zilongwang/ReadingBank huggingface dataset:
Mapping criteria for recognition to GMC standards and guidance Criteria for initial recognition Link to GMC statement Evidence required The trainer should comply with all aspects of Good Medical Practice and have no pending fitness to practise issues Good Medical Practice describes what is expected of all doctors registered with the General Medical Council. It is your responsibility to be familiar with Good Medical Practice and the explanatory guidance which supports it, and to follow the guidance they contain (GMC 2013) If you are suspended by an organisation from a medical post, or have restrictions placed on your practice, you must, without delay, inform any other organisations you carry out medical work for (GMC 2013) Local education providers will need to share key information with the education organisers to ensure that good practice is recognised and that shortcomings are identified (GMC 2012) All trainers Agreement that EO may carry out spot checks with LEP / GMC to screen for any unreported issues The trainer should comply with all ethical and professional obligations including completion of any mandatory training requirements Staff will receive training on equality and diversity to ensure they are aware of their responsibilities and the issues that need to be taken into account when undertaking their roles in the medical school (GMC, 2009) You must keep up to date with, and follow, the law, our guidance and other regulations relevant to your work (GMC 2013) You must develop the skills, attitudes and practices of a competent teacher. This includes respecting cultural diversity and making reasonable adjustments for those with a disability without affecting patient safety or educational outcomes (GMC 2012a) All trainers Evidence that they are up to date with any mandatory training – e.g. equality & diversity training The trainer should be currently practising within their field. For undergraduate trainers this may include academic practice or health professionals in disciplines other than medicine Trainers must be involved in and contribute to the learning culture in patient care occurs (GMC, 2011) All trainers Registration with relevant professional body and current license to practise (if appropriate)
GMC 2009 – Tomorrow’s Doctors GMC 2011 – The Trainee Doctor GMC 2011a - Developing teachers and trainers in undergraduate medical education: Supplementary advice to Tomorrow’s Doctors GMC 2012 – Framework for Recognition & Approval of Trainers GMC – Leadership and management for all doctors GMC 2013 – Good Medical Practice
• cause a long-term reduction in rare, endemic or unique plant or animal populations or species in a World Heritage property, and • fragment, isolate or substantially damage habitat for rare, endemic or unique animal populations or species in a World Heritage property. Wilderness, natural beauty or rare or unique environment values • involve construction of buildings, roads, or other structures, vegetation clearance, or other actions with substantial, long-term or permanent impacts on relevant values, and • introduce odours, pollutants or other intrusive elements with substantial, long-term or permanent impacts on relevant values. World Heritage properties with cultural heritage values An action is likely to have a significant impact on cultural heritage values of a World Heritage property if there is a real chance or possibility that the action will: Historic heritage values • permanently remove, destroy, damage or substantially alter the fabric5 of a World Heritage property • extend, renovate, refurbish or substantially alter a World Heritage property in a manner which is inconsistent with relevant values • permanently remove, destroy, damage or substantially disturb archaeological deposits or artefacts in a Heritage property • involve activities in a World Heritage property with substantial and/or long-term impacts on its values • involve construction of buildings or other structures within, adjacent to, or within important sight lines of, a World Heritage property which are inconsistent with relevant values, and • make notable changes to the layout, spaces, form or species composition in a garden, landscape or setting of a Heritage property which are inconsistent with relevant values. 5 ‘Fabric’ physical material including structural elements and other components, fixtures, fittings, contents and items with historic cultural heritage values including Indigenous heritage values • restrict or inhibit the existing use of a World Heritage property as a cultural or ceremonial site causing its values to notably diminish over time; • permanently diminish the cultural of a World Heritage property for a community or group to which its values relate • alter the setting of a World Heritage property in a manner which is inconsistent with relevant values • remove, damage, or substantially disturb cultural artefacts, or ceremonial objects, in a World Heritage property, and • permanently damage or obscure rock art or other cultural or ceremonial features with World Heritage values. Notes: • The above examples are general examples and their application will depend on the individual values of each World Heritage property. Alteration or disturbance which is small in scale may have a significant impact if a feature or component of a World Heritage property embodies values that are particularly sensitive or important.
Impacts for Australia Real GDP The results show that for Scenario 1, Australia’s GDP is $556 million lower over the 23 weeks under the low elasticities case (case A) and $465 million lower under the high elasticities case (case B). These losses represent –0.087 per cent and –0.073 per cent of GDP that would be produced over the 23 week period respectively. The results for Scenario 2 are not significantly different. The reason is first, the nature of the shock (as characterised in Chapter 4) is affecting crude oil margins rather than refinery margins and second, that the impacts are estimated relative to a reference case where only 4 refineries are operating. As discussed earlier, the scenarios are compared to different reference cases, which removes the economic impact of differences in the number of operating refineries. Real income Under scenario 1 real income is reduced by $3,118 million over the 23 weeks under the low elasticity case and $2,148 under the high elasticity case. Under scenario 2 real income loss over the 23 weeks is $3,108 million under the low elasticity case compared to $2,141 million under the high elasticity case. In each scenario, these losses represent just under 0.5 per cent and just over 0.3 per cent of the real income that would be produced over the 23 week period respectively. The larger projected loss in Australia’s real income compared to the change in real GDP can be attributed to the change in of trade arising from the increase in the price of crude oil and petroleum products. The larger difference in real incomes the low and high elasticity cases than arose for GDP can be attributed mainly to the fact that under the low elasticity case, Australia pays higher prices for more crude oil and petroleum products than under the high elasticity case. As a significant proportion of the crude oil and product is imported, the income transfers abroad (via the terms of trade loss) are higher which reduces real incomes. In summary, for the two reasons noted above, the operation of four refineries rather than seven will have a negligible impact on the fall in GDP and in real incomes resulting from the oil supply shock. The impact on real incomes is more significant than the impact on GDP because Australia is a net importer of crude oil and petroleum products and the higher prices paid increases income transfers abroad. This is not offset by higher prices for petroleum exports in the short term.
