zilongwang/ReadingBank huggingface dataset:
Version History Date Author Version Changes made Rationale 10/10/12 MM 1.0 First Version VC Package 10/15/12 MM 1.1 Section 1 and 5 completed FC Package 10/22/12 MM 1.2 Bugs fixed Response to Evaluation of VC Package 10/30/12 MM 1.3 Section 2-4 completed Bugs fixed FCR ARB 11/05/12 MM 1.4 Section 2, 2.2, 2.3, 3 Fixed FCR ARB Comments 11/09/12 MM 1.5 Benefits in Program Model Updated with more realistic concepts (Section 2) Section 2.2, 2.3 updated in regards to the new benefits. Instructor’s Comment 11/26/12 MM 1.6 Bugs fixed New feasibility evidences added (Pulling information from PubMed module ) Bugs fixed based on TA Comments We have provided some feasibility evidences about our most risky module (Pulling information from PubMed module) 11/28/12 MM 1.7 RIO updated Instructor’s Comments 12/03/12 MM 2.0 Bugs fixed Feasibility evidences updated Complete FED for DCR ARB (Final DC Package) 12/10/12 MM 2.1 FED updates based on ARB’s comments Final DC Package 12/17/12 MM 2.2 RIO fixed Level of Service Feasibility, Capability Feasibility, Evolutionary Feasibility Updated TA’s Comment – Evaluation of Final DC Package 02/11/13 MM 3.0 Risk Assessment Updated Personal Turnover 02/20/13 MM 3.1 Similar to v3.0 Update “version” for Final RDCP
Risk Assessment Table 9: Risk Assessment Risks Risk Exposure Risk Mitigations Potential Magnitude Probability Loss Risk Exposure Lack of developer skills would increase lifecycle plan. 3 6 18 Training One Team member’s turnover would affect estimations and increase lifecycle plan. 3 6 18 Eliminate Low priority Modules Current PTS log-in page cannot be compatible with the project. 6 3 18 Modify their current code Inability to connect to PubMed will fail the project. 8 2 16 Using PubMed API tools Client will not be satisfied if response time does not meet target. 8 2 16 Consider Solr, Lucene solutions, Prototyping, Optimizing Code COTS products chosen do not meet the needs of the users. 4 2 8 Get client and board feedback, COTS assessment, Prototyping Staffing unavailability (database manager, moderator) would increase system downtime. 4 1 4 Get client and board feedback, Business Case Analysis
If these rights were taken away, everything will be subject to the control of which group? What did the states retain under the Articles of Confederation? 5. Does the author support or oppose the Constitution? Why? Document 3: Federalists Anti-Federalists Leaders Alexander Hamilton George Washington John Adams James Madison Thomas Jefferson James Monroe Patrick Henry Types of people who supported the party Large Landowners Judges Lawyers Clergymen Merchants Small Farmers Small Landowners Debtors Main Beliefs The Constitution should have implied powers Having a strong federal government The Constitution having limited federal powers, only enumerated powers (specifically stated powers) Having strong state governments Who were the leaders of the Federalists? Who were the leaders of the Anti-Federalists?
Validation Application – FET programmes Fee Cover Note (Every application for validation should include a fee cover note. One cover note may be used for multiple programmes if the programmes are in the same field of learning and could be evaluated by the same panel of evaluators) Provider Name: QBS username: Date of Application Contact details: Name email address Number of Programmes covered by this Fee Cover Note: Application for; (please tick one option below) New Validation: Extension of Validation: Awards on offer on completion of the programme(s) (if major or special purpose (compound awards), enter relevant code and title and total number of components offered in the programme. If programme leads to one or more components only, list component codes and titles. Add rows as required) Programme Title Award Class Major, SP, Minor Award Code Award Title Total Number of Components (including electives) PEL: required not required ( appropriate box) Fee considered due P.O. Number QQI Office use only Project Code: Account Code: PI Code: Total amount due: Invoice #: PG Code: Approved ________________________________ Date ________________________ Validation Team Finance Authorised by _________________________________________ Date ________________________ Finance Posted by _________________________________________ Date ________________________
[INSERT 4 SHEETS – SCHEDULE A – ZONE 11 FEES] APPENDIX 2 Schedule D Unit Prices APPENDIX 3 Development Impact Analysis This appendix continues forward pursuant to the 2004 Fee Plan. Parts: Commercial versus Residential Pipe Standards. Channel Impact (peak flow) Basin Impact (flood and water quality volume) Reduce Fee for Parks and Schools
children and 2 adults. 1 party area for 1.5 hours 12 Root-beer Floats. Birthday Package #2 $95.00 Same as Package #1 plus 2 medium pizzas Exclusive $600.00 Pool admission for up to 300 people ($2.00 per Person after) Non - Exclusive $300.00 Pool admission for up to 120 people ($2.00 per Person after) Note: Swim Lesson refunds will be charged a $10.00 Processing Fee. Rental cancellations will be charged a 15% Cancellation Fee. Badminton Early Regular Individual $20 Partners $35 Family $50 Per Session $5 Youth Baseball / Softball Leagues Early Regular Coed Rookie $25 $30 Coed T-Ball $25 $30 Boys T-Ball $25 $30 Boys Coach Pitch $30 $35 Boys Mustang $45 $50 Boys Pinto $45 $50 Boys Pony $60 $65 Boys Colt $65 $70 Girls Peanut $30 $35 Girls Falcon $45 $50 Girls Filly $45 $50 Girls Fox $55 $60 Girls $55 $60 Adult Baseball / Softball Leagues Early Regular Sanctioned $200 Non-Sanctioned $225 Coed Softball $350 Men's Softball $425 Women's Softball $425 Basketball Leagues Early Regular Youth (2nd - 5th Grade) $35 $40 Youth (6th – 12th Grade) $40 $45 Alumni Tournament $100 Men $450 Centennial Dance Early Regular Pre-School Class $20 Jazz Combo Class $20 Audition Teams $45 Youth Fishing Early Regular $25 $30 Football Leagues Early Regular 6th Grade Tackle $75 $80 7th Grade Tackle $75 $80 8th Grade Tackle $75 $80 9th Grade Tackle $95 $100 Flag Football (3rd - 6th Grade) $30 $35 $10 None Adult Leagues Men's Flag Football $200 Labor Day 5K & 10K Races Earl Registration $15 Regular Registration $20 Day of Race $25 Youth Fall Soccer Early Regular 4 Years - 4th Grade $25 $30 $7 $7 Shorts $6 $6 5th - 8th Grade $30 $35 $10 None Shorts $10 None Indoor Futsal/Soccer
