zilongwang/ReadingBank huggingface dataset:
5. EMPLOYMENT HISTORY / VOLUNTARY POSITIONS HELD: Please give details of your work and/or voluntary positions held over the last ten years. Start with your present/most recent post. (Continue on the next page). EMPLOYER FROM: DATE/ MONTH/ YEAR TO: DATE/ MONTH/ YEAR POSITION – Include information about your relative position in the organisation and responsibilities exercised Reason for Leaving 5. WORK HISTORY: Continued EMPLOYER FROM: DATE/ MONTH/ YEAR TO: DATE/ YEAR POSITION – Include information about your relative position in the organisation and responsibilities exercised Reason for Leaving
3. HIGHER / FURTHER EDUCATION & QUALIFICATIONS Higher / Further Education/College DATES Attendance Full-Time Day Release Evening etc Degrees & Qualifications Indicate the year, the type of exam and the subject and obtained FROM TO A. Higher / Further education B. Professional or Technical Training or Qualifications 4. ARE YOU A MEMBER OF ANY PROFESSIONAL BODIES? If Yes, please give details 5. WORK HISTORY: Please give details of your full career history over the last ten years. Start with your present/most recent post. (Continue on the next page). EMPLOYER FROM: DATE/ MONTH/ YEAR TO: DATE/ MONTH/ YEAR POSITION – Include information about your relative position in the organisation and responsibilities exercised Reason for Leaving 5. WORK HISTORY: Continued
EMPLOYER FROM: DATE/ MONTH/ YEAR TO: DATE/ MONTH/ YEAR POSITION – Include information about your relative position in the organisation and responsibilities exercised Reason for Leaving EARNINGS (Per Annum) LAST/PRESENT EMPLOYER _______________________ Period of Notice Required _______________________
TRADE STRATEGY: WE ARE HOLDING LONG FROM 9500NF STOP NOW 9485NF . BOOK PROFIT NEAR 9575 -9630NS. PRICE TRADING ABOVE 9585 WILL SEE 9630 LEVEL. BREAKOUT ONLY ABOVE 9641 FOR 9730-9850. SHORT NF IF NS TRADE BELOW 9488NS STOP 9520NS TARGET 9435-9375NS. OPTION: WE BOOKED 9300PE @60.LONG FROM @37. HOLDING 9600CE @60 STOP 57. IF TRADE ABOVE 79 TARGET 86-91-97-108. BUY 9300PE @53+ OR NS TRADE BELOW 9500NS, STOP 45.TARGET 57-60-65.
WE DON’T HAVE ANY POSITION IN NF. BUY NF STOP 10350 TARGETS 10402-10454-10481-10509-10540-10581. NF@10333 STOP 10353 TAREGTS 10291-10255-10232NF<10211-10192-10160-10122NF. NIFTY OPTIONS: HOLDING 10600CE @19 STOP AT COST NOW TARGETS 42-50-60-72-85>99-108. HOLDING 10100PE @44 STOP 34 NOW TARGETS 55-59-70-81-95.
Also in the ExtensionName folder, create a CMakeLists.txt file. Leave this file empty for now. Go into the ModuleName folder and create another empty CMakeLists.txt file. Move the module code (ModuleName.py) into the ModuleName folder. -- End of Appendix 6 --
Integrating climate resilience into agricultural and pastoral production for food security in vulnerable rural areas through the Farmers Field School approach. The project aims to enhance the capacity of Niger's agricultural and pastoral sectors to cope with climate change, by mainstreaming Climate Change Adaptation (CCA) practices and strategies into on-going agricultural development policies and programmes and help stakeholders adopt a field based, pragmatic community learning process that leads to an increased understanding, adaptation and eventual adoption of improved agro-pastoral practices for increasing production, improving livelihoods and enhancing food and nutrition security. The project will be implemented with the following components: Component 1: Developing and pilot-testing improved climate-resilient agro-pastoral practices. Component 2: Capacity building and promotion of improved agricultural practices through agro-pastoral Field Schools. Component 3: Mainstreaming climate change resilient agro-pastoral and agricultural systems into sectorial policies and into local development. Component 3: M&E and information dissemination to ensure a systematic results-based monitoring and evaluation of project’s progress and to promote the wider dissemination of project information, data and lessons learned for replication in other areas Ministry of Agriculture (MoA), Ministry of Livestock (MoL), Ministry of Environment, Urban Sanitation and Sustainable Development (MEUSSD) 2014 - 2018 Resource Partner: LDCF. Co-financing: Ministry of Agriculture (PROMOVARE) FAO Niger (PPHSA EU Delegation Niger (PADSR) CNRA (PPAAO/ WAAPP) x x x x x x x x Integration of adaptation to climate change in the sectors of agriculture and in West Africa AFD- FFEM 2011 - 2016 1 200 000 Euro x x x SERVIR/WA aims to increase the capacity of institutions through the enforcement of geospatial technologies and analysis to improve resilience to climate change USAID 2016 - 2021 12 500 000 USD x x Satellite and weather information for reducing disaster risk in West Africa (AO - SAWIDRA), numerical forecasts. BAD 3 Years 3.9 Million Euro x x x x x
In conjunction with literacy, primary education is vital to successful development vis-à-vis focusing spending on basic education, as demonstrated by John Page in “The East Asian Miracle.” As observed in the figure below, primary education attendance is heavily dependent on income and residence. Survival (be it working or searching for food), especially in rural sectors of Nigeria, takes priority over education and thus much of the rural labor force is uneducated. Similarly, inequities in income distribution are reflected in primary education attendance. Nearly 83 percent of Nigeria’s most wealthy population attended primary education institutions (as of 2003) in comparison to merely 40 percent of the poorest Nigerian peoples; on average, 60.1 percent of children enrolled in primary schools (as reported by a 2003 Demographic and Health Survey). According to the same survey, 63.7 percent were male and 56.5 percent were female. Of the primary institutions that children attend, many are in a state of disrepair; there are about 2,014 primary schools in Nigeria with no buildings, having lectures held under trees. Primary education enrollment rates need to improve in order for the rising population to have access to a better future. Unfortunately higher rates will be hard to attain unless children are able to stop worrying about working and caring for their family, at the expense of their schooling. Secondary school enrollment rates in Nigeria provide a gloomy picture; the 2003 DHS (Demographic and Health Survey) survey indicates a total secondary school attendance of 35.1 percent, 37.5 percent for males and 32.6 being females. The data confirms the trend observed in primary education enrollment rates, where male presence is dominant.