Maine Jim Leonard, Deputy Director Office of MaineCare Services Department of Health and Human Services (DHHS) 242 State Street Augusta, Maine 04333 207.287.4532 Kimberly Keezer 207.287.2093 Massachusetts Daniel Tsai, Assistant Secretary for MassHealth Executive Office of Health and Human Services One Ashburton Place, 11th Floor Boston, MA 02108 617.573.1770 Ange Bresca 617.573.1733 New Hampshire Nicholas Toumpas, Commissioner NH DHHS 129 Pleasant Street Concord, NH 03301 603.271.9446 Kathleen Henderson 603.271.9445 Rhode Island Elena Nicolella, Director of Innovation & Strategic Initiatives Louis Pasteur Bldg. 57 Howard Avenue Cranston, RI 02920 401.462.0854 Susan Buontempo 401.462.6265 Vermont Pending Sarah Gregorek 802.879.5901 UMass Terry Dougherty, Executive Director, Health Systems Transformation Commonwealth Medicine 333 South Street Shrewsbury, MA 01545 508.856.6887 Judy Nelson 508.856.8336
B. Interaction with other synoptic features such as a shear lines or baroclinic zones. AMSU Tropical Cyclone Page (see the Cold or Warm Core? link on the Tropical Hot List) can assist in ascertaining whether a system contains a warm core. Examine the channel 7 (200 mb) and 8 (100 mb) data for a warm core of brightness temperatures in the vicinity of the center as in the images below for Cyclone Nargis (2008). In major hurricanes and typhoons, the warm core will be well defined and tight in both channels as in the images below for Supertyphoon Rammasun (2008). As extratropical transition occurs, the warm core is disrupted at 100 mb (Ch. 8) followed by 200 mb (Ch. 7) as exhibited in the images below of Rammasun (2008) as it underwent extratropical transition. At this point the analyst should classify the system as “becoming extratropical.” According to Roger Edson, loss of deep ice convection (seen in the 85 GHz) near the TC center and expansion of the winds away from the center and into a horseshoe-like appearance are some of the characteristics of extratropical transition in the microwave and scatterometer data (Fig. Figure 3-1 showing signals of extratropical transition in QSCAT (above) and MW imagery (below). 4. The Classification Process 4.3 Analysis Techniques 4.3.1 Determining Position The purpose of this section is not to on conventional infrared (IR) and visible (VIS) geostationary satellite data, but rather to draw attention to ancillary satellite data and other techniques that can aid the analyst in determining the center location of a tropical cyclone.
3.3. Provide examples of dosage compensation in nature and biomedicine 3.4 Propose an experiment and predict the results of the experiment 3.5 Discuss ethical implications of artificially manipulating gene expression Incorporation of Scientific Teaching Themes Active Learning Assessment Inclusivity How students will engage actively in learning the concepts (what types of activities will they engage in?) How teachers will measure learning; how students will self-evaluate learning (what types of assessments are used?) How the unit is designed to include participants with a variety of experiences, abilities, and characteristics Activities outside of class: 1) watch videos Activities during class: 1) Brainstorming 2) Group problem solving with data followed by clicker question Activities after class: Pre-assessments: Complete a 5-question online quiz Embedded Assessments: – how do you deal with a problem like an X-chromosome in females? Clicker question with possible answers revealed after discussions. Then let different groups explain their reasoning. Summative assessments: Ethical assignment will consider all viewpoints. Groups will be diverse in nature. Highlighting positive role models in science. We’re doing several different activity types. Language will be sensitive to gender issues raised by discussions of sex determination.
