zilongwang/ReadingBank huggingface dataset:
Persuading Selling Negotiating Working on a team Working with others Supervising others Teaching Coaching Counseling Coordinating projects/tasks Managing Meeting people easily Working with numbers Collecting information Interpreting data Solving quantitative problems Working with technology Concentration/focus Research Attention to detail Manual dexterity Understanding how tools/machinery work Physical stamina Meeting deadlines Precision Aesthetically sensitive Imagination with things Imagination with ideas Disciplining fairly Supervising others Organizing/planning Making decisions Seeing possibilities Mentoring Facilitating Resolving conflicts Developing prototypes Observing accurately Having fun Establishing procedures/rules Managing crisis Synthesizing information Analyzing problems Strategizing Maintaining systems Critiquing Assessing resources Learning new skills Understanding complicated ideas Working with theories Adapting to changing situations Flexibility
Artist’s signature Artist’s name Date Artist checklist Entry fee paid EMIALED: Entry form 2 page CV JPEGs Artist’s statement Wyndham Art Prize 2017 Wyndham Art Gallery 5 April to 11 June 2017 Non-acquisitive prize of $10,000 $6,000 of prizes from Deakin University People’s Choice Award of $2,000 Important dates: Entries close - 5pm Friday 10 February 2017 Artists advised of selection by – Friday 24 February 2017 Delivery of artworks 19, 20, 21 of March 2017 between 10am and 4pm.2017 Announcement and opening – Wednesday 5 April 2017 Exhibition dates – 6 April to 11 June 2017 Collection of artworks - Monday 12 or Tuesday 13 June between 9am and 5pm 2017 For further information please contact – Megan Evans or Maree Clarke OR maree.clarke@wyndham.vic.gov.au Phone: 03 8734 6021
are being satisfied by the periodic driving field or not. It is not necessary for the driving field to be perfectly sinusoidal in order to stabilize a non-Hermitian system. Chapter 8 2 Qubit System Interactions 8.1 Extended Unitarity for a 2 Qubit system After handling various two-level systems in the preceding chapters, we are also interested in studying whether such stabilization of system is possible for a 2 qubit system. Consider the following system:
5 Japan ............................... 6 ......................... Korean 7 Germany ................................. 8 Mexico ................................. F Find 10 more names of drinks in the following grid. G I N G E R B E E R Q H A P P L E J U I C E L E M O N A D E G O P O M I N T S O D A L U N I K I C E D T E A N D L W A T E R L Y M C O K R C O F F E E A H N C A P P U C C I N O G Draw the hands on the clocks and watches. 1 It’s three o’clock. 2 It’s half past five. 3 It’s ten to seven. 4 It’s five past eleven. 5 It’s six o’clock. 6 It’s quarter to nine. H Complete the dialogue. Write the words in the correct order.
Ballyhoura Development Ltd. Start Your Own Business Workshop Series in association with Limerick Local Enterprise Office and Local Enterprise Week 07 - 13 March 2016. Topic: “Thinking of Starting Your Own Business in Ballyhoura in 2016?” Presenter: Tim Madden, Ballyhoura Development Ltd. Date & Time: Monday 7th March, 10am to 1pm Venue: Millennium Centre, Caherconlish. Topic: “Tax For Start Ups” Presenter: Roy Finucane, Tax Assist Limerick, Date & Time: Tuesday 8th March, 10am to 1pm Venue: Coote Resource Centre, Kilmallock. Topic: “Thinking of Starting Your Social Enterprise in Ballyhoura in 2016?” Presenter: John Hassett, Ballyhoura Development Ltd. Date & Time: Wednesday 9th March, 10am to 1pm Venue: Coote Resource Centre, Kilmallock. Topic: “Getting the Best from your Marketing” Presenter: Gillian Horan, The Pudding Agency, Limerick Date & Time: Thursday 10th March, 10am to 3.30pm Venue: The Millennium Centre, Caherconlish. Places at these workshops is free but advance booking is essential. Contact Ballyhoura Development, Caherconlish, on tel: 061-450070, or email:
The Limes Sensory Play Worker Hours: 37 hours per week Holidays: 25 days per annum (includes 3 to be taken during winter closure) Salary: £21,164 Responsible to: The Child and Family Support Co-ordinator (CFSC) Purpose of the job The Sensory Playworker is responsible for the planning & delivery of the sensory play experiences provided in the Developing Creative Play Program. The project provide four strands of activity for disabled users, their siblings who are classed as young carers and their carers where necessary. The aim of the project is to provide developmentally appropriate, creative activities at The Limes for children and young people to reduce their isolation, improve their social communication skills and provide enjoyable confidence-boosting activities. The Sensory Playworker will support users to fully utilise the newly kitted out sensory play room and build their communication, self-expression and independence in utilising these resources. They will work with the team to ensure the user-lead nature of the scheme and that the services reflect the core values of inclusion and holistic support. Responsibilities The Sensory Playworker will be responsible to the CFSC for the efficient co-ordination & delivery of the weekly sensory activities and ensure access to resources during community events. They will also support the CFSC to monitor and evaluate the impact of the sensory equipment on user development. MAIN DUTIES: Users Promote the Developing Creative Play project to new users and their families Work alongside the CFSC to assess and develop person centred plans for CYP ensuring they are responsive to their social/communication needs, maintain and record all user information in relation to their use of sensory equipment. Operations Ensure all three play sessions maintain an effective level of sensory play opportunities that reflect user needs and wants. Maintain and regularly clean/update sensory play equipment software and hardware to ensure effective use. Ensure the sensory service is safely run and that all appropriate risk assessments are completed. Promote inclusion and disability awareness across the organisation. Staffing
