zilongwang/ReadingBank huggingface dataset:
Education, Training and Qualifications Please highlight any qualifications that match those stated in the Person Specification. Date From Date To Name and Address of Institution. Please include any part time studies. Qualifications Gained (include subject, and grade) Date Awarded Secondary School College Date From Date To Name and Address of Institution. Qualifications Gained (include subject, level and grade) Date Awarded
CANDIDATE NAME POST APPLIED FOR RESULTS FORM The Trust is keen to recruit teachers able to deliver good and outstanding results. We kindly ask you to provide results for all of your classes for the last 3 academic years. If you have not been teaching for 3 years, please provide as much as you are able or alternative evidence of good and outstanding teaching. An example is provided in the first two rows. Date / Year Class details Shared class or single teacher Number of Students in Retention Rate Achievement Rate (pass rate) Success Rate High Grade Rate (A*-B) Added (eg ALPS score, if available) Any other relevant information eg 2013/14 AS Maths Single teacher 21 92% 93% 86% 42% 3 Mixed ability class of 19. eg 2014/ 15 GCSE Maths Shared class 23 93% 100% 93% 64% (A* - C) N/A GCSE resit, 15 students all grade D at entry Achievement is the percentage pass rate (E and for A Level, G and above for GCSE, Pass and above for BTEC). High grades is the percentage achieving A*-B for A Levels, or Distinction grades for BTEC, or grade C and above for GCSE. Retention – the percentage of students on roll at census point that complete the course. Success = retention x achievement / 100.
Hope Network Integrated Recovery – Robert Brown Crisis Home Grand Rapids, Michigan 616-726-1980 Spectrum Health Gerber Memorial Fremont, Michigan 231-924-3300 West Brook Recover Center Grand Rapids, Michigan 616-957-1200 Wilson and Wynn Interventions Grand Rapids, Michigan 616-647-3460
Search for grades by using any of the search criteria. You may search for all grades, or limit your search to missing grades only. You may update any grade that has a drop-down under the grade header or you can cancel the course entirely. Entries that do not have a grade drop-down cannot be changed due to the state of the course. Entries that do not have a “Cancel Course” cannot be cancelled due to the state of the course. Academic Institution Module Help Help Requests and Academic Institution Module issues If you are experiencing system issues or other issues related to the functionality of the NCMIS Academic Institution Module, please submit your Help request ETicket to TA Accounting at: Choose the “TA Accounting” category. Special Note This User guide will be updated as the functionality of the Academic Institution Module is expanded. Appendix A – Account Request My Education Account Request Academic Institutions (1) Institution Name (2) Date (3) Institution Address (4) City (5)State (6)Zip Code (7) Requestor’s Name (8) Requestor’s Phone (9) Requestor’s E-mail
Native Creative Development Program Work Sample Identification Form Applicant’s Name: Description Year Completed Dimensions Mediums Used 1. Title: File name: 2. Title: File name: 3. Title: File name: 4. Title: File name: 5. Title: File name:
Probiotics Probiotics: In the gut are approximately 11 trillion bacteria, weighing over 3lbs. These bacteria are called probiotics and play a vital role in intestinal health, immunity and general health and wellbeing. There are around 400 to 500 different types of bacteria in the gut but 20 types make up 75 per cent of the total with two of the most common being lactobacillus and bifidobacteria. These bacteria are ‘good bacteria’. We also have ‘bad’ bacteria in our gut which don’t generally cause problems unless things get out of balance. An ideal balance should be 80% good bacteria and 20% other bacteria such as E. Coli. Although E. Coli is undesirable it is the balance that’s important; keeping the 80% and not allowing the 20% to increase and take hold. Why are our friendly gut bacteria so important? They help us to efficiently digest and absorb nutrients. They aid digestion, helping to breakdown undigested fibre allowing for easier and more regular bowel movements. They pre-digest our food, enhancing the absorption of minerals and manufacturing some B vitamins. They produce acids and antibiotic-like substances that help us fight infection and resist the colonisation of harmful bacteria – therefore stimulating the body’s natural immune defences. They help with the elimination of toxins – research has shown that good levels of beneficial bacteria can help guard against certain types of colon cancer. They help control antibiotic-induced and travellers’ diarrhoea. They help control cholesterol levels. They help prevent vaginal and urinary infections. What can disrupt our bacteria balance? There are many factors which can disrupt the balance between desirable and undesirable bacteria (this imbalance is known as dysbiosis). They include: Antibiotics – antibiotics certainly have their place in medicine, but the problem is, they don’t target just the unwanted bacteria, they destroy the good and bad. Low levels of hydrochloric acid (stomach acid) Gastro-intestinal infections Poor immune function Stress Oral contraceptives Poor diet (high fat, sugar and alcohol intake)
