zilongwang/ReadingBank huggingface dataset:
PD Follow-up/ Accountability Plan The leader has clearly planned how to hold staff accountable for outcomes and has communicated this directly The accountability mechanisms are transparent and tightly in place that should ensure 90%+ compliance The leader has clearly planned how to hold accountable for outcomes There aren’t clear indications as to how the school leader will hold teachers accountable to implementation of the PD It is apparent from the agenda or teachers’ reactions that they do not feel any accountability in implementing the action from the workshop Tone Leader is motivational and inspiring The tone of the meeting is consistently urgent, respectful, professional, and warm Teachers are engaged in the topic, asking and answering questions Body language is positive Leader is positive and motivational The tone of the meeting is respectful, professional, and warm Teachers are engaged in the topic, asking and answering questions Body language is positive Leader is positive but not as motivational The tone of the meeting is somewhat respectful, professional, and warm Teachers are somewhat engaged in the asking few questions Body language is Leader is negative The tone of the meeting is cold and disrespectful or unprofessional Teachers are unengaged Body language is negative Narrative Overall Strengths: Areas of Growth/Key Action Steps:
Food and Agriculture All REMI county economic forecast Mineral Processes All REMI forecast combined with Annual Energy Outlook Consumer Products Aerosol Coatings No growth assumption Others DOF population forecast Architectural Coatings & Related Process Solvents All DOF population forecast Pesticides & Fertilizers Agricultural pesticides CARB projection of USDA harvested acreage Structural pesticides REMI forecast on spending on structures Asphalt Paving & Roofing All REMI county economic forecast Residential Wood Combustion Wood DOF population forecast Natural Gas CEC forecast Other Residential Fuels EIA forecast Farming Operations All No growth assumption Fires All DOF population forecast Managed Burning & Disposal Managed Farm Burning CARB projection of USDA harvested acreage Other Managed Burning No growth assumption Cooking All DOF population forecast D. Stationary Source Control Profiles The emissions inventory reflects emission reductions from point and areawide sources subject to District rules and CARB regulations. The rules and regulations reflected in the inventory are listed below in Table 5. Table 5: District and CARB Stationary Source Control Rules and Regulations Included in the Inventory Agency Rule/Reg No. Rule Title Source Categories Impacted CARB CARB_R003 and CARB_R003_A Consumer Product Regulations & Amendments Consumer products CARB CARB_R007 Aerosol Coating Regulation Aerosol coatings CARB GDF_HOSREG Gasoline Dispensing Facilities Hose Emission Regulation Petroleum marketing
Nutrition Sensitive Agriculture Five Years Strategic Plan Result Initiatives Indicator Base line Target Means of Verification Responsible Unit 2016 2017 2018 2019 2020 Strategic objective 1: To leverage nutrition into agriculture sector policy/strategies and program documents at all level Result 1.1 Integrated nutrition into agriculture sector policy/strategies and program documents at all Initiatives 1.1.1 Mainstream nutrition interventions into the agriculture policies, strategies, programs & investment and action plans # of policy, strategy, and programs documents with incorporated nutrition objectives, indicators and targets NA - 3 5 - - Review of documents Food and nutrition case team (MoANR), MoLF & MoFEP Strategic objective 2: To establish/strengthen institutional and organizational structure and capacity responsible for implementation of nutrition sensitive agriculture Result 2.1: Established / strengthened food & nutrition structure within and MoLF and its affiliates at all level Initiatives 2.1.1 Establish/ strengthened food & nutrition structure at national, regional, zonal, woreda & kebele level # of agriculture sector ministries and institutions established/strengthen nutrition structures 1 - 3 8 - - Progress report Assessment report Food and nutrition case team (MoANR), MoLF& MoFEP Result 2.2: Built capacity of implementers on nutrition sensitive agriculture at all level Initiatives 2.2.1 Capacitate the agriculture sector to implement nutrition sensitive agriculture # of capacity need assessment conducted 1 - - 1 - 1 Progress report Assessment report Food and nutrition case team (MoANR), MoLF& MoFEP # of standard training material on NSA developed & disseminated NA - 1 1 - - # ToT facilitated based on standard training packages NA - 4 4 8 8 # of NSA implementation manual developed & disseminated NA - - 1 1 - # of SBCC strategy for NSA developed and disseminated NA - 1 - - - Result 2.3: Revised curriculum of higher education institutions and ATVET with nutrition sensitive agriculture competencies. Initiatives 2.3.1 Incorporate nutrition sensitive agriculture core competencies into curriculum of agriculture ATVET # number of core competencies developed/reviewed NA - 1 - - - Review of documents Progress report Assessment report Food and nutrition case team MoLF& MoFEP # number of curricula incorporated nutrition core competencies NA - 1 - - - # of teaching aids developed NA - 1 - - - # of trainings conducted for ATVET instructors NA - 1 - 1 -