FEES FOR SMALLER CLAIM CASES (LESS THAN $75,000) Filing Fee Admini- strative Fee Hearing Fee for Arbitrator Document Hearing Fee for Arbitrator Total w/Docs. Hearing Total w/Part. Hearing 0-2,500 Reasoned Award Fee 200 250 800* 800 400* 400 850 1,250 2,501-10,000 Reasoned Award Fee 300 350 800* 800 400* 400 1,050 1,450 Reasoned Award Fee 400 600 1000** 800 400* 400 1,400 2,000 Reasoned Award Fee 500 700 1000** 800 400* 400 1,600 2,200 * Includes up to 1/2 day of Arbitrator’s hearing time ** Includes up to 1 day Arbitrator’s hearing time FEES FOR LARGER CLAIM CASES ($75,000 OR GREATER) Claim Amount Filing Fee Administrative Fee Total Forum Fee 75,000 – 175,000 800 1,200 2,000 175,001 – 250,000 1,000 2,200 3,200 250,001 – 5000,000 1,500 3,000 4,500
(cont’d) Previous residency and duration Evidence checklist Your Nationality/nationalities (e.g. passport) provided Your settled status, if relevant (e.g. passport, certificate of entitlement to right of abode, BRP showing indefinite leave to remain, permanent residence document) provided N/A Your immigration status (e.g. passport stickers, Biometric Residence Permits, status letters from the Home Office or UKVI/UKBA) provided N/A The date of your arrival in the UK, if relevant (e.g. passport stamp, plane ticket or other evidence of travel) provided N/A The nationality of any relevant family members, if you are claiming Home/EU status through them (e.g. passport) provided N/A Your relationship to your relevant family member, if claiming Home/EU status through them (e.g. birth certificate or marriage certificate) provided N/A
Harris County Community Center 7509 SR 116 Hamilton, Georgia 31811 (706) 488-0000 Community Center Membership Fee Schedule Membership Type In-County Out-of-County Family $130 for family of 4, $10 per additional family member residing in household annually. $40 for family of 4, $3 per additional family member residing in household quarterly. $260 for family of 4, $20 per additional family member residing in household annually. $80 for family of 4, $6 per additional family member residing in household quarterly. Single $60 annually $20 quarterly $120 annually $40 quarterly Couple $95 annually $25 quarterly $190 annually $50 quarterly Seniors, Single (55 & up) $45 annually $15 quarterly $90 annually $30 quarterly Seniors, Couple (55 & up) $75 annually $20 quarterly $150 annually $40 quarterly Student with valid ID $40 annually $15 quarterly $80 annually $30 quarterly Active Military, Family $75 for family of 4, $5 per additional family member residing in household annually. $25 for family of 4, $3 per additional family member residing in household quarterly. $150 for family of 4, $10 per additional family member residing in household annually. $50 for family of 4, $6 per additional family member residing in household quarterly. Active Military, Single $25 annually $10 quarterly $50 annually $20 quarterly Active Military, Couple $45 annually $15 quarterly $90 annually $30 quarterly Daily Admission In-County Out-of-County Guest of Member $5 per day $15 for 4 consecutive days $5 per day $20 for 4 consecutive days Licensed Day Center Group $3 per person per day $3 per person per day Credit Card Convenience Fee $3 minimum fee for the first $100 or 3% of the total if over $100. $3 minimum fee for the first $100 or 3% of the total if over $100. Return Check Fee $30 or 5% of total amount whichever is greater Hours of Operation Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 pm to 5 pm 6 am to 8 pm 8:30 am to 8 pm Closed 6 am to 8 pm 8:30 am to 6 pm 10 am to 6 pm
Category I Stain(s) (each slide) $10.00/slide plus cost of making the unstained section $13.00 $16.50 Category II Stain(s) (Silver Stains) (each slide) $15.00/slide plus cost of making the unstained section $19.50 $24.75 Frozen Sections Frozen: embed only (per frozen mold) $6.00/frozen mold $7.80 $9.90 Frozen- embed, section (fresh tissue to one unstained slide) $42/hr + Supplies $54.60/hr $70/hr Frozen H&E Stain $2.00/slide plus cost of making unstained frozen section $2.60 $3.30 Equipment-Unassisted Use Cryostat Use (Supplies purchased separately. Initial equipment training is required prior to unassisted use.) $10.00/hour N/A N/A Histology Training and Consultation Cryostat Training (Supplies can be purchased separately) $50.00/hr $65.00 $82.50 Technical Assistance (trimming, embedding instructions, etc) $42.00/hr $54.60/hr $70/hr Immunohistochemistry IHC stain (study tissue + positive control) using an antibody on our list of validated antibodies $150 per run + $7.50/slide $195 per run + $9.75/slide $247.50 per run + $12.38/slide IHC stain of an antibody with potential use by several researchers that you request and we add to our list of validated antibodies (we purchase the antibody and optimize the protocol) $150 per run + $7.50/slide $195 per run + $9.75/slide $247.50 per run + $12.38/slide IHC optimization of an antibody that you provide. Optimization is required before staining experimental slides. $250 $325 $412.50
Declaration I hereby declare that the information provided is true and correct, and agree that Student Financial Aid may assist the SRC Assistance Fund Selection Committee with information regarding my student information at UCT. Sign: (Right-click on signature box to sign) Date:
調整銷售地圖和樹苗的收費 說明 新的收費 銷售地圖 遠足徑地圖 (600mm x 760mm x 980mm) 未定案和已批淮的郊野公園及特別地區地圖 (210mm x x 1,050mm) (420mm x x 1,200mm) 未定案和已批淮的海岸公園及海岸保護區地圖 (210mm x x 1,050mm) 銷售樹苗 植林和美化用的樹苗 150-300mm （每棵樹苗） （每棵樹苗） （每棵樹苗） 漁農自然護理署 二零一八年三月十九日
Caithness: Options Event 28th August 2017 SWAT Analysis Group 5 (Care (Care Homes, Care @ Home, Day Care, Third Sector) Option 3: “One 24 hour in-patient unit; CGH, a 24 hour MIU at Dunbar” Strengths All care in one place Freed up resources (from buildings) Reduce overspends Increased joined up working across sectors and services Weaknesses Opportunities Reconfiguration of care services Re-thinking “where” older people need to be Drop/step - down assessment beds in care homes Increased day care /community supports Increased ability to “design” new services e.g. overnight care at home etc. Threats Change! Extra pressure on CGH Staff losses due to re-deployment Inappropriate admissions Extra pressure on community services Increased emergency admissions Increased reliance on SAS and/or hospital transfers
Caithness: Options Event 28th August 2017 SWAT Analysis Group 1 (Clinical) Option 4: “One x 24 hour in-patient unit at CGH, a 24 hour MIU at Dunbar, plus an additional Ambulatory Care Facility Strengths All inpatient services on one site Free up staff from T&C Savings Avoids a Thurso V Wick for inpatient beds Weaknesses Poor use of staff over night (at Dunbar) Lost GP ownership of GP beds Increased travel for patients from west Everyone unhappy Impact on Raigmore Loss of beds esp. before increase in care at home capacity or care homes Opportunities Co-location of GP and SAS Threats Would savings even make it to community services? Threat to SAS of increased demand (incl. transfers)
Caithness: Options Event 28th August 2017 SWAT Analysis Group 4 (Elected: Highland Council) Option 4: “One x 24 hour in-patient unit at CGH, a 24 hour MIU at Dunbar, plus an additional Ambulatory Care Facility Strengths Save money Weaknesses Reduction in service provision No choice to die in [inpatient] facility in Caithness Difficulties for family attendance Costs to patients and families Lonely death Strain in care and care in the community infrastructure Current services going south Weaknesses Threats Public anger on both sides of the county Lack of confidence in NHS Perception of centralisation Loss of staff Loss of skills Other service providers wont be able to take up the slack Socio-economic impact; bit impact on businesses etc, people investing in Caithness/coming to Caithness More transfers to Raigmore
Work is commencing on a rural flood study for the: • Broken River floodplain (Lake Nillahcootie to East Goulburn Main Channel) • Goulburn River floodplain (Lake Eildon to Toolamba (Bridge/Union Road) • Rural areas (excludes Benalla, Seymour, Murchison and Shepparton) • Large floods This study will improve our understanding and planning for a 100-year flood. It will also increase our understanding of how the community is affected during a flood (e.g. road closures). We recognise the importance of capturing local community knowledge about previous floods and encourage you to share your experiences of previous major floods (including 2010, 1993, 1975 and 1974). To provide feedback: STEP ONE: Please review the relevant flood maps and studies for your local government area that can be found . STEP 2: Please feel free to share your ideas or concerns, or any other matters that you see as important. The following questions may act as a prompt, however you do not have to respond to all (or any) of the questions. If you’d prefer to just comment, space is provided over the page. Alternatively, please email with the subject line Rural Flood Study feedback. STEP THREE: Please send your feedback to: Dr Dean Judd, Project Manager – Goulburn Broken Rivers rural flood study In person: 168 Welsford Street, Shepparton VIC 3630 Post: PO Box 1752, Shepparton VIC 3632 Email: reception@gbcma.vic.gov.au Flood history Do you have specific information on previous floods such as photos or flood marks or other information on the height or extent of floods? Historic events such as the 2010, 1993, 1975 and 1974 floods are of particular interest. Flood impacts
FEEDBACK FORM We would like the opportunity to resolve your complaint. Please complete the form below to help us understand what the problem is and how you would like to resolve it. 1. Your details Full name(s): Full name(s): Address: Post Code: What is the best way to contact you? Phone □ Daytime number: Mobile: Email □ Email: When is the best time(s) to contact you? Your Complaint When did it occur? Who was involved? Please state what happened? (Please provide us with any additional information or copies of documents you think are relevant) How would you like the matter to be resolved? Signature: Date: Name Signature: Date: Name (if more than one person is our client)
NOTIFICATION OF PROGRESS. PHW quarterly feedback data. October 2014 PEER SUPPORT GROUPS/BOROUGH BLAENAU GWENT BOROUGH LINK Blaina Tuesday Breastfeeding Support Group Blaina ICC NP13 3BN Debra Law Families First NN Tel. 01495 354728 Ebbw Vale Wednesday 1:30pm-3:30pm Cafe Mama Ebbw Vale ICC NP23 6AN Linda Jones Families First NN CAERPHILLY BOROUGH LINK Caerphilly Tuesday 1:00pm-3:00pm Full Circle Breastfeeding Support Group Twyn Community Centre, Caerphilly CF83 1JL Carol Walton Lactation Consultant Newbridge Wednesday 9:30am-11:30am Pantside Primary School NP11 5DE Karen Neil Flying start NN Tel. 02920 887046 New Tredegar Thursday New Tredegar Breastfeeding Support Group Baby Cafe, White Rose Resource Centre, NP24 6DW Karen Neil Flying start NN 02920 887046 Ystrad Mynach Birth Centre Ysbyty Ystrad Fawr, Ystrad Mynach CF82 7EP Carol Walton Lactation Consultant Tel. 01443 802437 Caerphilly Monday by appointment only. Breastfeeding Consultations Integrated Children’s Centre, Lansbury Park, Caerphilly CF83 1QH Carol Walton Lactation Consultant Tel. 07786 833827 MONMOUTH BOROUGH LINK Abergavenny Tuesday Breastfeeding Support Group Kingdom Come Play Centre NP7 7RZ Brydon Williams CM Tel. 07917 826035 Abergavenny Thursday 2:00pm-4:00pm Breastfeeding Group Ante Natal Clinic Neville Hall Hospital NP7 7EG Midwifery? Tel. 01873 732398 Chepstow Wednesday 12:00-1:30pm Breastfeeding Support Group Chepstow Community oHHospital Carol May Generic HV
