zilongwang/ReadingBank huggingface dataset:
CONCUSSION AWARENESS EDUCATIONAL MATERIAL ACKNOWLEDGEMENT FORM By my name and signature below, I acknowledge in accordance with Public Acts 342 and 343 of 2012 that I have received and reviewed the Concussion Fact Sheet for Parents and/or the Concussion Fact Sheet for Students provided by A.M.A.A. (Sponsoring Organization) __________________________________ ________________________________________ Participant Name Printed Parent or Guardian Name Printed __________________________________ ________________________________________ Participant Name Signature Participant/Guardian Name Signature _____________ _________________ Date Date Return this signed form to the sponsoring organization that must kept on file for the duration of participation or age 18. Participants and parents please review and keep the educational materials available for future reference.
PLEASE COMPLETE ALL RELEVANT SECTIONS. SECTION 1 & 4 ARE MANDATORY AND MUST BE FILLED OUT. you Please email the completed form to: For an up-to-date training course directory please visit: SECTION 1: RELEVANT INFORMATION ABOUT YOU. Please complete all fields in this section unless otherwise indicated. Job Role Title Forename Surname Place of Work Full Work Address Work Postcode Telephone Mobile (Optional) Work Email Address SECTION 2: DIVERSITY MONITORING Please select the relevant options. All fields have a ‘Prefer not to say’ option. Ethnicity Date of Birth OR Age Band Gender Transgender: Is your gender identity the same as the gender you were born with? Sexual Orientation Religion Disability Under the Disability Discrimination Act 1995 a person is considered to have a disability if s/he has a physical or mental impairment which has a sustained and long-term adverse effect on his/her ability to carry out normal day to day activities. Since 2005, people with HIV, cancer and multiple sclerosis (MS) are covered by the DDA. If YES, please the type of impairment that applies to you. People may experience more than one type of impairment, in which case you may indicate more than one. If none of the categories apply, please select ‘Other’ and specify the type of impairment in the box below.
Event 101 Girls 8-9yrs 25m Butterfly Event 102 Boys 8-9yrs 25m Butterfly Event 103 Girls 10-12yrs 50m Butterfly 104 Boys 10-12yrs 50m Butterfly Event 105 Girls 8/under 25m Backstroke Event 106 Boys 8/under 25m Backstroke 107 Girls 9-12yrs 50m Backstroke Event 108 Boys 9-12yrs 50m Backstroke Event 109 Girls Open 100m Individual Medley 110 Boys Open 200m 4x50m Free Relay Session 2: Event 201- Boys 8/under 25m Breaststroke Event 202- Girls 8/under 25m Breaststroke Event 203- Boys 9 - 12yrs 50m Breaststroke Event 204- Girls 9 – 12yrs 50m Breaststroke Event 205- Boys 8/under 25m Freestyle Event 206- Girls 8/under 25m Freestyle Event 207 Boys 9 – 12yrs 50m Freestyle Event 208- Girls 9 – 12yrs 50m Freestyle 209- Boys Open 100m Individual Medley Event 210- Girls Open 200m 4x50m Free Relay Relays must consist of a least 2 swimmers age 9/under Tranent Amateur Swimming Club Next Generation Meet – 15th September 2018 Entry Form Summary Name of Club - Club Code –
General Notes (Optional) [Enter your general notes from the course here.] License Statuses Part Three: Updating License Statuses Speak to your supervisor about when your agency updates license status: As part of the application review process Ad hoc Using the Bulk License Status Update functionality [Enter your notes on best practices from the course here, if applicable.] [REQUIRED: Enter your notes from your discussion with your supervisor here.] Part Four: Internal & External Dates Speak to your supervisor about your agency's usage of Internal and External Notes when updating license statuses. [Enter your notes on best practices from the course here, if applicable.] [REQUIRED: Enter your notes from your discussion with your supervisor here.] Ask your Supervisor when you should make an external note “private.” your notes on best practices from the course here, if applicable.] [REQUIRED: Enter your notes from your discussion with your supervisor here.] Speak to your supervisor to identify whether your agency has any licenses that are currently transitioning to NMLS and how that process works.
[Enter your notes on best practices from the course here, if applicable.] [REQUIRED: Enter your notes from your discussion with your supervisor here.] General Notes (Optional) your general notes from the course here.] Dedicated Resources Speak to your supervisor about your agency’s policies on Dedicated Resources with regard to licensing. [Enter your notes on best practices from the course here, if applicable.] [REQUIRED: Enter your notes from your discussion with your supervisor here.] General Notes (Optional) [Enter your general notes from the course here.] Risk Management Programs Speak to your supervisor about your agency’s policies on Risk Management Programs with regard to licensing. your notes on best practices from the course here, if applicable.]
Does your agency collect late renewal fees? If so, how?* [Enter your notes on best practices from the course here, if applicable.] [REQUIRED: Enter your notes from your discussion with your supervisor here.] How are licenses in a Failed to Renew status managed in NMLS?* [Enter your notes on best practices from the course here, if applicable.] [REQUIRED: your notes from your discussion with your supervisor here.] What is your reinstatement period?* your notes on best practices from the course here, if applicable.] [REQUIRED: Enter your notes from your discussion with your supervisor here.] What will happen if licensees fail to request renewal?* [Enter your notes on best practices from the course here, if applicable.] [REQUIRED: Enter your notes from your discussion with your supervisor here.] Does your agency collect reinstatement fees? If so, how?* your notes on best practices from the course here, if applicable.] [REQUIRED: Enter your notes from your discussion with your supervisor here.] Are there any differences between your agency’s credit/financial responsibility requirements for control individuals and branch managers vs. individuals? [Enter your notes on best practices from the course here, if applicable.] [REQUIRED: Enter your notes from your discussion with your supervisor here.]
