. DS Webber’s position was that SC Coleman was only to allocate PIRs requiring simple victim contact. His position was that he would allocate all PIRs disclosing an offence where an offender or suspect were still outstanding in that the patrols had not reported or arrested the suspect. By contrast, it was SC Coleman’s evidence that she had the responsibility to deal with all offence PIRs up to and including those disclosing minor indictable offences. DS Webber’s directions to SC Coleman were not written down. It is therefore impossible to resolve the dispute between them authoritatively. Perhaps the fact that the Crime Management Unit was regularly sending PIRs to SC Coleman that were outside the limitations claimed by DS Webber to have been imposed suggests that she is more likely to be correct in this than he. In the result it is not necessary for me to resolve the dispute. I comment only that the existence of the dispute was in itself a systems failure and that, in all probability, had the system worked properly with the PIRs going to DS Webber, they would have been returned for further investigation. That may have prevented Zahra’s tragic death and is therefore a matter of great concern. On any view, DS Webber was responsible for ensuring that his directions to SC Coleman were written and clear. Furthermore, he was responsible for ensuring that they were duly complied with. It is more than regrettable that he did not do any of those things.
ABLative No.5, Autumn 1987, pp 3-5 Archives of mining industry unions Author: Ewan Maidment Edited: June 2002 Introduction Australasian Coal and Shale Employees’ Federation (more commonly known as the Miners’ Federation) records were first deposited at the Archives of Business & Labour in 1959 and 1960 at the instigation of ANU historian, Robin Gollan, who was working on his history of coalminers in New South Wales, 1860-1960. Gollan also made arrangements for a variety of records of the Illawarra Miners to be lodged at the Archives. To these he later added some of his own research material on miners' compensation and pension schemes, and other matters. After Edgar Ross completed his History of the Miners' Federation of Australia in 1969, the Central Council of the Federation adopted his recommendation that the Federation's records be lodged at the Australian National University. The resulting deposit (E165) consists of Miners' Federation records, which Ross had collected for his research on its history. The major part of the deposit was transferred from Ross's home to the Archives in 1969 and a second batch was picked up from the office of Common Cause, the Federation's journal, in 1971. The deposit holds records of the Central Council, and of the Southern, Northern, Western, Queensland and Tasmanian Districts of the Federation and their predecessors. The Australian Coal and Shale Employees' Federation was formed in 1915 by the New South Wales, Queensland, Victorian and Tasmanian coalminers’ unions. In 1917, the metalliferous miners in Broken Hill joined the Federation. Deposit E165 includes Central Council minutes 1917-1929. The rest of the Central Council records in the deposit are a selection of discrete documents, files and printed material. A collection of about 300 photographs and 40 cartoons from the records of Common Cause forms part of deposit E165. The photographs cover a broad subject range and cover the period from 1885-1968. The cartoons drawn from Common Cause in the late 1940s and 1950s range from the dark expressionist drawings by Herbert McClintock and D. Carson to the humorous sketches of Toby Jackson and C.B. Arnott. A poster by A.J. Duffy, a painter and docker and former Newcastle miner, celebrates the Eureka centenary.
Permittee’s Name: Address: City/State/Zip Code: You must attach to this form: Photographs of the mitigation area (preferably taken during June – August). Conditions of your Corps permit require 100% survival of all planted trees and shrubs during the first and second years after planting. During the third through fifth years after planting, 80% survival is required. Individual plants that die must be replaced with a species from the list below. You must protect your mitigation area—fencing is recommended. Date of Inspection Species name of Dead Plants Number of Dead Plants Name of Species Replanted Number Replanted Native tree list: Populus trichocarpa, Pseudotsuga menziesii, Picea sitchensis, Pinus contorta, P. ponderosa, Rhamnus purshiana, Acer macrophyllum, Alnus rubra, Betula spp., and Cornus nuttalii Native shrub list: Salix sitchensis, S. scouleriana, S. exigua, S. hookeriana, S. lasiandra, Cornus stolonifera, Ribes sanguineum, Rosa nutkana, R. gymnocarpa, Rubus parviflorus, Sambucus racemosa, Symphoricarpos albus, Acer circinatum, Amelanchier alnifolia, Holodiscus discolor, Corylus americana, Myrica gale (Note: You can suggest other species but the Corps must approve the species before planting commences.)