NSBW 2017 SOCIAL MEDIA TIPS SHEET DO DON’T Use hashtags to track the conversation: #NSBW17 and #SchoolBreakfast Use the zoom feature. This can make your image look grainy or pixilated. Crop your photos instead of using your phone’s zoom whenever possible. Increase engagement by including a link, photo or asking a question. Be sure to do this before, during and after NSBW blurry and unclear pictures. This type of content will not captivate your audience. Hold the camera steady and remove distracting background objects Snap pictures of healthy menu options. List what’s on the tray in the caption of the picture. Post pictures of students unless their parents have completed a media release form. Your school district’s communication office should have the release template. Make sure there is good lighting. Try to take photos in the most natural light possible – near a window. Avoid low lighting or harsh, florescent lights. Stop talking NSBW until it’s over! We want to see pictures, posts and tweets before, during and after NSBW. Update your Facebook page with NSBW branded cover photos available under the Marketing & PR Resources section Limit your participation on social media because your school doesn’t have it’s on Facebook page. Send them our way via Facebook (@SchoolNutritionAssociation)
NATIONAL SPORTING CLAYS ASSOCIATION 5931 Roft Road San Antonio, Texas 78253 (210) 688-3371 Please complete this Shoot Application and submit it to the appropriate official in your state for approval. Be sure all information is legible. Your State Association official or National Delegate will forward to NSCA Headquarters. Shooting year______ Application for NSCA Registered Sporting Clay Shoot Club or Association Responsible for the Shoot Location of Fields (City and State) Club Number Date Name Check if Big Blast Check if Mega Blast Office Use Only IMPORTANT! Be sure to indicate any shoots that had 200-299 participants in any one event last year so they can be included in the “Big Blast” section or 300+ participants in any one event to be included in “Mega Blast” section of the Sporting Clays Magazine and on the website. Shoot dates cannot be registered without state approval. Send this form to appropriate state official. That person then will forward to NSCA Headquarters. Club Contact Name: Title: Day Phone: Night Phone: For State Association Use Date Approved: Approved by:
degree choice at Nashville State? clearly and completely to be considered complete question clearly or completely clearly or completely Reflection Answer to Question 2: What additional skills and resources do you think you will need to successfully complete your degree at Nashville State? Answer is approximately 100 words or more, and does answer question clearly and completely Answer is less than 100 words, but writing is clear and lacks minimal detail to be considered complete Answer is approximately 100 words or more, but does not answer question clearly or completely Answer is significantly less than 100 words, and does not answer question clearly or completely No answer submitted to this question Reflection Answer to Question 3: How will your experiences at Nashville help you grow as a person? Answer is approximately 100 words or more, and does answer question clearly and completely Answer is less than 100 words, but writing is clear and lacks minimal detail to be considered complete Answer is approximately 100 words or more, but does not answer question clearly or completely Answer is significantly less than 100 words, and does not answer question clearly or completely No answer submitted to this question Mechanics 2 or spelling, grammar or punctuation errors 3-5 spelling, grammar or punctuation errors 6-10 spelling, grammar or punctuation errors 11-20 spelling, grammar or punctuation errors More than 20 spelling, grammar or punctuation errors or no writing to evaluate
Worcester Foundations and Corporate Giving Programs Compiled by the Nonprofit Support Center, a project of Greater Worcester Community Foundation; users should verify the following information before submitting proposals. George I. Alden Trust 370 Main Street, 11th Floor Worcester, MA 01608 Phone: (508) 459-8005; Fax: (508) 459-8305 www.aldentrust.org Trustees: Warner S. Fletcher, Chair James E. Collins Douglas Q. Meystre Gail T. Randall Fred Harris Daniels Foundation www.danielsfoundation.org Trustees: Fred H. Daniels II, President Meridith D. Wesby, Vice President/Administrator Jonathan D. Blake, Treasurer David A. Nicholson, Secretary Dwight C. Blake Sarah Daignault Chris Eaton Amy Key James Morse Sarah D. Morse William O. Pettit, III Ruth H. and Warren A. Ellsworth Foundation 370 Main Street, 12th Worcester, MA 01608 508-798-8621 Trustees: Sumner B. Tilton, Jr. (Contact) Joy Wetzel Hall Mark R. Wetzel Todd H. Wetzel The Fletcher Foundation 370 Main Street, 11th Worcester, MA 01608 508-798-8621 Trustees: Allen W. Fletcher, Chair Mary F. Fletcher Patricia A. Fletcher Warner S. Fletcher George F. & Sybil H. Fuller Foundation 370 Main Street, 6th Floor Worcester, MA 01608 508-755-1684 www.gsfullerfoundation.org Trustees: Mark W. Fuller, Chair Janice Fuller Joyce I. Fuller Lincoln E. Fuller David P. Hallock Diane H. Robbins Kelsa L. Zereski Albert J. Gifford Charitable 370 Main Street, 11th Floor Worcester, MA 01608 508-798-8621 Trustees: Warner S. Fletcher, Douglas Q. Meystre Gifford Brown Francis A. & Jacquelyn H. Harrington Foundation 370 Main Street, 11th Floor Worcester, MA 01608 508-798-8621 Trustees: Sumner B. Tilton, Jr. (Contact) Francis A. Harrington, Jr. James H. Harrington Phyllis Harrington