[Enter your general notes from the course here.] License Item Management Part Two: System-set vs. Regulator-set License Speak to your supervisor about the licensing deficiencies that may result in the creation of license items. [Enter your notes on best practices from the course here, if applicable.] [REQUIRED: Enter your notes from your discussion with your supervisor here.] Part Three: Adding License Items Speak to your supervisor to determine if your agency enters notes and uses the Regulator Log to track review process. If not, why? your notes on best practices from the course here, if applicable.] [REQUIRED: Enter your notes from your discussion with your supervisor here.] Speak to your supervisor about whether your agency has standard license item language, and whether it includes contact information for the licensee should they have questions. If not, what is the expectation for language used? your notes on best practices from the course here, if applicable.] [REQUIRED: Enter your notes from your discussion with your supervisor here.] Speak to your supervisor about your agency's usage of the "Due Date" field when adding license items to track in the Reminder List. If your agency does use due dates, how do you determine the timeframe required for response? For example, do you use a different due date depending on the severity of the license item? If you don’t use due dates, why not? your notes on best practices from the course here, if applicable.]
Initiative NExT Call for proposals “Integrative Research Clusters” Application form Title Acronym Related scientific priority FUTURE HEALTH Innovative Biotherapies Nuclear medicine and Oncology Precision Medicine FUTURE INDUSTRY Advanced Manufacturing Technologies Ocean Engineering Keywords Pre-project cost and requested amount Total cost: Requested amount: Partner No Scientific leader (name, position) for the Project Research Unit Legal entity in charge of administrative management* 1 (coord.) 2 3 … * The legal entity must be a Partner of the NExT Initiative. External participant Scientific leader (name, position) for the Project Organisation (Name, type of entity, address…) A B C … NB: External participants are not eligible for funding 1
VACCINE DOSING SCHEDULE DATE DUE Hepatitis A and Hepatitis B Combo Vaccine- 3 dose schedule (Twinrix) 1st dose-3/10/2016 2nd dose- 1 month after 1st dose 3rd dose- 6 months after 1st dose 2nd dose DUE 4/10/2016 3rd dose DUE 9/10/2016 Human Papilloma Vaccine- 3 dose schedule (Gardasil) 1st dose-3/10/2016 2nd dose- 4-8 weeks after 1st dose 3rd dose- 24 after 1st dose, and 16 weeks after 2nd dose 2nd dose DUE 4/10-2016-5/10/2016 3rd dose DUE 9/10/2016 Measles, Mumps, & Rubella (MMR) Vaccine- 2 dose schedule 1st dose 3/10/2016 2nd dose 28 days 2nd dose DUE 4/7/2016 Pneumococcal Vaccine (PPSV23) 1st dose 3/10/2016 No 2nd dose indicated for those 65 and older; if 19 and older with immunocompromising conditions and/or anatomical/functional asplenia, administer 2nd dose 5 years after 1st dose If indicated; 2nd dose DUE: March 2021 Tdap (Adacel) 1 dose series Td or Tdap booster 10 years: March 2026 Varicella Vaccine- 2 dose schedule (Varivax) 1st dose- 3/10/2016 2nd dose- 4 to 8 weeks after 1st dose 2nd dose DUE 4/10/2016-5/10/2016 Zoster vaccine- 1 dose schedule (Zostavax) 1st dose 3/10/2016 No 2nd dose indicated or required
Form partnerships with other NGSS-adopting states. Identify resources from CCSSO, NWRCC, Achieve, NSTA, and other states (e.g., assessment tasks, EQuIP NGSS Rubric, and other documents as shown on Achieve “Upcoming Resources” document). Collaborate with NGSS-adopting states to resources and best practices. Collaborate with OEA, OUS, CCWD, OSTA, educational research partners, STEM hubs, ESDs, business/industry partners, and informal community partners to develop pilot units and formative assessments. Collaborate with TSPC and OEA to address endorsements, workload, and other issues that may arise. Utilize private sector/foundations/ research institutions/ other state agency supports for initial funding. Provide “General Awareness” presentations, including: structure, instructional shifts, equity lens, and assessment. Identify funding sources and grant-writing professional development. Identify regional advocates to serve as points of contact for districts. Connect with Professional Learning Teams’ work to facilitate rollout. District Implementation Plans Establish criteria for vetting, evaluating, and adopting interim materials that support NGSS (e.g., EQuIP, Publishers Criteria). Propose policy changes needed to support NGSS implementation. Ongoing collaboration with educational partners including Equity Lens Stakeholders, Early Childhood, Special Education, and English Language Learners. Develop/Coordinate/ Select of an effective ODE portal system of resources considering the following criteria: -format -criteria -support -review -promotion -incentives (for submission/use of resources) Conduct webinars to train district teams and ODE staff to use NGSS resources. Provide presentations at statewide events (e.g., COSA, OSTA, OSBA). GEDs for appropriate alignment. Update adoption policies for curriculum materials, including traditional textbooks and digital resources (including OERs) that are aligned to the three dimensions. Implement ODE portal system of resources considering the following criteria: -format -criteria -support -review -promotion -incentives (for submission/use of resources) Conduct trainings for the Oregon Legislature Post ESD/STEM Hub/district-created implementation resources. Ongoing collaboration and communication of internal educational enterprise and external informal educational stakeholders (e.g., Native Americans and intergenerational wisdom pertaining to other cultural groups). Continuation of adoption process for NGSS instructional materials. for NGSS instructional materials.
We bring 15 agencies together to facilitate a well-coordinated Federal Weather Enterprise serving the needs of the nation. Our mission inside the OFCM is to foster and encourage systematic coordination. OFCM started as a budget aggregator, and evolved into an agent to promote interagency effectiveness. There was a law in 1962 that assigned to the Bureau of the Budget the responsibility to report on the expenditures of the six agencies involved in meteorological services and research. Public Law 87-843, Section 304 (1962) “The Bureau of the Budget shall provide the Congress in connection with the budget presentation for fiscal year 1964 and each succeeding year thereafter, a horizontal budget showing (a) the totality of the programs for meteorology, (b) specific aspects of the program and funding assigned to each agency, and (c) the estimated goals and financial requirements.” In the 50 since OFCM was founded its mission has expanded. We were mentioned this April when the Weather Act was signed into Law. In this legislation we are directed to work with Office of Science and Technology Policy (OSTP) to continue the coordination of different weather agencies in the Federal Government to advance weather research and services. Public Law 115-25, Section 402 (2017) “The Director of the OSTP shall establish an Interagency Committee for Advancing Weather Services to improve coordination of relevant weather research and forecast innovation activities across the Federal Government…The Federal Coordinator for Meteorology shall serve as of this panel.” 6.3 OFCM is administered within NOAA We are an office within NOAA. We are not part of the NOAA line offices: the National Weather Service or the National Ocean Service. We are off to the side of the NOAA headquarters organization (Figure 18). We work with the chief of staff and some of the assistants trying to get most of the line offices in NOAA and other federal agencies to come together. Figure 18: NOAA headquarters organization chart. OFCM is indicated by the red oval. 6.4 We facilitate inter-agency efforts of the Federal Weather Enterprise (FWE) These are the agencies that are part of the federal weather enterprise that OFCM coordinates with. Agriculture Commerce (NOAA) chair
ATTACHMENT 1 NEXT GENERATION FARMLAND ACQUISITION PROGRAM APPLICATION RANKING WORKSHEET Section 1. Characteristics of Subject Property Possible Points County as the Default Easement Holder (with 4 to sell permanent easement) Property is a working farm and consists of: 50% of acres is cropland/forage land 60% of acres is cropland/forage land 70% of acres is cropland/forage land 80% of acres is cropland/forage land 90% of acres is cropland/forage land 1 point 2 points 3 points 4 points 5 points Property is located within the designated Priority Preservation Area or a Legacy Area 8 points Property size consists of: 10 or more acres 20 or more acres 50 or more (or is MALPF-eligible) 5 points 10 points 17 points Property already approved for a county administered easement program and/or is a county priority 5 points Property includes an existing dwelling or has a buildable lot 5 points Property has applied to county administered easement program (or MALPF round) in years prior to applying to the Next Gen Program. 5 points NOTE: COMPLETE EITHER “A” OR “B” (BUT NOT BOTH) MARBIDCO, by default, Designating the Easement Holder (7 years to sell easement) Property meets all basic MALPF criteria (50 acres minimum, 50% prime soils, etc.) [A MANDATORY REQUIREMENT] 2 points Property is a working farm and consists of: 50% of acres is cropland/forage land 60% of is cropland/forage land 70% of acres is cropland/forage land 80% of acres is cropland/forage land 90% of acres is cropland/forage land 1 2 points 3 points 4 points 5 points Property is located within the designated Priority Preservation Area or a Legacy Area 8 points Property includes an existing dwelling or has a buildable lot 5 points Property has applied to MALPF round in years prior to applying to the Next Gen Program. 5 points Section 1 Total (Max Points Possible): 45 Points Section 2: Characteristics of the Applicant Farmer Points Possible
Personal Debt Repayment Schedule (including car Date: __________________ Lender and Loan Number Original Amount Date Incurred Interest Rate Payments Per Year Amount of Periodic Payment Loan Balance Annual Totals Farm or Business Debt Repayment Schedule Date: __________________ Lender and Loan Number Original Amount Date Incurred Interest Rate Payments Per Year Amount of Periodic Payment Loan Balance Annual Totals
Services for the Student Success Center Network COMMUNICATIONS SERVICES Last revised March 2018 | Valid through February 2019 JFF is continuing our partnership with Next Chapter Communications to help Student Success Centers and the SSC Network explain their value, promote their impact, and communicate effectively with all of their audiences. Next Chapter is providing a range of resources and services: Level 1: Messaging and materials. These include ready-to-use and customizable materials related to the Centers’ work and guided pathways overall. Examples are available at . Level 2: In-person/virtual network workshops on SSC communications strategy. Level 3: Each SSC may request up to 8 hours of direct consultation and communications support from Next Chapter. Service examples are offered below. Next Chapter Lead: This work is led by Andrea Sussman, one of the owners of Next Chapter Communications. JFF Lead: To request any of these services, contact David Altstadt at or 617.728.4446, ext. 159. Key to Levels of Service Level 1: Online Tools and Resources such as research publications, policy briefs, recorded webinars, and virtual tools and templates Level 2: Training, Convening, and Peer