Instructor Name Date of Hire Missing Element(s) Refer to Exhibits X-AA for copies of the referenced instructors’ performance evaluations Criterion 3 An institution is required to comply with applicable federal, state, and local statutes and regulations governing the operations of the institution including the NACCAS Rules of Practice and Procedure. Section 1.8 of the NACCAS Rules of Practice and Procedure, regarding “Equivalence”, requires that any institution seeking or holding accreditation from the National Accrediting Commission of Career Arts & Sciences and from another accrediting agency recognized by the U.S. Department of Education or seeking or holding a license, certification, or similar authorization or credential from another state or federal agency must describe itself in identical terms to each body with regard to ownership and ownership structure. On the day of the on-site evaluation, the Eligibility Certification Approval Report (ECAR) that was provided to the on-site evaluation team did not reflect the ownership information that had been reported to NACCAS. The institution informed the on-site evaluation team that the ownership was changed in Year after one of the owners, Name, passed away; however, it was never officially reported to NACCAS. Therefore, the institution could not provide documentation to prove that it is in compliance with the NACCAS Rules of Practice and Procedure, specifically Section 1.8 of the Rules regarding “Equivalence.” Ownership on record with NACCAS: Chewbacca’s Cosmetology, LLC 100% Sheldon Lee Cooper 100% Ownership on the institution’s ECAR: Chewbacca’s Cosmetology, LLC 100% Leonard Leaky 100% Refer to the following Exhibits: Exhibit B for a copy of the ownership as listed with NACCAS. Exhibit C for a copy of the ownership listed on the ECAR with the U.S. Department of Education.
Source Risk Issues BNF Wherever possible the web version of the BNF should be used in preference to the printed version as it is updated monthly (including errors and clarifications). All users of the BNF should read the section . The introductory paragraphs to sections often contain important information which can be missed if users consult individual monographs only. Listed side effects may not indicate frequency of occurrence. Indications/ uses/ unlicensed uses etc sometimes reflect the views/ practice of experts and so may not be or the same as in the SPC. For interactions check Appendix 1, the drug monograph and the drug group or section monograph. For children’s doses use the BNF-C Department of Health website The site’s search engine does not always function well. It is often better to use Google instead. Use Advanced Search and cut and paste into the box labelled “Search within a site or domain”. Then enter your search terms. Embase via NICE HDAS Years covered are less than for Medline – consider the implications of this when searching for older drugs. Remember to think laterally and try a variety of search strategies to find relevant results. Since October 2016, access to healthcare databases has migrated from the NICE NHS evidence site to the new NICE HDAS platform (). Within the HDAS site there is a welcome page which has several helpful tips on searching (). Fridge Database Only updated every 2 years – manufacturing process may have been updated during this time. Handbook on Injectable Drugs (previously known as Trissel) Gives information mainly on American preparations. Note that formulations may differ between the and and this can affect compatibility. Handbook of Peri-Operative Medicines This handbook is produced by UKCPA Whilst some recommendations are evidence-based, others reflect anecdotal specialist experience. Homeopathic Pharmacy UKMi does not endorse the use of homeopathy, however this book may provide information to help answer questions on this subject matter. IV Guide on Medusa A few monographs have not been updated recently. Check with more recent sources if necessary. Medications in Mothers’ Milk (“Hale”) Some monographs are based on more complete literature searches than others. Be careful about relying upon as a sole source.
VIII DISSOLUTION, WINDING UP AND LIQUIDATING DISTRIBUTIONS 8.1 Dissolution Triggers 13 8.2 Winding Up; Termination 13 IX BOOKS AND RECORDS 9.1 Books and Records 14 9.2 Taxable Year; Accounting Methods 14 X MISCELLANEOUS 10.1 Notices 14 10.2 Binding Effect 14 10.3 Construction 14 10.4 Entire Agreement; No Oral Agreements; Amendments to the Agreement 14 10.5 Headings; Interpretation; Treatment of Affiliates and Permitted Transferees 15 10.6 Severability 15 10.7 Variation of Pronouns 15 10.8 Governing Law; Dispute Resolution 15 10.9 Waiver of Action for Partition 16 10.10 Counterpart Execution; Facsimile Execution 16 10.11 Tax Matters Partner 16 10.12 Confidentiality 17
SCHEDULE A Schedule of Members Member Common Units Capital Account Issue Date Paul Gladen 32 Campus Drive Missoula, MT 59812 1,000,000 $ 100.00 _______ __, 20__ Jennifer Stephens 32 Campus Drive Missoula, MT 59812 1,000,000 $ 100.00 _______ __, 20__ Kurt Skrivseth 32 Campus Drive Missoula, MT 59812 1,000,000 $ 100.00 _______ __, 20__ EXHIBIT A Glossary of Terms Capitalized words and phrases used in this Agreement are defined below. “Act” shall mean the Delaware Limited Liability Company Act (or any corresponding provisions of succeeding law). “Agreement” shall have the meaning set forth in the introductory paragraph hereto. “Board” shall have the meaning set forth in Section . “Capital Account” shall have the meaning set forth in Section . “Capital Contribution” shall mean with respect to any Member, the amount of money and the fair market value of any property contributed to the Company with respect to the Units of such Member. “Certificate of Formation” shall mean the certificate of formation required to be filed by the Company pursuant to the Act together with any amendments thereto. “Code” shall mean the Internal Revenue Code of 1986, as amended, or any successor federal revenue law. “Common Units” shall have the meaning set forth in Section . “Company” shall have the meaning set forth in the introductory paragraph hereto.