Design Considerations This section compares some of the design considerations of the various approaches. Consideration Isolated Host Solution MSMQ Level Solution Custom Adapter Solution Risk Low Should be low depending on approach to solve message header issue. This is the highest risk approach Cost Lowest Low but rise depending on how you solve the message header issue. The development and maintenance costs would be the highest Complexity Low Low Development of a custom adapter using the BizTalk Adapter Framework or WCF LOB SDK is one of the more complex tasks. Testing Easy Low This would be the hardest solution to effectively test Contract First Development You would need to have an effective process for handling the code versus schema difference for message definitions between nServiceBus and BizTalk Server. Refer to the for more information about how to generate schemas from an nServiceBus message. Abstraction You would not need to deal with any nServiceBus specific implementation details within BizTalk Server. Once the message is submitted to BizTalk Server as it executes through a pipeline or map on the inbound port it would just be an XML message like any other. You would however need to remember that the inbound port would be running in an isolated host rather than the BizTalk host itself. nServiceBus Schemas/Messages It is a good idea to follow the normal BizTalk Server practice of keeping a level of abstraction between your processes within BizTalk Server and any external schemas. Schemas correlating to the nServiceBus message. The nServiceBus message will be wrapped in an nServiceBus envelope which allows nServiceBus to identify the type which the message relates to. You should also separate schemas for nServiceBus messages from those which are used by your processes. MSMQ Header Issue Applies No Yes No
Bringing an offensive weapon into school Physical attack on a member of staff Trading or supplying illegal drugs Appendix 2 – Sixth Form Ladder of Consequences 2016/17 This table gives guidance on the sanctions that may be applied. The lists are not exhaustive and the circumstances of each case will be taken into account. NB A ‘term’ refers to the 6-term year SQ 1 Student placed on academic warning by teacher Recorded on SIMs Student must be made aware of this by the teacher Any of the following for the time: Talking out of turn/Lack of attention Arriving late without good reason Lack of courtesy/unkindness/unkind comments to other students Not getting on with work/producing poor classwork or homework Homework not done Mobile technology used in a teacher’s lessons without permission
Appendix 1 Concerns and Complaints If you are not satisfied with any aspect of the Academy, please let us know. Stage 1 If the concern involves your child/ward, for example: an issue about bullying an issue about learning Please see your child’s Tutor in the first instance or class teacher (which ever is relevant) Please be assured that we will: treat your complaint seriously respond to your concern try our best to resolve the issue
demonstrates itself through poor behaviour and identify strategies to address this with the student and subject teachers. In all learners will be encouraged to take responsibility for their own behaviour inside and outside of the classroom, and will be assisted where necessary to utilise strategies that support strong behaviour for learning. Positive behaviour will be encouraged, recognised, and rewarded. Student Medication All students who need to bring medicines to school, either for use during the normal school day or for activities off-site, must follow specific procedures for administering that medication. This is for their own safety and that of other students and staff within the school. Any prescription medication must be handed in to the main school office by the student or parent, together with relevant consent form for that medicine (forms available from the office). Please follow these guidelines: · All medication must be in date and placed in a transparent bag labelled with the student’s name and group. All medicines must be in original containers or packaging with prescription labels attached and information leaflet enclosed. · Students with recurring headaches or other symptoms, for which they would normally take paracetamol, should bring their own paracetamol to school. If you wish the school to store and administer paracetamol for your child you must complete the relevant consent form. · When students go on school trips they must bring a duplicate pack of medication which can either be brought into school before the day, or handed in on the day of the trip to the lead member of staff. It is the responsibility of parents to provide enough medication for the duration of the trip. · Failure to complete and sign the relevant consent forms and bring in correctly labelled medication will infringe Health & Safety regulations and may result in the student being withdrawn from a trip. There are generally two exceptions when prescription medication can be carried by a student, namely asthma inhalers and/or epi pens. · Students must ensure they have two of these items - one to be carried by the student at all times and one to be given to the school office for emergency use (see guidelines above). · When students participate on a school trip they also need to bring an additional item to be handed in to the trip leader. · For activities off-site, such as PE lessons students with an inhaler or epi pen must inform staff on the day and give their named inhaler/epi pen to a member of staff to keep nearby for emergency use.
