zilongwang/ReadingBank huggingface dataset:
34 Completeness Do you have a strategy to validate the completeness of the historical lease population prior to the effective date? SECTION 5 SYSTEMS READINESS Most companies are in the process of implementing new lease accounting systems to automate the record-to-report processes for ASC 842 and IFRS 16. In the final stages of the software implementation, companies should focus on testing functionality and performance as well as ensuring that the appropriate level of support from vendors and IT will be available after the effective date. Issue Validation Status Notes 35 Product Roadmap Have you received your vendor’s latest product roadmap and identified critical functionality that will not be ready before your transition date? 36 Quality Assurance Have you reviewed your vendor’s plan for performing quality assurance testing to validate the accuracy of accounting outputs? 37 Regression Testing Have you developed a regression testing plan and cadence to validate new releases from your software vendor? 38 System Performance Have you reviewed your vendor’s plan for transitioning to thousands of ledger entries on the effective date and the potential system performance issues that might occur?
Learning Management Plan for Learning Management Plan Focus (1) What does my Learner Already Know? (5) What will constitute the learning journey? (2) Where does my learner(s) need / want to be? My learner will be able to: (Procedural Knowledge): (Declarative Knowledge) (6) Who will do what? (3) How does my learner best learn? (7) How will I check to see my learner has achieved the defined learning outcomes? (4) What resources do I have at my disposal? (8) How will I inform the learner and others of the learner’s progress?
Approvals We hereby certify that at a meeting of the ………………………………………. duly convened in accordance with The Uniting Church in Australia Regulations. The meeting was held on the ………… day of ………………. in the year………., and the following resolution was passed: Please attach minutes of the meeting. CHURCH COUNCIL APPROVAL Name of Church Council: I am authorised to sign this document as a member of the Church Council. Please note, authorised representatives of Church Council to sign below. Signed: ………………………… Signed: …………………………… Date: …………………………… Date: …………………………… Name: …………………………… Name: …………………………… Position: …………………………… Position: ……………………………
Unit of Competency Code and Name e.g. FSKNUM15 - Estimate, measure and calculate Learning Material Mapping The training resources address the required criteria as detailed below Assessment Tool Mapping The assessment requirement is assessed in the Assessment Task as detailed below Element of Competency Performance Criteria Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Element 1 – insert here e.g. Element 1 - Estimate and make routine measurements for work 1.1 Insert here or delete row if not applicable e.g. Select and interpret measurement information in workplace tasks and texts e.g. Task 1 Part D e.g. Project 2, Question 3 1.2 Insert here or delete row if not applicable e.g. Identify and select appropriate routine measuring equipment e.g. Observation, Task 4 1.3 Insert here or delete row if not applicable 1.4 Insert here or delete row if not applicable 1.5 Insert here or delete row if not applicable 1.6 Insert here or delete row if not applicable Element 2 – insert here 2.1 Insert here or delete row if not applicable 2.2 Insert here or delete row if not applicable
6.5 Insert here or delete row if not applicable 6.6 Insert here or delete row if not applicable Unit of Competency Code and Name e.g. FSKNUM15 - Estimate, measure and calculate Training Resource Mapping The training resources address the required criteria as detailed below Assessment Tool Mapping The assessment requirement is assessed in the Assessment Task as detailed below Foundation Skills Assessment Task 1 Assessment Task 2 Assessment Task 3 Assessment Task 4 Skill Performance Criteria Description FS1 e.g. reading 1.1, 3.4, 3.5, 4.1, 4.3, 5.1 Insert here or delete row if not applicable e.g. Organises, evaluates and critiques ideas and information from a range of complex texts e.g. Task 1 Part D e.g. Project 2, Question 3
Learning Math with Yurts Lesson – 4th-5th Grade Objective: To teach students state-tested math skills through the use of yurts. Standards: 4.5.3 Know and use formulas for finding the perimeters of rectangles and squares. (Core Standard) 4.5.4 Know and use formulas for finding the areas of rectangles and squares. (Core Standard) 5.5.2 Solve problems involving perimeters and areas of rectangles, triangles, parallelograms, and trapezoids, using appropriate units. (Core Standard) Approximate length: 30 minutes Materials needed: Rulers Copies of worksheets Transparencies Overhead projector Glue or tape (for optional activity) Scissors (for optional activity) Copies of yurt outline (for optional activity) About the Lesson: A yurt is a portable, round, felt and wooden home used by nomads in Central Asia. Families who keep sheep or goats need to be able to move around with their flocks to find new grassy pastures. They can carry a yurt with them, much like a tent. Since the summertime can be very hot and the winter can be very cold, the yurt is made of felt, which keeps the inside cool in the summer and warm in the winter. A picture of a yurt can be seen in the supplementary materials. Teachers may wish to make a transparency of the picture to put on the overhead so that students can see what a yurt looks like. The yurt can be used to teach math skills, like measuring the circumference and diameter of a circle, measuring perimeter and area of a rectangle, measuring distances to objects, as well as other math skills. Procedures: Show students the pictures of yurts on an overhead projector. (Teachers may also wish to show students the short video showing the inside of a yurt and/or the video on how felt is made to cover the outside of a yurt.) Explain what a yurt is. Have students do the worksheet for their grade level. (Note: Worksheets may be printed in black and white.) There are suggested grade levels with each lesson, but teachers can decide which one is most appropriate for their students.