Table 3: Summary of the costs and benefits of the options Option Estimated cost Benefits in controlling key areas of risk Ranking Comments Improvement to the accountability of decision-making Addresses the limitations in the legislation identified by the panel Scope of reviews better reflect policy intent Option 1 Low Very low Very low Very low 3 Fails to address the risk factors Option 2 Low Medium Medium if issues in the framework around scope of the review and matters the Tribunal can consider are addressed Medium if issues in the framework are addressed 1 Proposed changes to the framework have the potential to mitigate against the risk of narrow interpretation of the legislation and limitations in going beyond the matter raised in the ground for review. Option 3 High High Low, given the risks associated with establishing a new review body. This could rise to medium if that risk is mitigated and issues in the framework around scope of the review and matters the Tribunal can consider are addressed Medium if issues in the framework are addressed 2 This may ultimately be SCER’s approach should the risk that the Tribunal cannot deliver the policy intention be realised, even with substantive changes to the existing frameworks Introduces significant new risks associated with establishing a new review body and there is insufficient evidence to support change. There may be additional costs to governments and other stakeholders that have not been quantified, depending on how the new body is established. Proposed changes to the framework have the potential to mitigate against the risk of narrow interpretation of the legislation and limitations in going beyond the matter raised in the ground for review.
Focus on the positives and what you have in your life that makes you happy and try to let go of those negative thoughts and emotions weighing you down. Keep it simple – mindfulness is just awareness – being present and in the moment. YouTube and GoNoodle have some great resources for guided meditations and mindfulness practice! PTSO The leading classroom for November’s Box Top War was Miss Orendorf’s seventh grade homeroom. The PTSO provided a treat for bringing in the most box tops for the month. Please continue to save and send in box tops. To help the PTSO, please trim the edges of the box tops. Remember to label the bag with your child’s name and homeroom teacher. There will be a PTSO meeting Thursday, January 18 at 6 pm. Instructional Coach Corner Learners continue to strive for excellence as they are provided many opportunities to write through our Collins Writing Program. Learners reflect and collaborate with their peers through written expression. There is a great amount of learning visible when learners are reading, writing, speaking, and listening. Learners are being introduced to high level learning tasks by analyzing complex texts through Close Reads. Academics are imperative but the priority is for each learner to be productive, polite, and positive. – Mr. Eric Lauer Mark Your Calendars 01/01 No School 01/15 ACT 80 School, No School for Students 01/18 PTSO Meeting, 6pm A Few Reminders… Parents and Guardians, please notify the elementary office of ANY address and phone number changes. You can reach Mrs. Marker by calling 267-4623. Please submit an excuse for your child(ren)’s absence within three days of him/her returning to school. Check out our school website at You’ll be greeted with pictures sharing our exciting school events and student achievements. Scroll below the pictures to read important district announcements.
Provide details of how each children’s room will operate For each room list the days and hours the service will operate in that room, the number of children’s places in that room and the ages of the children who will be cared for or educated in that room. If you need additional space, you can photocopy this page as needed or attach a separate list titled ‘Operation of the limited hours service’ which includes the details listed below. The room numbers given here must correspond to the floor plan or diagram submitted as part of the Approval of Premises. Room No. on floor plan For each day this type of service will operate in this room, list the hours of operation Proposed capacity of child places for this room Ages of (range) Mon Tues Wed Thu Fri Sat Sun What is the total number of children’s rooms and capacity of children’s places at the premises? Total number of children’s rooms Total proposed capacity of child places Educational or recreational programs (to be completed by all applicants) Outline of the educational or recreational programs that will be provided for the children
Trade EBACB VET (DVOP) EBACK H-2A EBFLC Each OET organizational structure shall post and use the Language Interpretation Poster when in contact with LEP customers to allow them to select the appropriate language. This document can be found in the Translated Documents section on the Team of Experts section of the Kentucky Career Center homepage. Use of Bilingual Staff: OET staff are urged to use professional translation services whenever possible to assure the highest level of support to our customers. In an emergency situation, staff can be used to provide immediate translation until other arrangements can be made. Each non-OET owned entity, including but not limited to Local Workforce Investment Areas and all subgrantees and contractors, must have a written policy in place to address operating procedures and methods to deliver services for oral language assistance to all customers. Unacceptable Practices: Organizational structures should not use family members or friends to interpret, unless all other options have been exhausted. Minor children should never be used to interpret, unless it is an emergency situation and no other viable choices exist. Translation of Written Materials: OET and its partners are responsible for identifying their vital documents. To assist in this process, a folder has been created on the Team of Experts site containing frequently used documents that have previously been translated. For documents in need of translation, staff should contact the OET State EO Officer for assistance. Vital documents include, but are not limited to, the following for any service, benefit, program, or administrative organizational structure provided by or contracted with OET: Applications; Recertification or renewal applications; Documents that require a response; Letters or other written documents that contain information regarding participation in a program; Notices of eligibility criteria, authorization or denial, applicant or participant rights, benefit or service changes, hearings, and actions affecting parental custody or child support;