CPAP – continuous positive airway pressure CPN - community psychiatric nurse CPR - cardio pulmonary rescscitation CSF - cerebro-spinal fluid CSU – catheter specimen urine CT – type of scan CTG - cardiotochograph CTSCAN - computerised tomography CVA - cerebro-vascular accident CVP - central venous pressure CxR – chest x-ray CY – cyanosis D D&C - dilatation and curettage D|C – discharge DNA - did not attend DNAR – do not attempt resuscitation DNR – do not resuscitate DOB - date of birth DVT – deep vein thrombosis E ECG - electro cardiogram EEG - electro encephalogram ENT - ear nose and throat ET - tube endotracheal tube EVAR – endovascular aneurism repair Ext - external use F FB – Fluid Balance FBC - full blood count FFP - fresh frozen plasma FG - french gauge FI – fecal incontinent/feeding intolerance FSH - follicle stimulating hormone FU – follow up FU OP – follow up outpatient G GI - gastro intestinal GP - general practitioner GYNAE - gynaecology H H/O - history of HB - haemoglobin HDU - high dependency unit HF – heart failure
Late afternoon Internal Seminar & debrief: Russia-EU relations May 22 Tuesday Brussels – Antwerp – Luxembourg Check out, and transfer to Antwerp Morning Payoke 12:00 – 13:30 Free time in Antwerp Afternoon Transfer to Luxembourg Evening Free time in Luxembourg City Luxembourg Hotel Ibis Luxembourg Airport Route de Treves, 2632 Luxembourg +352 42 26 13 10 May 23 Wednesday Luxembourg – Hachenburg Check-out of hotel morning Eurostat Internal seminar: ‘illiberalism in the EU: the Visegrad countries’ Early afternoon European Investment Bank Late afternoon Transfer Luxembourg – Hachenburg Evening Accommodations in Hachenburg: Hachenburg Castle, Applied University of the German Federal Bank Schlossberg 1, 57627 Hachenburg, Germany May 24 Thursday Hachenburg – Frankfurt – Hachenburg
Morning Internal Briefing: The Financial Architecture of the Eurozone Transfer to Frankfurt Afternoon European Central Bank Return to Hachenburg May 25 Friday Hachenburg German Federal Bank University Morning Lecture and Workshop on Central Banks Afternoon Internal Seminar: Brexit. May 26 Saturday Hachenburg – Strasbourg All day Transfer from Hachenburg to Strasbourg area (stopping for lunch) Hotel in Strasbourg: Ibis Strasbourg, Aéroport Le Zénith 2 rue du Maréchal Foch, Route de Schirmeck, Lingolsheim, France Tel: +33 3 88 77 18 18 May 27 Sunday Strasbourg Free time May 28 Monday Strasbourg Morning European Court of Human Rights Early Afternoon Council of Europe Late afternoon Early evening European Parliament, visit Plenary Chamber and MEP May 29 Tuesday Strasbourg – Luxembourg – Brussels
Afternoon Social event Hosted by Vice Chancellor of Saint-Louis University Evening Closing Dinner END OF THE STUDY TOUR PROGRAM 2018 June 2 Saturday Brussels Check out of hotel, depart Brussels. June 3 Sunday June 4 Monday Brussels (and other locations) Most Internship placements commence. Director European partner
Conrad King, Director Tel.: 001.604-986-1911 (ext.7441) Office n°463, Fir Building, Capilano University Wendy Swan, Admin Network for European Studies (Canada) Lino Francescon Mobile : 0032.477/266.177 Tel. : 0032.2/792.36.12 Office n°4007, 4th floor, 119 Rue du Marais Université Saint-Louis – Bruxelles 43 Blvd. du Jardin Botanique, 1000 Brussels
Detailed Guidance Additional Forms / Guidance / Audit Drug Lists Compliance Check A review of the patient’s repeat drugs list to identify if there are items which have not been ordered, ordered infrequently or which have been over ordered. Identification of compliance issues (where patient is not taking medication as intended) and taking appropriate action (as decided within the practice) e.g. highlighting to appropriate clinician, contacting patient for review, etc. A patient not taking medicine as intended will potentially be at risk of harm e.g. not taking medicines or taking too high a dose of medicines for a long term condition can lead to worsening of condition and further health issues. Supporting Resources Detailed Guidance Additional Forms / Guidance / Audit Drug Lists Alignment of Repeat Prescription Item Quantities to a Set Number of Days Supply At an individual patient level, a review of the repeat prescription items to identify if there is a mismatch in the number of days supplied e.g. a mix of 28 and 56 day items. Where there is a mismatch in number of days supply action is taken to bring supply in line with a set number of days (e.g. if an individual has four items with a 28 day supply and one item with a 56 day supply, the item that is 56 day supply may be changed to 28 day supply as appropriate). Mismatches in supply amounts can lead to stockpiling and creates confusion for the patient when ordering. For the practice these mismatches lead to additional time spent processing prescriptions. Supporting Resources Detailed Guidance Additional