Tenant's Name: _________________________ Tenant’s Signature: _________________________ - See more at:
The Provost or designee for space needs in New York City and elsewhere. The Cornell unit cannot execute a lease until such review is complete. Therefore, unit advance planning in lease space arrangements is essential to timely development of appropriate space solutions. Renewing Leases Leases with existing space approvals and leases of less than one-year term: Can renew with appropriate financial and legal approvals, as advised by Real Estate. Real Estate will notify the Space Management Program Manager and the Facilities Information Group of such renewals. Leases without an existing space approval: Will complete the process for new lease space, as above. Transactional Approval Transactional approval for all leases (space and/or land) is as prescribed by Policy 4.2, Appendix C which references the Cornell University Real Estate Administrative Plan. Only three people can sign leases – the Senior Director of Real Estate, the Vice President of Infrastructure, Properties and Planning, or the Executive Vice President. Unit representatives cannot sign leases. Real Estate will determine the appropriate authority in each instance. In order to provide consistent and organized information regarding the lease arrangement, all transactions that must be presented to the Capital Funding & Priorities Committee will complete a Lease Approval Request (LAR). Best Practices for Developing Cornell Leases Academic and administrative units need to coordinate all lease activities through the lead facilities director and/or business officer for the college/division before working with other University officials. Units need to be considering the need for leased space to meet programmatic needs as far in advance as possible. The larger or more complex the space need, the more benefit can be derived from longer planning horizons. There are many variables in each phase of the lease process, from finding the correct property, negotiating, internal reviews and approvals, and custom fit-out. The length of time is impossible to estimate, as every instance is unique. Within Tompkins County, Cornell-to-Cornell leases are preferred over Cornell leases from third parties. New Cornell leases outside of Tompkins County and New York City should consider with other local Cornell interests, where possible. In any location, co-location arrangements with other Cornell units are preferred.
found on our webpage hhl.org.uk Complaints and Compliments 0300 777 4321 complaints@hhl.org.uk Financial Support Officer and/ or Welfare and Benefits Advisor 0300 777 4321 Repairs, Maintenance and Improvements 0300 777 4321 Citizens Advice Bureau 0844 826 9685 National Debt Line 0808 808 4000 Homes and Communities Agency (HCA) 0300 1234 500 HCA Service Charge Loans Finance, Homes and Communities Agency, 149 Tottenham Court Road, London W1T 7BN First Tier Tribunal (Property Chamber) 0121 600 7888 The Leasehold Advisory Service 020 7832 2500 Herefordshire Council - switchboard 01432 260000 Smell gas? Gas emergencies – National Gas Emergency Service Health and Safety Executives Gas Safety Advice 0800 111 999 0800 300 363 www.hse.gov.uk/gas Gas Safe Register 0800 408 5500
possession is made out and other statutory tests (including in certain cases, the reasonableness of possession action) are met. Shared ownership A shared owner is someone that part owns their property (normally with a social landlord), but unlike someone that has bought with an equity loan, does not own it fully. The shared owner has a lease and pays rent as a percentage (normally up to 2.75%) on the unowned equity. They are normally responsible for all repairs and service charges. Shared owners can staircase up by buying additional shares to full ownership of the property. Permission is generally needed to sub let.
PS2 Management Rental Application 3 Preakness Dr, St. Peters, MO 63376 P 314-779-6889 CREDIT CARD / FINANCIAL INFORMATION CAR LOAN LIEN HOLDER CREDIT CARD COMPANY CREDIT CARD COMPANY CREDIT CARD COMPANY CHILD SUPPORT/ OTHER CREDIT OWED BANK ACCOUNT NAME OF BANK BALANCE OWED BALANCE OWED BALANCE OWED BALANCE OWED BALANCE OWED BALANCE MONTHLY PAYMENT MONTHLY PAYMENT MONTHLY PAYMENT MONTHLY PAYMENT MONTHLY PAYMENT MONTHLY PAYMENT CREDITOR'S PHONE # CREDITOR'S PHONE # CREDITOR'S PHONE # CREDITOR'S PHONE # CREDITOR'S PHONE # ACCOUNT NUMBER - - - - - - - - - - EMERGENCY / PERSONAL REFERENCE INFORMATION EMERGENCY CONTACT RELATION EMERGENCY CONTACT RELATION PHONE ADDRESS PHONE ADDRESS _ _ ❏ CELL ❏ HOME _ _ ❏ CELL ❏ HOME PHONE CITY/STATE/ZIP PHONE CITY/STATE/ZIP _ _ ❏ HOME ❏ WORK _ _ ❏ HOME ❏ WORK PERSONAL REFERENCE RELATION PHONE ADDRESS _ _ ❏ CELL ❏ HOME PHONE CITY/STATE/ZIP _ _ ❏ HOME ❏ WORK PERSONAL REFERENCE RELATION PHONE ADDRESS _ _ ❏ CELL ❏ HOME PHONE CITY/STATE/ZIP _ _ ❏ HOME ❏ WORK APPLICANT QUESTIONNAIRE / AUTHORIZATION Has applicant ever been sued for bills? Has applicant ever been bankrupt? Has applicant ever been guilty of a felony? Has applicant ever broken a Lease? ❏ YES ❏ YES ❏ YES ❏ YES ❏ NO ❏ NO ❏ NO ❏ NO Has applicant ever been locked out of their apartment by the sheriff? Has applicant ever been brought to court by another landlord? Has applicant ever moved owing rent or damaged an apartment? Is the total move-in amount available now (rent and deposit)? ❏ YES ❏ YES ❏ YES ❏ YES ❏ NO ❏ NO ❏ NO ❏ NO Applicant authorizes the landlord to contact past and present landlords, employers, creditors, credit bureaus, neighbors and any other sources deemed necessary to investigate applicant. All information is true, accurate and complete to the best of applicant's knowledge. Landlord reserves the right to disqualify tenant if information is not as represented. ANY PERSON OR FIRM IS AUTHORIZED TO RELEASE INFORMATION ABOUT THE UNDERSIGNED UPON PRESENTATION OF THIS FORM OR A PHOTOCOPY OF THIS FORM AT ANY TIME.