NP16 5YX Monmouth Tuesday NCT Breast feeding Group Bridges Community Centre NP25 5AS No formal contact Monmouth Wednesday 1:00pm-3:00pm Breastfeeding Support Group Overmonnow Community Hospital NP25 5BL Sarah Pettit Generic HV 01291 636636 Usk Wednesday Mother & Baby Group, Baptist Church NP15 2HA Nicky Parfitt Generic HV NEWPORT BOROUGH LINK Newport Monday (first of month) Breast Friends of Newport 69 Lower Dock St, Maindee NP20 1EH Nicola Kilby F/S Midwife Tel. 01633 414660 Newport Monday 1:00pm-2:30pm Forest Centre, Duffryn NP10 8WP No Formal Contact Tel. 01633 817958 Newport Tuesday Moorland Park Community Centre NP19 4NA Nicola Kilby F/S Midwife Tel. 01633 414660 Newport Wednesday 9:30am-12:00pm Christchurch, Malpas Road, NP20 5PP Nicola Kilby F/S Midwife Tel. 01633 414660 Newport Thursday Flying Start Breast Feeding Group Baptist Church, Duckpool Rd, Maindee, NP19 7EN Nicola Kilby F/S Midwife Tel. 01633 414660 Newport Newport Flying Start (if living within designated area) Nicola Kilby F/S Midwife Tel. 01633 414660 TORFAEN BOROUGH LINK Blaenavon Tuesdays 1:30pm-3:00pm Breastfeeding Support Group Blaenavon Heritage VC School, Middle Coedcae Rd, Blaenavon NP4 9AW Julie Simpson Flying Start HV Cwmbran Mondays 1:00pm-3:00pm Breastfeeding Support Group Integrated Children’s Centre, Hollybush Primary School, Ton Rd NP44 7LE Kate Mathew Flying Start HV Cwmbran Fridays Woodlands Integrated Children’s Centre, Bagley Court, Thornhill, Cwmbran NP44 5UP Lena Evans Flying Start HV 01633 484 724 Pontypool Wednesdays Breastfeeding Support Group Pontypool Active Living Centre, Lena Evans Flying Start HV
concepts, but may not be consistent. Learning strategies at the four stages of mastery Needs Formal/ Informal Structure Approaches Novice Most novices have similar common learning requirements and need to learn similar skill and knowledge content. Novices require learning strategies that are more formalized and instructional, providing similar learning experiences and opportunities to all novices. Learning content for novices predominately comes from a common program-driven curriculum. Learning is driven by the instructional design. Training (including eLearning and blended learning) is the primary learning approach for novices. Apprentice (Competent) Competent workers seek to hone their skills as they become comfortable on the job. Competent workers rely on more advanced training programs that include more practice, simulation, and problem solving. Learning for competent workers is still program driven, but we introduce more variability and collaboration into the learning design to meet their emerging individual needs. Coaching, simulations, and problem solving are essential for improving the performance – and comfort level – of competent workers. Introduction of social media facilitates collaboration. Journeyman (Experienced) Experienced workers have increasingly unique learning needs and performance requirements that the previously dominant training programs often do not meet. At the experienced level, we introduce more informal learning strategies as the learning environment transitions from the classroom to the workplace. Learning content for experienced workers becomes more personalized and less structured. Performer-driven design replaces program-driven design. Knowledge management and performance support play a key role for experienced workers. Social learning emerges as a critical workplace learning and performance opportunity. Master/ Expert Masters and experts are more likely to be “learners of one.” That is, each master/expert’s learning needs and performance requirements are likely descriptive of that particular person alone. For masters and experts, learning is very much a peer-based, collaborative, and social activity. They learn from each other. Customized learning strategies and environments are made available for each master/expert, likely including opportunities for lots of independent research and peer associations. Collaborative learning is a key for masters and experts, as is the ability to learn through innovation and invention processes. Becoming a teacher, mentor, or coach to others is another important learning strategy. Rosenberg, Marc. (2012, May). Beyond competence: It’s the journey to mastery that counts. Learning solutions magazine. Retrieved from http://www.learningsolutionsmag.com/articles/930/beyond-competence-its-the-journey-to-mastery-that-counts
Portishead Medical Group Comments Received – 1st April to 12th August 2016 Sources of comments: Formal complaints Grumbles/compliments received by the Practice Friends and Family Test comments Compliments Total Admin staff attitude and helpfulness 4 clinical staff 3 Overall service 3 Information evening Complaints and Grumbles Total Clinical service Prescription admin 3 GP/ANP manner/attitude 3 Referral admin Misc admin 1 Ease of making an appointment Other 1 Summary of FFT scores: Extremely likely 64 Likely 6 Neither/nor 2 Unlikely 0 Extremely unlikely 3* No score given 0 Comments given for ‘extremely unlikely’ ratings Didn’t agree with clinical advice given Felt medication given did not cover a long enough period Difficulty in getting an appointment at 8 a.m.