Coordination with American Job Centers, State and Local Workforce Investment Boards, Area Agencies on Aging, Other SCSEP Providers. As a required partner, all SCSEP subgrantees must coordinate activities with local American Job Centers (Job Centers) administered by Local Workforce Investment Boards under the Workforce Investment Act through a Memorandum of Understanding (MOU). Subgrantees also coordinate with other SCSEP providers and area agencies on aging to ensure seamless support to help participants achieve self-sufficiency. VI. NCOA Performance Measures The subgrantee must achieve the performance goals outlined in their Sponsor Agreement with NCOA. As stated earlier, NCOA will provide training, guidance and technical support to assist the selected subgrantee. During the Bidder’s Webinar (see Section XII of the RFP for more information), we will answer questions on the performance measures and other aspects of SCSEP. Listed below are the PY16 goals for NCOA’s current subgrantees. Number of eligible individuals served Total number of people served is 180% times your number of authorized positions PY16 Goal = 180% of authorized positions by June 30, 2017 2. Community Service (in the aggregate of community service employment) in the aggregate of community service employment compares the total number of hours of community service provided by each SCSEP subgrantee to the number of community service hours funded by the grant PY16 Goal = 80% 3. Most-in-Need Counts the total number of the most-in-need characteristics (these are the same as the Priority of Service for Individuals, listed on page 7) for all participants enrolled since July 1, 2007 and divides by the total number of participants served PY16 Goal = 2.5 4. NCOA Unsubsidized Placement Goal 50% times your number of authorized positions PY16 Goal = 50% of authorized positions exited into unsubsidized jobs by June 30, 2017
CSc 190 SPRINT TASK BOARD Ncoded Faculty Advisor: _____________________________ Date: ______________ Sprint Number: ______ End of week 1 Status End of Sprint Status Product Work Assigned to Members Initials 1: Hours2 % Done Project Charter Work Break Down name Work Break Down name Work Break Down name Product Backlog Document Work Break Down name Work Down name Work Break Down name Interaction Design Wireframes Work Break Down name Work Break Down name Work Break Down name Architecture Design Diagrams Work Break Down name Work Break Down name Work Break Down name Implementation Tools & Technologies (learning plan) Work Break Down name Work Break Down name Work Break Down name TOTAL HOURS 1 Two or more team members are responsible for the work assigned. 2 Combined hours of all team members associated with the work.
What would be the benefits or costs of having the Carbon Neutral Program administered by an external provider? 3.2 (a) How can the costs of auditing be reduced for participants, while not significantly reducing the credibility of the program? 3.2 (b) How could a risk based audit approach be developed for the Carbon Neutral Program which takes into account the profile of the organisation concerned? 3.2 (c) How has your organisation managed the challenges of entering the Carbon Neutral Program and how could this process be improved, particularly for small businesses? 3.3 (a) How could the usability of the NCOS Carbon Neutral Administration Agreement and Certification Trade Mark Licence be improved? 3.3 (b) What specific changes would you or your organisation like to see made to the guidance templates? 3.4 (a) Do you think the Government or another organisation working with the Government should do more to publicise the NCOS and Carbon Neutral Program? If so, how could this be done? 3.4 (b) If you are a Carbon Neutral Program participant or are thinking of becoming one, how much value would you place on the Carbon Neutral Program trademark? Do you use it in your own marketing? 3.4 (c) If the trademark was no longer offered, how could your products be distinguished as carbon neutral? 3.4 (d) Would you be willing to pay higher fees to participate in the program if the Government did more to market the Carbon Neutral Program and the trademark?
Are all Scope 2 source data values within 5% of the values inputted into the NABERS or Green Star – Performance calculation tool for the carbon account? are lower than those inputted, note this in the report of factual findings and proceed to the next test. If the answer is No and the source data values are higher than those inputted, mark this as a CAR that must be closed out prior to finalising verification. Check that correct Scope 2 emission factors have been used. Have the correct Scope 2 emission factors been selected in the emissions calculator? If the answer is Yes, proceed to the next test. If the answer is No, mark this as a CAR that must be closed out prior to finalising verification. Check that any claimed products/services are genuinely NCOS certified. If the responsible entity claims to have used any carbon neutral products and/or services and claimed these as zero emissions, are these products and services genuinely NCOS certified? (Check that any carbon neutral products and/or services declared in the carbon account are carbon neutral certified products/services according to the Department of the Environment and Energy website: ) If you require further clarification on the carbon neutral certification status of the product or service, contact the Department of the Environment and Energy via . Are the products/services genuinely NCOS certified? If the answer is Yes/Not applicable, proceed to the next test. If the answer is No, mark this as a CAR that must be closed out prior to finalising verification. Check that any purchases of GreenPower™ electricity have been correctly accounted for. Has the purchase of GreenPower™ been accounted for in accordance with the NCOS for Buildings Appendix B: Carbon accounting requirements and guidance? If the answer is Yes/Not applicable, proceed to the next test. If the answer is No, mark this as a CAR that must be closed out to finalising verification. Check that the purchase or disposal of any Large-scale Generation Certificates (LGCs) have been correctly accounted for. Have the purchase or disposal of any Large-scale Generation Certificates been accounted for in accordance with Appendix B: Carbon accounting requirements and guidance (i.e. the equivalent amount of electricity for any LGCs not voluntarily retired must be added back into the carbon account)? If the answer is Yes/Not applicable, proceed to the next test. If the answer is No, mark this as a CAR that must be closed out to finalising verification.