requirements, respectively. In addition,Asset Registration policy for leasable assets has been added recently to support the regulatory framework. More directives and operational guidelines, without being cumbersome and bureaucratic, are required. More guidance, primarily in the form of directives, operational and supervisory manuals arein process of being delivered by NBE, with the support of IFC. Leasing companies are either being formed or in process of formation. Both government and private initiatives are underway, with the former being well ahead. Five regional leasing companies that are MFI-affiliated and supported by the government have been established within the past year. There is also a lot of interest from different private sector groups to establish leasing companies both foreign and domestic. There are taxation, registration and ownership questions among others that remain unanswered. However, NBE is committed to address all key gaps identified to develop a vibrant leasing sector. 2.1 Leasing Overview While one way of accessing equipment needed for production is through purchase the other is through leasing. Typically, in a lease eco-system, there are three key players: a “Lesse”, a “Lessor” and a “Supplier” (refer to Figure 1) In Ethiopia, the focus is to develop enabling and vibrant environment for finance lease, in particular for hire-purchase lease, as this form of leasing leads to final ownership of the asset. The key characteristics of finance lease (including hire-purchase) are as follows: The LESSEE selects the asset. The procurement of asset is conducted by the LESSOR and not the LESSEE. The LESSOR remains the owner of the asset throughout the lease period, while the LESSEE has control over the use of the asset. The LESSOR is fully secured in the event of destruction or damage. The LESSEE has the obligation to pay the lease fee. The LESSEE has the obligation to maintain the asset in line with the lease agreement. The lease agreement, among other items is non cancellable.The agreement details,among other things, the actions to be taken in the event there is a default. Figure 1: Leasing Eco-system There are numerous advantages to leasing (finance and hire-purchase), and the major financial advantages include: From the perspective of the LESSEE: It is a cost effective instrument that conserves liquidity and does not tie in business capital.
Graham School Job description POST: Senior Learning Mentor GRADE: Band 7 RESPONSIBLE TO: Assistant Headteacher/Deputy Head STAFF MANAGED: None POST REF: JOB FAMILY:7 JOB PURPOSE: The core focus of this job is to assess, support, guide and mentor individual or small group of pupils who require additional support to overcome barriers to learning, to achieve their full potential. Works under the guidance of teaching staff. JOB CONTEXT: Works on a one to one or small group basis with the more challenging students who are having performance, attendance or behavioural issues that are affecting their learning, to help them overcome the barriers to learning and improve their education. Works in the classroom adapting the activities to meet the individuals needs as assessed Enhanced DBS clearance required An ability to fulfil all spoken aspects of the role with confidence through the medium of English ACCOUNTABILITIES / MAIN RESPONSIBILITIES Operational Management Liaise with teaching staff to provide particular support to targeted pupils to raise achievement and attendance and help them to overcome barriers to learning Identify the needs and assess those pupils needing extra support and support the development of individual action plans for targeted pupils Work on a one to one basis with targeted pupils who are underperforming in their subjects to implement and manage an action plan, altering as necessary depending on the individuals progress and needs Work with parents/carers to help address poor performance, attendance and/or behavioural issues, including creative solutions where appropriate Provide extra support to pupils through knowledge of a range of activities and opportunities available to them Implement, monitor and evaluate agreed learning/teaching programmes, adjusting activities according to pupils needs Support the re-integration of pupils who have been excluded from school or following an alternative timetable Support pupil access to out of school facilities and study support Provide objective and accurate feedback and reports on the pupils achievements, progress and other matters Assist pupils to make successful transfers between educational establishments and transitions at key stages of their lives Manage referrals to external agencies as appropriate Supervise pupils on visits, trips and out of school activities Invigilate exams/tests when required Supervise study/homework clubs Undertake administrative duties as required
Chart: Security Deposit Limits, State by State Washington No statutory limit California Two months' rent (unfurnished, no waterbed); two and one-half months' rent (unfurnished, tenant has waterbed); three months' rent(furnished, no waterbed); three and one-half months' rent (furnished, tenant has waterbed) Create an Advertisement for Your Rental Property
same household is strictly limited to the time necessary to assist and/or care for an employee’s spouse, child, or parent who needs such care and assistance as a direct result of a documented medical condition. An employee who becomes ill while on vacation leave, and would otherwise be entitled to sick leave, may use sick leave for the time actually ill. A terminating employee who has been allowed to remain on the payroll to use vacation leave in lieu of a lump sum payment is not eligible to use sick leave. Employee Responsibilities If you will be absent from duty because of illness, your supervisor or supervisor’s designee must be notified at the earliest practical time and in accordance with agency or division/department rules. If you are out more than one day, you should notify your supervisor of your status each morning or start of shift unless other arrangements are made (e.g., parental leave, from which the employee has planned to return on a specific date). When you return to work, you must complete an electronic Approval of Time Worked/Leave Taken request and submit it to your supervisor for approval. The leave taken should also be entered into your CAPPS timesheet. To be eligible for paid sick leave for an absence of more than three consecutive working days, you must submit a doctor’s certificate or an acceptable statement of facts showing the cause or nature of the illness or injury. Abuse of Sick Leave A supervisor may require a physician’s statement for any absence due to illness when it is suspected that the employee may be abusing sick leave privileges. Malingering and abuse of sick leave privileges may be grounds for disciplinary action and/or dismissal. Transfers When an employee transfers directly, without a break in service, from one state agency to another, the employee’s unused sick leave balance is forwarded to the receiving agency. Restoring Leave Balances Employees separated from state employment as the result of a reduction in force (RIF) are eligible to have their sick leave balances restored if they are reemployed with the state within 12 months of their termination. Employees who separate from the state for reasons other than a RIF are also allowed to have lost sick leave balances restored if they are reemployed with the
To report any concerns which might arise within the family to us straight away by phone or email; To be committed to our project’s policies on Equal Opportunities, Health & Safety and Confidentiality (copies provided at training/induction), and to promote Equal Opportunities whenever possible. Person Specification Essential A sensitivity to other cultures and an ability to communicate successfully across cultures; Good rapport with children and young people; A desire to stretch the expectations and achievements of young people from disadvantaged backgrounds; Familiarity with study skills/problem solving approaches to working; Subject-specific knowledge in one or a number of examination subjects at GCSE and/or A level (only required if working with young person preparing for GCSEs); Reliability and commitment; A level of flexibility and understanding in working around the family’s timetable; A friendly, helpful, anti-discriminatory and enthusiastic approach. Desirable Previous experience of working with children or refugees; Knowledge of issues affecting refugee communities, particularly around education; Knowledge of UK education system; Personal experiences of educational barriers.