within current areas e.g. other sexually transmitted infections. indicators will be based on criteria set out in a separate criteria document (available ). Some comments felt that there is inconsistency between PHD and other PHE products e.g. Public Health Outcomes Framework includes indicators for excess weight in children, whilst the PHD includes indicators on obese children. PHD is largely consistent with other tools and where it isn’t this will be explained. Comments on the suitability of some indicators that make up the summary rank indicator. The rationale for indicators is set out in a separate document (available ). As a result of specific feedback on some indicators, the methodology for calculating the summary ranks has been revisited and summary ranks will be revised in July 2018. Lack of clarity within the tool e.g. around the inclusion of service areas or indicators, or definition of certain indicators. The rationale for indicators is set out in a separate document (available ). The metadata for indicators is set out in separate document (available ) Data Some local authorities were unable to match data in the tool. Any differences between locally held data and data in the PHD have been resolved. The indicator metadata has been reviewed to ensure it contains sufficient information to allow users to replicate the calculations. Methodology Requests were received for information on how the summary rank indicators have been calculated. The methodology is documented in the methodology document (available ) Comments on the appropriateness of giving equal weight to all component indicators and suggestions that all indicators should be transformed The methodology is documented in the methodology document (available ) All indicators will be transformed and summary ranks will be updated July 2018. Presentation Some users queried why the summary rank is split into four categories, while component indicators themselves are split into three. Methodology is documented in the methodology document (available ). Difficulty in interpreting horizontal bar charts due to scaling and labelling. Changes have been made to the scaling of the horizontal bar charts to make them easier to interpret.
Agree Disagree To Say Prior to my appointment, my appearance has affected my involvement in social or leisure activities: Strongly Agree Agree Neutral Disagree Strongly Disagree Prefer Not To Say Prior to my appointment, my appearance has created problems within my relationships: Strongly Agree Agree Neutral Disagree Strongly Disagree Prefer Not To Say Prior to my appointment, I feel I have been stared at or asked questions, bullied or teased, or ignored because of my appearance: Strongly Agree Agree Neutral Disagree Strongly Disagree Prefer Not To Say Prior to my appointment, my appearance bothered me when I was with other people: Strongly Agree Agree Neutral Disagree Strongly Disagree Prefer Not To Say How often do you feel good about yourself at the moment? Hardly ever Not very often Sometimes Fairly often Most of the time Prefer not to say Thank you for completing the first part of our survey! You will receive the other parts after your appointment. Your feedback will help us to monitor, improve and develop our services and ensure we are meeting people’s needs.
Dear Professor Murciano, RE: Mont Royal Capitals Startup Project Partnership with Shuo We have been evaluating the possibilities of forming a partnership through reciprocal exploration of each other’s business plans. We found that Shuo was having some difficulty in finding a solid value proposition for his startup fund, whereas I needed a partner to brainstorm an implementation plan for my proposal. Fortunately, we complemented each other’s objective. He agreed to proceed with my business ideas, whereas I gained some inspirations through the research he had put down for his initial project. During the process of collaboration, we realized that our strengths and weaknesses, as well as the vastly different skill sets and experiences we were able to contribute to the mutual project. While Shuo was a great listener discussi my opinions and ideas, he did not shy away offer me critical feedback. He brought in original ideas and approach for tackling existing obstacles. He also greatly his networking resources and human capital to our project. In hindsight, we feel that the final project has been a remarkable opportunity to foster communication skills and adapt to the latest environment of remote learning. Grand Proposal Initially, Shuo crafted an grand proposal for his own project. We decided to build upon his existing work by using it as a template to finalize our proposition for Mont Royal Capitals. We agreed to write out respective sections of the proposal to our own, and then proofread each other’s writing. Overall, that technique has been very helpful as it enabled me to scrutinize our writings in the eyes of a potential investor. Personally, I find writing the grand proposal challenging because it was my first attempt to convince readers in words with the purpose of selling a hypothetical company. Basic analytical writing skills – including, word choice, grammar, tone, structure of the document – certainly played a vital role in constructing a cogent argument to support the sales pitch. The writing process was not only inherently demanding in its business context but also refreshing as a necessary revisit to English writing basics. Three Pieces My three pieces supporting documents were: 1) a memo about the current Chinese economy, 2) a pro forma detailing the projected financial costs and returns of the proposal, and 3) a 1-page letter to UC Berkeley faculty in search of intellectual support.