Payroll involves the following: Business Travel Traveling expenses paid to employees in a timely manner and are valid and accurate. Acting in a Post For acting appointments made, a valid letter of acting appointment exists. Changes in appointment information is accurately captured onto Persal. Compensation Adjustment (Progression and Merit) Progression adjustments and Merit bonuses are valid and accurately captured onto Persal. Compensation Adjustment (Cost of Living) Cost of living adjustments are valid and accurately captured onto Persal. Payroll Processing Payroll computed is valid and is performed in an accurate and timely manner. Right amount is made to the right person at the right time. Workforce Planning Figure 178: Workforce Planning Develop Structure Permanent employees are appointed based on the approved departmental structure and all posts on the departmental structure are funded. Activities under Department Structure include the development and approval of a Department structure. Job Profiling Job profiling is performed for each post within the NSF Structure before the post is filled. Activities under Job Profiling include defining the tasks that the employee will be performing in that specific position, thereafter reviewing and approving the Job Profiling that was performed. From the defined tasks, the skills, experience and expertise required to perform those tasks are determined. Job Evaluations A Job Evaluation is performed for each post within the NSF Structure before the post is filled. Based on the Job Profiling, a Job Evaluation is conducted to determine the level for each post within the NSF Structure. Job Evaluations are to be completed every 3 years according to legislation. Activities under Job Evaluation include agreeing on a Job Evaluation methodology, performing the Job Evaluation and appointing a review panel to verify and approve the Job Evaluation that was performed.
Photo Booth Fun Place Passport Here Schizophrenia Society of NL (Your Mind & Art) Place Passport Stamp Here Food for Your Mood Smoothies Place Passport Stamp Here Mental Health & Addictions Place Passport Stamp Here Community Mental Health Initiative Place Passport Stamp Here Standard Drink & Mocktails Party Safer Place Passport Stamp Here Impaired Driving Place Passport Stamp Here Relaxation Corner Place Passport Here Coping with Stress (Make Your Own Stressball) Place Passport Stamp Here Suicide Prevention (ASSIST) Place Passport Stamp Here Stress-less Zone (Choose One Activity) Passport Stamp Here and the Mind Place Passport Stamp Here Booth Fun Place Passport Stamp Here Schizophrenia Society of NL (Your Mind & Art) Place Passport Stamp Here Food for Your Mood Smoothies Place Passport Stamp Here Mental Health & Addictions Place Passport Here Community Mental Health Initiative Place Passport Stamp Here Standard Drink & Mocktails Party Safer Place Passport Stamp Here Impaired Driving Place Passport Stamp Here Relaxation Corner Place Passport Stamp Here Coping with Stress (Make Your Own Stressball) Place Passport Stamp Here Suicide Prevention (ASSIST) Place Passport Stamp Here Stress-less Zone (Choose One Activity) Place Passport Stamp Here Music & the Mind Place Passport Stamp Here We want your Feed back… What did you like best about the event?
What did you like least? What did not work well? What would you change about the event? Suggestions for future activities or events… Are you more aware of the available Mental Health & Addiction Services than before? Yes No Did this event help you think about how you currently manage stress? Yes No Did this help you think about new ways to manage stress? Yes No Other Comments We want your Feed back… 1. What did you like best about the event? What did you like least? What did not work well? What would you change about the event? Suggestions for future activities or events… Are you more of the available Mental Health & Addiction Services than before? Yes No Did this event help you think about how you currently manage stress? Yes No Did this help you think about new ways to manage stress? Yes No Other Comments
Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball Make Your Own Stress Ball
Sample Prize Solicitation Letter [organization letterhead] [Date] [address] Dear [contact], I am writing on behalf of [your organization], a [provide brief background of your organization]. One of our projects, in partnership with the [list other community group partners] is the No Stress Fest, a one-day event to engage individuals, families and community groups in learning ways to promote healthy lifestyle and positive mental health while learning about available mental health resources. The event focuses on self-care, relaxation and strategies for a healthy lifestyle including a healthy eating food demonstration and physical activity component. We would be most grateful if you could provide us with accommodation for one night stay at [business name] to use as our large door prize. In return, we would promote [business name] on all of our posters and print material for the event. Please contact me by telephone at [#] and/or by e-mail at [address] if you have any questions. Thank you for your time and for considering this request. Sincerely, [your name] [position, organization]
Biographical Sketch Instructions for proposals submitted or due on or after January 29, 2018 under NSF PAPPG 18-1 A biographical sketch (limited to two is required for each individual identified as Senior Project Personnel. Each Biosketch should be separately paginated. Specific NSF funding solicitations may require or permit Biosketches to be submitted for individuals other than Senior Personnel; please refer to the solicitation instructions for guidance. Biographical Sketches may no longer be inserted as text into Fastlane. Each Senior Person’s Biosketch must be uploaded to Fastlane as a single PDF file associated with that individual. Sample Format: *Note: No personal information (e.g. home address, home phone, marital status) should be included* The following information must be provided in the and format specified below: (a) Professional Preparation A list of the individual's undergraduate and graduate education and postdoctoral training as indicated