___________ ___________ ___________ ___________ ___________ ___________ ___________ mL 1.0 M B 45.0 40.0 35.0 30.0 25.0 20.0 15.0 10.0 5.0 mol of B ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ Temperature change, oC 1.7 3.4 5.2 6.8 8.5 6.7 5.1 3.3 1.8 Limiting Reactant and Stoichiometry: RESULTS/OBSERVATIONS 1. Reaction Between HCl and NaOH Table I mL HCl 45.0 40.0 35.0 30.0 25.0 20.0 15.0 10.0 5.0 mol HCl ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ mL NaOH
Limiting Reagent Lab: The Reaction between Vinegar and Baking Soda Goal: During this lab students will gain a quantitative understanding of limiting reagents. Safety: Safety goggles should be worn at all times. Students should hold the balloons on the test tubes tightly while the reaction takes place. Procedure Students need to get together in teams of four students. Students need to follow the directions below: Student A: Weigh the following six amounts of baking soda (sodium bicarbonate, NaHCO3): 0.18 grams, 0.35 grams, 0.52 grams, 0.70 grams, 1.00 grams, and 1.70 grams. Student B: Label the balloons 1-6. Put the six different masses of baking soda into six balloons using a small plastic funnel. Make sure the baking soda goes to the bottom of the balloon. Student C: Using the graduated cylinder and pipet, accurately measure and transfer 10.0 mL vinegar (5% acetic acid, HC2H3O2) into each of the 6 test tubes. Student D: Attach the filled balloons to the mouth of the test tubes. Make sure that the contents of the balloon and test tube are not mixed. Before mixing the contents of the balloons and test tubes, make a prediction about which combination will produce the greatest amount of carbon dioxide gas. Prediction:__________________________________________________ After the balloons are securely attached to the test tubes, each group member needs to lift a balloon on one of the test tubes so that the contents of the balloon mix with the test tube contents. Make sure the balloons are held on tightly to the test tube. All six test tubes should be reacted simultaneously. When the reactions are done, record your results in the table on page 2. Results: Rank the test tubes in order of least to greatest amount of gas produced. Post-lab: Answer the following and complete the table on page 3.
(a) Suppose this reaction is performed similarly to the acetic acid/baking soda reaction. A volume of HCl is put in the test tube and a mass of Mg metal is placed in the balloon. Determine the mass of the 10% HCl solution if the density of 1.19g/mL. (b) Only 10% of the solution was HCl, determine the mass of HCl in the reaction. (c) Hydrogen gas is produced and inflates the balloon. Which balloon will be the largest? Complete the following table. Show your work below. Test Tube # Mass of Mg Volume of HCl Mass of HCl Mass of H2 produced Excess Reagent Limiting Reagent 1 0.122 g 10.0 mL 2 0.500 g 10.0 mL 3 0.100 g 10.0 mL
Limitless Best Practice Guide Project: Under the Sea Outline the parameters of the workshop Age range of participants 7-9 years old Length of workshop Group 1 - 30mins, Group 2 - 45mins Setting/host for the workshop The selected school is called Isobel Mair School which located in Newton Mearns. This is a new relationship for RCS and the practitioners. Number of creative practitioners 3 creative practitioners (2 facilitators, 1 musician) Number of participants Group 1- 8 participants, Group 2- 16 participants Relationship with participants, was it new, had you worked together before? New relationship with participants Overview of their place on the spectrum (verbal/non verbal) Group 1- Class Lewis is made up of students on the severe end of the spectrum. They tend not to communicate verbally but rather through Macaton and other visual signals like sign cards and gesture. Three carers accompany the class of 8 and their teacher. Group 2- Within classes Staffa and Jura there were students on with ASD and other pupils with other conditions like Down Syndrome. The level of Autism ranged from moderate to severe, with some pupils communicating through visual languages such as signs and Macaton, however the majority were able to communicate verbally. Two carers accompanied the class teacher for the 16 children. Who from the host did you collaborate with in the design or delivery of the workshop We endeavoured to collaborate with the host school and had an initial meeting before the project. However, the staff at Isobel Mair School were keen to hand us full ownership over the project’s planning. Despite us asking for their input, Deputy Head Nick Crossan trusted our instincts and gave us a certain level of freedom. Dos and Don’ts
18. B (1997 AB15) The left and right limits as are both equal to 2. The limit as does not exist since the limits are not equivalent; therefore, A, C and D cannot be true either. 19. A (2003 AB13/BC13) The graph of is continuous at ; however, since the graph has a sharp turn at , the function is not differentiable at . 20. D (2003 AB79) The one-sided limits as are equivalent for the graphs of in I and II but not for III. 21. C (2008 AB77) and exist; however, since they are not equivalent, the does not exist. 22. A (2003 BC81 appropriate for AB) Free Response 23. 2009B AB3abc/BC3abc (a) Since the one-sided limits do not agree is not differentiable at . 1: sets up difference quotient at 1: answer with justification (b) when . There are two values of a for which this is true. 1: expression for average rate of change 1: answer with reason (c) Yes, . The function is differentiable on the interval and continous on . Also, . By the Mean Value Theorem, there is a value c, , such that . 1: answers “yes” and identifies 1: justification 24. 2003 AB6ac (a) f is continuous at because Therefore, 1: answer “yes” and equates the values of the left- and limits 1: explanation involving limits (c) Since g is continuous at and Since these two limits exist and g is differentiable at the two limits are equal. Thus 1: 1: 1: values for k and m
(D) 4.6 (E) 5.4 8. Let j be a continuous function such that j (1) = 2 and j (3) = 7. Which of the following must be true for the function j on the interval 1 ≤ x ≤ 3? I. II. The average rate of change of j on the interval [1 , 3] is . III. for some c in the interval [1 , 3]. (A) I only (B) II only (C) III only (D) II and III only (E) I, II and III 9. Let f be the function defined above. For what value of k is f continuous at x = 2? 10. The graph of the function f is shown above. Which of the following statements is false? (A) exists. (B) exists. (C) exists. (D) exists. (E) The function f is continuous at x = 3.