Feedback Form Document comments refer to: IMCA M 189 Issue 4 – Common Marine Inspection Document for Small Workboats (eMISW) Comments submitted by (name): On behalf of (company): Contact Details: Telephone: E-mail: No Paragraph No/Annex (e.g. 3.1) Figure/Table/ Note (e.g. Table 1) Type of Proposed change Comments (justification for change) Secretariat observations (IMCA use only) 1 2 3 4 5 6 7
Feedback (including compliments and complaints) management policy Contents To receive this publication in an accessible format phone 1300 884 706, using the National Relay Service 13 36 77 if required, or <complaints.reception@dhhs.vic.gov.au>. Authorised and published by the Victorian Government, 1 Treasury Place, Melbourne. © State of Victoria, Department of Health and Human Services September, 2018. Where the term ‘Aboriginal’ is used it refers to both Aboriginal and Torres Strait Islander people. Indigenous is retained when it is part of the title of a report, program or quotation. ISBN 978-1-76069-595-8 (pdf/online/MS word) Available at <https://dhhs.vic.gov.au/making-complaint>
Pupil work is to be live marked in the lesson with instant verbal/written feedback provided Where live marking takes place, pupils will respond at the point of feedback and will be evidenced in books (correcting a mistake or attempting a challenge) Where live marking hasn’t been possible, distance marking will take place with written feedback Feedback should guide children to correct mistakes/misconceptions or should give a challenge; a question from the next colour/challenge sticker. Pupils will use daily D.I.R.T time to respond to written feedback Precision AfL will be used alongside feedback to inform future planning. Precision AfL will be recorded on the back of planning and future planning changed to reflect the needs of the pupils Foundation Subjects All marking is to be meaningful, motivational and manageable. All work acknowledged. All work to be marked for SPaG in pink and green pen In addition, Green Highlighting/Ticks will make reference to the learning intention/target being met Pink Highlighting/dialogue will make reference to a misconception/error Task/process and self-regulation level feedback stickers to be used to establish application of skills. Task level: this includes feedback about how well the task is being accomplished or performed. Process level: This level includes feedback specific to the processes underlying the tasks or relating and extending tasks. Self-Regulation level: This type of feedback supports to monitor, direct and regulate actions towards the learning goal. Spellings Corrections to misspellings will always be done at an age-appropriate level. Where a teacher wishes to draw attention to a misspelling this will be done in the margin using the code ‘sp’. Where a child is spelling many words incorrectly the teacher will use discretion in selecting which words should be highlighted. Y1, Y2 and Y3 – Words corrected should include:
In all aspects of our work and interaction with the public over this Plan, we will: We will be available Our community focus will be place‑based: we will talk to you where you live, work and play and be visible in local communities. Accessibility: we will make sure we are easy to contact and that our information is straightforward and available in a variety of ways. Flexibility: we will respect the way you want to work with us and adapt our approach according to local needs. We will speak and listen Active listening and understanding: we will listen to and seek to understand your views and needs, and respect different opinions. Transparency: we will be honest about what’s driving our priorities, what we can and can’t promise to do, our timelines and why decisions have been made. Clarity and purposefulness: we will be clear about why and how we are engaging, making sure we give you real opportunities to influence and make a difference. We will take action Timeliness: we will talk to the community as early as we can and respond quickly to issues and feedback. Consistency: we will be consistent in the way we approach decisions. Openness: we will inform communities about the outcomes of projects and if our plans change, let you know when this happens and why.
To: Catherine Manson Information & Guidance Branch Email: From: Email: Phone: Closing date: 15 December 2015 Date of comment: SPECIFIC COMMENTS Title Section/subsection & heading/subheading (if appropriate) Recommended changes/suggested wording & reason for suggestion Preface General comments Part 1 - Introduction Purpose Scope Application Key terms Background Who has duties?
Select to print the Shipping label and the receipt. (Print 1, not double sided.) Then print receipt as PDF and save it under the “Your reference” name entered in Step 5. FedEx receipts need to be saved in the below location > > > > FedEx Link: Attach the shipping label to the appropriate area on the package that is being sent out. The package needs to go to the second floor, suite 204. Place a copy of the receipt in the folder at the pick-up location.
ACHARYA NAGARJUNA UNIVERSITY NAGARJUNANAGAR–522510 FEED BACK FORM FOR STUDENTS Name: Course: Department: Years/Semester : (-------)I/II/III/IV Please give a rating of your course on the following 9 8 7 6 5 4 3 2 1 Extremely Good Very Good Good Moderately Good Moderate Somehow Tolerable Poor Very Poor Extremely Poor . Sl.# Particulars Rating 1 Learningvalue(intermsofskills,concepts,knowledge,analyticalabilities,or Broadening perspectives) 2 Applicability/relevance to real life situations 3 Depth of the course content 4 Extent of coverage of course 5 Extent of effort required by students 6 Relevance/learning value of project/report 7 Overall rating The syllabus was 1)challenging 2)adequate 3)inadequate 4)dull 5)irrelevant ( ) Your back ground for benefiting from the course was 1)highly Relevant 2)relevant 3)partly relevant 4)mostly irrelevant 5)completely irrelevant ( ) How much of the syllabus was taught in class? 1). 90to 100% 2).75 to90% 3)50to75% 4)40to50% 5)less than 40% ( ) What is your opinion about the library holdings for the course? 1)excellent 2)adequate 3)inadequate 4)poor 5)very poor ( ) Were you able to get the prescribed readings? 1)verygood 2) good 3)average 4)poor 5)very poor ( ) The internal evaluation system as it exists is 1)very good 2) good 3)average 4)poor 5)very poor ( )
Model Observation Protocol: Post-Conference Planning Form Observation Details Date: Time (start/end): Content Topic/Lesson Objective: Refinement Area #1 1.A.4: Well Structured Lessons 2.B.1 Safe Learning Environment 1.B.2: Adjustments to Practice 2.D.2 High Expectations 2.A.3: Meeting Diverse Needs 4.A.1 Reflective Practice Self-Reflection Question(s) to prompt educator Evidence from Observation Recommended Action Potential Resources/Guided Practice/Training to support Refinement Area #2 1.A.4: Well Structured Lessons 2.B.1 Safe Learning Environment 1.B.2: Adjustments to Practice 2.D.2 High Expectations 2.A.3: Meeting Diverse Needs 4.A.1 Reflective Practice Self-Reflection Question(s) to prompt educator Evidence from Observation