Microsoft Server Product Portfolio Customer Solution Case Study BPO Sets Up Private Cloud, Lowers Server Footprint and Saves Costs Overview Country or Region: India Industry: Outsourcing Customer Profile NCO India, established in 2012, focuses on outsourcing services to the financial services domain. The company currently employs over 1000 employees and expects to double this number by 2014. Business Situation NCO India wanted to implement virtualization to improve manageability and resilience by moving its infrastructure to a private cloud. Solution NCO India developed a private cloud using Microsoft Windows Server 2012 Hyper-V and Microsoft System Center 2012. The company also implemented Microsoft Exchange Server 2013 and Microsoft SQL Server 2012. Benefits Enhances security Reduces management overheads Lowers costs “It reduces the turnaround time to implement a solution. Plus, administrative overheads are considerably lower. Now, we log into a single console to monitor the entire infrastructure. This also helps us take on our growth goals easily.” Ajay Masur, Chief Information Officer, NCO India NCO India operations were set up a year ago to outsource IT services primarily to the financial sector. Its guiding strategy was to leverage only the latest technologies. As a Microsoft Enterprise Agreement customer globally, going with Microsoft technologies not only gave the company the best value for money but also a robust, integrated solution that was highly automated and available. It deployed the private cloud infrastructure on the Windows Server 2012 operating system, with Hyper-V technology and Microsoft System Center 2012 solutions. The virtualized environment also included Microsoft Exchange Server 2013 and Microsoft SQL Server 2012. With this model, the company streamlines IT infrastructure, simplifies management and gains more flexibility. It saves US$ 100,000 in IT costs and lowers maintenance overheads. Overall, the company has optimized resources, improved operational efficiency and enhanced security.
Immediate output To secure work placement opportunities for 1000 learners and graduates from Universities, TVET Colleges, Community Colleges, and Private Institutions annually within the province. This initiative has to be facilitated and financially supported by SETA’s with business, government, trade unions and community constituents collaborating in opening up workplaces. STAKEHOLDERS IN SKILLS DEVELOPMENT (EDUCATION AND TRAINING) Government, Name: ………………………………………. Sign: ……………………………. Business, Name: ………………………………………. Sign: ……………………………. Labour, Name: ………………………………………. Sign: ……………………………. Name: ………………………………………. Sign: ……………………………. SETA’s, Name: ………………………………………. Sign: ……………………………. TVET’s,
Name: ………………………………………. Sign: ……………………………. University, Name: ………………………………………. Sign: ……………………………. Private Providers & Name: ………………………………………. Sign: ……………………………. CETC’s Name: ………………………………………. Sign: …………………………….
NEW units Please give details of new units that will form part of the proposed course/s Unit title If TBC, please give provisional title, e.g. Computer Science 1 Department / Division Faculty Credit Unit leader Please give name of member writing the UIF Projected student numbers per academic year (to be authorised by Planning) 2013-14 2014-15 2015-16 2016-17 Mode FT PT FT PT FT PT FT PT Home (H) / Overseas (O) H O H O H O H O H O H O H O H O Level 4 5 Level 6 Level 7 Steady state: Home: Overseas: Proposed date of first intake: Lead time from initial development is a minimum of 9 months from final validation approval to start date i.e. December 2012 event for September 2013 start Proposed dates of all cohort intakes: Will this proposal conform to the Standard Academic Year: It is expected that all courses will commence on the first Monday in October. Variations from this should be declared, to include a rationale YES / NO (if no, provide details below) Funding and resources Is this course fundable by HEFCE? Courses that are not fundable by HEFCE include all provision for overseas students only and any free-standing ‘level 0’ provision YES / NO (if no, provide details below) For UK-based collaborative provision, will the student numbers be Fundable by HEFCE through the University: YES / NO Fundable by HEFCE directly to the partner: YES / NO
Office Use Class No. Name of Horse/Pony Height of / Pony NCPA Members Number / Pony Registration Number Rider / Handler / Owner Entry Fee Name…………………………………………………………………………………………………. Address………………………………………………………………………………………………. ….………………………………………………………………………………………………………… Post Code ………………………………. Tel: ……………………………..…………… Email: ……………………………………………………………………………………………….. Please send postal entries to Karen Green, Heatley Heath Farm, Wet Gate Lane, Lymm, Sub Total First Aid £2:00 per rider/handler Total
Office Use Class No. Name of Horse/Pony Height of Horse / Pony NCPA Members Number / Pony Registration Number Owner Rider / Handler Fee Name…………………………………………………………………………………………………. Address………………………………………………………………………………………………. ….………………………………………………………………………………………………………… Post Code ………………………………. Tel: ……………………………..…………… Sub Total Aid @ £2:00 per exhibitor Total
NCPA SPRING SHOW ENTRY FORM – ENTRIES CLOSE 26th March 2017 Official Use Only Class No Horse/Pony Name Reg. No. Age Entry Fee Medical Cover £3 compulsory per Exhibitor £3.00 NCPA Membership No. ………………….. NCPA registered No. ………………….. Total £ Name…………………………………………………………………………………………………………………………………………. Address………………………………………………………………………………………………………………………………………… e-mail address ……………….……………………………………………………………………Contact Tel Number……………………. I have read and agree to abide by the rules (Signed)………………………………………………… Cheques made payable to NCPA North Yorkshire & Durham PLEASE RETURN TO – NORMA THOMPSON, 65 BURNETT CRESCENT, KELLOE, DURHAM. DH6 4PH
NCPCTM EXAM Ideal Candidate The ideal candidate to study for, take, and pass the Exam should have a minimum of two years experience in the financial services industry and a desire to learn more about check payments as a whole. Relevant experience could include check or check image operations, treasury, product, card, fraud and/or risk. Certification Requirements To become a certified NCP®, a Registrant must achieve a passing score on the Exam. Examinations The annual Exams are developed by a team of subject matter experts drawn from the ECCHOTM membership and other industry resources with varied professional experience and expertise. The Editorial Board works under the guidance of ECCHOTM and the Human Resources Research Organization (HumRRO) to build a valid and fair certification process following professional and regulatory guidelines. HumRRO is an independent, nonprofit corporation with expertise in all aspects of the credentialing field, bringing to the development of the NCPCTM Program more than 60 years of experience delivering hundreds of projects in job analysis and assessment. Tests are administered by PSI at PSI authorized testing center locations. See Exam Administration section for details. The Exam provides candidates the opportunity to demonstrate their expertise across the knowledge domains of check payments in the following categories: Rules, Laws and Regulations Fraud and Risk Mitigation Operations Products Detailed information on categories can be found at The Exam is a computer-based examination with 120 multiple choice questions with 100 of the Exam questions to be scored. Twenty questions are pilot questions for future Exams and are not scored. Individual demographic questions will be asked at the end of the Exam. Each question is worth one point. Registrants are not penalized for wrong answers, so it is to the Registrant’s advantage to answer every question, even if it is a guess. The Exam is valid, sound and legally defensible. Exam Window Generally from the Saturday in April through the second Saturday in May. Specific test dates are posted at . Registration Due by Friday three weeks prior to start of Exam How to register
1. Semi-Automatic and Automatic Handguns Beretta 92FS (9mm) Beretta 21A Bobcat (.25) Colt 1903 (.32) Colt 1911A1 (.45) Glock 17 (9mm) Kel-Tec PMR-30 (.22) Sig Sauer P938 (9mm) Smith & Wesson M&P9 (9mm) FIREARM
Smith & Wesson Model 645 (.45) Smith & Wesson Model 637 Airweight (.38) Glock 19 (9mm) Glock 43 (9mm) Smith & Wesson Shield (.40) Smith & Wesson M&P Compact (.40) Smith & Wesson M&P 40 (.40) Smith & Wesson Model 19 (.357)
Smith & Wesson Model 29 (.44) Smith & Wesson Model 60 (.357) Sig Sauer 516 Pistol with forearm brace (5.56mm) Smith & Wesson M&P 15-22 Pistol (.22) Military Armament Corp. Model 10 (a.k.a. (.45/9mm) Intratec TEC-9 (9mm) 2. Shotguns Benelli Montefeltro (12 gauge) Remington 870 (12 Franchi Affinity (12 Kel-Tec KSG (12 gauge) Mossberg 500
NCPTA Advisory Council Meeting July 15, 2013 NCPTA Conference (Sea Trails, NC) Attending: Regina Denton- Wilson, Scott Denton – Durham, Keith Wilmot, Alan Justice – Transylvania, Julian Ramirez – Orange, Robert Creech – Hoke, Kevin Griffin - Harnett, Eric Eaker – Lincoln, Art Whittaker – Stanly, David Pless – Cleveland, Gary Buie, Harley Yarbrough – Davidson, Al Miller, Vicki Wilson – Cumberland, Ralph Trango, Bobby Jones – Wake, Errin Bryant, Vernice Murphy – Bertie, Wesley Stokes – Washington, Willie Riddick – Gates, David Twiddy – Dare, Anthony Mitchell – Lenoir, Vec Dunn, Adam Johnson – Union, Doris Dry, Jeff Garmon – Cabarrus, Charles McDowell – Moore, Toni Floyd – Craven, Frankie Floyd – Jones, Terry Campbell – Iredell, Christopher – Robeson, Brian Littke – Nash, Gerald, Brian, Phil York – Rutherford, Derek Graham – DPI Roll Call/Sign In: Bowes Called to Order: at 3:12pm by Jim Ellis (NCPTA President) Introduction: Jim Ellis (NCPTA President) Minutes: Carol Bowes placed copies on each table for review Motion to Accept (Ralph Trango, Wake County) – Second (Vec, Union County) Treasurer’s Report: Brian Littke Financial Statement placed on each table for review. $54,692.18 in account, $184,758.68 deposited with $151,975.75 in expenses with a checking account balance of $79,084.90 Money Market Account: $50,831.24,and $57,490.34 deposited with $0 expenses for a money market account balance of $108,321.58 Share Account: $35.09. with $0.26 deposited, $0 expenses for a share account balance of $35.35 Cash Balance of all accounts $187,441.83 Less Encumbrances $87,923.84
Mr Gibson Principal Mr Atkinson Deputy Principal Mr Line Vice Principal Mrs Gadsby Assistant Principal Mr Rhodes Assistant Principal Mrs Chima Associate Leader Mr Smith Associate Leader Key Stage Team Mr Waterston Head of Key Stage 3 Mr S Barber Head of Key 4 Mrs Young KS3 Learning & Progress Manager (Pastoral Link Y7) Miss Matthewson Behaviour & Intervention Assistant (Pastoral Link Y8) Ms Spratt Learning & Progress Support Officer (Pastoral Link Y9) Miss Ireland Behaviour & Intervention Assistant (Pastoral Link Y10) Miss D Graham KS4 Learning and Progress Manager (Pastoral Link Y11) Achievement Staff Mrs Collin Special Educational Needs Coordinator Mrs Towers Head of Sixth Form Mr Fox Careers, Enterprise & Employability Manager Sally Milner Chaplain Academic Leaders
Virus Catalogue Deposit Information Form Use this form for depositing cell lines into the National Collection of Pathogenic Viruses (NCPv). Please complete as fully as possible then email to PRIOR to sending the virus(es). Please include this Word document and a signed PDF copy. For Culture Collections use only Accession Number(s): Batch Number(s): For completion by Depositor: 1. Depositor Information Institution Address Depositor full name (including title) Email address Telephone 2. Virus Identity & Characteristics Virus name in full Strain Serotype / Subtype Ampoule label Titre (if known) Sample type Viable infected cells Cell lysate Other (give details) Purified virus Supernatant Volume per ampoule Number of ampoules Characteristics of note Recommended PCR identification method Please include primers, full cycling conditions & expected result See reference See attached Not available below: 3. Origin & History since Isolation did you obtain the virus from? Isolated in my laboratory Unknown From another laboratory (give details) Original isolation information E.g. Date isolated, cell type, incubation time, CPE observations, investigator and institution