(b) Is g(x) continuous at x = 0? Justify your answer. (c) Evaluate and (d) Let m(x) = 7x2 +6. Write the equation of the line normal to m(x) at x = -1. Show the work that leads to your answer. Question Two (a) (b) (c) (d)
Key Requirements Grid Requirement Proposed solution 16.1 Store date/time of invoice creation 16.2 Store invoice recipient 16.3 Store time invoice was sent out 16.4 Interface with financial system 16.5 Automatically calculate/generate invoices based on analytical charges; minimum charges, associated administrative fees 17. Currently, MMSD has a homegrown reagent tracking system, the Chemical Usage and Inventory Tracking System (ChUITS). Please explain what your system offers in terms of reagent tracking. Response Notes: 18. The laboratory has various stations where samples could be located, so location tracking would be desirable. A list of sample locations is provided below. Response Notes:
Key Requirements Grid Requirement (approximate count) Proposed solution 18.1 Incubators (4) 18.2 Heat blocks (4) 18.3 Ovens (3) 18.4 Refrigerators (8) 18.5 Racks on benches (numerous) 18.6 Furnaces (1) 18.7 Water baths (numerous) 18.8 Freezers (1 per refrigerator) 18.9 Autoclaves (1) 19. The laboratory wants to track routine maintenance tasks for use in audits and QA. Current maintenance logs include information about the service date, problem description, and action taken. Notifications of routine maintenance coming due would be desirable. A list of example maintenance tasks is provided below. Response Notes:
24. - Please give a high level overview of your physical system architecture in a typical install, i.e. database servers, application servers, file storage, BLOB storage, and physical client. Response Notes: Specific Questions Item Question Vendor Response 24.1 Please break out the typical LIMS server footprint and the recommended system requirements for each server (e.g., RAM, CPU, Storage). 24.2 Describe if and how you support fail safe data storage (e.g., redundancy, failover). 24.3 Describe what is required from a system maintenance standpoint such as backups and archiving. 24.4 Describe the typical system requirements for client workstations. 24.5 Do you typically install on corporate data networks or do you recommend a dedicated VLAN? 24.6 What server virtualization platforms do you support? Please note, preference will be given to systems that can be supported on VMware. 25. Please give a high level overview of how configurable and customizable your product is. Where possible, give examples of which types of functionality are configurable and which require customization. Response Notes:
on the Land Activity/Action combination, specific components are pre-populated. E.g., for an assignment the land description and active collateral assignments might be prepopulated. For a renewal, lessee, land description, and active collateral assignments might be populated. The user then edits and enters data as appropriate. Edit Land Activity – When a Land Activity is in the feasibility stage, most data can be edited. Once a Land Activity is approved, only a limited number of attributes are allowed to be modified. However, new items such as miscellaneous items, collateral assignments and minor changes to lessees are permitted. Major changes to the Land Activity are implemented by adding a new Land Action. Carrying Capacity – Shown as it relates to the Trust land, and currently overwritten when it is changed. The history of different carrying capacities could be retained if required. EVI Rate – Manages/displays one value per year for Grazing Rental Amount (GRA). EVI rate is used to calculate the GRA which in turn is used to calculate the rent. Land Activity Identifiers All Land Activities and Actions shall be created with an internal surrogate primary key automatically generated by the system. The Agency business units utilize Lease Prefix, Sequence and Assignment Number to identify the Land Activity. Different business units have embedded information into parts of the existing identifier. E.g. the Agriculture and Grazing division uses the prefixes GM, GO, GR, GS or GT to identify the year within the five year cycle when the lease will expire. The division wishes to maintain this convention which has been used for 100 years to avoid any disruption for lessees. Lease prefixes also identify the Activity Type; there exists and one-to-many relationship between the Activity Type (Source Code) and Lease Prefix. Currently Grazing uses assignment numbers for subleases, reuses the existing lease identifier for full assignments and creates a new lease identifier for partial assignments. Renewals use the same identifier as the previous lease except where the expiration dates change. The business unit may want to continue the use of these conventions. In those instances where the same external identifier is used for multiple land activities, the user will be able to distinguish occurrences based on Activity ID and effective date or expiration date.