Model Observation Protocol: Post-Conference Planning Form Observation Details Date: Time (start/end): Content Topic/Lesson Objective: Refinement Area #1 1.A.4: Well Structured Lessons 2.B.1 Safe Learning Environment 1.B.2: Adjustments to Practice 2.D.2 High Expectations 2.A.3: Meeting Diverse Needs 4.A.1 Reflective Practice Self-Reflection Question(s) to prompt educator Evidence from Observation Recommended Action Potential Resources/Guided Practice/Training to support Refinement Area #2 1.A.4: Well Structured Lessons 2.B.1 Safe Learning Environment 1.B.2: Adjustments to Practice 2.D.2 High Expectations 2.A.3: Meeting Diverse Needs 4.A.1 Reflective Practice Self-Reflection Question(s) to prompt educator Evidence from Observation Recommended Action
‘Interacting with the staff’ ‘Meeting people and talking’ ‘Friendly – everyone is equal and no judging’ ‘’Meeting people ,passing time, getting to do so much more’ ‘Sorts my head out’ ‘Companionship’ ‘Socialising’ ‘The relaxed atmosphere and no judgement’ ‘Calm’ ‘Having people around me’ ‘The love’ ‘It’s somewhere to go when I am feeling alone’ ‘Being with like-minded people’ ‘Company’ ‘Talking and meeting different people’ 7 Is there anything you don’t like about it? Northampton: 21/26 members left their questionnaire blank or stated ‘No’ to this question and one member commented ‘all is good’. Others made the following comments; ‘Can’t go to sleep for half an hour’ ‘There aren’t any restrictions on time using PC’s i.e. 2 hours per person’ ‘Not open on a Saturday’ ‘Opening times such as Saturday’s a suits and not open early and suit member’s working. Be nice to have a dinner in the evening’ ‘No shower’ Corby: 7/10 said ‘No’. One member stated it was ‘ok’ and 2 made the following comments; ‘Needs longer opening hours’ ‘Only on a personal level I’m sometimes anxious in groups but they handle it well’ Wellingborough: 6/7 said ‘No’. One member commented – ‘All is fine at the moment’ 8 Do you get the opportunity to speak on a 1:1 basis with staff or a peer mentor if this is what you need? Northampton: Most members stated ‘Yes’ and others made the following positive comments; ‘Yes, twice a week, this is something that I need so I feel better about myself and more confident’ ‘Yeah very friendly and approachable’ ‘I did exactly that with X a couple of weeks ago – she was great and helped me significantly. Thank her please!!’ ‘Housing and control’
together in a similar way. Each member clearly understood their roles in completing this project and pushed one another to do their best. Jack Reiswig: I learned that breaking down large projects into multiple steps makes it much more manageable. Using tools like the IFAS, EFAS and TOWS help get your ideas on paper in a clear and organized process. Working as a group is very enjoyable when everyone does their part and helps each other. I felt that everyone in our group did their share, and we help each other when needed. Andrew O’Dell: What I took away from this project is that there are a lot of moving parts when it comes to a plan. By being able to utilize tools like a balanced scorecard, TOWS analysis, and a Strategic management process, it really helps to create a start point at different steps of the process. If you were to just jump in, the probable success rate of the opportunity would be low. By using the tools provided, the group was able to navigate through and it helped bring all the components together. This project was very satisfying, and I am proud of our group’s efforts. Morgan Bueser: Developing a strategy is quite the process; however, by breaking down each sector of developing the strategy, it becomes much more manageable. Using the IFAS and EFAS analysis and TOWS matrix was an eye-opening experience on how companies develop business strategies. Prior to utilizing these tools, strategy development for a company was somewhat unclear to me. In addition, creating and deciding on a strategy within a team dynamic brought together various perspectives that ultimately created an innovative strategy I would not have thought of on my own. Going through the strategic management process step-by-step will become a useful skill to utilize in future business endeavors that some of our team members may someday encounter. References Air Freight Industry Profile: United States. (2017). Air Freight Industry Profile: United States. 1-41. Retrieved from Business Source Premier Bhattarai, A. (2018, February 09). Amazon's newest delivery program may not be the threat to UPS and FedEx that some think. Retrieved from
Manager Environmental Issues 5 Myriam Hammami, Officer for Bilateral and Multilateral Banks External Relations AFD 6 Raphaël Martinez, Head of Office for Multilateral Development Institutions International Economic Affairs, Directorate-General for Global Affairs Ministry of Foreign and European Affairs 7 Alison Laclau, Officer for World Bank and IMF International Economic Affairs, Directorate-General for Global Affairs Ministry of Foreign and European Affairs 8 Diane Officer for Multilateral Development Banks International Affairs Ministry of Ecology, Sustainable Development, and Energy
Annex The World Bank Review and Update of the World Bank’s Environmental and Social Safeguard Policies Consultation Meeting – Participant List Date: December 6, 2012 Venue: Ministry of Foreign Affairs, The Hague, The Netherlands (multiconstituency meeting) Total Number of Participants: 14 No. Participant Name Organization Represented Organization Type Country 1 Anouk Franck Both ENDS NGO Netherlands 2 Leonie Wezendonk Both ENDS NGO Netherlands 3 Alexander van den Heuvel Amnesty International NGO Netherlands 4 Pol van de Voort 11.11.11 NGO (Belgium) Belgium 5 Knud Voecking Urgewald NGO (Germany) Germany 6 Duncan Pruett Oxfam Novib (GROW campaign) NGO Netherlands 7 Harriet de Jong Dutch Coalition on Disability and Development NGO Netherlands 8 Wouter Veening Institute for Environmental Security Think Tank Netherlands 9 Leo van der Vlist Netherlands Center for Indigenous Peoples NGO Netherlands 10 Annie van Wezel Netherlands Trade Union Confederation (FNV) Trade Union Netherlands 11 Selim Iltus Oak Foundation NGO Netherlands 12 Helene Rekkers Ministry of Foreign Affairs Government Netherlands 13 Daan Marks Ministry of Finance Government Netherlands 14 Samuel Mondlane Justica Ambiental NGO Mozambique
Were they current? Suggested Improvements Are there any improvements to the Supporting Policies & processes you can suggest? Standards for the Accreditation of Sonographer Courses (SASC). Do the standards meet the outcome requirements for each aspect of your organisations quality assurance arrangements? Do you think the SASC truly reflect the requirements of key stakeholders, including regulators, professional bodies, and academics? Do they reflect and embrace the concepts and principles of the AQF and course accreditation from both the higher education and VET sectors?