Design Considerations Authentic to the ways of knowing and doing in science and mathematics (reasoning and proof, problem solving, modelling and mathematizing) Moves beyond procedural fluency and requires deep mathematical thinking. (What are students spending most of their time thinking about?) High level of engagement in mathematical and scientific reasoning throughout the lesson Design is connected to an important concept or big idea in science or mathematics Provides opportunities to communicate mathematically or scientifically (using appropriate mathematical or scientific notation and symbols) Scaffolding lessons allowing students to experience success (systematically varying key ideas to deepen understanding) Clarifying learning intentions and criteria for success -Establishing success criteria with students Eliciting evidence of student thinking -Making thinking visible Providing feedback that moves learning forward - Providing time to incorporate the feedback Activating students as instructional resources for one another Activating students as owners of their own learning Formative Assessment Strategies (Wiliam, D., 2011) Authentic to the ways of knowing and doing in science and mathematics (reasoning and proof, problem solving, modelling and mathematizing) Moves beyond procedural fluency and requires deep mathematical thinking. (What are students spending most of their time thinking about?) High level of engagement in mathematical and scientific reasoning throughout the lesson Design is connected to an important concept or big idea in science or mathematics Provides opportunities to communicate mathematically or scientifically (using appropriate mathematical or scientific notation and symbols) Scaffolding lessons allowing students to experience success (systematically varying key ideas to deepen understanding)
Clarifying learning intentions and criteria for success -Establishing success criteria with students Eliciting evidence of student thinking -Making thinking visible Providing feedback that moves learning forward - Providing time to incorporate the feedback Activating students as instructional resources for one another Activating students as owners of their own learning Formative Assessment Strategies (Wiliam, D., 2011)
Students will explain the function of each step in solving long-division problems. This verb is associated with the analysis level of Bloom’s taxonomy. Using the Active Voice: One final requirement for writing student-centered objectives is to use the active voice rather than the passive. Consider these three objectives: Students will be given a handout. Students will be put into groups. Students will get a lesson on using Internet sources. On the surface these may look like student-centered statements. The first word of each is “students”! What they really are, however are, teacher centered statements disguised by the passive voice. How would you change the above objectives for the focus to be on student learning? For example: “Students will be given a handout” For this to be student centered, this objective must be stated in terms of what students will know and be able to do as a result of this handout. Once the teacher has pin pointed what learning should result from the handout activity, the objective can be written this way: Students will conjugate “avoir” and “etre” Remember the handout- and any instructional activity a teacher might opt for- is merely the vehicle for students’’ intellectual work. Don’t let an activity distract you from the real goal. Students will be put into groups. Students will collaborate in groups of three to design a square or circular shaped container for their clay unit. Students will get a lesson on using Internet sources. Students will use the internet to locate two reliable sources of information about Blue Herons.
FY Dept: Contact: Melissa Morgan (FAP) Contact: Joey Murphey (SC) Contact: Phone: 491-0452 Phone: 491-6875 Phone: Name Assgn No. Leave Element Hours Absence Start Absence End Explanation HR Use Only Processed by Date Dept Authorized Signature Date Batch
Payroll use only Keyed by X_______________________________ Checked by X_______________________________ Date: ______________________ Date: ______________________
and evaluation strategies, including indicators. To reduce bureaucracy and encourage activity, establishments need to take account of the legalities regarding a requirement for formal consent. See section 5 for further details. BA is developing activity-specific policies at establishment level for regular or routine activities. Such policies should be robust and equate to “operational guidance” that makes it clear how the activity should be planned and delivered, meeting all necessary recommendations and requirements, as well as assuring educational quality. The degree of complexity of a particular plan or policy (along with its supporting procedures) will need to reflect the nature and complexity of several variables that can impact on any given activity. These variables can be remembered as “SAGED” as explained below. Staffing requirements – trained? experienced? competent? ratios? Activity characteristics – specialist? insurance issues? licensable? Group characteristics – prior experience? ability? behaviour? special and medical needs? Environmental conditions – like last time? impact of weather? water levels? Distance from support mechanisms in place at the home base – transport? residential? Refer to OEAP NG document: “” Refer to OEAP NG Power Point: “” 20. The Value and Evaluation of LOTC The Ofsted report "?" (October 2008) makes statements in the strongest terms to support the value of LOTC, including the fact that it raises achievement. The EVC and Visit Leaders are strongly recommended to familiarise themselves with the main content of this report. Refer to OEAP NG document: “” However, it also highlights the finding that even where LOTC is highly valued and provided to a high standard, it is rarely evaluated with sufficient rigour – i.e. in the way that classroom learning is evaluated – and a methodology to address this is provided within the OEAP National Guidance document: “”.