However there has been a strong bias that exists in all three spheres, which include Personal, Professional and Institutional biases. There is a perceived relation of ‘uppers and lowers’ that exists in the society among different actors. Some examples of such biases are Professional attitudes – Doctors are favoured over Teachers Institutional attitudes – Bank is favoured over NGOs Personal attitudes – Men are favoured over Women For CLTS to succeed, our personal attitude, professional attitude and our institutional attitude must change. In CLTS we need to consider each other as equals and we need to learn from the community sincerely. The success of CLTS depends on fine balance between three founding blocks: Right Attitude and Behaviour, An enabling environment and Effective administration of CLTS tools and techniques. Dos and Don’ts Such behavioural traits were understood through the role-play exercise. The trainees were divided into four groups and each one was given a separate assignment of non-verbal role-plays. The first group was assigned the role-play of Seriously Top down approach, the second one was assigned the Top down approach, third the Friendly approach and the fourth group was given the Participatory approach. These role-plays were analyzed in the group and following riders emerged as Do’s and Don’ts for CLTS facilitation. Dos Don’ts Greetings Smiling Inviting Listening Attending clapping Accommodating Mingle with people Shaking hands Waving hands Encouraging Respect to local culture Saying good bye before leaving the community Dominate Wagging hand to discourage people Only one way instruction No care to insiders observation Lecturing Finger Pointing Showing superior attitude Making Angry Face Line of divide from Community Dragging someone to meeting Drinking (carried from outside) Ignoring the and elders Communicating with chief or few persons No attention to community members Putting hands in pocket
Formative Performance Task Formative Performance Task Formative Performance Task Formative Performance Task Create a T-chart of differences between the north and the south of Nigeria. Construct an annotated timeline on the development of Boko Haram and their attacks. List the safeguards found in the Nigerian government and political culture. Develop a claim supported by evidence about whether Nigeria should divide into two separate countries. Featured Sources Featured Sources Featured Sources Featured Sources Source A: Excerpt of Article: “A Nation Divided” Source B: Excerpt of maps and charts from Article: “Nigeria’s Election: A Powder Keg” Source A: Excerpt of Article: “Who are Nigeria’s Boko Haram Islamists?” Source B: Excerpt of Article: “Boko Haram: The Other Islamic State” Source A: Excerpt of the Constitution of Nigeria Source B: Excerpt of Article: “Political Appointments in Nigeria: Between Zoning and Competence” Source A: Commentary: “Breaking up Nigeria is Not the Answer to its Civil Unrest” Source B: Article: “Should the World Help Break Up Nigeria in Order to Save It?” Summative Performance Task ARGUMENT Should Nigeria divide to survive? Construct an argument (e.g., detailed outline, poster, or essay) that addresses the compelling question, using specific claims and relevant evidence from sources while acknowledging competing views. EXTENSION Using the structure of Model UN, students will use evidence to write speeches and propose resolutions to present to the class. Taking Informed Action UNDERSTAND Identify coinciding cleavages within your school system, local community, or state that need addressing. ASSESS Create possible resolutions/bills that would help alleviate divisions within the school, community, or state. ACT Present this resolution before the local school board, city council, or state legislature.
The major tennent of conservative agriculture is the design and management of a crop cycle. Crop rotation maximizes the quality of the land, preventing erosion, loss of nutrients, and the spread of weeds, among other things. As observed from the two-year crop rotation chart, crops are grown, harvested, and cover crops are then introduced during fallow periods. After a full harvest rotation, spanning from May to February, crops are rotated among the hectare. Roughly speaking cassava will be grown where cowpea was growing and vice verse. Accordingly, bambara and egusi will switch locations. It is important to note that cowpeas are now introduced (from February to April) at the bambaras’ and egusis’ location as to prevent a fallow period. Here, cowpeas can work both as a cover crop, because of their high nitrogen content, or as sources of food depending on food necessity and soil quality. January February March April May 2nd term 3rd term cowpea (harvest) (plant) (harvest) cowpea egusi (hvst) (plant) cowpea bambara
Niger Health System Quality Profile Processes of Care Quality impacts Competent care & systems (%) Better health Blood pressure, urine and blood samples among ANC clients (SR) 29 Deaths amenable to high quality health systems in 2016 (poor quality and non-utilization)* 44245 Counseled on complications among ANC clients (SR) 56 Amenable deaths due to poor quality care in 2016* 22611 Counseled on HIV among ANC clients (SR) 50 Amenable deaths to non-utilization in 2016* 21634 Postpartum mother checkup among facility deliveries (SR) 83 Deaths preventable from public health measures in 2016* 74881 Tetanus vacc. and iron supp. among ANC clients (SR) 65 Mortality rate (per 100,000 lives) to poor quality care in 2016* 114 ORT for child diarrhea among care-seekers (SR) 79 Fistula among women who delivered with an SBA per 1000 (SR) 2.9 Antibiotics for child pneumonia symptoms among (SR) 10 On ART among people who know HIV status (UNAIDS estimate) 90 Told about side effects when prescribed contraceptives (SR) 40 Tested for HIV among ANC clients (SR) 36 Retained for DPT among children with 1 vaccine (SR) 79 Retained in ANC among women with 1 visit (SR) 38 Twelve-month retention on ART (UNAIDS estimate) 67 Timely postpartum checkup among facility deliveries (SR) 51 Positive user experience (%) Confidence in system (%) No lack of attention or respect from public facility staff (SR) 53 Thinks government handles improving health services well 56 Foundations
Many Aboriginal students don’t want to attend school because they are unable to deal with the verbal attacks. They are frustrated because no one comes to their defence. The newspaper articles have nothing to do with them, yet they are the target of their classmates. Discussion Questions What should the non-Aboriginal students have done when derogatory comments were made about Aboriginal people? What should the Aboriginal students have done the racial slurs? If you were a teacher in this school, what might you have done as a result of the newspaper articles? Case 3 - Points To Consider - Students need a foundational understanding for why Aboriginal protests occur. There is a historical context as a colonized people who have suffered greatly and lost much that is often unknown by the general public, including the parents of students who influence the views of their children. Presenting the historical context which informs the current reality of the Aboriginal experience is essential toward building positive relations between Aboriginal and non-Aboriginal people in this country. -Rather than telling students that their parents are ‘wrong’ (which seems very inappropriate), opportunities could be offered for students to question what they know and how they know it. Assisting students toward developing a critical conscious and forming their own opinions based on factual information is perhaps the best a teacher can give his/her students. -Teachers shouldn’t be afraid to address current events in the class. Local events addressing Aboriginal issues are wonderful opportunities to explore the local Aboriginal experience. However, this must be done with care ensuring that all perspectives are presented in a respectful manner. Case 4 – Response to Name Calling
Person Specification Cleaning Supervisor Criteria Essential Desirable Assessment Education Application and Interview Experience Experience of industrial cleaning Experience supervising a team and rota allocation Extensive experience of industrial cleaning Extensive experience supervising a cleaning team Application and Interview Knowledge Knowledge of cleaning materials Good knowledge of Manual Handling Regulations Interview Skills Able to use mechanical cleaning aids Able to work as part of a team Able to motivate a team IT skills: MS Word for rota and relevant documents. Interview Personal Qualities Physically able to operate cleaning equipment Physically able to clean underneath benches and other hard-to-reach areas Must be reliable and able to work as part of a team Interview Availability 12am-7am & adhoc events. Interview
CLASS SCHEDULE (emerging!!) Date Topic/Mini Lecture Activity Assignment Unit 1 – Introductory Concepts 9/14 Introduction Water Connections Icebreaker Activity Last Call at the Oasis Documentary Chap 1 Env. Issues: Answer all “Think About It” questions 9/21 Perspectives on & Environmental Issues: Watersheds Group Work: Analyze/Display Global Statistics See Black Board Chap 3: Hydro Cycle: Answer all “Think About It” questions 9/28 . The Cycle / ENSO See Black Board Readings & waterfoot print 9/29 Mon. MONDAY SCHEDULE AT WPU (replaced by field trip on 11/14) 10/05 Global Water footprints & Watersheds Unit 2. Integrate Water Footprint activity. Google earth: Explore your watershed. Chap 4: Water Quality: Answer all “Think About It” questions 10/12 Ann Brook Field Day W Laura Kelm GSWatershed Assoc Water Quality Streamflow, & Water Quality Chap 5: Watersheds: Answer all “Think About It” questions PBS: Poisoned Waters &
10/19 Review Chapter 4 & 5 Unit 4: Integrate: Groundwater Gallery Walk Chap 6: Groundwater: Answer all About It” questions & 10/26 Harmon/Bayer Site Visit Quiz 1 (Chap 1,3,4,5) Streamflow: Chapter 8 Tree-Ring field sampling (time permitting) Tour plant 12:15 meet at site Chap 7 & Chap 8: Lakes/Rivers/Streams 11/9 Pinelands visit by Rich Bizub Tree-ring Research: A on water variability and megadroughts. Guest Lecture: NJ Pinelands Chap 9: Wetlands Answer 3 “Think About It” questions & “Drying of the West” 11/14 Sat. Sat. Fieldtrip to High Point State Park Tree-Coring (Davi) Bog Coring (Peteet) 11/16 Guest Lecturer Diana Cutt: EPA/Superfund Integrate Unit 5: Agriculture and FW pollution Chap 11: Drinking water and wastewater Answer all “Think About It” questions 11/23 Sebatich- NJ highlands commission. Water and the Highlands Conflict Solutions and our Future Quiz 2. (Chap 6, 7, 8, 9) Guest Lecture Chap. 13 & 14: Water Management Agency & Water Conflict Solutions and our Future Answer all “Think About It” questions 11/30 Student Presentations Guest Lecture Study!! 12/07 Final Exam 12/14 Stream Assignment TBD Text/Readings/websites: Blackboard will be used to distribute reading materials, lecture slides, and to turn in assignments unless specified otherwise. All classroom lectures will become available on Blackboard following class each week.