National Environmental Science Programme Data Management and Accessibility Guidelines NESP Data Management and Accessibility Guidelines V3.0 VERSION CONTROL REVISION HISTORY Version Date revised Reviewed by (Name, Position) Comment (review/amendment type) V1.0 11/12/2014 Dave Johnson, A/g Assistant Secretary, ERIN Science and Monitoring Branch First draft based on NERP Data and Accessibility Guidelines V2.0 09/03/2016 Dave Johnson, Director, Science Partnerships Section Revised of NESP Data Management and Accessibility Guidelines V3.0 25/01/2017 Naomie Johnson, A/g Director, Science Partnerships Section Final NESP Data Management and Accessibility Guidelines
ORGANIZATION NAME OF ORGANIZATION OR GROUP ORGANIZATION CONTACT INFORMATION (address, phone number, email, and web address if applicable) CHARITABLE REGISTRATION NUMBER MISSION STATEMENT OR PURPOSE OF ORGANIZATION OR GROUP BRIEF HISTORY OF ORGANIZATION OR GROUP (age, past projects, successes or failures, who your organization has benefited in prior years) DO YOUR ORGANIZATION’S SERVICES DUPLICATE THOSE IN THE COMMUNITY? No Yes (please explain): IS ANY OF THE INCOME GENERATED BY YOUR ORGANIZATION MADE PAYABLE TO OR AVAILABLE FOR THE PERSONAL BENEFIT OF ANY PROPRIETOR, MEMBER, VOLUNTEER OR SHAREHOLDER OF THE ORGANIZATION? No Yes (please explain): ADMINISTRATION CONTACT INFORMATION FOR EXECUTIVE DIRECTOR/MANAGER – INCLUDE EMAIL AND PHONE NUMBER
APPLICATION DEADLINE: FEBRUARY 2, 2018 NAPERVILLE EDUCATION SUPPORT PROFESSIONALS ASSOCIATION 2017-2018 Kenni Johnston Scholarship Application LETTER OF RECOMMENDATION (1 only) FOR__________________________________________ Thank you for agreeing to write this letter. Please direct your letter specifically to the NESPA Scholarship Committee. Please return letter to applicant for submission. Letter of recommendation should not be more than one typed page. This cover sheet must be attached to the letter of recommendation. Applicant’s deadline for submission is February 2, 2018 at the IEA/NEA Office. Your Name: __________________________Position/Relationship: _______________ Address____________________________________________________________ Phone_____________ E mail:__________________________________ Signature______________________________ Date______________
Engineering-Market Trade-Off Matrix All trade-offs considered in order to prevent an imbalance within the system are mapped in Table 3. Ideally, considering all positives and negatives will lead to a complete build that will satisfy all requirements listed above in Table 1. Legend Positive Correlation Strong Positive Correlation Negative Correlation Strong Negative Correlation + Positive Polarity (Increasing requirement) - Negative Polarity (Decreasing requirement) Range of Detection Object Recognition Accuracy Fast Processor (Clock Speed) Memory Dimensions Cost + + + + + - Detection Accuracy + ↑↑ ↑↑ ↑↑ ↑↑ ↑↑ ↓ Firing Accuracy + ↑ ↑ ↑↑ ↑↑ ↑↑ ↓ Low Power + ↓ ↓ ↓ ↑↑ Cost - ↓↓ ↓ ↓↓ ↑ ↑↑ 45ft 51% 1GHz 512MB 3 x 3 x 3 ft $1000 Table 3: Engineering-Market Trade-Off Matrix Project Milestones
Please as appropriate Public Appointments Website From the Cabinet Office From the NEST Website From the DWP Word of mouth LinkedIn Other Website e.g NEDonBoard, Please give details WomenonBoards Part 3: Declaration of interests Do you have any business or personal interests that might be relevant to the work of the NEST and which could lead to a real or perceived conflict of interests were you to be appointed? (Failure to disclose such information could result in an appointment being terminated.) No Yes If yes, please give details below: Part 4: References
Diesel, summer grade (EN 590:2004) FAME EN14214:2004 Data on analysis of an RME HVO (NEXBTL) Ester content, %vol max 5 min 96.5 >98.7 - Boiling point, °C to 360 347 310 Density / 15°C, kg/l 0.820-0.845 0.860-0.900 0.8835 0.7780 @ 40 °C, mm2/s 2.0-4.5 3.50-5.00 4.5 2.9 to 3.5 Cloud point, °C Max -5 0 -5 to -30 Pour °C -13 CFPP, °C Max -15 Flash point, °C >55 min. 120 >178 >60 Residue of combustion, %wt <0.30 max. 0,30 <0.1 <0.30 Ash, %wt <0.01 max. 0.02 <0.01 <0.001 Sulphur, mg/kg <50 max. 10,0 <1 0 Cetane number >51 min. 51.0 <51 84 to 99 Thermal value, gross, MJ/kg 44 40.54 44 Copper corrosion class 1 class 1 1 Water content, mg/kg max 200 max. 500 250 Contaminants, mg/kg max 24 7 Oxidation g/m3 max 25 Oxidation resistance, 110oC, h min. 6 >6.3 Phosphorous, mg/kg max. 10.0 0.5 Acid value, mg KOH/g max 0,50 Iodine value max. 120 <113 Acid number TAN, mg KOH/g max. 0.50 0.17 Free glycerol, %wt max. 0.02 <0.004 Glycerol, %wt max. 0.25 0.18 %wt max. 0.80 <0.01
Antennas – Part 3, 2 Installation and operation of antennas on: Small cell units – Part 3, sub-part 3 Telecommunication lines – Part 3, sub-part 4 Installation and operation of: Earthworks – Part 3, 6 Earthworks are also referred to in relation to each regulated telecommunication facility. Radiofrequency fields – Part 3, sub-part 7 Telecommunication facilities and activities that are not regulated under the NESTF 2016 continue to be managed through the relevant district and regional plans. These may include: new poles and antennas that are not located in the road reserve or rural zones the installation, operation and maintenance of a self-contained unit to generate power for the facility and any associated earthworks the establishment, operation and maintenance of an access track to a telecommunication facility and any associated earthworks new telecommunication lines and associated support structures telecommunication exchanges. It is also important to note that the NESTF 2016 does not apply to any telecommunication facility or activity located in the coastal marine area (see Regulation 8) or over the bed of a lake or river (see Regulation 52). See for more information. The NESTF 2016 does not override any regional earthwork rules, where these apply (see Regulation 54). Guide to understanding and applying the regulations This section provides a guide to understanding and applying the NESTF 2016, including: how to identify the applicable standards in the NESTF 2016, based on the nature of the proposal and where it is located how the NESTF 2016 applies to antennas on new and existing poles through baseline poles and baseline dates the different types of telecommunication facilities and the associated equipment permitted under the NESTF 2016 part part
Resilience to natural hazards Some district plans include hazard overlays; for example, identifying floodplains is common. These overlays do not tend to change the activity classification of network utility infrastructure, but they can impose additional matters for consideration in consenting decisions. To ensure the infrastructure is resilient to natural hazards and is able to continue operating to provide essential services through an adverse event, it is proposed that for the activities proposed to be permitted under the NESTF, natural hazard zones should also be managed by the district plan. Proposals (indicative requirements only) Expanding conditions Section 6 to include telecommunications facilities outside the road reserve Conditions protecting trees and vegetation, historic heritage values, visual amenity, coastal marine areas and natural hazard zones will apply to all activities under the NESTF. Adding ‘natural hazard to section 6 Conditions managing infrastructure in natural hazard zones in the relevant district plan will prevail over the NESTF where they are more stringent than the NESTF requirements. and benefits Proposed new standards Likely effect on cultural or historic heritage values Potential impact of natural hazards Aerial cabling Aerial cabling in accordance with the proposed new permitted activity standard is likely to have a less than minor effect on cultural or historic heritage values because it will only be classified as permitted in areas with existing utilities lines overhead, and new crossings would not be permitted for lead-ins. Natural hazards not affect aerial fibre networks to a greater extent than they would affect the existing aerial telecommunications or electricity networks where the fibre would be located. Underground cabling Underground cabling in the road reserve must comply with the Utilities Access Code and the HNZPTA to ensure environmental effects are avoided, remedied or mitigated, and the legal requirements of the HNZPTA relating to the potential modification or destruction of archaeological sites are complied with. It is not expected that there would be any adverse cultural effects resulting from the distribution of underground utilities in the road reserve, provided all other requirements (outside of RMA requirements) are complied with. Underground utilities infrastructure may be adversely affected by natural hazard events. However, the need for utilities infrastructure in inhabited areas is unavoidable.
Campus (Site) Institution Address Institution Banking Details Bank Name: Account Name: Account Number: Branch Name: Branch Code: Reference Number: Telephone Number of Finance department Amount Requested Tuition Fees Registration Fee(attach proof of registration) Book Costs(attach invoice from bookshop) Accommodation Total Document Checklist (to be completed by T&D Specialist/HRBP) Letter from Institution. Should stipulate year of study and duration of course Official document with the costs of study Request from institution Banking details on institution’s letter head Quotation for Books. Include prescribed book list from institution of Registration Letter and Tax Invoice/Proof of payment Academic record (must include all years of study) Copy of ID document of potential student (bar coded green ID) Matric Certificate
SOCIETY FAIR SOCIETY FAIR OVERHEAD DOOR SOCIETY FAIR 705 704 15'-10" 15'-8" 707 12'-6" 706 19' 24' ENTRANCE 19' 16' 9' 9' 9' 9' 9' 100 102 104 106 108 Stanchions 16' 73' OF 3'h MASKING 7'-10" 7'-10" 65' OF 8'h MASKING Stanchions 8TT 7TT 6TT 5TT 4TT 3TT 2TT 1TT CASH BAR Ancestors Road Show Friday & Saturday I 16TT 17TT 18TT 19TT 20TT 21TT 22TT 23TT 24TT 25TT 1 2 26TT T ( 183'-9"
Force Illustration Balanced or Unbalanced Net Force Net Force Illustration 15N 5N Unbalanced 15N – 5N = 10N The arrow is not as long as the original arrow because the net force is only 10N. 3N 9N 6N 6N 1N 8N 8N
The Net Promoter ® Score "On a scale of zero to 10, how likely are you to refer to a friend or colleague?" If you've seen this question before, you've encountered the Net Promoter Score (NPS)—a methodology that gauges customer sentiment. Pioneered by Fred Reichheld, author of The Ultimate Question, the NPS predicts the likelihood of a customer repurchasing from you or referring your company to a friend. Calculating the Net Promoter Reichheld developed the NPS methodology, which is based on asking customers a single question that is predictive of both repurchase and referral: "On a scale of zero to 10, how likely are you to refer to a friend or colleague?" The answers customers provide are classified as follows: 0 - 6 = "Detractors" 7 - 8 = "Passives" 9 - 10 = "Promoters" The NPS is calculated by subtracting the percentage of respondents that are labeled "Detractors" from the percentage of respondents that are labeled "Promoters": % of Promoters - % of Detractors = NPS Net Promoter Score can range anywhere from -100 to 100. To calculate your Net Promoter with the SurveyMonkey template, follow these simple steps: into an . Within your spreadsheet, identify your respondents as "Detractors", "Passives" and "Promoters" by adding up the total responses from each classification. Generate the percentage of each group by taking the group total and dividing it by the total survey responses. Subtract the percentage of "Detractors" from the percentage total of "Promoters" and this is your NPS. Example: If you received 100 responses to your survey: 10 responses were in the 0 - 6 (Detractors) 20 responses were in the 7 - 8 range (Passives) 70 responses were in the 9 - 10 range (Promoters Calculating the percentages for each group gives you 10%, 20% and 70% respectively. Subtract 10% (Detractors) from 70% (Promoters) which equals 60%. Since a Net Promoter Score is always shown as just an integer, and not a percentage, your NPS is simply 60.