CONTACT US t 1300 363 400 +61 3 9545 2176 e enquiries@csiro.au w www.csiro.au CSIRO Australia is founding its future on science and innovation. Its national science agency, CSIRO, is a powerhouse of ideas, technologies and skills for building prosperity, growth, health and sustainability. It serves governments, industries, business and communities across the nation. Queensland University of Technology Jennifer Firn t +61 7 31389016 e jennifer.firn@qut.edu.au w www.qut.edu.au CSIRO Ecosystem Sciences Josie Carwardine t +61 7 38335682 e josie.carwardine@csiro.au w
What’s happening? National Landcare Conference 3 – 5 September 2012, Sydney NSW Visit for details. 17th Australian Rangelands Society Biennial Conference 23 – 27 September 2012, Kununurra WA for information. 18th Australasian Weeds Conference 8 – 11 October 2012, Melbourne Vic The conference will showcase recent advances in weed science, extension and policy across Australian and international communities and landscapes. Visit for more information. 15th International River symposium –Rivers in a Rapidly Urbanising World8 – 11 October 2012, Melbourne Vic The International River Symposium is the world’s leading river management conference. This year’s event will explore the intricately linked pressures on rivers and waterways as the world’s urban population continues to grow and expand. Visit for more information. Australian Society for Limnology Congress26 – 29 November 2012, Armidale NSW Theme: Life at the Edge: Boundaries, ecotones and links in freshwater ecosystems. Visit for more information. 6th Lake Eyre Basin Biennial Conference September 2013 (Dates and location to be confirmed) Lake Eyre Basin Biennial Conferences aim to bring together sectors of the LEB community with an interest in the sustainable management of the Basin to exchange information and views relevant to the implementation of the Lake Eyre Basin Intergovernmental Agreement. Visit www.lebmf.gov.au for information about Lake Eyre Basin Conferences and Forums, or subscribe to the electronic mailing list. Subscribe to the Lake Eyre Basin Ministerial Forum electronic mailing list to receive information about what’s happening in the Lake Eyre Basin Agreement Area (e.g. conferences, forums, publications) .
Annex IV: Implementation Support Plan LEBANON EMERGENCY PRIMARY HEALTHCARE RESTORATION PROJECT Strategy and Approach for Implementation Support The implementation support plan for the project has been developed based on the specific nature of the project activities, the existing capacity of the implementing agencies and the project risk profile. Given the new design of the essential healthcare package and PMU’s lack of experience with the WB-type projects, the Project will require close support of the WB team to the MoPH and the PMU in designing some of the implementation elements, developing contractual agreements with the service providers, and overall implementation support and capacity building, especially at the initial stages of project implementation. Also, due to the substantial risk rating and emergency nature of the project, the WB team will need to provide continuous implementation support to the project by organizing at least two missions per year throughout the project duration. The supervision plan outlined here provides an overall strategy, the co-ordination arrangements with other donors, likely costs, and the staffing composition. Implementation Support Plan Table 10: Project Support Time Focus Skills Needed Resource Estimate Partner Role First twelve months Building the capacity of the PMU & relevant staff in MoPH on project implementation matters Support in contractual agreement design and PHC contracting Launch workshop Grievance redress system improvement. - Senior Health Specialist - Health Economist - Social/ Citizen Engagement Specialist - Health Provider Contracting Specialist - Financial Management Specialist - Procurement Specialist - Operations Analyst - Program Assistant 150,000 WHO will provide funding for technical assistance to support the MoPH to assist in preparation of the Project Operation Manual. UNHCR assisting the MoPH in building the infrastructure and capacity building in select PHCs that will be part of this project. 12-48 months Full-fledged implementation of the essential healthcare services in targeted areas. - Senior Health Specialist - Health Economist - Social/ Citizen Engagement Specialist - Financial Management Specialist - Procurement Specialist - Operations Analyst - Program Assistant 300,000 Coordination of activities, knowledge exchange to avoid overlap and ensure complementarity with UNHCR, WHO, UNICEF and other donors.
Table 11: Skills Mix Required Skills Needed Number of Staff Weeks (per year) Number of Trips Senior Health Specialist 12 At least 6 trips during project implementation Health Economist 4 Social/ Citizen Engagement Specialist 3 Health Provider Contracting Specialist 4 Financial Management Specialist 2 Procurement Specialist 2 Operations Analyst 6 Program Assistant 8 Table 12: Partners Name Institution/Country Role WHO International Coordination of activities, knowledge exchange to avoid overlap and ensure complementarity with donors. UNICEF International UNHCR International
Proposer details Name Name of School Email Phone Project details Project Name Unit code Course Code Start date End date Go live date Estimated life cycle L&T focus Student Audience Project team members Contact Details Please provide a brief statement of the project, including the project’s goals and objectives. Why is the project important and how will it add value to your unit/school? What are the expected outcomes of this project? Will there be ongoing benefits for students? Head of School endorsement Comments Signature Date
ENDORSEMENTS NAME SIGNATURE DATE Direct Supervisor Department Manager COO (If applicable) CEO (If applicable) Section C: HRD USE ONLY Accrued Leave Days Requested Days Current Balance Unpaid (if any)? Amount of unpaid days? Payroll period of action? Leave Salary approved? Yes No N/A Leave Salary amount? PROCESSED BY: NAME SIGNATURE DATE HR & Admin Clerk ENDORSED BY: NAME SIGNATURE DATE Finance & Acc. Manager APPROVED BY: NAME SIGNATURE DATE HR & Admin Manager
WALNUT, CA—The Suzanne Middle School MATHCOUNTS Team took 3rd place at the East San Gabriel Valley Chapter MATHCOUNTS Competition at The Southern California Edison Energy Education Center in Irwindale, California on Saturday, February 25, 2017. The Suzanne individual/team members were Satvik Muddana (grade 8), Benjamin Jin (grade 7), Joshua Hsu (grade 7), and Daniel Ji (grade 7). Listed in order of result rankings. Individual competitors included Deven Tseng (Grade 7), Serena Huang (Grade 7), Allison Lin (Grade 7), Jenny Sheng (Grade 8), Andrew Shi (Grade 7), and Bryan Wang (Grade 8), with alternate Chardrark Muddana (Grade 6). Also, listed in order of result rankings. Satvik Muddana (8), Benjamin Jin (7) and Deven Tseng (7) all qualified for the Countdown Round event because they ranked in the top sixteen in the competition. Suzanne had the most Mathletes qualify for the Countdown Round this year. “I am extremely proud of our mathletes. They are the youngest team we have ever taken to a Chapter Competition,” said teacher and MATHCOUNTS coach Amy Erickson. “We look forward to an exciting 2017-2018 competition season!” added Matthew Ng, one of several past MATHCOUNTS students from Walnut High School who also volunteer their time to coach the Suzanne mathletes. Picture below from school. Pictured from bottom to top, left to right. Benjamin Jin, Joshua Hsu, Daniel Ji, Satvik Muddana. Jenny Shen, Allison Lin, Chandrark Muddana, Serena Huang, Andrew Shi, Deven Tseng, Bryan Wang. Ms. Erickson. Picture from competition. Left to right. Bryan Wang, Chandrark Muddana, Satvik Muddana, Matthew Ng, Joshua Hsu, Ms. Erickson, Daniel Ji, Banjamin Jin, Andrew Shi, Deven Tseng, Allison Lin, Serena Huang, Jenny Shen.
Appendix C Raw fish abundance from fyke net data collected under the Lake Eyre Basin Rivers Assessment carried out in autumn 2013 and spring 2014. Catchment Sampling Event A. mulleri A. percoides B. welchi C. auratus C. eremius C. japalpa C. centralis C. eyresii G. holbrooki G. aureus Hypseleotris spp. L. unicolor Macquaria sp. M. splendida tatei M. larapintae N. erebi N. cooperensis N. hyrtlii O. lineolatus P. argenteus R. semoni S. barcoo Cooper Barcoo River Avington Rd 23/05/2014 19 1 5 3 44 38 91 4 Barracks Waterhole 7/05/2014 552 1 5 18 4 1050 213 5 4 Killman Waterhole 23/10/2013 72 488 2 7 562 140 2 358 6 24/05/2014 12 1 1 98 8 9 19 3 37 1 Retreat 22/10/2013 1 12 2 29 58 36 12 19 25/05/2014 1 1 5 11 23 1 10 12 6 Cornish Creek Bowen Downs 22/05/2014 1 49 14 2 5 Darr River Darr 19/05/2014 2 15 14 28 6 3 Thomson River Ag College waterhole 16/10/2013 636 55 1576 1 19 1236 2543 12 6 3 4 9/05/2014 18 1 43 35 44 2 8 75 Stonehenge 28/05/2014 3 11 1 98 10 5 2 2 1 Towerhill Creek Lammermoor 21/05/2014 230 47 27 469 100 83 Vergemont Creek Noonbah 9/05/2014 4 3 63 7 Wilson River Noccundra 18/05/2014 1 1 1 28 94 38 22 Kyabra Creek One Mile
Site Code (Fig. 2) ID (G = gauge) (L = logger) CTF gauge height (m) CTF source * First Peak Date First Peak (m) First Peak above CTF (m) Max Peak Date Max Peak (m) Max Peak above CTF (m) Num. of Peaks Macumba River System Lindsay @ Eringa Waterhole M.fl.1 (L) 1.1 est. 9/01/2015 3.29 2.2 9/01/2015 3.29 2.2 1 Macumba River: Alguchina Gauge M.fl.2 0051003A (G) 0.9 est. 10/01/2015 4.941 4.0 13/01/2015 6 4.6 1 Neales River System Neales River: Stewart Waterhole Gauge N.fl.1 0041003A (G) 6.2 est. 11/01/2015 8.132 1.9 11/01/2015 8.132 1.9 2 Neales @ Algebuckina Waterhole N.fl.2 0041006A (G) 5.5 est. 12/01/2015 6.602 1.1 15/06/2015 7.138 1.6 2 Peake @ Warrarawoona Waterhole Pk.1 (L) est. no flow through or in-flow recorded up to time of autumn survey Notes on Table 10 * Source of cease to flow height: g.i. = gauge info; est. = estimated from hydrograph. Note that where cease to flow height was estimated that the heights above cease include any estimation error.
Macumba River: Alguchina Gauge M.fl.2 0051003A (G) 0.9 est. 2/01/2016 4.178 3.278 2/01/2016 4.178 3.278 4 Neales River System Neales River: Stewart Waterhole Gauge N.fl.1 0041003A (G) 6.2 est. 7/11/2015 7.483 1.283 16/03/2016 8.924 2.724 7 Neales @ Algebuckina Waterhole N.fl.2 0041006A (G) 5.5 est. 5/11/2015 6.939 1.439 17/03/2016 7.93 2.43 6 Peake @ Warrarawoona Waterhole Pk.1 (L) 1.9 est. 1/01/2016 2.809 0.909 17/03/2016 3.373 1.473 2 Notes on Table 10 * Source of cease to flow height: g.i. = gauge info; est. = estimated from hydrograph; nd = no data. Note that where cease to flow height was estimated that the heights above cease include any estimation error.
The summary statistics of all fish length measurements are presented in Table 15. A total of 18,639 fish were measured. The number measured varied with abundance of the species, ranging from six measured goldfish (Carassius auratus) to 4,976 bony herring (Nematalosa erebi). The smallest fish was an 11 mm Gambusia holbrooki and the largest was a 481 mm Lake Eyre golden perch (Macquaria sp.). Total lengths for species, summarised length data from spring 2014 and autumn 2015 (combined for seasons and major catchment). Species Total Length (mm) Range Mean Number measured Ambassis sp. LEB [syn. A. mulleri] 16-93 44 1,482 Amniataba percoides 23-202 71 1,152 Bidyanus welchi 30-351 147 164 Carassius auratus 153-250 198 6 Chlamydogobius eremius 15-62 43 13 Chlamydogobius japalpa 22-51 37 52 Craterocephalus centralis 21-72 37 61 Craterocephalus eyresii 25-100 55 260 Gambusia holbrooki 11-54 34 42 Glossogobius aureus 43-225 141 92 Hypseleotris spp. 20-41 30 49 Leiopotherapon unicolor 14-250 94 2,232 Macquaria sp. (LEB) [syn. M. ambigua] 13-481 103 1,133 Melanotaenia splendida tatei 12-120 59 2,635 Mogurnda larapintae 26-128 78 49 Nematalosa erebi 12-391 112 4,976 Neosiluroides cooperensis 154-445 301 22 Neosilurus hyrtlii 35-377 146 2,014 Oxyeleotris lineolata [syn. O. lineolatus] 23-395 186 295 Porochilus argenteus 30-242 102 1,392 Retropinna semoni 22-50 31 156 Scortum barcoo 30-365 91 362
Finke @ Main Camp 9:47:55 AM 3.50 1.16 21.00 7.82 1.82 26.76 Finke @ Main Camp 9:49:51 AM 4.00 1.09 14.00 7.52 0.30 25.64 Finke @ Main Camp 10:35:58 AM 4.50 1.05 11.50 7.41 0.25 24.66 Finke @ Main Camp 10:38:38 AM 5.00 1.00 5.60 7.43 0.12 23.92 Finke @ Main Camp 10:40:19 AM 5.50 0.98 3.90 7.33 0.07 23.74 Finke @ Main Camp 10:41:19 AM 6.00 0.97 3.70 7.29 0.03 23.48 Finke @ Main Camp 10:44:04 AM 6.50 0.96 4.20 7.22 0.00 23.19 Finke @ Main Camp 10:45:01 AM 7.00 0.96 5.40 7.21 0.00 22.85 Finke @ Main Camp 10:46:45 AM 7.50 1.00 4.10 7.13 0.00 22.44 Finke @ Main Camp 10:47:56 AM 8.00 1.01 3.80 7.12 0.00 22.38 Finke @ Main Camp 5:14:21 PM 0.00 1.24 42.80 8.90 8.67 31.32 Finke @ Owen Springs 10:08:59 AM 0.00 0.23 139.00 8.24 4.97 24.88 Finke @ Owen Springs 10:10:29 AM 0.50 0.23 168.00 7.78 4.00 24.36 Finke @ Owen Springs 10:12:26 AM 1.00 0.23 190.00 7.62 3.53 24.28 Finke @ Owen Springs 10:13:25 AM 1.50 0.23 214.00 7.56 3.44 24.27 Finke @ Owen Springs 10:15:05 AM 1.80 0.23 188.00 7.50 3.43 24.21 Finke @ Running Waters 9:14:46 AM 0.00 0.87 25.60 8.29 6.64 25.54
Match the phrases below. bed joint wall portion, serving as a vertical column wythe metal tie that secures masonry to its support pilaster vertical section of wall, one masonry unit thick cavity wall beam over an opening veneer wall Code lintel 0.9D + 1.0W bond beam a continuous air space within the wall running bond strength design added to masonry code model code portion of wall extending above roof line consensus code head joints offset by at least ¼ of unit parapet exterior surface that transfers loads directly to backing load combination continuously reinforced horizontal element 2002 horizontal mortar joint anchor TMS 402
Lecture: 4 Cholinergic and anti cholinergic drugs Dr. Mohammed Daoud. PhD in pharmacology Note: tertiary amine can enter the CNS, quaternary amine can not enter. Note: competitive mean depending on concerntration. Note: agonist=activator=mimetic antagonist= blocker= inhibitor=plegic 1- The cholinergic agonists (Cholinomimetic drugs): are drugs that mimic acetylcholine by directly or indirectly activating the receptors with which acetylcholine interacts. Sites of action : : Represent the sites of action of Cholinomimetics. So most Cholinomimetics will augment both the sympathetic and parasympathetic systems. So they lack selectivity and not considered parasympathomimetics only, except those which selectively bind and activate the muscarinic receptors (considered parasympathomimetics). However, in some drugs, chemical modifications made some selectivity as will be discussed below with some drugs. DIRECT-ACTING CHOLINERGIC AGONISTS: In general as a group, the direct-acting agonists show little specificity in their actions, which limits their clinical usefulness. Classified into two groups: 1-Ach and choline esters : @ Ach: Non selective act on M & N receptors. @Carbachol: Non selective act on M & N receptors. @Bethanechol: selective act on M receptors (parasympathomimetic) and called muscarinic agonist. 2- Alkaloids; Pilocarpine: selective act on M receptors (parasympathomimetic) and called muscarinic agonist.
Project Stakeholder Management Michael D. Harper, Ph.D. “Project stakeholder management includes processes to identify stakeholders, analyze stakeholders, communicate with stakeholders, and manage stakeholder impact on the project.” Project Stakeholder Management Process Groups Major Processes Initiating Planning Executing Monitoring & Controlling Closing Identify Stakeholders 1 Plan Stakeholder Engagement 2 Manage Stakeholder Engagement 3 Monitor Stakeholder Engagement 4 Keys Statements on Stakeholder Management . Identify Stakeholders Stakeholder Analysis Stakeholder Register Plan Stakeholder Engagement Project & Business Needs and Expectation Assessment Stakeholder Engagement Assessment Matrix Stakeholder Engagement Plan Manage Stakeholder Engagement Consistent & Appropriate Flexible & Focused Meetings Monitor Stakeholder Engagement Change Management Updates Lessons Learned Identify Stakeholders. “List and evaluate all important stakeholders.” Stakeholder Analysis Stakeholder Register
Successor Activity Start Finish Predecessor-Successor Lead, Lag Relationships PA Finish To SA Start With Lead Time Predecessor Activity Start Finish Successor Activity Start Finish PA Finish To SA Start With Lag Time Predecessor Activity Start Finish Successor Activity Start Finish Estimate Activity Resource. Three hierarchical breakdown structures for project planning: WBS Work Breakdown Structure – Defines work activities (Product view) RBS Resource Breakdown Structure – Defines resources (Functional view) OBS Organizational Breakdown Structure – Coordinates work and resources with the organizational structure (Organizational view). OBS WBS RBS The hierarchical breakdown structures, WBS, RBS, and OBS are used with time management tools such as Gantt, CPM, and PERT for planning and control. OBS. Establishes responsibilities for
4 2 3 5 2 3 6 3,4 3 7 3,4,5 1 All times are interpreted as “the end of a time period”. Gantt Chart ES=Early Start EF=Early Finish TOC=Time of Completion All times are interpreted as ‘the end of a time period’ Critical Path Method. (CPM) ES=Early Start EF=Early Finish LS=Late Start LF=Late Finish Slack= LF–EF=LS–ES Slack=Total Slack=Total Float A Critical Activity is an activity with zero slack. All critical activities define the Critical Path, CP Program Evaluation and Review Technique (PERT) t1=Optimistic Time t2=Most Likely Time t3=Pessimistic Time E[Duration]=(t1+4t2+t3)/6 V[Duration]=[(t3–t1)/6]2 TOC=Time of Completion TOC~N( =E(TOC), 2=V(TOC) ) P[TOC<T]=  Critical Path Method (CPM) AOA (Activity On Arrow) A PA T 1 -- 5 1 3 6 2 -- 2 3 1 2 4 2 3 2 4 5 2 3 6 3,4 3 5 4 7 3,4,5 1 CPM Algorithm -----Steps-----
EAC = Estimate At Completion = Amount of total work. 1. EAC can be estimated by judgment. 2. If the character of the variance of the project is atypical and is expected to not continue, then EAC = AC + ETC = AC + BAC – EV = 12500 + 25000 – 10000 = 27500. 3. If the character of the variance of the project is typical and is expected to continue, then use CPI, EAC = AC + (BAC – EV) / CPI = 12500 + (25000 – 10000) / 0.8 = 31250.
*Include Team Members *Measurement & Communication *Focus on timely deliverables that satisfy stakeholders Plan Quality Management. “Identify the process to generate a Quality Management Plan.” Project Deliverables, Standards, Stakeholder Requirements Design Quality Management Plan Input (from PMBoK) environmental factors Organizational process assets Project scope statement Project management plan Quality Management Plan Part of project management plan Addresses QA & QC Addresses continuous process improvement Contents of the Quality Management Plan The quality management plan will decide what, when, how, who, and why to measure quality characteristics directed toward project quality. What to measure? (Quality checklist) When to measure? (Communications plan) How to measure? (Quality metrics) Who to measure? (Roles and responsibilities) Why measure? (Quality baseline and the risk management plan) Other – (Quality Audits & Reviews) What to measure? The need to measure a quality characteristic can come from many sources. In deciding what to measure, ask these three questions:
{ Project Quality } Definition. “Project quality management ensures the project meets and exceeds stakeholder’s needs and expectations.” Consider stakeholders from four different perspectives Perspective Examples Recipients of the product or service. Sponsor, Customers Participants in the process. Team members Citizens of the project culture. Management Observers of the project environment. Regulatory agencies Project Environment Project Culture Process Product Contrast “project quality management” with “quality management” Area Project Approach Business Approach Time Fixed term Long term Cost Budget tied to deliverables Budget tied to profitability Scope Focus on stakeholders Focus on organizational objectives Criteria for Defining Project Quality Drivers Primary Secondary Product driven Conformance to Specifications Contributes to Organizational Reputation or Image Process driven Meeting Deliverables Enhancing Organizational Assets Quality driven Satisfying Stakeholder Needs and Expectations Improving Moral of Team Members
Probability and Impact Matrix Likelihood Probability Threat Opportunity Very High 0.9 0.09 0.27 0.45 0.63 0.81 0.81 0.63 0.45 0.27 0.09 High 0.7 0.07 0.21 0.35 0.49 0.63 0.63 0.49 0.35 0.21 0.07 Moderate 0.5 0.05 0.15 0.25 0.35 0.45 0.45 0.35 0.25 0.15 0.05 Low 0.3 0.03 0.09 0.15 0.21 0.27 0.27 0.21 0.15 0.09 0.03 Very Low 0.1 0.01 0.03 0.05 0.07 0.09 0.09 0.07 0.05 0.03 0.01 Probability 0.1 0.3 0.5 0.7 0.9 0.9 0.7 0.5 0.3 0.1 Impact Very Low Low Moderate High Very High Very Low Low Moderate High Very High Decision Tree Strong 0.6 +$200M Build $36M Cost=$120M [ 36=(0.6*200+0.4*90) – 120] Weak 0.4 +$90M Decision Strong 0.6 +$120M Upgrade $46M Cost=$50M [ 46=(0.6*120+0.4*60) – 50] Weak 0.4 +$60M Decision Table Demand Decision Cost Strong Weak EMV Build $120M $200M $90M $36M Upgrade $50M $120M $60M $46M 0.6 0.4 Plan Risk Responses. Risks with Negative Consequences. Avoidance – Eliminate risk. Acceptance – Do nothing. Transference – Sharing consequence or outcome. Mitigation – Reducing likelihood impact of outcome. Risks with Positive Consequences. Exploitation – Ensuring the realization of an opportunity. Enhancement – Modifying probability, consequence, drivers, or triggers to increase likelihood of opportunity. Sharing – Sharing consequence or outcome for mutual benefit.