23rd September to 30th December 2017 Date Evening Activity Things To Take Likely Costing 23rd September Bowling and Dinner Concession Card $35 7th October Movies and Dinner Concession Card $35 21st October Peel Zoo – Day trip Pick ups start from 10am Concession Card $35 4th November The John Centre Concession Card $35 18th November Murdoch Putt Putt and Dinner Concession Card $35 2nd December To Be Confirmed Concession Card $35 16th December Christmas Get Together TBC Concession Card $35 30th December Xmas/New Years Break Likely Costing amount is at clients own expense
COMMUNICATION Communicate with everyone on site effectively and appropriately at all times Communicate with all staff effectively and appropriately at all times Share experience with colleagues to allow for continued improvement in communication Attending relevant meetings as required Attend appropriate training to enable effective communication with service users To keep appropriate, clear, accurate and timely records as required in line with Trust policies and legislation TEAMWORKING Build and maintain good working relationships with colleagues/staff, and external contacts as appropriate Liaising, co-operating and support colleagues/staff within own department and other departments as required, in a professional and timely manner, especially in relation to an activity that will directly impact on service users well-being and safety PROFESSIONAL DEVELOPMENT Adhere to Performance Management processes in line with Trust policies and procedures Undertake all Mandatory Training and other training to maintain and improve own knowledge and skills. Undertake any extended training required to ensure continued professional development FLEXIBILITY This job description is intended to provide a broad outline of the main duties and responsibilities only. The post holder will need to be flexible in developing the role in conjunction with the line manager. The post holder may be asked to carry out any other duty or task within the responsibility level for their post.
Rubric for Summaries and Vocabulary Diary is as follows: You are to keep a for each chapter which will be an analysis of the vocabulary within that chapter. Document three words. These should be recorded separately. You are to then analyze the word for its definition, the root part of the selected word, the prefix, and or suffix. One of your words can be a word with no prefix or suffix No repeating prefixes or suffixes you have already analyzed Provide a summary of 1-3 words per chapter. Document your summaries on STICKY NOTES. Sticky notes will be provided. Element 4 3 2 1 Three vocab words per chapter including an elaborate definition Skillful variety; Clear and ample definition Adequate vocabulary variety and definition Somewhat adequate variety and definition Inadequate word choice and or definitions Quality of words Skillful variety Adequate Inconsistent Few or none Prefixes and or suffixes including definition of prefix and or suffix Satisfying definition of prefix or suffix found in vocab word. No repetition Sufficient definition of prefix or suffix found in vocab word/ minimal repetition Inadequate definition of prefix or suffix found in vocab word/ several repeats Too of a definition for prefix or suffix found in vocab word. Repetition of prefixes and suffixes Root word analysis Skillful and thorough analysis Generally complete analysis Weak analysis of root word Minimal, absent, or erroneous Summaries (no more than three words) Posted in book on sticky notes Effective summary of each chapter of one to words Complete summary of each chapter but too many words Partial summary of each chapter and or too long Little or no summaries of each chapter Punctuation and grammar Few errors Errors which do not detract from understanding Errors which impede understanding Multiple errors or errors which impede understanding Creative cover and Presentation Attractive cover, creative presentation, reflects pride in student’s work Complete and adequate cover, somewhat creative, some pride in work Somewhat adequate cover/ presentation. Does not reflect pride in work Inadequate cover and presentation/ work does not reflect the work of an 8th grade adv student
NEW NAVINSGEN POLICY FCC IG IMPACT/REQUIREMENT When determining to recommend a full investigation, Investigator must consider how issues/allegations impact the Department of the Navy. Investigator should conduct due diligence vetting the case. Investigator should develop and document in Case Opening Memo: the contact’s prior attempts to use other means of redress, including the chain of command. The significance of violations that would be investigated based on the facts presented. Why a Command referral would not be more appropriate than an IG investigation? (Consult with attorneys during this phase)
Conducting an NIH-Sponsored Clinical Trial? Find out more about the NIH Policy on Good Clinical Practice (GCP) training and what options are available to the Harvard LMA research community to satisfy the requirement for GCP training. The establishes the expectation that all NIH-funded investigators and staff who are involved in the conduct, oversight, or management of clinical trials should be trained in Good Clinical Practice (GCP), consistent with principles of the International Conference on Harmonisation (ICH) E6. Does this apply to my study? This Policy applies to NIH-funded investigators and clinical trial site staff who are responsible for the conduct, management and oversight of NIH-funded clinical trials. is “a research study in which one or more human subjects are prospectively assigned to one or more (which may include placebo or other control) to evaluate the effects of those interventions on health-related biomedical or behavioral outcomes”. See . NIH has also outlined some basic questions to help researchers determine whether they are conducting a clinical trial. These questions are: Is your research funded by NIH? Does the study involve human participants? Are the participants prospectively assigned to an intervention? Is the study designed to evaluate the effect of the intervention on the participants? Is the effect that will be evaluated a health-related biomedical or behavioral outcome? If the answer to all five questions is yes, then NIH considers your research a clinical trial. Here are some additional resources that you may find helpful: Frequently asked questions: Definition of Clinical Trial Case Studies: Who needs to take the training? All NIH-funded investigators and staff who are involved in the conduct, oversight, or management of clinical trials, including: Investigator: The individual responsible for the conduct of the clinical trial at a trial site. If a clinical trial is conducted by a team of individuals at a trial site, the investigator is the responsible leader of the team and may be called the principal investigator.