Learning such as Network-wide workshops and webinars, group consultation with national providers, and leadership development opportunities Level 3: Customized Services such as state-specific coaching and consultation, institutes, and trainings customized for Centers based on readiness and need for deeper, individualized support DETAILS ABOUT CUSTOMIZED SUPPORT (LEVEL 3): Each SSC is invited to request up to 8 hours of support that may include consultation time as well as the development of customized materials. Centers may be able to access additional hours of support depending on availability of network resources. Service examples include: Consultation calls to advise on communication strategy Development of a communications strategic plan Development of an editorial calendar Messaging support and writing/editing of communications collateral Graphic design (customized SSC logo, infographics, templates)
“I'm still slowly recovering 10 years later.” Alan, stroke survivor Neuroplasticity You hear the word neuroplasticity. It means the way the brain can recover after it has been damaged. Brain cells can’t grow back, but other parts of the brain can take over. This means that you can recover skills such as walking, talking and balancing. You can help this process by practicing rehabilitation exercises. Understanding rehabilitation Rehabilitation means trying to restore function to as near normal as possible and helping you adapt to disability. The focus is to able to do your usual activities of daily living, and to help you communicate, move around and be as independent as possible. You should get rehabilitation help soon after a stroke. It may begin in hospital and should carry on at home if you need it. Types of rehabilitation:
attainment and standards of students through improved teaching and learning and increased enjoyment of learning. Best Practice - Continuous Professional Development, Leadership and SPTM and Research and Development Recruitment and Initial Teacher Training School Support – KLE’s / SLE/s, NLE’s and School Business Managers Partnerships including mainstream, KCC and external partners Business and Infrastructure – Finance and Legal Structure Governor Forum – Bringing together the Chairs of the Governing bodies of KsENT schools We also have a team from the Specialist Teaching and Learning Service (STLS) for Tonbridge and Malling based at Nexus, who offer support, training and advice to mainstream schools and nurseries in the areas of Cognition and Learning, Communication and Interaction, Early Years, Social, Emotional and Mental Health, Physical Disability and Visual and Hearing impairment At Nexus we strive to enable all pupils to achieve their maximum potential. We have high expectations for all children and young people and endeavour to ensure that individual needs, interests and abilities are met. We celebrate difference and encourage curiosity and creativity. We are extremely proud of all our pupils who make outstanding progress. All of our staff are highly skilled, enthusiastic and dedicated and work very hard to enable our pupils to be independent, resilient and able to make positive life choices. Nexus is committed to employing the best staff, and in training them to achieve the best they can. We aim to engage staff who are committed, dedicated, supportive, professional and ambitious for all of the children and young people who attend ensuring that they receive the best possible education and support. We currently have approximately 100 members of dedicated teaching, support, nursing and therapy providing a high standard of care and support. Every member of staff plays a key part in helping our students to learn. We are looking for inspirational and committed people who are passionate about working with children and young adults with special educational needs and are able to help us make a difference and enable our pupils to achieve their full potential. We are looking for people who are: ENthusiastic DEdicated FleXible ResourcefUl Team PlayerS This is a great opportunity to build on your current success and develop your career further. JOB DETAILS:
New Resources Aim to Inspire Careers in Banking The American Bankers Association Foundation released its new “Bankers and You” teaching modules – resources designed to help bankers inspire young students to pursue careers in banking. The three modules target different grade levels (K-2, 3-5, 6-8) with age-appropriate lessons, including how banks help the community, what it takes to be a banker and potential careers in the banking industry. “America’s banks employ more than 2 million people with various backgrounds, skill sets and job functions,” said Corey Carlisle, ABA Foundation executive director. “These modules will introduce the next generation to the many ways banks support their communities and the breadth of career paths they offer.” The “Bankers and You” modules are supplements to the ABA Foundation’s . Teach Children to Save, which is celebrating its 20th anniversary this year, is a national campaign that encourages banker volunteers to visit schools or youth groups in their local communities and present savings lessons. Teach Children to Save Day will be celebrated on April 28, but bankers can hold their lessons throughout the year. In addition to using the modules as a part of Teach Children to Save, bankers can adapt them for events like Career Day or Take Your Son or Daughter to Work Day. The ABA Foundation will host a on April 7 at 2 p.m. ET to introduce the new “Banker and You” lesson plans and explain how best to leverage them. Banks must register for Teach Children to Save to receive the “Bankers and You” modules. To register for Teach Children to Save and the upcoming ‘Bankers and You’ webinar, visit .
Summary of Scales Name of Instrument Location Developed Validity # Items Subscales & Reliability Type of Scale Who takes scale CLEI Clinical Learning Environment Inventory Australia 2001/2003 Content=literature search, pilot study, discussion with experts, utilized already established tool CUCEI (Fraser, 1986) 35 2 Forms *Actual & 4-point Likert scale Students CLE Clinical Learning Environment Scale Australia 1995 Content=literature search, Orton’s 1981 ward climate survey served as basis, panel of experts, pilot study Construct=EFA & CFA 23 5-point Likert Students SECEE (Version 3) Student Evaluation of Clinical Education Environment US 2009 Content=literature searches, focus group interviews, feedback from experts, pilot study Construct=CFA, factor 59% of variance 32 5-point Likert Students CLES-T Clinical Learning Environment Supervision and The Nurse Teacher Scale Finland 2008 Content=literature search, face validity confirmed via expert pilot study, data from original CLES tool (2002) Construct=EFA, PCA, factor model= 67% 34 *Coefficient Alphas from 2002. After addition of new subscale (role of nurse teacher) coefficient alphas ranged from .77-.96. 5-point Likert Students
CLEDI Clinical Learning Environment Diagnostic Inventory Japan 2006 Content=literature search, interviews with preceptors and students, panel of 22 nurse educators, pilot study Criterion related=compared tool with 3 validated tools Construct=EFA, PCA, known groups 21 5-point Likert Students Abbreviations: CUCEI= College and University Classroom Environment Inventory EFA= Exploratory Factor Analysis CFA= Confirmatory Factor Analysis PCA= Principal Component Analysis
Title Full name Date of birth Contact address Postcode address Mobile phone number Telephone number Day Telephone number Eve About you Please tell us a bit yourself and why you want to become a Health Awareness Volunteer. (150 words max) What skills and experience do you feel you bring to the role? (150 words max) A key part of the volunteering role involves initiating conversations with members of the public and encouraging them to come onboard the Roadshow. Can you give us an example of a time when you’ve had to engage with the public? How did you go about doing this? (150 words max)
Personal Care • Toothpaste and Tooth Brushes • Shampoo • Deodorant • Disposable Razors/Shaving Cream • Feminine Hygiene Products • Hand and Body Lotions • Combs and Brushes • XL Disposable Rubber Gloves • Aspirin/Tylenol/Ibuprofen • Cold/Flu/Allergy and Sinus meds (Non-Alcohol, Ephedrine Free) • Cough Drops/Throat Lozenges • Maalox/Pepto Bismol/Tums • Individual Neosporin packets • Infant Tylenol • Hair Ties (Commercial and kitchen size) • 96-100 Cup Coffee Makers • 10-12 Cup Coffee Makers • Coffee Filters (12 cup) • Shop Vac/Vacuum Cleaner • Pots and Pans • Sizes • Pillows • Towels and Washcloths • Canned Goods • Salad Dressings • Laundry Supplies • Dish Soap • Small Padlocks • Baby Bottles • Baby Wipes • Baby Diapers • Baby Pacifiers • Mattress Pads – twin • Alarm Clocks
SECTION III – UNIQUE OR FEATURES OF THE INNOVATION AND THE RESULTS OR BENEFITS OF ITS APPLICATION (Enter as appropriate: A. – Novel or unique features; B. – Advantages of innovation/software; C. – Development or new conceptual problems; D. – Test data and source of error; E. – Analysis of capabilities; and F. – For software, any re-use or re-engineering of existing code, use of shareware, or use of code owned by a non-federal entity.) SECTION IV – SPECULATION REGARDING POTENTIAL COMMERCIAL APPLICATIONS AND POINTS OF CONTACT (Including names of companies producing or using similar products.) NASA FORM 1679 DEC 2007 PREVIOUS EDITION IS OBSOLETE. Page 3 of 4
The wage bill should include the cost of salaries, employer pension and national insurance contributions wherever possible. Number of businesses supported Documentation demonstrating the relationship between the project and the businesses supported must be provided at the point of the final claim. Reduction of NH3 (ammonia) being released into the environment (in tonnes) The reduction of ammonia and sulphur released into the environment as a result of the intervention. Application form, defrayal evidence at time of grant claim
Reduction of SO2 (sulphur) being released into the environment (in tonnes) The reduction of ammonia and sulphur being released into the environment as a result of the intervention. Application form, defrayal evidence at time of grant claim Area (Ha) concerned with investments for saving water The total area of an applicant’s farm where the project directly involves irrigation or water collection. Self-declaration by applicant on application form Number of new products The application form, claims and site visits will evidence whether a new product has been created for the business.
Number of new techniques The application form, claims and site visits will evidence whether a new technique has been created for the business. Additional number of day visitors The number of additional day and overnight visitors achieved as a result of the project activity. There are well known techniques to collect visitor data. Among the most common are:
Additional Number of overnight visitors The increase in overnight visitors achieved as a result of the project activity. Accommodation providers may be asked to provide visitors book or invoices. Population benefitting from improved tourism infrastructure Population benefitting is the number of potential users benefitting from the infrastructure i.e. the size of the population in the area e.g. municipality, group of municipalities. Records provided to evidence the population benefitting from the project. Rural population Benefitting Population benefiting is the potential users, i.e. the size of the population in the area (e.g. municipality, group of municipalities…) benefiting from the service/infrastructure. Records must be provided by the beneficiary which evidence the population benefitting from the project. Appendix A – Completed example of the FA Appendix Spreadsheet
Trade Adjustment Assistance Program Reemployment Trade Adjustment Assistance (RTAA) New Employment Verification Form Section 1 Employee Information Name State ID Address (No.Street, City, State, Zip Code) Number Section 2 New Employer Information Employer Name State Tax ID # Address (No.Street, City, State, Zip Code) Phone Number Fax Number To be completed by the new employer RTAA is a wage supplement program for older workers who find new employment at lower wages. If all eligibility criteria are met, the worker can receive… 50% of the difference between his/her from the trade-certified job and the new job, paid up to a maximum of $10,000 or for two years, whichever occurs first. New employment may not pay more than $50,000 per year and may be: full time (at least 30 hours per week; can be two or more jobs); or part time (at least 20 hours per week; must be enrolled in full-time TAA-approved training) In order to determine the eligibility of the worker named above, please complete and return this form to the worker for inclusion in their application package. First Day Worked Job Title Type of Employment Salary Hourly Commission Contractual Pay Rate (First Full Week Worked) Per Hours Worked per Week (First full week) Employment Status Full Time Part Time Section 3 Acknowledgment By signing below, I certify that the information provided above is true and correct to the best of my knowledge. Employer’s Representative Name Title Representative’s Phone Number Representative’s Fax Number Representative’s Signature Date
NFAHW Council Forum 2017 November 28-29, 2017, Courtyard Marriott Hotel 350 Dalhousie Street, Ottawa, ON Theme – Strategic Direction Agenda Tuesday, November 28, 2017 1:00 – 1:15 pm – Welcome 1:15 - 2:00 pm Keynote Address Dr. Tim McAllister – AAFC Lethbridge Strategies in Scientific Collaboration 2:00 – 3:00 pm – Session 1 – NFAHW Council Update 3:15-3:45 pm –Session 2 – UPA Sentinel Project (One Welfare) Pierre-Nicolas Girard – Act to Prevent 3:45 – 4:30 – Session 3 – OIE Update Dr. Jaspinder Komal Wednesday, November 29, 2017 9:00 – 9:45 am – Session 4 – CAHSS and CEZD Update CAHSS – Dr. Betty Althouse CEZD – Dr. Andrea Osborn 9:45 – 10:30 am – Session 5 - Plant and Animal Health Strategy update Dr. Debbie Barr 10:45 am – 12:00 pm – Session 6 – Strategic positioning panel Dr. Jaspinder Komal Rob McNabb 1:00 – 4:00 pm – Session 7 – AMU/AMR 1:00 – 3:00 pm Dr. Andrew Morris – Infection Control Specialist, Mount Sinai Hospital Steve Leech – Chicken Farmers of Canada Dr. Egan Brockhoff – Canadian Pork Council
Dr. Shane Renwick – Canadian Veterinary Medical Association - Update on CVMA Activities supporting Antimicrobial Stewardship and Antimicrobial Use Surveillance panel discussion 3:15 pm – 4:15 pm Lindsay Noad – PHAC – pan-Canadian AMR Action Plan Dr. John Prescott – Building the Antimicrobial Stewardship Leadership Plan for Animal Health in Canada. A proposal to NFAHWC 4:15 – 4:30 pm – Closing comments Co-Chairs
Application of Contents Applicant: County/Region: Contact Person: ________________________ Phone Number: _______________________ Table of Contents: Page (s) Checklist (Return Applicable Items to Caltrans) COMPLETE THE REQUIRED SECTIONS Application Checklist/Table of Contents 2 PART I – Coordinated Plan Certification 3 PART II – Private Nonprofit-Corporation Status Inquiry and Certification 4 PART III – General Certification and Assurances 5 PART IV – Lawsuits/Complaints 8 PART V – Applicant Profile 9 PART VI – Applicant’s Annual Budget 10 COMPLETE THE APPLICABLE SECTION(S) PART VII – Funding Request – Small Urban 12 PART VIII– Funding Request – Non Urban (Rural) 13 ATTACHMENT A – Operating Assistance Information 14-19 ATTACHMENT B – Mobility Management 20-25 ATTACHMENT C – Capital-Vehicle/Other Equipment 26-35 ATTACHMENT D – Capital-Accessibility Improvement 36-46 Application Prepared By: Phone:
Email: Jorge Hernandez Phone: 305-877-2311 Camille Tate Email: Rafael Fernandez Phone: 305-903-6299 Email: rafael.fernandez0617@gmail.com Editor: Sylvia Young To have something posted in the NFBF Newsletter please submit it to the editor, Sylvia young at by the 15th of each odd month.
made after this date January 15, 2016 Early bird deadline for 2016 testing (additional orders can be made but may require late fee) February 14-28 FLES Contest Dates February 20 – March 21 Middle School/Secondary (Levels 01-5) Contest March 7, 2016 FLES Answer Sheets Survey Systems 790 5th St NW New Brighton, MN 55112 March 14, 2016 Preliminary FLES results of eligible speakers Contest Administrators (who forward to individual teachers) March 28, 2016 Recordings of eligible speakers Elizabeth Esper or via DropBox March 28, 2016 Levels 01-5 Answer Sheets Survey Systems 790 5th St NW New Brighton, MN Mid-April 2016 National Results Teachers *Note: dates may change – please see Contest Administrator’s page to confirm dates: Advice to Contest Administrators (Especially to New Administrators) Know the eligibility rules and enforce them. Adhere to deadlines. See page 7. Work with teachers to verify that they register their students correctly. Keep in touch with your Regional Representative. Exercise good judgment, common sense, and strong leadership. You are the key person in the Contest. You are the expert for your Chapter. Feel free to write to the Director or a member of the National Committee (see p. 17) if you have a question. We will answer promptly! Select a working committee. Do not attempt to do the entire task alone. line