Forms / Guidance / Audit Drug Lists Also see ready reckoners in No.4 to assist in calculating supply quantity. Correction of drugs with missing or ambiguous dose directions A review of the patient’s repeat drugs list to identify if there are items with dose directions that are missing or unclear e.g. tablets prescribed simply ‘as directed’. Identifying missing or ambiguous dose directions and taking appropriate action (as decided within the practice) e.g. highlighting to a clinician, amending Latin abbreviations to English. Unclear dose directions could cause the patient to take medication in a manner other than prescribed by the clinician, particularly if the patient is confused or on multiple medications. Supporting Resources
Abridged Minutes December 2015 Meeting NMSU COE Diversity Task Force Date: December 10th, 2015 9:30 to 11:00 a.m. Room 300, O’Donnell Hall Meeting Began (9:36 a.m.). Present: Dr. Chávez Chávez, Ms. Salazar, Dr. Hernández, Ms. Lopez Askin, Dr. Adams, Ms. Martinez, Ms. Arrieta, Ms. Rodriguez-Strawn, Dr. Torres Fernandez. Absent: Dr. Osanloo, Dr. Ramdoss. Tardy: Dr. Wood, Ms. Benally. Introductions-Began with Ms. Salazar, ended with Ms. Arrieta. Dr. Chávez Chávez-Last meeting’s minutes are in Dropbox-Any changes? Is there a motion to approve last meeting’s minutes? Dr. Torres Fernandez-Motion to approve. Dr. Adams-Seconded. Anonymously approved. Chair Update and Review of Agenda. I talked with Octavio Villalpando (one of our top three consultant picks). Artilles was unreachable, and when we did contact him, we’d already gone on to the next consultant, Villalpando. Dean Pope Davis already called Villalpando. Solorzano has not been contacted. Review of agenda. DTF survey-Retreat, brainstorm. Let’s begin a list of things to do during this year. Considerations for operations. This document is from the book From Good to Great. Adjournment. Any suggestions? (None from committee.) Dr. Chávez Chávez-Villalpando wants materials. The Dean sent him a letter, the one you all received, to participate in the DTF. He wrote back the following day; seems interested. The January dates are not going to work. Villalpando gave other dates. That date that makes sense for him is March 4th. He wants to do one day. How does the committee feel? Ms. Lopez Askin-The retreat is for us? Can we use him while he’s here as a resource for us? For graduate students? (Ms. Benally enters: 9:43 a.m. Introduces self, distributes cookies-blue corn, piñon). Ms. Lopez Askin-Can we use him [Villalpando]? Since he’s here, we can maybe meet with him as graduate students. Dr. Chávez Chávez-Let’s plan a dinner for graduate students…
Happiness Inquiry Compelling Question What is happiness? Staging the Compelling Question Individually, students answer four questions (what are your goals, what do you feel trapped by, what is happiness, are you happy). Students will discuss their responses. Supporting Question 1 Supporting Question 2 Supporting Question 3 Supporting Question 4 How has happiness been defined? What does the “pursuit of happiness” mean for American citizens? How do we measure happiness? Can happiness be achieved? Formative Performance Task Formative Performance Task Formative Performance Task Formative Performance Task Explain assigned philosophies’ take on happiness. Determine a definition for “pursuit” and explain how this should inform the role of government and role of citizens. Assess the ability to quantify happiness and create own qualitative and/or quantitative “equation.” Develop a claim supported by evidence about whether one can achieve happiness. Featured Sources Featured Sources Featured Sources Featured Sources Excerpts from: Wittkower, The Philosopher’s Book of Questions & Answers, (2013). Schlesinger, “The Lost Meaning of ‘The Pursuit of Happiness,’” (1964). Darnton, “The Pursuit of Happiness,” (1995). Excerpt from: Haidt, The Happiness Hypothesis (2006). Excerpt from: Haybron, Happiness: A Very Short Introduction (2013). Materials from NYS Toolkit, Economics Happiness Inquiry Previous Featured Sources Excerpt from: Novalis, Heinrich von Ofterdingen (1800). Excerpt from: Gray, The Silence of Animals (2014). Summative Performance Task Argument What is happiness? Construct an argument (e.g., detailed outline, poster, essay) that addresses the compelling question using specific claims and relevant evidence from historical sources while acknowledging competing views. Extension Students create a word collage that represents the concepts one can and/or should associate with “happiness.” Taking Informed Action Understand: Read about Candy Chang’s “Before I Die…” public art project. Assess: Create a public collage for community (school, town, etc.) and determine a class message concerning the compelling question. Act: Create a documentary incorporating the art project and class message to share.
ABRIDGED LESSON PLAN Educator/Teacher: Simone Beets Grade: 12 Subject: Mathematical Literacy School: Victoria Park High School Term: 1 Topic: Displaying Data CAPS topic: Data handling Lesson Outcomes: Learners will be able to: Distinguish between different graphs Interpret different graphs Recognize the importance of graphs Draw different graphs Suggested Resources: PowerPoint Textbook Whiteboard Pictures Educator Activities Learner Activities Resources Assessment/ Strategies Time Introduce graphs to the learners and explain where it is used and why it is important. Explain the different graphs and how to interpret them. Instruct learners to do an activity on interpreting different graphs Mark activity with learners. Recap on lesson. Pay attention and may ask questions Pay attention and may ask questions Finish activity in required time Provide answers on request Listen and answer questions. PowerPoint, Pictures, Textbook PowerPoint, Pictures, Textbook, Whiteboard Textbook Textbook, PowerPoint, Photos Textbook, Photos Question and answering Question and answering Observation Question and answering Question and answering 10 min 15 min 15 min 10 min 5 min
task. Helmets must be worn at base of tower. Remove objects from pockets. User error Low Participants & staff All safety equipment should be physically checked by instructor. All instructors should hold relevant NGBs and or been assessed for sight specific competency. Safety redundancy implemented into systems to compensate for user error. Friction burns Medium Participants & staff Correct technique should be demonstrated to avoid friction burns. Speed of descent reduced. Gloves can be issued if requested. Slip on stairs Medium Participants & staff Participant to only come up the tower when called by the instructor. Use the hand rail where provided. Participants warned if conditions are slippery. Competency needed: Scout Activity Permit/Guide Climbing and Abseiling Level 1/Single Pitch Award/Climbing Wall Award with Abseil entitlement Competency assessor: Craig Scampton- Assistant Manager Signature: Jon Jennings Date: 17/11/2016
perform a rescue Avoids or removes belay hazards, to maintain safety of belayer Completes all necessary safety checks Rigs rope pitches Identifies safe access to and egress from the site Identifies appropriate descent route Selects and ties knots suitable for the type of system established and for potential retrieval or rescue situations Minimises the risk of cross loading and cyclical loading of karabiners Areas that need improvement: The candidate demonstrated abseiling on natural surfaces and is considered to be satisfactory Supervisor’s Name: ................................... Signature: …………………………… Date: …...... Assessment 8: Logbook Candidates must either: Have an existing Abseil activity log book, or Start their Abseil activity log book with details of completed walks during the course. Logbook has been sighted and provides satisfactory evidence of Abseiling on multiple occasions. Supervisor’s Name: ................................... Signature: …………………………… Date: …...... Sample bushwalking activity log book: Name: …………………………………………… Activity Log Skill: Bushwalking Date Activity & Location Route information, grid references, walk grading, etc. Distance Time Walking Comments, including weather conditions Participants: including Section, No of adults & youth My Role Name of Activity Leader/ team leader & contact details
Potential Solutions: Display all candidates for single race in a single column. Space constraints might necessitate some changes in format. For example, consider widening the columns and placing more text on each line. Include salient and clear instructions on both columns/pages. If the number of candidates precludes displaying the candidates in a single column, then include appropriate instructions. For example, instructions and at the bottom of the first column could state, “See next column for more candidates,” and the second column could begin with the words, “candidates continued.” Do not restate the name of the race at the top of the second column, because it might be misinterpreted as the heading for another race. Applicable Guidelines: VVSG – VVSG 3.1.1(2), 3.2.6-A VSS – 2.3.1.1(f) HFDS – 8.1.1.5 Multiple races are displayed on one page of an electronic ballot. Detailed Description: Some electronic ballots follow the design of traditional paper ballots, and present multiple races on a single large electronic “page.” This design can make it hard for users to navigate the ballot, and may induce users to skip contests because they don’t realize that multiple contests are presented on a single page. Presenting a single contest on each page allows for simplicity and consistency of navigation. Population Impacted: Voters with cognitive impairments. Potential Solutions: List only one race on each page of an electronic ballot. Users will be very unlikely to skip a race if it is the only race displayed on a page. This applies to electronic ballots only, because the cost of displaying one race per page on paper ballots would be prohibitive. Use visual cues such as bold text and shading to direct users’ attention. If multiple races are listed on one page, salient visual cues can direct users’ attention appropriately. For example, a horizontal line could separate the races, and the title of each race could be bolded and highlighted. Applicable Guidelines: VVSG – 3.2.6-A HFDS – 8.1.1.3 Write-In Voting Voting for a write-in candidate is considerably more complicated than voting for a candidate that is listed on the ballot. It requires additional physical and cognitive activities that may be challenging for many voters.
Month & Year Date Time Caller Rec’d by Reason Message AM PM FML Vacation Sick AM PM FML Vacation Sick AM PM FML Vacation Sick AM PM FML Vacation Sick AM PM FML Vacation Sick AM PM FML Vacation Sick AM PM FML Vacation Sick AM PM FML Vacation Sick AM PM FML Vacation Sick AM PM FML Vacation Sick AM PM FML Vacation Sick AM PM FML Vacation Sick AM PM FML Vacation Sick AM PM FML Vacation Sick AM PM FML Vacation Sick AM PM FML Vacation Sick AM PM FML Vacation Sick AM PM FML Vacation Sick AM PM FML Vacation Sick AM PM FML Vacation Sick AM PM FML Vacation Sick AM PM FML Vacation Sick AM PM FML Vacation Sick AM PM FML Vacation Sick AM PM FML Vacation Sick AM PM FML Vacation Sick
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Name _____________________________________ Date: _____________ Bell: __________ Define the following in your own words… Positive number: Negative number: Absolute Value: For each situation write an integer to represent it. 4) gained 7 yards _______ 5) 6 yard penalty _______ 6) 38 feet above sea level _______ 7) earned 8 dollars _______ 8) 10 feet under water _______ 9) withdrew $30 _______ Absolute Value… 10) Determine the sign that goes between the two integers. , , or = -6 -2 -5 11) = 12) = if x= -12 13) - = 14) Determine the sign that goes between the two integers. , , or = a. -4 9 b. -3 -4 c. 0 -9 15) Order the following numbers from least to greatest a. 4, -2, , -9, 0, 20, -
Main Ideas By creating large armies, loyal and efficient bureaucracies, and new revenue streams monarchs in France were able to achieve near absolute control of their nation The court of Louis XIV set the tone in Western culture and politics for a half century The Stuart kings of England were prevented in their attempts at absolutism by a parliament determined to maintain control of the English pocketbook and English Church England was plunged into an Puritan Dictatorship during the Commonwealth (Interregnum) The English developed a constitutional monarchy following the Glorious Revolution and the Dutch created a republic supported by their domination of naval trade Key Terms, People, and Events Absolute Monarchy Constitutionalism Sovereignty Divine Right of Kings Leviathan 2nd Treatise on Government Henry IV Duke of Sully Louis XIII Cardinal Richelieu Cardinal Mazarin Louis XIV Edict of Nantes Intendants Nobles of the Robe Nobles of the Sword Fronde Palace of Versailles Mercantilism Jean-Baptiste Colbert Peace of Utrecht Don Quixote Viceroyalties Quinto Baroque Peter Paul Rubens French Classicism Moliere James I True Law of Free Monarchy Charles I The Petition of Right Parliament Magna Carta Puritans William Laud Long Parliament Ship Money Oliver Army New Model Army English Civil War Rump Parliament Protectorate Commonwealth Navigation Acts Restoration Test Act Charles II James II Glorious Revolution William & Mary English Bill of Rights States General Stadholder
Lead Psychologist Alma Scoby 438-4318 Program Specialist Sara Kesler -Elementary Schools -PSM 438-4314 Program Specialist Julie Bost -Middle Schools -Inclusion/ Co-teaching 438-4322 Program Specialist April Brantley -High Schools -OCS 438-4316 Program Specialist Katherine Townson - AU/MU programs K-12 -NC SIP 438-4319 Program Specialist LeeAnn Owen -Compliance 438-4325 Program Specialist Stefanie Nance -Pre-K Itinerant services -Related Services -Medicaid billing -HI & VI services 438-4225 Program Specialist Kara Ballard -Pre-K Itinerant services -Birth to 3 transitions -Pre-K Eval Team -Alamance Alliance 438-4226 Program Specialist Jodi Hayes -Ray Street Academy -PBIS 438-4320 Transition Specialist Leslie Haynes -Transition -Five year plans 438-5222
ABSS ESL Lesson Plan ESL Class: Unit/Theme: Date(s): Grade Level Cluster: 6-8 9-12 Language Proficiency Levels: 1 2 3 4 5 6 Language Domains: R W L S WIDA Standards: 1- LoSC (Language of Soc. Communicat.) 2- LoLA (Lang. of Lang. Arts) 3- LoMA (Language of Math) 4- LoSc (Lang. of Science) 5- LoSS (Language of Social Studies) Model Performance Indicators (MPIs) Language Functions Bloom’s Taxonomy / Verbs Topic/Genre in LoSC, LoLA, LoMA, LoSc, LoSS Support Sensory/Graphic/Interactive WIDA Objective(s) = “I CAN” + MPIs Common Core Standard(s) ANATOMY OF A LESSON Teacher Monitors Continuously for Academic Learning Time and Adjusts Instruction Depending on Student Academic Success Critical Attributes Lesson Sequence Lesson Notes Includes: Content, Academic Concepts/Skills Teacher Instructional Strategies Student Activities Language Domains Used (R,W,L,S) Materials - books - handouts - realia - supplies - hands-on Ensure students understand language objective activate prior knowledge create an emotional hook Assess/Activate Prior Knowledge (20%) = ______ Minutes Provide only enough info. to enable students to begin to manipulate content provide additional info.--> model info. (+Me) Teacher Input (20%) = ______ Minutes Alignment between lesson objective(s) and student activity teacher models again with student participation (We), student pairs apply content (Two) Students apply content independent. **Student Active Participation (45%) = ______ Minutes Identify what they have learnedexplain process they used to learndiscuss how they can use what they learnedidentify what they want more info. about Identify Student Success (15%) = ______ Minutes
OS8-3 Proposal of a Supporting Method for Debugging to Reproduce Java Multi-threaded Programs by Petri-Net Shoichiro Kitano1, Tetsuro Katayama1, Yoshihiro Kita2, Hisaaki Yamaba1, Naonobu Okazaki1 (1University of Miyazaki, Japan) ( 2Kanagawa Institute of Technology, Japan) In multi-threaded programs, it is difficult to discover a cause of bugs. This paper proposes a supporting method using Petri-net for debugging so that programers can discover cause of bugs in multi-threaded programs written in Java language. Specifically, in order to give reproducibility to multi-threaded programs, the proposed method generates a data file for an execution path of a multi-threaded program, and simulates the behavior of the program by Petri-net based on the data file. However, ordinal Petri-net cannot express the behavior of multi-threaded programs written in Java completely. Therefore, we have extended Petri-net so that we can treat with the behavior of multi-threaded Java programs. In addition, we have confirmed validity of our method by having implemented a supporting tool. OS8-4 Proposal of a Supporting Method to Generate a Decision Table from the Formal Specification Kenta Nishikawa1, Tetsuro Katayama1, Yoshihiro Kita2, Hisaaki Yamaba1, Naonobu Okazaki1 (1University of Miyazaki, Japan) (2Kanagawa Institute of Technology, Japan) As a means for writing specifications strictly, the formal methods are proposed. By the way, as one of the test design techniques, the decision table is proposed in the testing process of the software cycle. However, it takes much time and effort to extract test items and understand contents written on specifications in designing manually the decision table. This paper proposes a supporting method to generate a decision table from the formal specification in order to improve efficiency of the test design with formal methods. We have implemented a supporting tool to generate a decision table. It automatically generates a skeleton decision table from the formal specification. By using the tool, it is considered that the efficiency of the test design is improved.