3. MORE INFORMATION ABOUT NHLBI: STAFF CONTACTS For clarification of the provisions of the NHLBI Supplements Program, Principal Investigators/Program Directors planning to apply are encouraged to consult the appropriate Division Representative named below, the Program Official/Project Officer responsible for the parent grant/contract, or the Office of Research Training and Minority Health (ORTMH). DIVISION/OFFICE CONTACTS CONTACT INFORMATION Office of Research Training & Minority Health Nara Gavini, PhD 301-451-5081 Email: Division of Extramural Research Activities, Office of Grants Management Charmaine Parsad Phone: 301-435-0152 Email: Jones Phone: 301-435-0140 Email: Division of Extramural Research Activities, Office of Acquisitions John Taylor Phone: 301-435-0330 Email: DIVISION REPRESENTATIVES Division of Blood Diseases and Resources Henry Chang, MD Phone: 301-435-0067 Email: Division of Cardiovascular Sciences, Program in Basic and Early Translational Research, Program in Adult & Pediatric Cardiac Research Tawanna Meadows Phone: 301-435-0535 Email:
Division of Cardiovascular Sciences Prevention and Population Sciences Program, Epidemiology Branch Carmen Edghill Phone: 301-435-0705 Email: Division of Cardiovascular Sciences, Prevention and Population Sciences Program, Women’s Health Initiative Branch Nancy O. Morris Phone: 301-435-6668 Email: Division of Lung Diseases Ann Rothgeb Phone: 301-435-0202 Email:
Data preservation - Describe where data will be preserved, and any plans for continued access or data migration after the award ends. Indicate if the data sharing and longer-term preservation locations are the same, or if there is a planned migration of data to another data repository or database. Consider the long-term viability of your data formats and how these data will remain usable and accessible over time. Indicate any need for data transformation. Describe any continuing support for data sharing through grant applications, administrative supplements, or other sources. Describe any tools or software necessary to work with or interpret the data, and how these will be preserved and shared. In the absence of a clear disciplinary repository you may choose to use Columbia University's institutional repository, . Please note that it is an open repository. Here is some descriptive text to include in your plan Deposit in Academic Commons, Columbia University’s institutional research repository, provides a permanent URL, secure replicated storage (multiple copies of the data, including onsite and offsite storage with verified checksum procedures), accurate metadata, a globally accessible repository and the option for contextual linking between data and published research results. Any file type may be deposited in Academic Commons. Files are available for public consumption and reuse, and for machine extraction. ] Table XXX. Digital Data Sharing, Access, and Preservation Data* Sharing location Access restrictions Use limitations Preservation location Format ((S)Sharing (P)Preservation) [eg dbGAP; GEO; GenBank; Academic Commons; Laboratory web site; etc. Yes, explained below; No; Qualified researchers Yes, explained below; No; Genetic studies of trait Same; dbGAP; GEO; GenBank; Academic Commons; etc. (S) .txt; .png; .tsv (P) .txt (S&P).png] 1, 2, 5 3, 4 *Reference number from “Table XXX. Digital Data to be Used or Generated”
Category Minimum Acquisition Threshold Examples include but are not limited to: Bio Safety Cabinets No minimum acquisition cost All types Computers No minimum acquisition cost Includes PCs, Servers, Laptops, Computer Workstations, Tablets Laboratory Grade Freezers No minimum acquisition cost Freezer Liquid Gas, Freezer Ultra-Low Temperature (upright, chest & bench top) Liquid Scintillation Counters No minimum acquisition cost All types (portable, floor and bench top) Smartphones No minimum acquisition cost iPhones, Blackberrys, Androids Printers No minimum acquisition cost All types, does not include 3D Printers Portable Instrumentation $300.00 Examples include Voltmeters, O-scopes, & Watt Meters Power Tools $300.00 Includes stand-alone items such as Portable Compressors, Generators, Table Saws Still Cameras No minimum acquisition cost Examples include Digital, Laparoscopic, & X-ray Identification Televisions & Computer Monitors No minimum acquisition cost All Types, includes VoIP Monitors Video Cameras No minimum acquisition cost Does not include surveillance equipment Weapons No minimum acquisition cost Includes Firearms, Tranquilizer Guns, High-Voltage Stun Guns Based on the Federal Management Regulation, a Sensitive item is defined as personal property items that do not meet the accountable item cost threshold ($5,000), but require special control and accountability due to; unusual rates of loss, theft or misuse, or due to national security or export control considerations. Such property includes weapons, ammunition, explosives, designated information technology equipment with memory capability, cameras, and communication equipment. January 1, 2017