below: Undergraduate Institution Location Major Degree and Year Graduate Institution Location Major Degree and Year Postdoctoral Institution Location Area Degree and Year (b) Appointments In reverse chronological list the individual’s academic/professional appointments. (c) Products [this section may be titled Publications if only publications are listed] (i) List up to five (5) products most closely related to the proposed project (ii) List up to five (5) other significant products, whether or not related to the proposed project. Acceptable products must be citable and accessible including but not limited to publications, data sets, software, patents, and copyrights. Unacceptable products are unpublished documents not yet submitted for publication, invited lectures, and additional lists of products. Only the list of 10 will be used in the review of the proposal. [Unpublished documents submitted/accepted for publication are acceptable and should include likely date of publication] Citation format: Each product must include full citation information including (where applicable and practicable) names of all authors, date of publication or release, title, title of enclosing work such as journal or book, volume, issue, pages, website and URL or other Persistent Identifier. (d) Synergistic Activities
To work as a member of the school’s wellbeing team and provide a Chaplaincy Service which forms part of the wellbeing services available at the School To assist the School to provide for the educational, social and emotional wellbeing, and health of students To assist the School to: meet its duty of care obligations, make reasonable adjustments for students with disabilities; and comply with occupational health and safety obligations. Collection of Information Chaplains may collect student Information when providing the Chaplaincy Service. Chaplains may collect Information from a number of sources, including: Chaplaincy Referral/Intake Form directly from the student from the student’s parents/guardians/carers from school staff from other professionals or organisations who may be working with the student or family as appropriate if those organisations have obtained informed written consent to share the Information with the Chaplain. Chaplains must only collect Information that is necessary to provide the Chaplaincy Service. Chaplains will rely on the Information provided by students, their parents/guardians/carers, school staff and/or other professionals or organisations to adequately provide the Chaplaincy Service. If a Chaplain receives incomplete, inaccurate or outdated information this may adversely affect the assistance provided by Chaplains to a student. Recording of Information The Chaplaincy Provider is expected to implement and administer a record keeping system that creates and maintains full and accurate hard copy and/or electronic records of the Chaplaincy Services provided in the school. These records should include all relevant information and documentation such as: the information provided by the student and the referrer the support or advice provided to the student any referrals or reports made to other staff at the school any referrals or reports made to external agencies. Creating, maintaining and retaining accurate records is important to the Chaplaincy Provider and the School for the following reasons: It enables the parties to meet their legislative obligations under the Privacy law, Health Records law and Public Records Act It facilitates good decision making that is based on complete and accurate information It facilitates appropriate, effective, efficient and timely services to be provided to students It limits liability. The records must be easily retrievable so that the Chaplaincy Provider, the Principal and the Department can access the records as soon as is practicable upon request. The Department may require Chaplains to use a specific record keeping system if required.
A Collaborative Proposal is defined by the National Science Foundation’s Grants and Proposal Guide (NSF-GPG) as a proposal in which investigators from two or more organizations wish to collaborate on a unified research project. Participation in a collaborative project allows for each organization to bare sole responsibility for their distinct contribution(s), on a unified project. Collaborative proposals cannot be submitted using the SF424 module in ERA. Collaborative proposals may be submitted to NSF in one of two methods: As a single proposal, in which a single award is being requested for the lead organization and collaborative institutions (non-leads) serve as subawardee’s. ASU refers to this type of proposal as a Sub-award or Sub-contract or By simultaneous submission of proposals from different organizations, with each organization requesting a separate award. ASU refers to this type of proposal as a Collaborative/Collaboration Proposal In either case, upon submission to NSF, the Lead organization’s proposal must contain all of the required sections as a single package per the PAPPG. In the Project Description, both sub-awards and collaborative proposals must describe the roles to be played by all identified organizations within the context of the research to be performed, specify the managerial arrangements (management plan), and explain the advantages to having a multi-organizational effort. The single proposal method allows investigators from two or more organizations who have developed an integrated research project to submit a single, focused proposal. A single investigator bears primary responsibility for the administration of the grant and discussions with NSF, and, at the discretion of the organizations involved, investigators from any of the participating organizations may be designated as co-PIs. By submission of the proposal to the sponsor, the lead organization has determined that the proposed activity is administratively manageable. The lead institution is responsible for the Project Summary and Project Description. All other required NSF documents need to be uploaded into Fastlane by all identified organizations. Each collaborator should use the same title and the project title must begin with the words “Collaborative Research:” The proposal Title.