The weekend activities included a special tour of The White House for twenty-two of NFCA’s special guests and Assembly Delegates. We were very pleased to have two special representatives from Sarajevo, Tugomir Culjak and Dejan Vanjek, from the Office of the Croat President for Bosnia, Dragan Covic. The NFCA Board was also pleased to have Jayson Braude, Foreign Affairs Advisor to US Representative Janice Hahn of California, at the Friday night reception. Mr. Braude spoke to the assembled NFCA members and guests for the Congresswoman, and he conveyed her sincere appreciation and enjoyment regarding her four years as the Co-Chair of the Congressional Croatian Caucus. Ambassador Josko Paro with the Sinoc Tamburitzan group from Cleveland The Friday night Croatian wine tasting reception with tamburitzan entertainment by Sinoc, a Cleveland-based traditional music ensemble was truly one upbeat celebratory event. This was especially so when Tony Butala performed a wonderful rendition of "Marijana". The Delegates and their guests were also thoroughly entertained when Tony also sang a few of The Lettermen hits at the Embassy party, such as "The Way You Look Tonight" and "Going Out of My Head-Can't Take My Eyes Off Of You". The closing dinner on Saturday night had well known tambura star Tom Vesolich, who performed with Sinoc's Ron Zivic. They entertained the guests with many classic Croatian songs as Croatian American activists socialized at a second gathering with the many guests and diplomats. The NFCA's delegates and guests were all very appreciative of the hospitality extended by Ambassador Josko Paro and his entire staff all weekend. The NFCA is the national umbrella organization established in 1993 for Croatian Americans, related professional associations, and the many fraternal lodges that collectively represent approximately 90,000 members. For individual membership information, recent newsletters, opportunities to donate and join the NFCA, and other Croatian American news and information about our advocacy work for the Croatian American community, please visit our web site: www.nfcacf.org <>
Effect on escape routes 6.2 Stewarding and security systems Contractor(s) details SIA requirement Job descriptions Numbers/locations Control and communications Liaison competence of providers Induction and briefing Full names and registration numbers to be provided to the local authority 7 days prior to the event. 6.3 Emergency plans E.g. fire, structural failure, accidents, severe weather, unavailability of key staff, cancellation of acts Responsibilities Jurisdiction/limits Staged responses Control centre/liaison Consultation with emergency services 6.4 aid/medical emergency for staff, contractors and audience Contractor(s) details Consultation with NHS ambulance service Level of cover Links to NHS Posts/locations Case recording 7: Transport Subject Contents Comments 7.1 Transportation Transport management plan Safe and convenient access Separate pedestrian / vehicle routes Emergency routes Contingency for bad weather i.e. hardcore,
11. Have all ignition sources been identified? YES NO 12. Are suitable control measures in to reduce/control the ignition sources? YES NO 13. Are Liquid Petroleum Gas (LPG) cylinders being used and/or stored at the venue? (If N/A go to 15) YES N/A 14. Are there suitable control measures in place for LPG? YES NO 15. Is adequate and suitable firefighting equipment provided? YES NO 16. Are staff trained to use firefighting equipment? YES NO 17. Are the structural materials and decorations/hangings fire retardant? YES NO 18. Is there suitable fire appliance access to venue? YES NO 19. Is a minimum of 6m separation between structures? YES NO 20. Are provisions in place to assist persons especially at risk? e.g. the disabled. YES NO 21. Has the safety of young persons been considered? YES NO 22. Has the possible effects of arson been considered? e.g. secure rubbish compound. YES NO If answer to any question is "NO", please detail actions taken to remedy the situation. Continue on separate sheet if necessary
New Patient Paperwork NAME OF PATIENT ( ) MALE ( ) FEMALE ADDRESS APT CITY STATE ZIP HOME PHONE # CELL PHONE # DATE OF BIRTH AGE SOCIAL SECURITY # MARITAL STATUS E-MAIL ADDRESS OCCUPATION EMPLOYER EMPLOYER ADDRESS PHONE # PERSON TO NOTIFY IN CASE OF EMERGENCY ADDRESS PHONE # REFERRED BY ( ) PHYSICIAN ( ) ATTORNEY ( ) INSURANCE ( ) OTHER NAME PHONE # IF YOU WERE INJURED DATE OF INJURY ( ) WORK ( ) AUTO ( ) OTHER DO YOU HAVE AN ATTORNEY? ( ) YES ( ) NO ATTORNEY NAME DO YOU HAVE HEALTH INSURANCE? ( ) YES ( ) NO ( ) DO NOT USE PRIMARY INSURANCE NAME OF INSURANCE CARRIER INSURED NAME RELATION TO PATIENT INSURED DATE OF GROUP NUMBER POLICY NUMBER SECONDARY INSURANCE NAME OF INSURANCE CARRIER INSURED NAME RELATION TO PATIENT INSURED DATE OF BIRTH GROUP NUMBER POLICY NUMBER I directly assign medical benefits otherwise payable to me for the services rendered. I understand that I am financially responsible for all charges whether paid or not by my insurance carrier. I hereby authorize the provider to release any information necessary to process my medical claims. I hereby authorize and consent to medical treatment, testing, and procedures that my physician/provider deems advisable and necessary based on his/her judgment PATIENT SIGNATURE DATE
Type 5 Tag Candidate Technical Specification Version 1.0 2016-11-04 [T5T] NFC ForumTM NOTE: This is a placeholder document used to collect feedback on the T5T Technical Specification. To view the complete specification, go to .