Section 508 of the Rehabilitation Act of 1973 (29 U.S.C. 794d) requires Federal agencies to purchase electronic and information technologies (EIT) that meet specific accessibility standards. This law helps to ensure that federal employees with disabilities have access to, and use of, the information and data they need to do their jobs. Furthermore, this law ensures that members of the public with disabilities have the ability to access government information and services. are three regulations addressing the requirements detailed in Section 508. The Section 508 technical and functional standards are codified at 36 CFR Part 1194 and may be accessed through the Access Board’s Web site at http://www.access-board.gov. The second regulation issued to implement Section 508 is the Federal Acquisition Regulation (FAR). FAR Part 39.2 requires that agency acquisitions of Electronic and Information Technology (EIT) comply with the Access Board’s standards. The entire FAR is found at Chapter 1 of the Code of Federal Register (CFR) Title 48, located at http://www.acquisition.gov. The FAR rule implementing Section 508 can be found at http://www.section508.gov. The third applicable regulation is the HHS Acquisition Regulation (HHSAR). Please see sample language below. You may use this language or similar language if your office has specific text that they require you to use. Any printing product produced under this contract shall be submitted by the Contracting Officer’s Representative to the Assistant Secretary for Public Affairs (ASPA) office for clearance using form HHS-615 (to be completed by contractor). Please see sample language below. You may use this language or similar language if your office has specific text that they require you to use. No printing shall be performed, or arranged for, by the contractor. All printing must be accomplished by or through the U.S. Government Printing Office (GPO) as required by Section 501 of Title 44, U.S.C. List the Government Furnished Information that will be provided to the contractor after award to fulfil the requirements of the statement of work. If none will be provided, please write “N/A” on the first bullet. Remove or add bullets as necessary. The Government will furnish information necessary to fulfill this contract as described below. XX XX XX XX
Replacement approvals monitored and reported. No. of registered rural HMOs monitored and reported. Increased rural membership of Oil Buying Clubs Scheme. Increased awareness of home energy efficiency measures. Uptake of solar PV scheme in rural areas. of schemes which could improve energy efficiency of rural stock. Reduced fuel costs for oil buying club members. Reduced energy costs for Housing Executive tenants with Solar PV panels. Increased energy efficiency in rural Housing Executive stock. Contributing to sustainable communities which are ‘well served and environmentally sensitive’. 17. Consider alternative sources of energy and innovative technologies could improve the energy efficiency of Housing Executive stock in rural areas. Objective 3: To provide housing support to vulnerable people in rural areas. Outputs - Actions: Outcomes Short Term: Outcomes Medium Term: Long Term Impacts: 18. Measure and monitor the extent of homeless applicants who wish to be housed in a rural location in order to inform the review of the Homelessness Strategy and to assist in ongoing strategic planning of services. The number of homeless who wish to be in a rural monitored and reported.
Increased no. of rural applicants ‘helped to solve their housing problem’. Increased awareness of homelessness advice and support services in rural areas. The uptake of SP services is captured and analysed. Increased understanding of the outcomes of the SP strategy for rural dwellers. Funding of a community based service aimed at older people. No. of applicants who require wheelchair housing monitored and reported. Increased awareness of the particular challenges facing people with disabilities living in rural areas. The particular needs of vulnerable rural people are factored in the commissioning of future housing support services. Community based services funded for older people in rural areas. Increase in wheelchair accessible housing in rural areas. meet the needs of vulnerable people in rural areas. Contributing to sustainable rural communities which are ‘inclusive, well served and fair for everyone’. 26. Monitor the development of pending welfare changes and mitigations on Housing Executive activities to determine if any changes are required as a consequence.