Sample Business Rules for Land Activity/ Land Action types Prepopulate Action Activity Type Action Type Create Activity from Existing Multiple Existing Leases Prepopulate Land Description Prepopulate Lessee Prepopulate Expiration Date Edit Land Description Grazing Lease New Lease yes Grazing Lease Renewal yes no yes yes yes yes Grazing Lease Consolidation yes yes yes yes yes yes Grazing Lease Full Assignment yes no yes no yes no Grazing Lease Partial Assignment yes no yes no yes yes Grazing Lease Relinquishment no NA yes no NA yes Grazing Lease Amendment no NA no no NA yes
laxatives > 25% of BMs during the 12 weeks preceding the study, mushy stool (BSFS score of 6) for > 1 SBM or watery, liquid stool (BSFS of for any SBM during baseline period, history of surgery to remove a segment of the GI tract or bariatric surgery for obesity at any time, history of any chronic condition that could be associated with abdominal pain or discomfort and could confound the trial assessments, abdominal surgery within 6 months prior to study, laxative abuse ≥ 3 CSBMs and increase of ≥ 1 CSBM from baseline during same week for at least 9/12 or 20/26 weeks of treatment period. Weeks not have to be consecutive. (Weeks 1-12) 5.0% placebo vs. 18.0% linaclotide (NNT = 7.7). (Weeks 1-26) 3.5% placebo vs. 15.7% linaclotide (NNT = 8.2). Decrease of ≥ 30% from baseline in average abdominal pain score, ≥ 3 CSBMs and increase of ≥ 1 CSBM from baseline during particular week for at least 9/12 or 20/26 weeks of treatment period. (Weeks 1-12) 3.0% placebo vs. 12.7% linaclotide (NNT = 10.3). (Weeks 1-26) 2.5% vs. 12.0% linaclotide (NNT = 10.5) Secondary endpoint: : SBM frequency after 12 weeks compared to baseline: 1.3 placebo vs. 4.0 linaclotide Percentage of patients reporting adequate relief of IBS symptoms for at least 75% of the weeks (9/12 or 20/26): 17.6% placebo vs. 41.9% linaclotide Fatige 1% placebo vs. 2% linaclotide Sinus congestion 1% placebo vs. 2% linaclotide 90% of reported diarrhea events were mild or moderate in severity and only 4.5% of patients discontinued treatment due to diarrhea. 28% of patients reporting diarrhea experienced this AE on the first day of therapy and 76% within first 4 weeks of treatment. Jadad Quality Rating: 5
LINC University Consortium Meeting October 24, 2011 10:00 a.m. – 10:15 a.m. Welcome and Introductions (Lisa Hood) 10:15 a.m. – 11:30 a.m. Detail Review of LINC Curriculum Module and LINC Website (Lisa Hood and Erika Hunt) 11:30 a.m. – noon LUNCH 12:00 p.m. – 1:00 p.m. Review of Outcomes Assessment Rubric (Joe Pacha) 1:00 p.m. – 1:45 p.m. Supplemental Activities and Resources (ELL, Early Childhood, Special Education, and Gifted Education experts) Robin Miller Young, Indian Prairie Children Preschool Dennice Ward-Epstein, Illinois Alliance of Administrators of Special Education (IAASE) 1:45 p.m. – 2:00 p.m. Wrap Up and Next Steps Forward (Lisa Hood)
Club or Group Smart Goals Our goals are S.M.A.R.T. goals that stand for Specific, Measurable, Achievable, Results-focused, and Time bound. This year, each club or group is asked to write one or two club goals that focus on reaching out to youth and families who are underrepresented in their 4-H club/group. Highlight how these goals will be met in the club yearly calendar. Below are several topic areas that you can use to brainstorm with the youth members to help them think about how they can expand access and learn more about others. What steps will you take to help underrepresented youth join your club? How will the club or group make specific efforts to learn about other cultures? How can club members get to know youth from other cultures? Is there a community center that your club could partner with on an event; family activity or community service project? What welcoming activities will the club do to ensure youth and families feel included? Share the SMART goals your club or group has set for this club year to focus on Expanding Access: For Example: We will translate the club open house brochure into Spanish and distribute it with an English copy to all youth in 3rd – 6th grade at the elementary school this fall. Please share the SMART goals your club or group set last year and indicate progress your club or group made on these goals: 4H CLUB CALENDAR PLANNER Please provide meeting dates, planned business topics and educational programming for each meeting. The three parts of effective 4H meetings are business, education and recreation. Attach 4-H Club or Group Annual Calendar. Calendars should include the month, meeting logistics (date, time, location for each month’s meeting), meeting, event, activity. A suggested format follows OR complete the planner that is included on page 4 of this document. Month Meeting Logistics Meeting, Event, Activity SAMPLE September 12, 7:00 p.m. Clover Center Town Hall Business Items: Election of Officers, Community Service idea for fall, form Holiday Party Committee Education/Program: Speaker about Dia de los Muertos (Day of the Dead) Welcoming Activities/Recreation:
4-H CLUB CALENDAR PLANNER (calendar template to be completed if not attaching a separate calendar for the year) October Business Items: Education/Program: Welcoming Activity/Recreation: November Business Items: Education/Program: Welcoming Activity/Recreation: December Business Items: Education/Program: Welcoming Activity/Recreation: January Business Items: Education/Program: Welcoming Activity/Recreation: February Business Items: Education/Program: Welcoming Activity/Recreation: March Business Items: Education/Program: Welcoming Activity/Recreation: April Business Items: Education/Program: Welcoming Activity/Recreation: May Business Items: Education/Program: Welcoming Activity/Recreation: June Business Items: Education/Program: Welcoming Activity/Recreation: July Business Items: Education/Program: Welcoming Activity/Recreation: August Business Items: Education/Program: Welcoming Activity/Recreation: September Business Items: Education/Program: Welcoming Activity/Recreation:
5. Balanced Scorecard A balanced scorecard is a tool developed by Kaplan and Norton in 1996. It translates an organization’s mission and strategy into a comprehensive set of performance measures that provides the framework for a strategic measurement and management system. The model distinguishes between four levels: learning and growth - focuses on how to educate employees, how to gain and capture knowledge, and how to use it to maintain a competitive edge within company’s target markets, business processes - measures critical-to-customer process requirements and measures, customers - measures customers' satisfaction and their performance requirements, finance - tracks financial requirements and performance. Lille Pharmacy’s plan is to develop an online ordering service and implement dose dispensing system which would increase revenue and customers satisfaction. For that, they have to integrate a new process with the old one. Objectives Measures Targets Initiatives Financial Increased business profit Increase in sales revenue Growth in market share First year +3% Second year +5% First year +2% Second year +4% New service process
Customer More customers Convenient ordering Less work for nurses Better customer satisfaction Number of new customers Customer feedback survey 10% more per year 70% of feedback is positive Promotion of new service Up-date of customer management system Ask for customer Internal Aquire and integrate new dispensing machine Integration of new ordering process Train employees Proportion of current sales switched to new service How well the new process has started to work 70% of regular sales is shifted in first year Process should work well from launch date Employees training program to use the machine Launch of new process Learning Launch online ordering service and dispensing system Redesign web-page Customer feedback survey Ongoing maintenance Service improvement Use of consultants
In the Lincoln Mosaic students will examine and analyze the significant people, places and events that contributed to the development of Lincoln both as an individual and as a leader among men. The Lincoln Mosaic unit is broken down into five lesson plans covering a ten day period, with each lesson consisting of 45 minutes to an hour depending on the ability levels of students and the subject matter. This unit can be modified to meet the needs of students with various ability levels as well as be altered to accommodate different types of class schedules.
Table of Contents Executive Summary User Manual Administrator Manual Developer Manual 4.1 Inventory of Files Lessons Learned 5.1 Site Design 5.2 System Architecture 5.3 WordPress Components 5.4 Timeline 5.5 Issues 5.6 Testing 5.7 Future Work Acknowledgements References Appendix: Testing Report 3 SS 4 8 9 10 10 10 12 13 13 14 14 17 17 18 19
Paste the YouTube URL in the “YouTube video URL” box Check the “Don’t Autoplay Video” box if you don’t want the video to play automatically For Prezis: Expand “Sidebar” under “Mural Portfolio Settings” Replace Main Sidebar with < Empty sidebar In the Main Text box click the “Text” option to switch to HTML Paste the embed code for the Prezi provided on the Prezi’s page in the main text box Click “Visual” (located next to the originally clicked “Text” button) to go back to regular formatting Write any information you would like in the main text box to go with the artifact Below the “Mural Portfolio Settings” (where you just changed the Portfolio Item Settings) is a text field called Excerpt. Write or paste an excerpt of text you would like to show up as the detail text in the Portfolio Box Scroll back up to the top of the page and on the right hand side, click the blue button that says “Publish” 4. Developer Manual Figure 4.1: An FTP client displaying a local directory and the root directory of the site The code and back end data can be accessed via an FTP client such as FileZilla. Once granted access to the code, any modifications can be made to the WordPress content management system or Mural. The CMS and theme are written mainly in PHP. The root directory contains files that are used to set up WordPress and shouldn’t be modified unless for a very specific reason (e.g. changing the database info in the wp-config.php file). Almost all other modifications are made to the wp-admin, wp-content, and directories. Important Note: Assume changes to the site can be made through the WordPress CMS. Only once you’ve confirmed that a change can’t be made via a widget, plug-in, etc. should you make code changes to implement custom features. Inventory of Files WordPress CMS files available at (WordPress 4.1.4 download) Mural theme available at and located in the “~/wp-content/themes/mural” directory includes
TUPE provisions; Feedback that reference to notice sent by fax to be removed; Statutory rate of interest to apply (not 2% above base); Request to make it expressly clear that right to use IPR extends to G4S staff 7.0 15th June 2018 Michelle Tilston Solicitor (EMPLS) Updated following annual review Standard Terms and Conditions Purchase of Services – High Value/Risk or Value above the EU Threshold from time to time in place Contents