Method Design For the purposes of this exploration, Grounded Theory informed by Symbolic Interactionism was identified as the most appropriate approach as it respected the participants' subjective interpretation of their experiences and the social processes within their professional socialisation (Charmaz, 2006). The philosophy of Symbolic Interactionism arose from writing by Blumer (1954) and Mead (1931) (cited in Marcellus, 2005). This philosophy encourages the researcher to view individuals as being interactive components of their environment and understand that human phenomena require acknowledgement that people take meaning from experiences shared with others. Using Grounded Theory enables theoretical concepts to emerge from the participants' data (Glaser and Strauss, 1967). The Glaserian approach to Grounded Theory (Glaser, 1992) was selected as the student interview data provided its own direction for analysis, giving confidence that through constant comparison, theoretical sampling and substantive and theoretical coding, that new understanding would emerge and be grounded in the participants' experiences (Artinian et al., 2009). Data Collection and Participants The took place during 2009–2010 at a university in the north of England. Individual interviews with student nurses (n=19) were conducted within their university campus with each participant interviewed on one occasion. The student interviews consisted of exploratory questioning related to the student experience, such as asking them to talk about a recent placement and their feelings and experiences when caring for patients. Interviews lasted between 60 and 90 minutes yielding rich data. Student nurses from the adult nursing programmes were recruited through an invitation to participate posted on their university's Virtual Learning Environment. A convenience sample of students was initially recruited from cohorts attending university sessions at the time of the researchers' first data collection visit, with volunteers coming forward from within all three year groups and both the degree and diploma programmes. These first four volunteers were interviewed and this was followed by theoretical sampling of a further 15 students. The direction for theoretical sampling arose from constant comparison of data and the desire to explore depth and differences emerging from the data, according to the Grounded Theory (Glaser, 1992). All those who responded to requests for specific volunteers during theoretical sampling were interviewed resulting in a participant profile that was diverse. The participants
Contact: ITSD Service Desk servicedesk@mt.gov 406.444.2000 Installation (Windows XP O/S & Word 2010) Step 1: Remove old version of template. If you currently have a copy of the bill drafting template on your computer, remove it: while in Word, select File>New>My Templates, then right click on the Net Bill Drafting template and choose Delete, confirm the deletion, then Cancel to leave the dialog box. Step 2: Copy Net Bill Drafting 2007.dotm to your computer. In your Internet browser, copy the template Net-Bill-Drafting-07.dotm from the current (http://leg.mt.gov/css/Bills/bill-drafting.asp). To do this, right-click on the “Internet version” hypertext link that is located near the bottom of the page under the title Bill Drafting Macros and Templates/Microsoft Word. In the drop-down menu, choose Save Target As… and save it to following “trusted” directory (the location is trusted by Word 2007 for macro enabled templates). C:\Documents and Settings\<your username>\Application Data\Microsoft\Templates Do NOT open or run at this point. Click Save to save it to this directory. Step 3: Open template. In Microsoft Word, open Net Bill-Drafting-07.dotm. In Word Click File>New. Under the Available Templates section click “New from existing…” Use the Look in: box by clicking the down-triangle; near the top of the list, browse to the directory where you saved the file in Step 2. above then in the listing, choose and click on Create New (you may name the new file now or wait until you have finished drafting it to name it) . If you see the following warning, the template is not in a trusted directory. You can still use it but you will have to click Options… and Enable this content. When opened, Add-ins menu icon on your Word toolbar – it is a new icon and has the scales of justice picture.
Net Energy Billing Rapid Response Form Please complete ALL fields in this form and return with supporting documentation to: NEBRR@Maine.Gov Filing Party Counterparty Contact Name Contact Name Company Name Company Name Company Address Company Address City/State/Zip City/State/Zip Phone 1 Phone 1 2 Phone 2 Email Email The Installation and Customer Information Customer Name and Location of Installation (street address, city, zip) Fuel Source (circle one) Other___________________ Solar CHCP Wind Hydro Biofuel/Diesel Biofuel Gas/Wood Installation Size (in KW) Customer(s)’ Rate Class(es) on Utility Bill(s) Unique Features/Special Circumstances of this Installation:
Erasmus+ programme Strategic partnerships Nature recreation - towards sustainable development of ecosystem services (Net4Nat) Training week Daugavpils, 11-15 September 2017 Agenda Date/Time Activities 11.09.2017 Organization of nature recreation activities in specially protected nature territories 9:00-9:40 9:40-10:20 10:20-12:00 12:00-13:00 13:00-14:00 14:00-15:00 15:00–15:30 15:30–17:00 17:00–18:00 Meeting with Vice-rector for research prof.Inese Kokina. Welcome speech. Short presentation about DU. Vienības street 13, Senate hall. Transfer to “Dvietes paliene”. Visit to Nature park „Dvietes paliene“ ( Dviete water-meadow ). Excursion guided by DU docent Dr.Biol. Davis Gruberts. Lunch on the spot Transfer to Nature park „Daugavas loki“ Visit to Nature park „Daugavas loki“ (the Bends of the Daugava River) Nature recreation in Daugavpils County Transfer to horse ranch „Klajumi“ Visit to horse ranch „Klajumi“. Overall excursion in the farm guided by the owner Ilze Stabulniece. There‘s a possibility to ride a horse if interested (1 hour ride costs 15 – 35 EUR). Transfer back to Daugavpils 12.09.2017 Organization of nature recreation activities in specially protected nature territories