Bath Nightstop Bath Nightstop is a YMCA Bath project supporting young people aged 16-25 who are homeless or at risk of homelessness/sleeping rough in the BANES area. When no other options are available, we arrange temporary and emergency accommodation for homeless young people - a safe place to stay in the homes of trained and vetted individuals, who we call Volunteer Hosts. Our Volunteer Hosts offer a warm room to stay in their own home, an evening meal, breakfast, support and compassion and are recruited, trained and supported by staff. We also provide emergency Key Worker support to give expert advice, to help young people return home where possible and support them when and where they need it. We work closely with a of partner agencies, organisations and service providers in the BANES area to create a network of support and develop partnerships, working together to prevent young people from entering into a cycle of homelessness and supporting them from day one for as long as it takes. We aim to ensure that young people can break free from the cycle of homelessness at the earliest opportunity. For more information contact: Lowri Grove – Project Lead 01225 325912 or 07899 281557 Open for referrals Mon-Fri 10am-4pm
Post-Reading Discussion Talking About the Text: Share your observations and questions with the group. Continue to take notes as your questions are answered and interesting observations are made. Analyzing the Text: Post Reading Discussion Questions – Use “Education for Death: Nazi Youth Movements to complete the chart below. Pimpf Jungmaedal Jungvolk Bund Deutscher Maedel Hitler Jugend (Hitler Youth) Age(s) Gender Focus of Education Directions: Read “Making A Leader” and then use the examples of indoctrination propaganda to complete the chart below. What political message(s) are these pictures trying to convey? Does the picture make use of Ethos, Pathos or Logos? Explain why. 1 2 3 4 5 6 Name: ________________________________________ Date: ____________________ Period: ________ Center 4: State Sponsored Discrimination “I also had the great misfortune to have a math teacher who was an SS man….he usually carried a revolver. When he asked me questions, he would have his hand on the revolver. A couple of times, he actually pointed it at me. No matter what my answers were, whether they were right or wrong, he’d ridicule me in front of my classmates and say, ‘That’s a
Applicant Details: Primary Supervisor ** Academic Unit & Faculty: Email: Co Supervisor: ** Academic Unit & Faculty: Email: Academic Unit & Faculty: Email: ** Please include CVs (max 2 pages) Fellowship Details: Research Project Title: Name of potential Fellow (if relevant): Proposed Fellowship start date: Please indicate which Fellowship Model: Model A: Research training combined with role in supporting research delivery, Model B: Research training with role in clinical service delivery, Model C: Clinical doctoral research training only role, Please tick: Please tick: Please tick: Number of months funding Requested: Total funds requested from the BRC: Salary £ PhD fees (Model C Only) £ Training and consumables £ Total funds from other sources (where applicable): Salary £ PhD fees (Model C only) £ Training and consumables £ Outline of Fellowship objectives and education, training and career development programme (250 words)
Is it a genetic condition? RB: We don’t know yet. More research needed! DA: So far it seems that for most patients the genetics are complex. We have identified a first common variant (a gene which contributes to risk but is also common in the population as a whole) and some rare variants (very uncommon genes which seem to be important in small numbers of SCAD-survivors) and are working on these at the moment. were you instantly diagnosed with SCAD? RB: Pretty much. SCAD was suspected during the emergency coronary angiogram I had about 18 hours after my first heart attack symptoms at home. Do you have to take medication for SCAD? RB: Research so far is showing that most SCAD patients will stabilise under a conservative treatment strategy (medications only) rather than the use of stents (which are the usual treatment for atherosclerotic heart attacks). The body will naturally try to heal the SCAD itself. Some SCAD cases are severe and require bypass surgery. I take three medications as a result of my SCAD and expect to be on them for life (unless research determines otherwise…). Not all SCAD patients stay on medication for life – it depends on the individual circumstances as to what may be beneficial. I have some permanent heart muscle damage so I take medications to lower my heart rate and keep my blood pressure low with the aim of reducing the overall workload of my heart. I also take aspirin as a blood thinner. Presentation Title: Gene therapy for inherited metabolic disorders Responses by Professor Paul Gissen Why is gene therapy so expensive? It is expensive to develop a new therapy, do clinical trials and the company needs to recoup their investment. There are only few patients with rare diseases therefore per patient the treatment is expensive but compared with the common disease drugs on the large scale it is not more expensive. It may be cheaper than traditional therapies in the long run as the therapy may not need to be administered again. How common is liver disease? Common liver diseases are very common: one of the commonest form of disease, similar to heart disease and cancer. Rare liver diseases are rare individually. Some are one in 10,000, others one in a million population. How long does trans genes take to become effective? be as quick as 4-6 hours after administration. Will gene therapy reduce liver transplants? Yes, it is possible for some of the conditions.
May 17, 2018 IPFW Walb 7:30 – 8:45 Registration / Light Breakfast served entering the Classic Ballroom – Vendor Market Place 8:45 – 9:00 Welcome - International Ballroom 9:00 – 10:00 Update General Session –Tony Stites, Barrett McNagny – International Ballroom 10:15 – 10:45 Market Place – Classic Ballroom 10:45 – 11:45 Concurrent Sessions Combatting Negative Corporate Social PR – presented by Anthony Juliano - Room G-21 Strategies for a Successful Job Fair – Panel Discussion led by Linda Cooper - Room G-08 Preparation for Human Disasters – presented by Attorney Theresa Parrish - Room WU-222 11:45 – 12:30 Lunch served in the International Ballroom 12:30 – 2:00 Keynote – Clint Swindall – The Power of Personal Engagement – International Ballroom 2:00 – 2:30 Light snacks and beverages served in the Market Place – Classic Ballroom 2:30 – 3:30 Concurrent Sessions Boss: The Neuroscience of Leadership – presented by Dr. Jeanne Zehr – WU-222 Why Your Employees’ Financial Wellness is Important – presented by Cami Merkley – G-08 Communicating to Engage: Confidently, Clearly & Positively – presented by Elizabeth McDonald – G-21 3:45 – 4:15 Prize Drawings – Vendor Market Place
Professional Qualification/s Qualification title Year awarded Awarding Body Regulatory Body Registration Number Academic Qualifications Qualification title (incl’ classification where appropriate)* Dates of study Awarding Body From To (Year awarded) *It is essential that your Hons Degree classification (where applicable) is included. Applicants should possess a relevant Honours degree from an approved Higher Education Institution - normally a 2:1 or above. Candidates with a 2:2 will only be considered if they have an exceptional track record of other achievements such as – publications, research grant income or key involvement in funded research studies.