Notification(s) to affected departments – See directions under Signature Sheet above. Acknowledgment(s) from affected departments – See directions under Signature Sheet above. Course Syllabus: Please include the following in the appendices that are needed for review of this new course proposal. Learning objectives The course learning objectives will state the skills and knowledge the students are expected to gain from this course. Course outline The course outline should be approximately one or two pages and should clearly support the title, description and rationale presented. The outline should indicate the topics to be covered and the approximate percentage of the course to be devoted to each major topic. A syllabus that includes the above criteria may fulfill the requirements for a course outline. Method(s) of evaluating students Describe and define each evaluation tool or assignment that will be used in determining a student’s grade. Bibliography The bibliography for a new course should include readings that were relevant for developing the course, and those that the students might use to learn more about the topic. Your bibliography must be alphabetized and presented consistently in a recognized scholarly format typical of your discipline. Appendices: Copy and (or enter directly) all of the items listed above. Key to abbreviations LEP – Liberal Education Program DCC – Department Curriculum Committee NMC – Notifications Management Committee – UCF standing committee that reviews new and revised course proposals and revised programs SCC – School Curriculum Committee UCF – Undergraduate Curriculum Forum UWIC – University Wide Impact Committee – UCF standing committee that reviews new programs and new minors WACC – Writing across Curriculum Committee – UCF standing committee that reviews courses already approved by NMC to fulfill university Writing (“W”) requirement.
Reviewing Your Service Requests Your service requests display at the top of the page. “My Service Requests” displays the date the request was opened and the request number that has been assigned to the request. Also listed is the status of the pending request, a detailed description of the request and the service location. All Service Requests display in the section below. View more information about any Service Request by clicking the Request Number. Create a Service Request When a user requires service, a service request must be generated. Click the New Request button. Or click the Submit tab. The New Service Request screen displays. the check box at the top right of the form to keep the request confidential from other users. This request will not be displayed on the Home Page of the service request list. Complete the Service Request form: Type a Service Location. This is the location within the building which you are placing a work order for. Example: Cubicle 23, second floor. Select Common Problem from the menu. If you cannot find an appropriate common problem, click the link for the complete list. Type a detailed Description of the repair needed. Click once the form is complete. The Service Request Information page displays the request number that been assigned along with the title, work category and description. Click when complete. Search for a Service Request You can search using the quick search fields on the Home Page, or by using the Search button to search on multiple fields. Quick Search: If you know the request number, type it into the Search fields on the Home Page and click Go. Advanced Search: click the Search button in the gray menu bar across the top of the screen
The INAC regional coordinators will provide participating First Nations with information and training sessions/materials for portal use. During these sessions, participants will have the opportunity to ask questions, raise concerns, and provide the department with feedback on the progress of the SRI and make suggestions for improvement. Regional coordinators will ask for the names and contact information of individuals who are approved to act as Portal users on behalf of their First Nation. Portal users must be permitted by the First Nation to read, complete, and submit the contents of the First Nation’s reports, which may contain sensitive information. Q.13. What support will pilot participants have during the pilot? A.13. The Department is committed to ensuring pilot participants are supported throughout the pilot period. A technical support team will be available to answer questions and address any issues that users may encounter while reporting through the online portal. INAC regional coordinators will hold training sessions and will provide support to First Nation participants on an ongoing basis once the project has been fully launched, and as requested by participants. The Department’s Regional Offices will continue to provide support to First Nation pilot participants on completing their reporting requirements. Questions concerning the content of reports, what a specific report is asking for, and reporting deadlines can be answered by your regional pilot coordinators. Q.14. What happened to the First Nation led workshops to discuss the data that is important from a First Nations perspective? A.14. A number of developments have occurred since we proposed these workshops. The Government of Canada’s implementation of the Departmental Results Framework and the work underway on the New Fiscal Relationship as well as efforts by First Nation organizations looking at data governance issues all stand to have a significant impact on what and how data is collected. The Chief Finances, Results and Delivery Officer Sector will be proposing options for a shared/mutual outcome-based accountability framework to demonstrate results to citizens, First Nations communities, government, and Parliament in closing socio-economic disparities and inequalities. These initiatives will lead the direction of reporting in partnership with First Nations moving forwards. Q.15. How does this work align to OCAP (Ownership, Control, Access and Possession)? A.15. At this time, the data that INAC collects is not considered OCAP compliant. We are working with the leads at INAC and Treasury Board, as well as Indigenous data experts, to work on the Open Government Plan for Canada to ensure that Indigenous-led solutions are embedded in the commitments:
e-Learning: SCORM file e-Learning: Server link Audience (Choose 1 or more) Caregivers Social Workers Supervisors Area Administrators Audience Description (optional) description of the targeted audience. Examples: This training is appropriate for licensed caregivers, relative caregivers, and fictive kin or suitable adult caregivers. Pre-learning Materials (Title and URL) (optional) None Topics (Cut and paste from the in SharePoint.) Infant Safety and Care Child Development Drug Exposed / Affected Infants Substance Exposed / Affected Infants Legal Requirements and Policy