13:30-15:00 Lunch and excursion at the fishermen‘s place. 15:00-15:30 Transfer to Lubana wetland 15:30-17:00 Visit to Lubana wetland Tourism information centre specialists will provide insight in organization of tourism events/activities in the area of the biggest lake in Latvia – Lubans as well as will show you the created infrastructure and development perspectives. 17:00-19:00 Transfer back to Daugavpils 13.09.2017 Use of natural resources in the organization of tourism activities in a commercial enterprise. Example of recreation centre „Silene“. 9:20-10:00 Transfer to recreation centre “Silene” 10:00-10:40 Excursion in RC “Silene”. 10:40-12:00 Practical tasks for all participants – part 1. 12:00-13:00 Lunch at RC „Silene“ 13:00-15:00 Practical tasks for all participants – part 2. 15:00-15:30 Transfer to DU study and research centre “Ilgas” Science communication as a form of nature recreation – visit to DU study and research centre “Ilgas” 15:30-17:00 Excursions and hiking in the vicinity of “Ilgas” Exploring bugs, mushrooms, lichen etc. 17:00-18:00 Excursion in SRC “Ilgas” 18:00-19:30 Dinner / Joint international evening 19:30-…. :-) Getting acquainted with the night animals (moths, baths, owls etc.) 14.09.2017 Science communication as a form of nature recreation 8:00 – 9:00 Joint breakfast in “Ilgas” 9:00-12:00 Preparation of presentations with recommendations for development nature recreation sphere in recreation centre “Silene” (work groups) 12:00-12:30 Lunch in “Ilgas” 12:30-13:30 Presenting the prepared recommendations 13:30 Transfer to Daugavpils
2a. During the annual period ending December 31, 2014, describe the grants that your state paid for through the use of collected 911/E911 fees and the purpose of the grant. Description of 911/E911 Fees Collected Please describe the amount of the fees or charges imposed for the implementation and support of 911 and E911 services. Please distinguish between state and local fees for each service type. Service Type Fee/Charge Imposed Jurisdiction Receiving Remittance (e.g., state, county, local authority, or a combination) Wireline Wireless Prepaid Wireless Over Internet Protocol (VoIP) Other For the annual period ending December 31, 2014, please report the total amount collected pursuant to the assessed fees or charges described in Question F 1. Service Type Total Amount Collected ($) Wireline Wireless Prepaid Wireless
Regional ESInets [If more than one Regional ESInet is in operation, in the space below, provide the total PSAPs operating on each ESInet] Name of Regional ESInet: Name of Regional ESInet: Please provide a description of any NG911 projects completed or underway during the annual period ending December 31, 2014. Question Total PSAPs Accepting Texts During the annual period ending December 31, 2014, how many PSAPs within your state implemented text-to-911 and are accepting texts? Question Estimated Number of PSAPs that will Become Text Capable
“How can there be semantic facts?”, Southwest Philosophy Review 14 (1998): 25 – 30. “Stroud and Moore on skepticism”, Southwest Philosophy Review 13 (1997): 83 - 89. Entries in Reference Works: “Skepticism about the External World” in Skepticism: From Antiquity to the Present, edited by Diego Manchuca and Baron Reed (Bloomsbury, forthcoming) “Philosophy of Language for Epistemology” in Routledge Companion to the Philosophy of Language, edited by Delia Graff Fara and Gillian Russell (Routledge, 2012): 693 – 704. “The Basing Relation” in Routledge Companion to Epistemology, edited by Sven Bernecker and Duncan Pritchard (Routledge, 2010): 109 – 18. “Causal Theories of Knowledge and Perception” in Oxford Handbook of Causation, edited by Helen Beebee and Peter Menzies (Oxford: Oxford University Press, 2009): 592 – 606. “Contextualism” in The Encyclopedia of Philosophy, 2nd Edition, edited by Donald Borchert (Detroit: MacMillan Reference USA, 2006). Book Reviews: Review of Miriam McCormick, Believing Against the Evidence (Routledge, 2015) Mind (forthcoming) Review of Ernest Sosa, Judgment and Agency (Oxford University Press, 2015) Notre Dame Philosophical Reviews (forthcoming) Review of Anthony Brueckner, Essays on Skepticism (Oxford University Press, 2010), Mind (forthcoming) Review of Jason Stanley, Knowledge and Practical Interests (Oxford University Press, 2005), The Philosophical Review 121 (2012): 298 – 301. Review of Jeremy Fantl and Matthew McGrath, Knowledge in an Uncertain World (Oxford University 2009), The Philosophical Quarterly 62 (2011): 211 – 5. Review of Ernest Sosa, A Virtue Epistemology (Oxford University 2007), Notre Dame Philosophical Reviews (May, 2008) Review of Finkelstein, Expression and the Inner (Harvard University Press, 2003), The Philosophical Review 117 (2008): 310 – 3. Review of Naturalism in Question, eds. De Caro and Macarthur (Harvard University Press, 2004), The Philosophical Review 116 (2007): 657 – 63. Review of Christopher Peacocke, The Realm of Reason (Oxford University Press, 2003), Notre Dame Philosophical Reviews (October, 2004) Presentations: “Following a Rule”, presented to the University of Pittsburgh Disjunctivism Workshop (Pittsburgh, PA) April 2016