Academic candidate section: (Academic referees must complete this section. Clinical referees may be in a position to complete this section if supplying a reference for a candidate applying for an academic post). Knowledge and achievements - Demonstrates general knowledge / interest in science and academic medicine. 1 2 3 4 Below average knowledge in science and academic medicine Average knowledge in science and academic medicine Good knowledge in science and academic medicine Excellent knowledge in science and academic medicine Comments / evidence: Commitment to an academic career - Demonstration of understanding and commitment to academic career. 1 2 3 4 Has shown no interest in an academic career Limited interest in an academic career Positive interest in an academic career Actively seeking out academic opportunities for future career Comments / evidence: Academic potential - Demonstrates potential for a career in education / research through scientific publications and presentations. 1 2 3 4 No evidence of participation in teaching or research Some evidence of participation in teaching or research Active participation in audit, teaching or research Leading role for audit, teaching or research Comments / evidence: Academic Potential – Potential to innovate by creating new ideas and influencing others. 1 2 3 4 Fails to generate ideas or solutions that are accepted by others Generates new ideas and solutions with mixed results Generates new ideas and solutions with mainly positive results on the team Generates new ideas and solutions that have a positive impact on the team Comments / evidence:
method of assignment to study group, adding study arms, visits, etc.). The time point(s) indicated in the schematic should correspond to the time point(s) in Section 1.3, Schedule of Activities, e.g., Visit 1, Day 0; Visit 2, Day 30 ± 7; etc. Example #1 Flow diagram (e.g., randomized controlled trial)
Study Title Exempt question answered – Exemption # if yes Clinical Trial Questionnaire completed – ClinicalTrials.gov Identifier provided, if applicable Section 2* Conditions or Focus of Study Eligibility Criteria Age Limits – N/A if no Inclusion of Women, Minorities, and Children Recruitment and Retention Plan** Recruitment Status** Study Timeline** Enrollment of First Subject** Inclusion Enrollment Report Section 3 Protection of Human Subjects Multi-site study question answered – IRB plan if “Yes” Clinical Trials Only Data and Safety Monitoring Plan “Data and Safety Monitoring Board” question answered Overall Structure of the Study Team Section 4 (Clinical Trials Only) Brief Summary Study Design – all answered Outcome Measures – one for each measure Statistical Design and Power Subject Participation Duration “FDA-regulated intervention” question answered – attachment provided if “Yes” Dissemination Plan * Skip this section if only Exemption 4 selected for Exemption Number (1.3) ** Skip if “No” selected for “Does the study involve human participants?” (1.4.a.)
NIH Institute and Center Funding Priorities Each NIH administering Institute and Center (IC) has its own research agenda, driven by its focus on specific diseases, conditions, body systems, public health needs, scientific opportunities or other strategic goals. To meet this agenda, ICs set priorities for research funding, taking into consideration their five-year strategic plan, their existing research portfolio, extant and emerging public health needs, plans of other ICs, and other factors. ICs typically split their extramural research budgets by institute-initiated projects (such as those conducted by cooperative groups, networks, or centers or those conducted in response to an RFA) and investigator-initiated projects, which are largely made up of R01 grants that are submitted in response to NIH’s ‘parent announcement.’ Some IC’s spend the majority of the extramural funds on institute-initiated projects, while others spend the majority on investigator-initiated projects. To guide decisions on which investigator-initiated R01 grants to fund, many ICs utilize a payline, which is a -based funding cutoff point determined by balancing the projected number of applications coming to an IC with the amount of funds available. Some ICs utilize more than one payline when making funding decisions (e.g. New Investigator paylines for R01s). Applications outside the payline can be paid under justified circumstances, referred to as “select pay”, if these applications are a high priority for the IC; for example, several ICs choose to fund Early Stage Investigator applications that fare well in peer review but are not within the official payline. Some applications that are scored within the payline, including those that receive scores of 5 percentage points or below, may not be selected for funding. Reasons for these funding decisions include: A P01 was awarded that encompassed the project Another version of the award was funded or there was overlap with another awarded project The project was determined to be low priority/there was sufficient program balance in that area The histograms below show the number of investigator-initiated R01/R37 grants that were awarded (blue) or not awarded (red) based on peer-review percentile scores for fiscal years 2014, 2015, and 2016. The regions of overlap between the awarded and not awarded applications provide some insight regarding IC use of select pay in making funding decisions. It is important to note that the histograms below represent only investigator-initiated awards and only those proposals that were reviewed by a study section. NIH
Part Two Pursuits Chapter 21 Special Delivery “We’ll write again soon, so stay put no matter what.” Why is this part of the letter important? “They were so hungry, but not for water.” What does Kip mean? “Just cause the tree's ugly don’t make it evil.” Why are Molly’s words important? How does Kip and Molly’s relationship seem to change at the end of this chapter? Chapter 22 Sweets What did the letters give Molly? Molly knew the truth about the tree. What was it? “The tree seemed to grant one specific wish to each person.” What does each wish reveal about the person? What is Alistair’s motive for wanting candy? Chapter 23 Doctor Crouch Is the doctor nice? Why or why not? What does Kip ask the doctor? Chapter 24 Cold Hands, Warm Heart “Her skin had been as cold as a corpse.” Why would Constance’s skin be this cold? “Each band is a little smaller than the last.” What does this imply about Constance? Are the rings killing Constance? Why or why not? Chapter 25 The Pallor “Your sick too.” Why does Penny say this to Molly? Why do you think Kip said nothing about the change in Molly? Chapter 27 Ichor Just touching the paper made her feel better, made her feel safe.” Molly knows the letters aren’t real. If this statement is true, why