10―Conservation outside natural habitat PART III – ACCESS TO GENETIC RESOURCES 11―Application for an access permit 12―Prior informed consent. 13―Publication of application for access permit. 14― Determination of an Access permit 15―Issuance or refusal to grant an Access permit 16―Communication of decision 17―Non-transferability of an access permit 18―Terms and condition of an access permit. 19― Suspension, cancellation, etc of access permit 20― Register of access permits PART IV – MATERIAL TRANSFER AGREEMENTS 21―Material Transfer Agreements PART V–BENEFIT SHARING 22―Application of part. 23―Benefits sharing. PART V–MISCELLANEOUS 24―Confidentiality. 25―Transition. 26― Dispute resolution 27― Offences 28―Penalties.
FIG. 2. Left: Impedance inversion result using the measured physical modeling data without frequency extrapolation. Low frequencies are lacking in the measured data, leading to a lack of absolute impedance changes in the result. Right: Impedance inversion using the measured physical modeling data after frequency extrapolation. While significant artifacts and other problems remain, there is significant improvement over the pre-extrapolation result. Interpolation of seismic data using a principal component analysis POCS approach Scott Keating and Kris Innanen Projection onto convex sets, or POCS, is a simple, straightforward method of interpolation which hinges on a few basic assumptions. In order to better fulfill these assumptions, a type of POCS is proposed in which a projection onto principal components is the transform used. This method is shown to be effective both on simple synthetic data, as well as on real VSP data. The problem of acquiring the relevant principal components is addressed by using nearby intact data, and other methods are proposed if this should prove impractical. Partially incomplete data are shown to provide adequate principal components for interpolation in some cases. FIG. 1. Left: Shot gather for VSP data with 30% of traces removed. Right: Data after PCA POCS interpolation, using principal components of nearby, incomplete shot gathers. Nonstationary L1 adaptive subtraction and application to inverse scattering multiple attenuation Scott Keating*, Jian Sun, Pan Pan, Kris Innanen A method for adaptive subtraction in conjunction with internal multiple prediction by inverse scattering series is investigated. An L1, nonstationary adaptive subtraction is found to minimize mistaken matching to primaries while still allowing for a large degree of multiple removal. This adaptive subtraction is tested on both synthetic and physical modeling data. The method proves to be effective, and avoids unwanted matching to primaries. ABSTRACT ABSTRACT
Design and Manufacturing Process for Low Yield Ground Water Wells using a Piston Pumps - 12cp Jason D'Silva - A12-041 Supervisor: John Dartnall Assessor: David Eager Major: Mechanical Engineering At present, approximately 5,000GL of the total 24,000GL of water used by Australians each year comes from groundwater, with a further 21,000GL of groundwater available for sustainable use (Water Resources in Australia, 2000). Approximately one million Australians in six hundred communities are primarily reliant on groundwater (Guidelines for Groundwater Protection in Australia, 1995). This project presents a piston pump design and a selection of manufacturing processes that can be used as a sustainable way to pump the available ground water sources. It will enhance the everyday lives of the people that rely on groundwater through an easier and cheaper means of accessing such a vital commodity. The aims of this project are as follows: • To address the developing niche market of low yield ground water pumps both within Australia and the United States of America with a economically viable piston pump design. This market primarily comprises of households that live out in rural locales and farmers who are unable to procure their water supply, whether in full or in part, from a main water source. • To provide a design for manufacturing (DFM) process that can be easily manufactured. This process can be adapted later to be injection molded for mass production. The use of mass production methods would mean this pump is even more economically viable. In order to achieve these outcomes a detailed design process and cost analysis were performed. Part of this design process involves using currently available products in order to keep manufacturing cost down. This project adds to the quality of life of many rural communities that are sometimes forgotten about in modern society. It does so via simple and financially viable means given the low socioeconomic level that many of the target market live within.
TITLE: TEXT: (Max 500 words) (This box will expand as you type) Deadline for submission: 13th April 2018 Submit to: conference@npeu.ox.ac.uk Please submit both pages as a single ‘Word’ document (not a .pdf) Notification of the outcome: You will be notified whether your abstract has been accepted for the conference w/b 16th April 2018