1 Develop basic skills in a game situation Warm up: dynamic stretches and movement Movement: Chn to have ball between 2 working on accuracy of passing whilst moving. Short discussion about what they already know about bench ball and also discuss rules and how to apply them. Skills game: 3 people working together 1. ‘Piggy in the middle’ 2. As a team get from one end of the pitch and back again with the ball – person with the ball cannot move Discussion during and after – what are the skills we have used/how have we used them? Mini game: 6 vs 6 (2 games at same time) with three defenders in 1 zone, attackers in another zone Plenary: gentle walk collecting equipment. Stretch and discussion/questioning whilst conducting static stretches Warm up Talk time Self space Imagery and space Basic ball control Plenary Cones Balls Bibs Whistle 2 Develop basic Skills in a game situation Warm up: dynamic stretches and movement Movement: Chn to have ball between 2 working on accuracy of passing whilst moving. Short discussion about what they already know about bench ball and also discuss rules and how to apply them. Skills game: Game (cross over) Two teams main aim to get their whole team into the end zone Working on invading and exploiting space. Stop chn highlighting improvements needed to help team reach goal – emphasis on team work and communication Observations made from waiting teams Mini game: 6 vs 6 (2 at same time) with three defenders in 1 zone, attackers in another zone Plenary: gentle walk collecting equipment. Stretch and discussion/questioning whilst conducting static stretches Warm up Talk time Travelling with the ball Team work Plenary Cones Balls Bibs Whistle Learning Aim A, B & C 3 Develop basic Skills in a game situation and begin to use tactics and communication effectively Warm up: dynamic stretches and movement Skills game: 3 people working together 1. As a team get from one end of the pitch and back again with the ball – person with the ball cannot move Discussion during and after – what are the skills we have used/how have we used them? Mini game: 4 vs 2 - 4 attackers to work the space and beat the 2 defenders – chn line up either side of teacher and take it in turns attacking and defending Mini game: 6 vs 6 (2 games at same time) No zones this time – chn to work as a team to attack and defend Warm up Talk time Movement with and without the ball Ball control and team moves Turnovers and positional areas Cones Balls Bibs
Netball Tournament U13 U13 Brighton College CISD BISAD GEMS MESC BISJ Yasmina BISR TES BSAK Total Brighton College 11-2 3 13-1 3 16-2 3 10-0 3 18-3 3 10-3 3 15-1 3 9-6 3 5-6 0 24 CISD 2-11 0 5-11 0 15-2 3 8-4 3 8-7 3 8-4 3 8-1 3 3-13 0 5-8 0 15 1-13 0 11-5 3 16-2 3 11-4 3 6-8 0 9-4 3 11-4 3 2-17 0 4-5 0 15 GEMS 2-16 0 2-15 0 2-16 0 1-7 0 0-13 0 4-8 0 2-6 0 0-23 0 0-18 0 MESC 0-10 3 4-8 3 4-11 0 7-1 3 5-8 0 9-6 3 3-4 0 2-16 0 0-9 0 6 BISJ 3-18 0 7-8 0 8-6 3 13-0 3 8-5 3 9-5 3 10-2 3 8-14 0 3-7 0 15 YASMINA 3-10 0 4-10 0 4-9 0 8-4 3 6-9 0 5-9 0 5-1 3 2-16 0 0-11 0 6 BISR 1-15 0 1-8 0 4-11 0 6-2 3 4-3 3 2-10 0 1-5 0 1-14 0 0-8 0 6 TES 6-9 0 13-3 3 17-2 3 23-0 3 16-2 3 14-8 3 16-2 3 14-1 3 10-6 3 24 BSAK 6-5 3 8-5 3 5-4 3 18-0 3 9-0 3 7-3 3 11-0 3 8-0 3 6-10 0 24
How to install NetBeans Step 1 Install Jdk latest version according to your system requirements from the following link. http://www.oracle.com/technetwork/java/javase/downloads/jre8-downloads-2133155.html If there is old version of JDK already installed it will identify and notify you to uninstall it. Just click on uninstall and move Next. Finally you will get the message “You have successfully Installed Java”. Step 2 After successful insallation of jdk, download Netbeans from this link https://netbeans.org/downloads/start.html?platform=windows&lang=en&option=all After downloading NetBeans IDE 8.1 setup, Run the exe file.
Saving throw: None This spell allows the caster to shape smoke to resemble anything he has seen effectively creating insubstantial "smoke figures" of any size up to the full area of effect. The priest may make the figures move, change their shape and make them vanish in a puff of smoke. The figures aren’t able to harm anyone but someone could be deluded to think so, for example shaping a smoke elemental which would be very difficult to distinguish from the real one. The material component for this is a pinch of sulfur powder that must be thrown in the smoke’s direction. Smoke cloud Sphere: Smoke Range: 10 yards Components: V, S Duration: 4 rounds + 1 round/level Casting time: 2 Area of effect: Special Saving throw: None This spell mimicks a Fog cloud. It may be used to create a large cloud of smoke which blocks sight (but remember that anyone staying in the cloud for a full round will have a -1 malus to thaco and armor class. The spell may also be used to create a smoke that resembles that created by either Soporific smoke, Poisonous smoke, Hallucinatory cloud or Deadly cloud. 3rd level Smokeform Sphere: Smoke Touch Components: S, M Duration: 4 rounds/level Casting time: 1 Area of effect: One creature
Basics of Working In a Participant File Section Pages Information & Referral Process 4 – 7 Getting into a Participant File & Entering Basic Demographic Information 8 – 16 ILP Declined or Developed 17 – 33 Changing from an I&R to a Participant 34 – 35 Entering Goals 36 – 45 Entering Notes 46 – 61 Goal End Dates 62 – 63 Closing a Participant File 64 – 67 Reactivating a Participant File 68 – 75
The appropriate note will auto populate. Then Exit to get back to the main screen. Click on Goals & ILP to get to the ILP Checklist. Click on ILP checklist. Click on the appropriate check boxes so notes auto populate for each selected. Now refer back to pages 37 & 38 for which goals need to be entered each time a participant reactivates (Educate about ILC Services & Provide info about rights, etc.) Refer to pages 48-53 for notes that need to be entered when a participant reactivates. They all have to do with the ILP checklist.
Name of Project Manager-(include full name, address, email, phone contacts, and title within the organization.) Financial Contact: (include full name, address, email, phone and fax contact, and title within the organization.) Required Signatures: ___________________________________________________ ____________________ President, Director, CEO, Principal, etc. of Organization Date ___________________________________________________ ____________________ Project Manager Date ___________________________________________________ ____________________ Financial Manager Date DATE PROJECT SUBMITTED: TOTAL FUNDS REQUESTED:
Name D.O.B. Year PP S G&T CLA CU Other: Case study compiled by KS2 Y11 EP Y11 TA 1 (Nov 14) Y11 TA 2 (Jan 15) Y11 TA 3 (March 15) Y11 TA 4 (April 15) Result (Aug 15) English Maths Attendance Contextual Information Xxx Xxx xxx Issues to be addressed English – xxx Maths – xxx Other – xxx Interventions employed Eng/Ma/ Att/?? When Impact Student comment Conclusion Future actions? Impact measure & deadline Who?