NCRG Planned Enrollment Report This report format should NOT be used for collecting data from study participants. Principal Investigator: Project Title: Racial Categories Ethnic Categories Not Hispanic or Latino Hispanic or Latino Total Female Male Female Male American Indian/ Alaska Native 0 Asian 0 Native Hawaiian or Other Pacific Islander 0 Black or African American 0 White 0 More Than One Race 0 Total 0 0 0 0 0
Visual and Performing Arts Arts Education can help to develop a sense of achievement and personal worth. It provides students with knowledge that the Arts meet their needs and enables them to participate effectively in the cultural and artistic life of their community Dance Level 3 (13DAN) This course is suitable for endorsement This is an approved subject for UE Course Description: This course is mainly practical and is very rewarding as it is designed to extend student’s performance, choreographic and leadership skills, allowing them to produce a dance from a starting point and follow it through to the presentation on stage. The students are also given the opportunity to learn and perform a variety of highly skilled dances for assessment purposes. Students will take part in a dance showcase evening giving them numerous opportunities to perform. The course serves as preparation for those students who wish to take dance/performing arts further and requires a high level of self-motivation, leadership and application of skill. Course Prerequisite: 12 credits or more in Level 2 Dance or HOD approval Assessment: Successful completion of all standards associated with this course will contribute 18 to 22 credits towards NCEA Level 3. This course qualifies as a University Entrance subject. The course has both internal and externally assessed components. There is the opportunity of scholarship entry for high achieving students. Pathways: Tertiary Course. Creative vocational pathways. Possible careers: Teaching, fitness instructor, performing arts, dancer, entertainer, choreographer, children’s entertainer, event manager, critic, reporter Costs: No related subject fees but it is expected that students will take part in the Dance NZ Made workshops/competition = $30. There will also be an opportunity to see a professional dance company perform which is optional. Approximately $30 Further Information: Mrs Rhodes or Ms Pond
this same processing, with even more data, takes 20 minutes," Untener says. “At crunch times, like quarter-end, this is hugely valuable. When a query takes 10 hours to run, you’re not going to ask many questions. But when executives can get rapid turnaround on queries, they ask more questions. This promotes a better understanding of key performance indicators and what’s behind them.” Faster Time-to-Market A big win for the IT staff was the speed with which it was able to deliver this and high-visibility solution. “I don’t think that we could have delivered this dashboard in just four months with anything but Microsoft technology,” Untener says. “The simplicity of Microsoft software sped up our whole development effort.” In conclusion, Untener says, “We measure success by the fact that our executives really value this dashboard, want to use it, and are already asking for more functionality. More people are requesting access every day, and that’s a good problem to have.” Microsoft Solutions for the Manufacturing Industry Manufacturing enterprises must compete in an increasingly global environment. Success depends on finding ever-greater efficiencies throughout the enterprise, developing a greater agility to react to local and global market opportunities. These challenges are best answered with technology from Microsoft and its partners. Microsoft-based solutions offer much needed value to manufacturers who are under increasing pressure to generate greater returns on the assets that they have employed. This focus on efficiency scales across all the critical functional areas—from getting products to market faster, to streamlining the supply chain, optimizing the manufacturing operations, and generating new revenue streams. For more information about Microsoft solutions for the manufacturing industry, go to:
(SRBC) to find available burn beds and assist with out of the NCR transfers to designated burn facilities along the I-95 corridor. Information will be shared via phone, teleconferences, or via intranet databases. Required information will be completed and submitted in a timely manner by the DC HECC. The ERBDC /SRBC will send information on available facilities to assist to the HECC who will then share the information with the sending facility (MD, DC or VA). When time and opportunity permits the sending facility shall present a patient report to the recipient facility. The ERBDC and SRBC may be invited to strategic meetings the DC HECC/HCRT has with the Burn Centers or other healthcare facilities. The DC HECC will regularly keep the ERBDC/SRBC updated on the situation. Assistance from ASPR The DC HECC and or state ESF 8 may seek mutual aid assistance (through EMAC) and /or also consult with the ASPR/ HHS to seek assistance in managing the situation. Depending on nature of the incident and Executive Branch declaration(s) this assistance may include: Finding additional burn/trauma center beds in the United Sates Securing transportation assistance for regional or nationwide transfers Acquiring needed equipment and supplies Specialty related clinical management guidance (i.e. radiation or chemical burns etc.) Providing burn trained specialists if needed and available Coordinating DOD assistance with burn beds and or transportation assistance The HECC/DOH shall keep healthcare facilities appraised of the results of their interaction with federal authorities via teleconference, email or fax. Assistance from DOD DOD assistance may be sought through state emergency management and or HHS. Requested assistance may include burn /trauma beds, equipment/supplies/medications or transportation. When appropriate burn patients who are military may be transferred to a DOD or federal facility for acute care and/or rehabilitation. Interfacility Transportation Assistance Hospitals needing to transfer patients to a Burn or Trauma Center shall employ their normal private sector EMS transport contracts.