Engineering Education and Centers Engineering Research Centers (ERC) Keith Roper, Lead Deborah Jackson Carmiña Londoño Mary Poats Education Research in Engineering Education (REE) Research Initiation Grants in Engineering Education (RIGEE) Ethics Education in Science and Engineering (EESE) Elliot Douglas Network for Computational Nanotechnology (NCN) Roper Nanotechnology Undergraduate Education (NUE) in Engineering and Computer Science Mary Poats
Award # Funds Authorized Cash Disbursed Available Award 1 $446,000.00 $247,475.17 $198,524.83 Award 2 $128,500.00 $123,833.32 $4,666.68
must spend their Grant Awards in the specified by each Cohort. Teams must determine the dates they plan to spend the Grant Award and apply to the corresponding Cohort. The Selection Committee may defer acceptance to a later Cohort. Program Expectations Participants in the University of Rochester I-Corps Site will be expected to commit at least 3 - 5 hours per person per week to market research, customer discovery and other commercialization-focused activities. Therefore, it is important that the participants are interested in gaining new knowledge from the program, and not just receiving the I-Corps Site grant funding. Once accepted, participants will be required to attend a kickoff event, two training sessions, and Mentor meetings during the fall semester. The end of the program will culminate in a final Presentation Day where participants will show how their business ideas have developed over the course of the semester. November 14, 2016 [Noon] – Application Submission Deadline January 27 – March 20, 2017 – Grant Award Spending Window January 20, 2017 [11:00 a.m. – 5:00 p.m.] – Orientation and Training Session A January 27, 2017 [1:00 p.m. – 4:00 p.m.] – Training Session B February 13 – March 31, 2017 – Biweekly Presentation Meetings April 17, 2017 [1:00 p.m. – 4:00 p.m.] – Final Presentation Day Participants will also be expected to schedule regular meetings with their assigned Mentors throughout the semester. Requirements/ Application Deadline Completed applications are to be submitted in-person to Matthew Spielmann at the Ain Center for Entrepreneurship in 1-211 Carol Simon Hall or via e-mail to matthew.spielmann@rochester.edu no later than noon on November 14. Applicants must submit the following documents with their application. Please note: Only the Entrepreneurial Lead is required to submit these documents. Completed Application Entrepreneurial Lead Signature Academic Lead Signature Page Résumé of Entrepreneurial Lead 1–2 page Executive Summary Industry One Line Pitch Problem Idea / Solution Potential Target Markets Potential Marketing & Sales Strategy Potential Business Model Known Competitors to Date Competitive Advantage Funds Needed Use of Funds (see Itemized Financial Plan) In addition, applicants must also identify and meet with a faculty member who will serve as their Academic Lead (AL) throughout the project.
2016 NSF Major Research Instrumentation (MRI) Internal Downselect Application for Instructions Application Form: Enter responses by clicking in the gray box, the field will expand. Some fields are restricted to pre-defined lengths. Include a one-page project summary as specified by NSF including both intellectual merits and broader impacts. Include current NSF biosketches for the PI and co-PIs this application form as a PDF and combine it with the project summary and biosketches into a SINGLE pdf and email to by September 2, 2016 at 4 PM. Please note, if you are selected in the downselect as one of the proposals to go forward to NSF, the Strategic Interdisciplinary Research Office (SIRO) will be your submitting unit and will contact you within 1 week of your selection. Proposal Title Principal Investigator Name College/Unit Department Phone Email Externally Facing Co-PIs for proposal success: with strong NSF Funding Potential users at Penn State Proposal Type (Must choose one) Identify the academic administrator to serve as an advocate for the instrument (your associate dean of research or institute director) 1. What is the instrumentation and why should it be viewed as a priority for Penn (limited to 3500 characters) Include a description of shared-use within and across Penn State, including other campuses and institutions; diversity of team and users; research training and educational uses; and potential Industry/iCorps/IUCRCs connections. 2. How does your proposal meet the NSF-MRI program goals? (limited to 3500 characters) e.g. How would the instrumentation enable academic departments, disciplinary & cross-disciplinary units, and multi-organization collaborations to integrate research with research training? 3. Describe the research and training impact you anticipate if your proposal is successful. (limited to 3500 characters ) 4. Where do you anticipate the instrumentation will be located? Who manages this space and have s/he agreed that it is a feasible location? (limited to 1000 characters )