- Frozen crustancean Freshwater Fish Trading B.V. NL 6779 EG Vosseleane 42a 8551 ML Woudsend - Frozen Fish Visscher Seafood B.V. NL 6636 EG 4, 8321EA Urk, Netherlands - Fish - Frozen Fish (excluding by-product) Profish Food B.V EG6127NL Oude Rijksstraatweg 24 7391 MD Twello Holland - Frozen Fish (except by-product) 17/4/2017 Profish Food B.V NL6127EG Oude Rijksstraatweg 24, Twello Frozen fish (excluding by-product) 3/7/2017 Maxima Seafood B.V NL 6129 EG Halkade 16, IJmuiden Fresh fish Frozen fish (excluding by-product 3/7/2017
Medium/ Maintenance Fix- This will relate to PC issues. Connectivity Issues etc... If new hardware or software is required then will follow the Add/ Change Process for exceptions. Medium/ Maintenance Add/ Change- Changes to permissions or Installation of New Software fall under this category. The ticket will be placed on hold when the software or hardware will need to be ordered. Then the ticket will be move into the exception and time will begin when the software or hardware is received. Low Anything that is not an issue with the customer working at the present time. IMAC PC Move- Will be defined as relocation of PC for existing customer to new desk or cubicle area. Time will be scheduled with the customer for setup of the pc to the new location. IMAC PC Swap- This must be completed with Data Transfer and PC Move Definitions. All documentation must be updated in AD and noted in the ticket.
2017 Application Form NATIONAL ELECTIVE TAMIL LANGUAGE PROGRAMME () - SEC Please submit this form to UPTLC by fax at 6298 4677 by 11 Feb 2017 SECTION 1: PERSONAL PARTICULARS OF APPLICANT Name: Name of Sec School: Level: Class: NRIC/FIN: Date of Birth: Citizenship: Gender: Male / Female Home Address: E-mail: HP: Tel: Name of Parent/ Guardian: Parent’s/ Guardian’s HP: Name of Tamil Teacher in your School: Teacher’s Contact No.: Teacher’s E-mail: SECTION 2: TAMIL LANGUAGE LEARNING Please fill in the grades / other details accordingly. Tamil Grade at PSLE (for Sec 1 applicants) Higher Tamil Grade at PSLE (if appropriate) for Sec 1 applicants Higher Tamil Grade in Sec 1,2,3 & 4 (SA2 results) * Sec 1 _______ Sec 2 _______ Sec 3 _______ Sec 4 _______ All successful applicants will be required to produce the originals of the above for verification upon UPTLC’s request. * to be filled in accordingly.
6 Assist with the supervision of graduate students and undergraduate project students and the assessment of student knowledge. 7 Continually update knowledge and understanding in field or specialism to inform research activity. 8 Identify sources of funding and provide assistance with preparing bids to funding bodies. Contribute to securing of own funding e.g. travel grants. 9 Develop research objectives and proposals for own or joint research, with assistance of a mentor if required. 10 Disseminate knowledge of research advances to inform departmental teaching effort. Person Specification Criteria Essential Desirable Qualifications A PhD degree in subject area of direct relevance for the project, or an equivalent professional qualification and significant relevant experience where applicable. √ Experience/Knowledge Post doctoral experience √ Demonstrated significant depth and breadth of specialist knowledge of subject matter to contribute to research programmes and to the development of departmental research activities. √ Demonstrated awareness of latest developments in the field of research and in research design √ Demonstrated potential to publish in high quality, peer reviewed journals √ Skills Ability to prepare research proposals, to conduct individual research work and to disseminate results √ Ability to organise and prioritise own workload √ Ability to write research reports and to effectively disseminate outcomes √ Excellent oral, interpersonal and written communication skills √ Proficiency in experimental techniques (as appropriate to discipline) √
Source ID 2 3 4 Destination ID 3 4 5 Packet Size 1460 1460 1460 Inter Arrival Time 20000 20000 20000 Sample 4: Drop one more wired node, connect to hub and create application from 5 to 6. Application Properties: Application Properties Application Method Unicast Unicast Unicast Unicast Application type cbr cbr cbr Cbr Source ID 2 3 4 5 Destination ID 3 4 5 6 Packet Size 1460 1460 1460 1460 Arrival Time 20000 20000 20000 20000 Output: Collision Determination: Once the simulation is completed “CollisionCount.txt” file will be written in the temp path of the operating system. To reach the temp folder Click Start Run and then type %temp%/NetSim Open the file in Excel. (Note: Please refer, Help NetSim Help F1Generating Packet Trace How to import Packet Trace to Excel?) In Excel go to Data and select Filter option then filter will be applied to all columns. And then click on the “Source_ID” Filter and select “Sort Smallest to Largest” to view the “Collision_Count” for the particular source together as shown in the figure.
Good Health Clinic Continuity of Care Document Created On: January 6, 2012 Patient Henry Levin , the 7th Birthdate September 24, 1932 Guardian Kenneth Ross 17 Daws Rd. Blue Bell, MA, 02368 MRN 996-756-495 Sex Male Next of Kin Henrietta Levin tel:(999)555-1212 Table of Contents Purpose Transfer of care Payers