.1 No sanction shall be issued to any organization whose interest is solely commercial or profit motivated. .2 United States Swimming, Inc. herein referred to as USA Swimming, must be recognized and conformed to as the sole governing body for the sport of swimming. .3 All swimmers competing in a sanctioned meet must be registered members of USA Swimming. USA Swimming Registration identification number must accompany each swimmer's entry .4 Sanctions are not transferable. .5 The word 'Olympic' shall not be used except that the term ‘Junior Olympics’ may be used for the NCS Long Course and/or Short Course 18&Under LSC Championships. .6 Liability and property damage clauses releasing USA Swimming and North Carolina Swimming must appear on all entry forms. .7 Sanctions will be withheld from teams that have outstanding fines or meet reports that are overdue. Meets already sanctioned will not be withdrawn for these reasons. .8 Sanctions may be withheld or withdrawn. 204.2. Time Trials - The purpose of Time Trials is to provide an opportunity for swimmers to achieve times. Time Trials are a race for time, not necessarily a competition between individuals. Time Trials conducted as an accessory to sanction or approved meet may be offered subject to the following: .1 When the Time is a part of a regularly scheduled and sanctioned/approved meet, Time Trial information shall be a separate section/paragraph in the corresponding Meet Announcement, but may have separate meet director and/or meet referee. Time Trials will pay a separate sanction fee and receive a separate sanction number. .2 Time Trials will be offered at the discretion of the Meet Referee .3 Entrants in Time Trials must be entered in the meet. .4 Daily or meet entry limits will be stated, and must not exceed entry limits mandated by USA Swimming. .5 The time and for the Time Trials will be stated in the Meet Announcement and must be planned to not interfere with meet warm-ups, breaks, and competition. .6 All USA Swimming Rules will apply to Time Trials. 204.3. SANCTION/APPROVAL REQUEST PROCEDURE .1 Meets - For swim meets other than closed, dual, tri or quad meets, prior scheduling approval is required except as provided in Article 202. At least sixty (60) days before the meet, the meet host must submit a sanction/approval request to the sanctions committee. The sanction request shall include: A. Meet announcement Sheet. See Article 206 for required information.
Name of Employer Name of Project and Donor (if applicable) Address of Employer Contact person and phone number for Employer summary of job responsibilities: B. Title of the position (as specified in your employment contract) Position held from/to month/year Salary per annum and currency (calculate using most recent salary in the position) Did you supervise any staff? If yes, specify how many: Name of Employer Name of Project and Donor (if applicable) Address of Employer Contact person and phone number for Employer Brief summary of job responsibilities: C. Title of the position (as specified in your employment contract) Position held from/to Salary per annum and currency (calculate using most recent salary in the position) Did you supervise any If yes, specify how many:
Name of Employer Name of Project and (if applicable) Address of Employer Contact person and phone number for Employer Brief summary of job responsibilities: D. Title of the position (as specified in your employment contract) Position held from/to month/year Salary per and currency (calculate using most recent salary in the position) Did you supervise any staff? If yes, specify how many: Name of Employer Name of Project and Donor (if applicable) Address of Employer Contact person and phone number for Employer Brief summary of job responsibilities: E. Title of the position (as specified in your employment contract) Position held from/to month/year Salary per annum and currency (calculate using most recent salary in the position) Did you supervise any staff? If yes, specify how many: Name of Employer Name of Project and Donor (if applicable) Address of Employer Contact person and phone number for Employer
Appendix A: Data collections undertaken by the NCSCT and data management Training and assessment data Information collected *= mandatory Training licence Reason for collection Is the data shared? If so, to whom? Is the data transferred overseas? Security measures How long is the data kept Frequency of data review Registration: Name (forename and surname)* Email address* Age* Gender* Local authority area* Type of employing organisation* Background profession* All Ireland only Ireland only All England / CPPE / Wales All (except AFSCS and Ireland) All (except Required for communication and certification purposes As above Required for research purposes As above Required for certified practitioner lists which are used by employers to determine which of their employed advisers have achieved certification Required for certified practitioner lists which are used by employers to determine which of their employed advisers have achieved certification Required for reporting and research purposes This data is currently held on a server owned by Exchange Supplies Ltd on behalf of the NCSCT. No This data is held on a secure server that is maintained in line with ISO270001 standards. Indefinitely Annually as a minimum