A – Supplier Information 1.1 Supplier details Answer Full name of the Supplier completing the PQQ Registered company address Registered company number Registered charity number Registered VAT number Name of immediate parent company Name of ultimate parent company Please mark ‘X’ in the relevant box to indicate your trading status i) a public limited company ▢ Yes ii) a limited company ▢ Yes iii) a limited liability partnership ▢ Yes iv) other partnership ▢ Yes v) sole trader ▢ Yes vi) other (please specify) ▢ Yes Please mark ‘X’ in the relevant boxes to indicate whether any of the following classifications apply to you i)Voluntary, Community and Social Enterprise (VCSE) ▢ Yes ii) Small or Medium Enterprise (SME) ▢ Yes iii) Sheltered workshop ▢ Yes iv) Public service mutual ▢ Yes 1.2 Bidding model Please mark ‘X’ in the relevant box to indicate whether you are; a) Bidding as a Prime Contractor and will deliver 100% of the key contract deliverables yourself ▢ Yes b) Bidding as a Prime Contractor and will use third parties to deliver some of the services ▢ Yes
Contractor – An organisation or individual who has made a contract to undertake works, supply goods or provide services. Contract Value – The estimated total aggregated monetary value of a contract over its full duration (not annual). Invitation to Tender – An invitation to contractors, suppliers or service providers to bid for the provision of works, goods or services; also known as an 'ITT'. Market Brief – The Market Brief is for information only, and provides an outline of the requirements for this contract. Method Statement – Tenderers’ proposals for dealing with aspects of the work which are outlined in the specification, and where detailed operational information about the delivery of the contract is required. Negotiated Procedure – One of the four key procurement processes allowed under the EU Directives. It can only be used in very limited circumstances defined by the EU Procurement Directives. OJEU Contract Notice - means the advertisement issued in the Official Journal of the European Union. Open Procedure – One of the four key Tendering processes allowed under the EU Procurement Directives. All potential providers who express an interest in an advertisement in the OJEU are sent an invitation to Tender. Post-Tender Negotiation – Discussions with a supplier or suppliers after their offers have been received, with the aim of achieving clarifications and/or improvements. (Strict guidelines apply to conduct during this process). Potential Provider – The person or organisation bidding, or intending to bid, as the sole or lead provider for the contract. Pre-Qualification Questionnaire – A questionnaire completed by organisations that wish to be considered for a procurement activity or placed on an approved list. The purpose is to assess the organisation’s general suitability in terms of financial and economic standing, technical capability and experience, quality assurance, health and safety procedures, environmental issues and equalities considerations.
F. Submitted, but not Funded, External Teaching Grants and Contracts: G. Funded Internal Teaching Grants and Contracts: H. Submitted, but not Funded, Internal Teaching Grants and Contracts: Other: CONTINUING EDUCATION “MISTIC”: Providing Speech and Language Services Through an International Collaboration”, Dr. Maria Resendiz, Erica Almaraz, Texas State University, March 26, 2013 “Globalization and Research”, Dr. Ani Yazedjian, Texas State University, March 26, 2013 “The Ethical Challenges with HIPAA and Technology: Practical Tips and Strategies Ms. Renee Wendel, Texas State University, February 8, 2013 ADDITIONAL LECTURES ASHA tutorial: Introduction to Evidence Based Continuing Feb. 11, 2014 Education (CE) Parent/Caregiver - Implemented Interactive Language Intervention: Introduction to the Hanen Approach Toby Stephan, MA,CCC-SLP Jan. 31, 2014 Grosvenor Distinguished Lecture “Transformational Partnerships in Malawi”, Dr. Joyce Blanda Aug. 2013 LBJ Distinguished Lecture, Common Experience “Minds Matter”, Patrick Kennedy Oct. 2013 “Survival Spanish” Texas State University, Mr. Seth Worley, Spanish Language Instructor Jan.-Feb. 2012 III. SCHOLARLY/CREATIVE A. Works in Print (including works accepted, forthcoming, in press) 1. Books (if not refereed, please indicate) a. Scholarly Monographs:
and/or advising (if instructed) counterclaim and defence to counterclaim) and defence to S3 Up to and including CMC £3,500 + 10% of damages £6,650 + 12% of damages £7,850 + 12% of damages £11,000 + 14% of damages S4 Up to the end of disclosure and inspection £4,000 + 12% of damages £8,100 + 14% of damages £9,300 + 14% of damages £14,200 + 16% of damages S5 Up to service of witness statements and expert reports £4,500 + 12% of damages £9,500 + 16% of damages £10,700 + 16% of damages £17,400 + 18% of damages S6 Up to PTR, alternatively 14 days before trial £5,100 + 15% of damages £12,750 + 16% of damages £13,950 + 16% of damages £21,050 + 18% of damages S7 Counsel/ specialist lawyer advising in writing or in conference (if instructed) £1,250 £1,500 £2,000 £2,500 S8 Up to trial £5,700 + 15% of damages (less £500 if receiving party did not prepare the bundle) £15,000 + 20% of damages (less £750 if receiving party did not prepare the bundle) £16,200 + 20% of damages (less £1,000 if receiving party did not prepare the bundle) £24,700 + 22% of damages (less £1,250 if receiving party did not prepare the bundle) S9 Attendance of solicitor at trial per day £500 (50% for half a day or less) £750 (50% for half a day or less) £1,000 (50% for half a day or less) £1,250 (50% for half a day or less) S10 Advocacy fee: day 1 £2,750 £3,000 £3,500 £5,000 s11 Advocacy fee: subsequent days £1,250 (50% for half a day or less) £1,500 (50% for half a day or less) £1,750 (50% for half a day or less) £2,500 (50% for half a day or less) S12 Hand down of judgment and consequential matters £500 £500 £500 £500