Seminar on Cement Concrete Roads and White – Topping ( Need of the Hour for a Scintillating Tomorrow) CSIR - Central Road Research Institute New Delhi conducted a Seminar on “Environmental Impact Cement Concrete Roads and White - Topping” On 24th August, 2012. The major topics covered by the faculty are:- Techno – Economic Feasibility of Concrete Roads in India’s Road Modernization Programme – By Dr. L.R. Kadiyali, M/s L.R. Kadiyali & Associates, New Delhi. Design and Construction of Yamuna Expressway: A Case Study – By Col. A. K. Bhasin, Jaypee Associates Ltd. Longitudinal Cracking Killing Indian Concrete Highways Prematurely – By Binod Kumar, Sr. Scientist, Rigid Pavement, CRRI. Role of 3S – Synthetic Polyester Fibers in Pavements and White Toppings – By Sh. Rajiv Gauri, Reliance Industries Ltd. White Topping : A Sustainable and Cost Effective Option for Construction of Durable Road Network – By Sh. A. K. Jain, Technical Advisor, Ultratech Cements Ltd. White Topping: Indian Initiative – By Sh. R. K. Jain, Consultant & Ex – Chief Engineer, Haryana PWD. New Dimensions in Rigid Pavements Including Toll Plaza Pavement – By Shri Satander Kumar, Ex – Scientist CRRI. Sustainable Development for Roads: Thin and Ultra – Thin White topping – By Shri Vishal R. Thombare, Asst. Engineer (Roads), Municipal Corporation of Greater Mumbai, Mumbai. Fibre Reinforced Concrete Overlay – By Sh. L.K.Jain, Consultant, NINA Concrete Systems Pvt. Ltd. Overall seminar was good. It was a good learning experience. I have benefited from this Seminar. Tanmoy Das ID: 3391 PMG
Strong applications clearly demonstrated how you will work with DSS to maximise outcomes and effectively manage, deliver and report on the project. Strong responses: provided examples of how they have worked with DSS, and the outcomes of these collaborations provided details of how they plan to work with DSS on this project, including liaising with DSS on any project related issues over the term of the project outlined how they will deliver a lessons learnt activity with DSS for improving future projects.
personnel should be aware of Wisconsin DPI imposed time frames and other restrictions (if any) for budget revisions. TRAINING The District will provide training on the allowable use of federal funds to all staff involved in federal programs through activities such as: Distributing federal guidance documents; Distributing District policies and procedures; Developing templates, checklists and other guidance documents as appropriate; Internal training sessions; Routine staff meetings; and Informal technical assistance. Districts will promote coordination between all staff involved in federal programs through activities such as: Routine staff meetings; Joint training sessions; Policies and procedures that address all aspects of federal grants management; Sharing information that has cross-cutting impact such as single audits, monitoring reports, letters from oversight entities, etc. SANCTIONS Any District employee who violates this Procedure will be subject to appropriate discipline as reflected by comments to be placed in their personnel file. WRITTEN PROCEDURES Allowability of Costs §200.302(b)(7) Written procedures for determining the allowability of costs in accordance with Subpart Principles of this Part and the terms and conditions of the Federal award. Based on the District’s policies, the written procedures are the step by step procedures performed by staff to be sure the goal of the policies is being met. Attachments to Procedure: Important Sections of the Federal Register Rules and Regulations-Omni-Circular. Legal References: Education Department General Administrative Regulations Federal Education Program Statutes General Education Provisions Act Omni-Circular
Tube feedings -Nutritionally complete formulas are delivered through a tube placed into the stomach or intestine. -Used when a patient is unable to eat but may be able to digest foods and absorb nutrients normally. 1-Transnasal (Short-term nutrition) Nasogastric Nasoduodenal Nasojejunal 2-Enterostomy (Long-term nutrition) Gastrostomy Jejunostomy Nasogastric (NG): Tube is placed into the stomach via the nose. Nasoduodenal (ND): Tube is placed into the duodenum via the nose. Nasojejunal (NJ): Tube is placed into the jejunum via the nose
Feeding chickens Written by Liz Compagnoni “ Comp’s Poultry and Birds” 0417 933577 Day old to 6 weeks When hand raising chicks they must have a coccidistat in their feed there are a few brands that do this.( If not in their feed then put one in their water) There is some brands of chick feed that do not have it in so always ask the question of your stock feeders. Without a coccidiosis suppressant your chicks run the risk of getting sick. A mother hen moves her chicks around so they don’t re-eat their poo and are on clean ground all the time. When in brooder boxes the best you can do is to give them fresh bedding every day and have them on preventative medication. It is very important to feed the feed dry, humidity and moisture grows cocci very well within your brooder. There are Nine types of coccidiosis which is naturally in your chicks digestion tract, the feeds with medication in it have one which targets the most common ones. You can still occasionally get a breakthrough of one of the other varieties. Stress can also cause chicks to produce too much cocci (wrong temp, moving etc) If you chicks start looking fluffy and inactive you may need to put medication of a different type into their water as well. This is rare but it can happen from time to time especially when you have high humidity in thunderstorm weather. If you have the right feed and keep your chicks warm clean and dry you will have hours of fun raising them