NSF Proposal Checklist The following documents are required as described in the NSF Grant Proposal Guide. Individual program solicitations may deviate. Required Documents/Sections Project Summary Overview Intellectual Merit Broader Impacts 1 page (4,600 characters) Project Description Broader Impacts of Proposed Work section Results of prior NSF support Do not include URLs 15 page limit Referenced Cited No page limit Biographical Sketches. Required for PI, Co-PI and Key Personnel 4 Co-PI maximum 2 page each Budget No cost share allowed directly onto FastLane online forms Budget Justification 3 page limit Current and Pending Support Required for PI, Co-PI and Key Personnel Must include current proposal No page limit Collaborators and Other Affiliations Required for PI, Co-PI and Key Personnel List: Collaborators and co-Editors Graduate Advisors and Postdoctoral Sponsors Thesis Advisor and Postgraduate-Scholar Sponsor No page Facilities, Equipment and Other Resources No page limit Data Management Plan Check with to see if the Directorate to which you are applying has specific requirements: 2 page limit Other documents – Only Required if Applicable Post-Doctoral Researcher Mentoring Plan Only required if you are requesting support for a Post-Doc No page limit Letters of Collaboration To show collaborative arrangements Should not be an endorsement of project No page limit
NAME Department Phone: (541) 737-XXXX; Fax: (541) 737-XXXX; Website (if applicable) Professional Preparation [Undergraduate Institution(s)] City, state (foreign country) [Major] [Degree & Year] [Graduate Institution(s)] City, City, state (foreign country) [Degree & Year] [Graduate Institution(s)] City, City, state (foreign country) [Major] [Degree & Year] [Postdoctoral Instituion(s)] City, state City, state (foreign country) [Area] [Inclusive Dates (years)] Appointments X/XX-present Title, Organization X/XX-X/XX Title, Organization X/XX-X/XX Title, Organization X/XX-X/XX Title, Organization X/XX-X/XX Title, Organization Products Related to project Authors (last name first). YEAR. Title. Journal. Pages,URL Authors (last name first). YEAR. Title. Journal. Pages, URL Authors (last name YEAR. Title. Journal. Pages, URL Authors (last name first). YEAR. Title. Journal. Pages, URL Authors (last name YEAR. Title. Journal. Pages, URL Others of significance Authors (last name first). YEAR. Title. Journal. Pages, URL Authors (last name YEAR. Title. Journal. Pages, URL Authors (last name first). YEAR. Title. Journal. Pages, URL Authors (last name first). YEAR. Title. Journal. Pages, URL Authors (last name first). YEAR. Title. Journal. Pages, URL Synergistic Activities
disability (hearingloss/impairment and/or Deafness) Hearing aids and earmoulds: Body aids complete with cord and receiver Behind-the-ear (BTE) analogue hearing aids for mild hearing loss BTE analogue hearing aids for moderate hearing loss BTE analogue hearing aids for severe hearing loss BTE analogue hearing aids for profound hearing loss Canal (in-the-ear –ITE) hearing aids (mild to severe hearing loss - analogue) Max R21 000 R1 750 R2 500 (per ear) R2 500 (per ear) R3 000 (per ear) R 3500 (per ear) R2 365 – R4 000 (per ear)
Form 19.01 20 No. Family Court for the Province of Nova Scotia Between: Applicant and Respondent Notice of Withdrawing Party withdrawing [check applicable box] □ I am an applicant and filed my application on [date]. □ I am a respondent and filed my response on [date]. Withdrawal of application or response or portion [check applicable box] □ I withdraw my whole application or my whole response. □ I will continue my application or my response except for the following claims, which I withdraw: [describe the claims you do not want to proceed with] Proceeding may continue I understand that the proceeding may continue as directed by the court and the court may make an order in relation to this proceeding. I confirm that my contact information and address for delivery of documents provided to a family court officer is current and correct. Signature Signed [month/day], 20 . Signature Print Name:
Section 6: LIVING ARRANGEMENTS [Must choose only one] I propose the following living arrangements for the child/children: □ The child/children will live with me most of the time. [Go to Regular Schedule 7A for Parenting Time proposal and complete.] □ The child/children will live with [name of parent/guardian] most of the time. [Go to Regular Schedule 7A for Parenting Time proposal and complete.] □ The child/children will live with both me and [name of parent/guardian] for an equal or almost equal amount of the time. [Go to Regular Schedule 7B for Parenting Time proposal and complete.] □ At one child will live with me and at least one child will live with [name of parent/guardian] most of the time. [Go to Regular Schedule 7C for Parenting Time proposal and complete.] □ Arrangements with other households [describe and provide separate schedule]: Section 7: PARENTING TIME—REGULAR SCHEDULE [Must choose only one of 7A, 7B or 7C or provide separate schedule] Regular Schedule 7A I propose the following schedule for the child/children [select one]: □ The child/children will live with me most of the time and will be cared for by [name of other parent/guardian] for the parenting time that I propose below. □ The will live with [name of other parent/guardian]