Area(s) of Service Coverage: (i.e., counties, townships, etc.) The above-named agency declares the following unit rates for National Family Caregiver Support services for FY2017-2018: Personal Care/Respite: $ /hour Adult Day Service: $ /day Are you currently providing this service(s)? Yes No If yes, check all applicable funding sources: PASSPORT Private Pay National Family Caregiver Support Other: Medicaid Other: Name and Title of Person Completing Application: Signature: Date: EXHIBIT B-1 CERTIFICATION REGARDING DEBARMENT, SUSPENSION, INELIGIBILITY AND VOLUNTARY EXCLUSION PURSUANT TO 45 CFR PART 76 LOWER TIER TRANSACTIONS (Name of Agency or Organization) certifies by submission of this proposal that neither it or its principles is presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from participation in this transaction by any federal department or agency. Where the agency is unable to verify any of the statements in this certification, such agency shall attach an explanation to this proposal. Signature of Authorized Individual
2015021305.LDASIN_DOMAIN1 Each file contains 7 variables for the date and time listed in the file name. This data was created using the two netCDF files in the “Ex3/Resources/HRRR” folder. These files contain HRRR model output starting from 02/13/2015 01:00 UTC. The forecast portion of the data begins at 02/13/2015 15:00 UTC. Use the “Make NetCDF Raster Layer” tool in the “Multidimensional Tools” toolbox to display the “T2D” (i.e. temperature at 2 meters above the land surface) variable within the “2015021301.LDASIN_DOMAIN1” netCDF file. After filling out the fields in the “Make NetCDF Raster Layer” window, click “OK” and then “Zoom to Layer”. Again, this data will display in the incorrect coordinate system because the metadata in the netCDF file is incomplete; the coordinate system is not listed within the netCDF file. However, these files DO contain projected coordinates as dimensions within the netCDF file and can be displayed correctly by exporting the grid and defining the layer’s projection in ArcMap. click on the “T2D_Layer” and under “Data”, click on “Export Data…”. Save the grid to your geodatabase, click “OK” and add the layer to your map. In “ArcToolbox”, go to the “Define Projection” tool “Data Management Tools/Projections and Transformations”. Select the layer you just added to your map as the “Input Dataset” and click on the icon next to the “Coordinate System” box. In the “Spatial Reference Properties” window, select “Lambert_Conformal_Conic” in the “Layers” folder.
COUNSELING CENTER, 972-2318 The Counseling Center provides specialized services to help students perform better academically, cope with emotions, and be more effective in relationships with others. Counseling Center also provides career assessments and test anxiety intervention. CAREER SERVICES, 972-3025 The Career Services Center offers a variety of employment and career-related services to prepare students for future employment. Career Services openings for career jobs, internships, and part-time jobs (on and off campus jobs, and Federal Work-Study jobs) through Career Connections. DISABILITY SERVICES, 972-3964 Disability Services arranges for academic adjustments and auxiliary aids to be provided to qualified students with disabilities. HONORS COLLEGE, 972-2308 Students formally admitted to the Honors College have opportunity for unique research and scholarship through enriched coursework and programming. New students seeking honors status must have a minimum of a 27 ACT and a 3.50 high school GPA. INTERNATIONAL PROGRAMS, 972-2329 This office assists international students with student services and transitional needs. FINANCIAL AID, 972-2310 The Financial Aid/Scholarship Office processes student aid requests and provides information regarding federal student aid and ASU scholarships. LEARNING SUPPORT SERVICES (LSS), 972-3451 The LSS offers one-on-one and tutorial assistance with most of the ASU general education courses. Call this office to determine which learning support service best fits your needs. RESIDENCE LIFE, 972-2042 The Department of Residence Life offers on-campus housing for full time college students in traditional residence apartments or family housing facilities. REGISTRAR’S OFFICE, 972-2031 Registrar’s office assists students with registration issues, verifies enrollment, issues official transcripts, evaluates transfer work and is the official holder of academic records for the University. STUDENT ACCOUNTS, 972-2285 Student accounts disperses financial aid and scholarship and manages students’ financial account with ASU. Students work with this office to arrange payment plans. STUDENT HEALTH CENTER, 972-2054 The Student Health Center has an array of medical services from treating minor illnesses and injuries to providing physical exams, immunizations, female exams (including pap smears), health education, and HIV Counseling (includes blood draw). STUDENT LEADERSHIP CENTER, 972-2055 ASU offers a variety of organizations and associations for student involvement. Students can contact the Leadership Center or their academic department to learn about these opportunities. UNIVERSITY POLICE, 972-2093
8/2/11 8:00 Java City, Coffee and Muffins to go Bus Departs 8:30 a.m. Front of Randall Library Randall Library, Learning Commons Tour Lisa Williams 8:30 10:30 Campus Tour Watson School of Education , EB 387 Ty Rowell 11:00 12:30 Lunch and Tour Center for Marine Science Ron Sizemore 12:30 1:30 WHA Kim Lancaster, WHA & UNCW Campus Coordinator John Rice, Martin Kozloff 1:30 2:30 Tileston John Devaney, Director Tony Puente 3:00 4:30 UNCW King Auditorium Military partnerships Bill Ayers Lou Buttino Wednesday, August 3, 2011 8/3/11 8:00 Light Breakfast Azalea Coast A & B 8:30 12:00 HR Benefits and Training Module Patti Hale, Salary & Benefits Manager Kelly Kennedy, Benefits Counselor 12:00 1:00 Lunch and debrief Carrie Clements, Director, CTE 12:15 1:15 University Police Safety Meeting James Watkins, Lieutenant
Cross-sector clients 5. Indigenous children are supported and safe in their families and communities Placement of Indigenous children Cultural support plans Closing the Gap 6. Child sexual abuse and exploitation is prevented and survivors receive adequate support Sexual abuse substantiations Child sexual assault Working with children checks Responding to sexual abuse