Smoking / Tobacco cessation role* HSE Directorate Region County Support setting Amount of previous tobacco cessation training Time since last training Rank Service (RN|Army|RAF|DDS) Job Health Board area Pre-assessment survey: Work address* All (except CPPE) Ireland only Ireland only Ireland only Ireland only Ireland only Ireland only AFSCS only AFSCS only AFSCS only Wales only All As above Required for reporting purposes As above As above As above As above As above As As above As above As above Required for communication and certification purposes
Name of employer* Proportion of job role spent on smoking cessation* Specific lead area* User data Session data* Assessment scores and certification status* All (except AFSCS) All All (except AFSCS and Ireland) All All Required for certified practitioner lists which are used by employers to determine which of their employed advisers have achieved certification Required for reporting and research purposes Required to support targeted communications and update e-bulletins Required to respond to user enquiries Required to initiate the provision of certificates and to inform the certified practitioner accessible to all on the NCSCT website NCSCT mailing lists Information collected *= mandatory Reason for collection Is the data shared? If so, to whom? Is the data transferred overseas? How long is the data kept Frequency of data review First name Last name Email address All of this data is required to personalise and tailor communications sent out to the working group. This data is currently held on a server owned by Sign-up-to. No Indefinitely unless the user ‘unsubscribes’ at which point they are automatically removed from the mailing list Adhoc communication is sent to customers on the mailing lists asking them to update their details
First Last Title Organization Email Linda President & CEO Learning Policy Institute John Engler President Business Roundtable Tim Shriver Chairman Special Olympics Jorge Benitez Former CEO Accenture North America Laszlo Bock Senior Advisor Google, Inc. John Bridgeland Former Director White House Domestic Policy Council Meria Carstarphen Superintendent Atlanta Public Schools Ellen Moir Chief Executive Officer The New Teacher Center Pedro Noguera Distinguished Professor of Education, Graduate School of Education and Information University of California Los Angeles Karen Pittman President, CEO, and The Forum for Youth Investment Hugh Price Former President and CEO National Urban League Brian Sandoval Governor State of Nevada Rachel Santos District PBIS Coach ABC Unified School District James Shelton President of Education Chan Zuckerberg Initiative Roger Weissberg Chief Knowledge Officer Collaborative of Academic, Social, and Emotional
Learning (CASEL) James Comer Maurice Falk Professor of Child Psychiatry Yale Child Study Center Camille Farrington Managing Director and Research Associate University of Chicago Consortium on School Research Leticia Guzman Ingram 2016 Colorado Teacher of the Year Basalt High School Chris Harried Senior Sondheim Public Affairs and Ronald E. McNair Scholar University of Maryland, Baltimore County Terry McAuliffe Governor State of Virginia Craig McKinley President and CEO National Defense Industrial Association Ross Wiener Executive Director, Education and Society Program The Aspen Institute Gene Wilhoit Executive Director National Center for Innovation in Education Antwan Wilson Superintendent Oakland Unified School District Nancy Zimpher Chancellor State University of New York
LEARNING SETTINGS: CLASSROOMS How does embedding social, emotional, and academic learning into classroom settings matter? 1. Which aspects of classroom organization, structure, and routines influence social, emotional, and cognitive development? What are the specific affordances (e.g., the composition of students) and constraints (e.g., children who multiple languages coupled with few supports for translating materials) that contribute to children’s development? What are the influences of school and classroom rules, norms, and policies (e.g., behavior management supports)? How can the physical of a classroom (e.g., seating, size, materials, lighting, etc.) be designed to promote social, emotional, and cognitive development? 2. Which classroom practices and approaches are best for promoting social, emotional, and cognitive development, given each child’s unique developmental needs and cultural background? Which methods or models for embedding a focus on social, emotional, and cognitive development into classrooms are the most effective (e.g., explicit instruction, modeling, school-wide practices, etc.), how might this vary by specific skill area, and what dosage is necessary for optimal results? How long does it take for a specific SEL program or approach to effect social, emotional, and cognitive skills and competencies at the classroom and under what circumstances (e.g., school-level policies, community characteristics, etc.) do we expect to see effects? 3. What aspects of classroom climate (e.g., relationships, attitudes, etc.) support high quality implementation of practices and strategies tied to social, emotional, and cognitive development? specific teacher-level constructs (including beliefs, dispositions, competencies, and behaviors) support high quality implementation of practices? What is the impact of intentionally integrating social, emotional, and cognitive development into the more traditional academic work of classrooms and classroom instruction, and how is this best accomplished? How do classroom peer groups influence the implementation and uptake of different approaches and practices in social, emotional, and character development, thereby influencing classroom dynamics, student learning, and healthy development? B. How do schools contribute to holistic student development?