most of the time and will be cared for by me for the parenting time that I propose below. The parenting time I propose is: □ second weekend beginning [day] at [a.m./p.m.] until [day] at [a.m./p.m.]. □ Every second weekend from the end of the child/children’s school day at [a.m./p.m.] until Monday morning when the child/children are to be returned to school. □ On the week that the parent/guardian does not have weekend time, every [day or days] at [a.m./p.m.] until [day] at [a.m./p.m.]. □ On days and times we have agreed upon, based on reasonable requests for reasonable times. □ At times and places I have agreed upon, or the court orders, with supervision of parenting time. [Use “my” or name of parent/guardian.] □ At determined with and supervised through a Supervised Access and Exchange (SAE) program (may not be available in all areas). □ Other regular schedule: [describe in detail when the child/children will be living in your home and in the other parent/guardian’s home] Section 7: PARENTING TIME—REGULAR SCHEDULE [Must choose only one of 7A, 7B or 7C or provide separate schedule] Regular Schedule 7B The child/children will live with both me and [name of parent/guardian] for an equal or almost equal amount of time. I propose the following schedule for the child/children: □ Starting on [date: day/month/year] the child/children will be cared for in my home every second week: from: [day of the week] at [a.m./p.m.] until: [day of the week] at [a.m./p.m.] and on the other weeks, they will be cared for by the person named above.
□ I will pick up the child/children from the home of the parent/guardian [name] and return the child/children to the parent’s/guardian’s home. □ I will go to the home of the parent/guardian [name] to pick up the child/children and the parent/guardian will pick up the child/children from my home. □ I will meet the parent/guardian [name] at [name the location] to pick up and drop off the child/children. □ I will pick up and return the to and from the child care provider or school. □ Other [describe]: Section 7: INTERACTION PROPOSAL I propose the following interaction with the child/children: □ attend the following activities [describe, for example: school events, extracurricular activities, religious and cultural events]: □ send cards or gifts [describe when, for example: birthday, holidays, special events]: □ receive cards or gifts [describe when, for example: birthday, holidays, special events]: □ communicate with each child in writing by [describe, for example: letters, e-mails, texts]: with the following frequency [describe frequency: number of times per week or month]: □ communicate with each child verbally by [describe, for example: telephone, internet conferencing]: with the following frequency [describe frequency: number of times per week or month]: □ receive photographs of each child from a person named in the order □ receive information regarding the health, education and well-being of each child from a
Form FC 5 20 No. Family Court for the Province of Nova Scotia Between: Applicant and Respondent Statement of Undue Hardship Circumstances of ________________________________________ prepared on , 20___ I [make oath/affirm] and give evidence as follows: 1. I am claiming undue hardship on the basis of one or more of the following circumstances: [indicate which of the following you are claiming] □ (a) I am responsible for an unusually high level of debts, which I had reasonably incurred to support myself, the other party and our child or children prior to our separation; □ (b) I am responsible for an unusually high of debts, which I have reasonably incurred to earn a living; □ (c) I have unusually high expenses in relation to exercising parenting time with my child; □ (d) I have a legal duty under a judgment, order or written separation agreement to support any person (other than the child(ren) to whom this proceeding relates); □ (e) I have a legal duty to support a dependent child in my household (other than the child(ren) to whom this proceeding relates); □ (f) I have a legal duty to support an adult person who is unable, by reason of illness, disability or other cause, to obtain the necessaries of life; □ (g) I have some undue hardship circumstance: [be as specific as possible]
[name of party receiving child support] is found to have an annual income of $ [amount]. [OR] [Replace the two income clauses with the following, if applicable] For the purpose of making an order for payment of child support in an amount other than the table amount and special or extraordinary expenses, [name of party paying child support] is found to have an annual income of $ [amount], and [name of party receiving child support] is found to have an annual income of $ [amount]. On application of [name of moving parties or counsel], the following is ordered under the [Parenting and Support Act/Parenting and Support Act and [name of applicable legislation]/[name of applicable legislation]]. [A selection from paragraphs 1 to 10, as applicable, is required.] [Delete paragraphs 1 to 6 if there are no children.] Custody 1 Custody of the following [child/children] is granted to [ [name]/both parties jointly]: Name of Child Date of Birth [OR] Parenting Arrangements 1 The parenting arrangements for the following [child/children] are as follows [provide details of custodial parenting arrangements]: Name of Child Date of Birth Terms for parenting time 2 [name] has primary care and residence for the and [name] has care and residence at the following times, according to the following terms: [OR] 2 The parties share care and residence for the [child/children] according to the following terms: