zilongwang/ReadingBank huggingface dataset:
stratigraphic interval name of the formation, and the formation depth at which the field is located, e.g., Johnson Frio 4700. Three field name choices are submitted by the operator to the Commission. The Railroad Commission makes the final decision. The first choice is usually the name chosen as the official field name if the name does not already exist or cause conflict. 09 GAS_WELL_NO Gas Well Number The number that uniquely identifies a gas well. 37 Lease Condensate Dispostion Reported under Code 00 The direct removal of condensate by an authorized pipeline gatherer. The volume is compared to that shown by the transporter on Form T-1. 38 Lease Condensate Dispostion Reported under Code 01 The direct removal of condensate by an authorized gatherer. The volume is compared to that shown by the transporter on Form T-1. 39 Lease Condensate Dispostion Reported under Code 02 The direct removal of condensate by an authorized tank car or gatherer. The volume is compared to that shown by the transporter on Form T-1. 40 Lease Condensate Dispostion Reported under Code 03 An adjustment to and/or lease use of production already measured by the operator. Specifically, net condensate is a volume that results from a tank cleaning. The volume is compared to that shown by the authorized cleaner on Form P-9. 41 Lease Condensate Dispostion Reported under Code 04 Original movement off the The operator of the well has measured and released the stated volume to the operator of another well for use as frac liquid on the second lease. The
51 Lease Casinghead Dispostion Reported under Code 05 It indicates the volume of gas used, given, or sold for gas lift. It does not include gas delivered to pressure maintenance or processing plants, even though the gas may be utilized for gas lift. 52 Casinghead Dispostion Reported under Code 06 It indicates the gas delivered to a system that does not extract hydrocarbon liquids. A pressure maintenance or system that recovers liquid hydrocarbons reports as a gas processing plant on Form R-3 53 Lease Casinghead Dispostion Reported under Code 07 It indicates only the gas delivered to a gas carbon black plant. 54 Casinghead Dispostion Reported under Code 08 It indicates only the volume of gas actually delivered into the storage reservoir. 55 Lease Casinghead Dispostion Reported under Code 99 It indicates that an amount was reported without a disposition code. 13 LEASE_CSGD_PROD_VOL Lease Casinghead Production Volume (reported) This data item contains the MCF of casinghead gas produced from oil leases as reported by the operator on a production report. 27 LEASE_GAS_DISPCD01_VOL Lease Gas Dispostion Reported under Code 01 Gas well gas used, sold, or given to others for field operations, drilling fuel, or compressor fuel. 28 LEASE_GAS_DISPCD02_VOL Lease Gas Dispostion Reported under Code 02 Gas well gas delivered to a tranmission line, as well as gas used for industrial purposes, irrigation or refinery fuel, etc. 29 LEASE_GAS_DISPCD03_VOL Gas Dispostion Reported under Code 03 Gas well gas delivered to a gas processing plant or facility, as reported on Form R-3.
04 DISTRICT_NO RRC District The primary RRC district of the permit. The 14 districts are represented by a one through fourteen numeric value. The table below indicates the converted values: RRC DISTRICT RRC DISTRICT VALUE ID VALUE ID 01 - 01 08 - 7B 02 - 02 09 - 7C 03 - 03 10 - 08 04 - 04 11 - 8A 05 - 05 12 - 8B (District 8B is not used.) 06 - 06 13 - 09 07 - 6E (oil only) 14 - 10 07 FIELD_NAME Field Name A field name is made up of: a word chosen by the operator, the stratigraphic interval name of the formation, and the formation depth at which the field is located, e.g., Johnson Frio 4700. Three field name choices are submitted by the operator to the Commission. The Railroad Commission makes the final decision. The first choice is usually the name chosen as the official field name if the name does not already exist or cause conflict. 09 GAS_WELL_NO Gas Well Number The 6-digit number that uniquely identifies a gas well. 39 Lease Condensate Dispostion Reported under Code 00 The direct removal of condensate by an authorized pipeline gatherer. The volume is compared to that shown by the transporter on Form T-1. 40 Lease Condensate Dispostion Reported under Code 01 The direct removal of condensate by an authorized truck gatherer. The volume is compared to that shown by the transporter on Form T-1. 41 Lease Condensate Dispostion The direct removal of condensate by an authorized tank
Reported under Code 01 operations, lease drilling fuel, compressor fuel, etc. 50 Lease Casinghead Dispostion Reported under Code 02 It indicates casinghead gas used for industrial purposes, irrigation or refinery fuel, etc., as well as gas delivered to transmission lines. 51 Casinghead Dispostion Reported under Code 03 It indicates casinghead gas delivered to a gas processing plant or facility, as reported on Form R-3. 52 Lease Casinghead Dispostion Reported under Code 04 It indicates the lease volume of casinghead gas vented or flared. 53 Lease Casinghead Dispostion Reported under Code 05 It indicates the volume of gas used, given, or sold for gas lift. It does not include gas delivered to pressure maintenance or processing plants, even though the gas may be utilized for gas lift. 54 Lease Casinghead Dispostion Reported under Code 06 It indicates the gas delivered to a system that does not extract hydrocarbon liquids. A pressure maintenance or system that recovers liquid hydrocarbons reports as a gas processing plant on Form R-3 55 Lease Casinghead Dispostion Reported under Code 07 It indicates only the gas delivered to a gas carbon plant. 56 Lease Casinghead Dispostion Reported under Code 08 It indicates only the volume of gas actually delivered into the storage reservoir. 57 Lease Casinghead Dispostion Reported under Code 99 It indicates that an amount was reported without a disposition code.
Applicable to Position Ability Specific Examples (when applicable) l. define problems, collect data, establish facts & draw valid conclusions N/A m. interpret extensive variety of technical material in books, journals & manuals N/A n. deal with some abstract but mostly concrete variables N/A o. understand somewhat abstract field of study (e.g., physics, chemistry, math) N/A p. deal with non-verbal symbols in formulas, equations or graphs N/A q. understand most difficult classes of concepts N/A r. deal with many variables & determine specific action (e.g., research, production) N/A 33. NUMERICAL a. count, do basic addition & subtraction N/A b. READ & RECORD FIGURES ACCURATELY N/A c. comprehend & record figures accurately N/A d. add, subtract, multiply & divide whole numbers N/A e. calculate fractions, decimals & percentages N/A f. use algebra N/A g. use geometry & trigonometry N/A h. use statistical analysis N/A i. use calculus N/A 34. VERBAL a. follow basic oral instructions (not necessary to read or write) N/A b. recognize safety warnings N/A c. READ INDIVIDUAL WORDS N/A
INSTRUCTIONS: 1. Type of Equipment, Tools, Software, etc. used Purpose For Which This Item is Used How is the Item Utilized? Enter example of equipment, tools, and/or software used or serviced in the performance of your assigned duties. If additional rows are required, highlight the last row, right-click the row, select ‘Insert’ from the list that appears, and then select ‘Insert Rows Below.’
Confirmation that you have been peer reviewed is required with this audit. If you have not as yet undertaken one you must do so before the end of the practising year. Please refer to the Guide to Completing a Professional Development Report (PDR) for assistance - you will find an example page, showing the essential elements to be included within your own confirmation of peer review. If you haven’t already done so, you can log the peer review activity in the work based section of your log book. The confirmation is separate to the five pieces of evidence. Please add your professional peer review confirmation after this page and then go to the ‘Checklist’, on the front page. If you have already participated in an audit of your PDR within this cycle (1 April 2012 – 31 March 2015) and supplied evidence of peer review you do not have to provide further evidence (although you can if you wish) – please go to the ‘Checklist, on the front page.
Senior PDR This group consists of; the Executive, Pro Vice Chancellors/Deans of College, Heads of School, Executive Directors, Directors Associate Directors and Heads of Services. Professorial PDR for professors General PDR – for the majority of UoS employees Policy users: Line Managers/PDR Reviewers/all employees Detail of Policy Purpose The University has consolidated its approach to performance management from end to end. The University of Salford recognises the contribution of its colleagues in delivering its vision and strategic goals. Effective performance management also provides a clear, consistent and cohesive process for managing employees and setting expectations required, whilst supporting their personal development, helping them to achieve their targets and ultimately driving employee satisfaction and engagement. The Performance Development Review policy and procedure has therefore been adopted by the University to provide a framework for supporting employees and Line Manager/PDR Reviewers with people management responsibility through the process of performance management and development. In addition it is recognised that members of senior management have the lead role to play in setting and maintaining a performance culture at the University, and in driving through the changes that will enable the University to achieve its mission and strategic plan. Managing performance at the most senior levels in the University sets the tone for the performance dialogue elsewhere in the University. Aims and Objectives The aims and objectives of the PDR process are: To facilitate the process of setting SMART objectives, ensuring a link to the University’s vision and strategic goals To help motivate individuals by providing support, feedback and guidance in respect of their contribution and personal development To help to support ongoing, constructive and open dialogue between employees and their line managers To sustain a culture of continuous improvement Guiding Principles The following guiding principles underpin the UoS PDR process and should be observed in order to maximise overall benefit for the University and its employees:
PERSON SPECIFICATION – Research Band 7 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training PhD or equivalent in Physics or a relevant Physical Science / Engineering subject or soon to be awarded. PhD in processing Application Work Experience Ability to undertake duties of the post Experience of experimental research in one or more of the following areas: Laser-material interactions High power laser systems. Materials science Optical systems Experience of experimental research in: Short pulse laser interactions; Characterisation of laser modified surfaces Analytical techniques and instrumentation. An emerging track record in an appropriate research field, including scientific publications and presentations at scientific conferences. Application Interview Skills and Knowledge Includes abilities and intellect Strong experimental and analytical skills; Ability to plan, design, execute and report research; Good oral and written communication skills in standard English; Ability to work independently and to deadlines. Skills related to, and knowledge of, lasers, laser-material interactions and analytical techniques. Application Interview Personal Qualities Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) An expectation to positively contribute to University activities and initiatives which may include open days, graduation ceremonies, Be willing and able to work effectively as an active and collegial team member along with a willingness to employ flexible working practices as directed by project supervisors; Commitment to continued personal and professional development and training; Ability to provide guidance to project and PhD students. Application Interview
Level of Practice Definitions: Enrolled Nurses Competent Level Proficient Level Accomplished Under the direction of the RN, contributes to assessment, planning, delivery and evaluation of nursing care Develops partnerships with clients that implement Te Tiriti o Waitangi in a manner which the client determines is culturally safe Applies knowledge and skills to practice Has developed experiential knowledge and incorporates evidence-based nursing Is confident in familiar situations Is able to manage and prioritise assigned client care/workload appropriately Demonstrates increasing efficiency and effectiveness in practice Responds appropriately in emergency situations Utilises broad experiential and evidence-based knowledge to provide care Develops partnerships with clients that implement Te Tiriti o Waitangi in a manner which the client determines is culturally safe Has an in-depth understanding of enrolled nurse practice Contributes to the education and / or preceptorship of enrolled nurse students, new graduate EN, care givers/healthcare assistants, competent and proficient EN Acts as a role model to their peers Demonstrates increased knowledge and skills in a specific clinical area Is involved in service, professional or organisational activities Participates in change Demonstrates advancing knowledge and skills in a specific clinical area within the enrolled nurse scope Develops partnerships with clients that implement Te Tiriti o Waitangi in a manner the clients determine is culturally safe Contributes to the management of changing workloads Gains support and respect of the health care team through sharing of knowledge and making a demonstrated positive contribution Undertakes an additional responsibility within a clinical/quality team, e.g. resource nurse, health and safety representative, etc Actively promotes understanding of legal and ethical issues Contributes to quality improvements and change in practice initiatives Acts as a role model and contributes to leadership activities
Onset of labour 1 = Spontaneous 2 = Induced 3 = No labour 9 = Not stated Type of delivery 1=Normal vaginal 2=Forceps 3=Ventouse 4=Vaginal breech 5=Caesarean section 6=Dilatation and evacuation 8=other 9=Not stated When did the death occur? Whether the death occurred prior to the onset of labour, during labour or after birth 1=Before the of labour 2=During labour 3=Before birth, unknown time birth 9= Not stated Hospital of birth Code lists are updated regularly. If information on specific facilities is required, these should be specified by name. Hospital of death Code lists are updated regularly. If information on specific facilities is required, these should be specified by name. Classification of obstetric cause of death Available for 2000-2001 See Attachment 1 - Classification of obstetric cause of death, 2000-2001 Classification of obstetric cause of death Available for 2002-2005 See Attachment 2 - Classification of obstetric cause of death, 2002-2005 PSANZ perinatal death classification Available for 2006 onwards See Attachment 6 - perinatal death classification 2006 PSANZ perinatal death classification associated condition 1 Available for 2006 onwards See Attachment 6
1. Significant achievements since the last review. Aims and objectives not achieved, any factors that have affected the achievement of objectives and, if appropriate, actions agreed to reduce the impact of such factors in future. 3. Objectives agreed for the coming review period – these should address all major elements of the reviewee’s responsibilities and areas for development including training opportunities identified. 4. Any actions that may be required within the department/division (or elsewhere) to enable aims and objectives to be achieved, including any additional reasonable adjustments.
Electronic Profile Please be advised that information posted on personal electronic profile pages (MySpace, FaceBook, Twitter, etc.) may be viewed by school district personnel and judged to be conduct/behavior unacceptable to them for someone they consider to be a role model for students in their district. If a UNT intern has such an online profile page and there are pictures or text that may have been tagged or saved by others, this could cause the intern’s placement to be terminated. UNT interns should do everything possible to ensure that there are no evidences of unacceptable images or text credited to them that could be attained by school district personnel. Please refer to the Texas Administrative Educators’ Code of Ethics, p. 13. Possible Activities for PDS I Interns read aloud to whole class or small groups help to monitor and assist students learn grading procedures and assist with grading take routines as mentor feels comfortable—calendar, DOL, Mountain Math, etc.
Diagram of certification boundary Emissions reduction measures Part A. Emissions over time and base year recalculation policy Table 1. Emissions since base year Products Year (Base Year: 2012) Emissions Intensity [t CO2e per t paper] Comments All CN Products 2012 2.24 Highest proportion of biomass fuel since 2009 High proportion of sales of lower emissions intensity papers Lower proportion of sales tonnes from Shoalhaven mill (with higher emissions intensity products) All CN Products 2013 2.57 Additional emissions factor added to chemicals footprint. All CN Products 2014 2.60 All CN Products 2015 2.67 Lower proportion of biomass, across lower production output Slow startup of new recycling/DiP Increased proportion of recycled content and higher specific footprint papers
Emissions summary Carbon offsets Part A. Offsets summary Table 4. Offsets Summary Offset type Registry Serial numbers Quantity Year retired VCU APX 1551-64971163-64973276-VCU-009-MER-IN-1-521-01042006- 26052008-0 2,114 2016 VCU APX 1014-45906964-45928408-VCU-001-CDC-IN-1-173-01102009- 31032010-0 21,445 2016 CER UNFCCC CDM IN-5-128597383-1-1-0-390 to: IN-5-128625048-1-1-0-390 27,666 2016 VCU APX 1954-79281451-79335005-VCU-001-CDC-IN-1-173-01042011- 30092011-0 53,555 2016 CER UNFCCC CDM IN-5-177192725-1-1-0-1549 to: IN-5-177229516-1-1-0-1549 36,792 2016 CER UNFCCC CDM IN-5-143072512-1-1-0-391 to: IN-5-143092238-1-1-0-391 19,727 2016 CER UNFCCC CDM IN-5-168905894-1-1-0-347 to: IN-5-168926160-1-1-0-347 20,267 2016 Total retired offsets: 181,566
PLAN-DO-STUDY-ACT PDSA Checklist PLAN: Identify an opportunity and plan for improvement Step One: Getting Started Identify area, problem, or opportunity for improvement Estimate and commit needed resources Obtain approval (if needed) to conduct QI Step Two: Assemble the Team Identify and assemble team members (including customers and/or stakeholders) Discuss problem or opportunity for improvement Identify team member roles & responsibilities Establish initial timeline for improvement activity and schedule regular team meetings Develop SMART aim statement What are we trying to accomplish? How will we know that a change is an improvement? What change can we make that will result in improvement? Step Three: Examine the Current Approach Examine the current approach or process flow Obtain existing baseline data, or create and execute data collection plan to understand the current approach Obtain input from customers and/or stakeholders Analyze and display baseline data Determine root or problem Revise aim statement based on baseline data Step Four: Identify Potential Solutions Identify all potential solutions to the problem based on the root cause(s) Review or best practices to identify potential improvements Pick the best solution (the one most likely to accomplish your aim statement) Step Five: Develop an Improvement Theory Develop a theory for improvement What is your prediction? Use an “If… Then” approach Develop a strategy to test the theory What will be tested? How? When?
Plan Today’s Date:_______________ Our Learning Target for this week (CCSS focus): How and when we will measure our learning: Our Performance Goal: Improvement Celebration: Goal Celebration: Do To help us our goal for this learning target, we will: Remember: Use flash cards Use a diagram/Thinking maps Vocabulary Other: . Understand: Use boards Learning stations Teach Someone Else Summarize Other: . Apply: Play a game Model Role Play Other: . Analyze: Work with a buddy Think-Ink-Link Question Other: . Evaluate: Use manipulatives Small Groups Judge . Create: Make a poster Draw a picture Digitial Project Other: . Study Our data is below. Did we reach our goal? Did we improve? What else does our data tell us about our progress? Date:__________________ Act What helped us? What didn’t work? Improvements we can make?
4 Scrap Measurement plate waste, students will leave lunch tray at table and we will empty milk at the lunchroom table. Increase speed and efficiently so the tables open up faster for the cafeteria workers to wash and clean for the next class. Much faster to empty milk at the lunch room table therefore less disruption of the cafeteria process. Faster processing of the lunch tray and milk dump. Accuracy: 5 Time: 14 minutes Continue to leave tray at the table and empty milk at the lunch room table but extra time was used to open each milk carton. Have the person that is transporting the tray to the trash help open the milk cartons. 5 Smarter Lunchroom plate waste, students will leave lunch tray at table and we will empty milk at the lunchroom table. Increase speed and efficiently. Efficiency improved with two people opening milk cartons. Faster processing of the lunch tray and milk dump. Accuracy: 5 Time: 13 minutes This is about as fast and accurate as we will be able to get with plate waste.
Games Chart U08 (4v4) U07 (4v4) U06 (4v4) U09 (7v7) U10 (7v7) U11(9v9) U12 (9v9) Field Size (yards) Length 25-35 15-25 Length 25-35 Width 15-25 Length 25-35 Width 15-25 Length 55-65 Width 35-45 Length 55-65 35-45 Length 70-80 45-55 Length 70-80 Width 45-55 Goal Size Height 4 ft. 6 ft. Height 4 ft. Width 6 ft. Height 4 ft. Width 6 ft. Height 6.5 ft. Width 18.5 ft. Height 6.5 ft. Width 18.5 ft. Height 7 ft. Width 21 ft. Height 7 ft. Width 21 ft. Ball Size 3 3 3 4 4 4 4 Players 4v4 4v4 4v4 7v7 7v7 9v9 9v9 Game Time 4x10min. 4x10min. 4x10min. 2x25min. 2x25min. 2x30min. 2x30min. Offside No No No Yes Yes Yes Yes GK Punt No No No No No Yes Yes
4v4 Standards of Play Kick offs, free kicks, throw-ins, goal kicks and corner kicks are used to start or restart play Kick-ins and/or dribble-ins are also acceptable Goal kicks and corner kicks should be taken in the general vicinity of the respective goal or corner If used, all free kicks are indirect Opponents should be 10 feet away from the ball on all restarts No penalty kicks No offside
9v9 Standards of Play Modified Laws of the Game Law 1 – Field of Play 70-80 yards (length) 45-55 yards (width) Goals should be no larger than 7 feet (height) x 21 feet (width) A 6.5 feet (height) x 18.5 feet (width) goal is recommended based on the age and ability of the players Diagram contains recommended field markings and dimensions
9v9 Standards of Play Modified Laws of the Game Law 2 – Ball Size 4 Law 3 – Number of Players 9v9 (8 field players and 1 goalkeeper) Game may not start or continue if there are less than 6 players on a team •Substitutions are unlimited and can occur at any stoppage Law 5 – Referee Minimum certification as a U.S. Soccer Grade 9 Referee Law 6 – Other Match Officials Used at the discretion of the competition authority Law 7 – Duration of the Match 2 halves 30 minutes halves 10 minute halftime No added time
9v9 Standards of Play Standard Laws of the Game Law 4 – Players’ Equipment Law 5 – The Referee Law 8 – Start and Restart of Play Law 9 – Ball In and Out of Play Law 10 – Method of Scoring Law 11 – Offside Law 12 – Fouls and Misconduct* Law 13 – Free kicks Law 14 – Penalty Kick Law 15 – Throw-in Law 16 – Goal kick Law 17– Corner kick *With the exception of deliberate heading in U11 games **Associations may enforce no deliberate heading with U12 (Check your League Rules of Competition)
Evaluation Measure for this Project/Goal (use standardized data, easily obtainable if possible – examples: PQRS, NQF, CMS, IQR and or UDS measures): Measure Description Data Source Target Performance Current Performance Current Performance Date Plan Describe the solution you plan to test: Person(s) Responsible When to be done? Where to be done? List of the tasks needed to set up the test of change: Person(s) Responsible When to be done? Where to be done? How will you measure your test? What data do you need before and after the test? Do Implement your test. What did you do? Whom did you engage? Study What did you learn? Was it what you expected? Show your outcome data. Describe your successes and barriers.
measure your implementation of your interventions. The in the plan will be implemented by (list dates for individual steps): What will you measure to determine if the goal was achieved? The knowledge questionnaire will be administered (list timeframe or date): DO Once the plan is developed, it must be executed. What did you observe? What were some challenges and/or surprises during the process? STUDY Spend some time analyzing your results. Monitor progress on each opportunity for improvement regularly. How did the measured results compare to your predictions? Why do you think we scored high or low in these areas? Do any of the results surprise you? What ideas do you have for potential solutions? What are some next steps we need to take to improve our knowledge and practice? ACT Based on your findings, adjust, adapt and/or implement on a larger scale. Once you have completed a cycle, take a look at the data and see what, if any, changes need to be made. What are some adjustments that need to be made? What did you conclude from this cycle? What is the focus of the next cycle?
Duty 3 General Summary of Duty 3 5% of Time Obtain required emergency response certifications and maintain the necessary knowledge acquired from the National Incident Management System (NIMS) and Incident Command System (ICS), as well as MDARD internal incident response systems. As directed, work within any temporarily established emergency incident response structure. Individual tasks related to the duty. Respond to and investigate food/dairy contamination incidents caused by natural and manmade disasters such as building or vehicle accidents, explosions, fires, floods, tornadoes, nuclear releases, and terrorist acts. Conduct checks to verify removal of contaminated product(s) from commerce and traceback/traceforward investigations to determine the source or disposition of food products being investigated. Oversee the disposition of damaged or adulterated foods in these events, coordinating activities with emergency management officials. Implement control measures in accordance with MDARD authorities. Duty 4 General Summary of Duty 4 5% of Time Other duties and related assignments. Individual tasks related to the duty. Perform other duties as assigned, including assisting in other program areas such as conducting dairy program activities and consumer and industry outreach activities.
Next Generation Carbon Fiber Airframe Product Design Specifications Report – Winter 2016 Group Members David Edwards Alex Kollen Danny Johnson Alex Chan Nicholas Cho Academic Advisor Dr. Jun Jiao Table of Contents Introduction……....………….………………………………………………………………….....2 Purpose of PDS Documentation…………………………………………………………………..3
Associates An Associate is a registered school principal, deputy principal, teacher, or a former school principal, deputy principal or teacher who has maintained his/her registration with the Teaching Council, who is engaged to work in a part-time capacity with a support service. Any person who has successfully interviewed for the position or who has previously worked with the TES support services over the past 5 approximately is eligible to be appointed as an Associate. Associates may work for a maximum of 20 days or 40 interaction units (all programmes/regions combined) which are eligible for substitute cover. Any payment for hours worked up to 3.5 hours per day is considered as one unit. Local Facilitators A Local Facilitator is a registered school principal, deputy principal or teacher, or a former school principal, deputy principal or teacher, who has maintained his/her registration with the Teaching Council, who is engaged to facilitate, or to collaborate in the facilitation of a limited number of CPD events locally. Local Facilitators may work for a maximum of 6 days or 3 units for all programmes/regions combined. Any payment for hours worked up to 3.5 hours per day is considered as one unit. 2. Who commissions the work? All work for associates and local facilitators is allocated and managed by members of the full-time team of the PDST under the direction of PDST management. Blackrock Education Centre (BEC) manages and monitors all information and payments for Associates and Local Facilitators. This service is known as ALFA (Administration for Local Facilitators and Associates) and can be contacted directly by email at or phone at 01-2365026/23. Please note: For the purpose of any engagement with the PDST The. Education Centre is the employer and the role of Blackrock Education Centre is an agent for payment only. 3. What type of work is involved?
settings. Skills should be taught in a developmental sequence and gymnastic movements are often easier to understand and complete when broken down into sequential steps. Suggested timeframe for presenting this workshop: 3:30pm 15min 3:45pm 10 min 3:55pm 15 min 4:10pm 15 min 4:25pm 15 min 4:40pm 15 min 4:55pm 5:20pm 10min Introduction Welcome participants and introduce yourselves! Tea and coffee for participants in a room close to (or in) the PE hall. Short discussion: what other workshops would participants be interested in attending for the remainder of the year? (Jot these down) Inform participants about paperwork: mileage claim forms/evaluation forms etc. Warm-Up activities and games Colour Run Shape Stop Shape Detective Travelling through Dynamic music warm-up Direction, pathways, speed, levels sequence Travelling on hands and feet (benches) Jumping, turning and landing Jumping Game 1,2,3,4,5,6,7,8 Jump in Jump out circle game Spot Jumps Run jump run. Run air shape run. N-S-E-W turns. Run turn run. Balance, Poise and Co-ordination Balance the beanbag on your head/shoulders, back, etc. Body balances Seat balances: rock, boat, bat, arm lift, bridge, reverse plank, wheel, crow, plank Standing balances: squat, leg lifts, tree, airplane, arabesque Partner balances: Sinking, double boat, horizontal pairs, arabesque, create! Transferring weight Creative Gymnastics Sequencing Create and perform a gymnastics sequence. Use apparatus and include: Starting position, movement variations, shapes, balances, twists, turns, partner work, rolls and a strong finishing position. Rolls and Handstands Practise the various types of basic rolls: pencil/log, teddy-bear, tucked Revise the forward roll and backwards roll. Use different starts and finishes Teaching the handstand: a variety of approaches. Peer teaching circuits: move around the room in pairs completing the activities displayed at each station. Teacher stays at handstand station. Closure Perform a gentle cool down activity Invite participants to complete evaluations
LEVEL INSTRUCTOR Teacher Facilitator COURSE Approximate REGISTRATION MAILING DATE REGISTRATION DUE DATE Grade 8 Marine Biology Location: JMS JC Gafford Diane Tom September 16th, 23rd, 30th Session 1-8:30-11:30 AM Session 2- 12:00-3:00 PM Field Trip: Tues. Oct. 17, 2017 Cabrillo Marine Aquarium August 11, 2017 Wednesday August 30, 2017 Before Labor Day Grade 6 Podcast It! Location: JMS JC Gafford Pamela Williams December 2nd, 9th, 16th. 8:30-11:30 AM Field Trip: TBD November 6, 2017 Friday Nov. 17, 2017 Before Thanksgiving Break Grade 5 Mechanical Engineering: Energy & Motion Location: JMS Gina Moc SGV Engineering for Kids Mercy Solis January 13th, 20th, Feb. 3rd 8:30-11:30 AM Field Trip: TBD Jet Propulsion Lab December 4, 2017 Friday Dec. 22, 2017 Before Winter Break Grade 4 A Journey Through Time Location: JMS and Ramona Museum Diane Maestas JC Gafford March 3rd, 17th, 24th 8:30-11:30 AM Field Trip: Thursday, March 8th Workman & Temple Family Homestead February 1, 2018 Friday February 16th Grade 7 Civil Engineering: Build It! Location: JMS Gina Moc SGV Engineering for Kids Diane Tom April 14th, 21st, 28th 8:30-11:30 AM Field Trip: TBD College of Engineering March 9, 2018 Friday March 23, 2018 Before Spring Break 2017-2018 GATE SCHEDULE Please Note: Courses are listed by course dates and not in order of grade level.
Product and Service Data Rule: Information the product is required when the purchased item is not a service. Note: Sub line items, informational sub line items, and exhibit lines may carry the product information or they may inherit it from their parent line item.    Information Sub-Line and Funded Amount Rule: When an obligated amount is provided on an information sub-line item, the funded amount must also be provided. These are the only amounts that shall be provided.    Integrity: There must be at least one funded CLIN or SubCLIN .    CPAP: If a Sub Line Item that is a child of the Line Item that passed the CheckFunding section has an Option CLIN value that is not “1” or has either no Cost Constraint or a Cost Constraint which is not ‘NSP’ or ‘NC’, it must have at least one Funding element and a Fund Amount greater than 0    Information Sub-Line Items and Delivery Schedules Rule: An information sub-line item cannot have a delivery schedule.    CPAP: If the Line Item is “Priced” (i.e., CLIN Type of the line item is to ‘1’) and the count of Line Item Delivery elements is zero, the validation will fail – Delivery is not checked on Info SLINs    Integrity: All priced CLINs or subCLINs that have not been cancelled or terminated, must have a CLIN delivery date or a performance delivery date. CLINs that have a cost constraint of NSP are excluded from this check.    Attachment Data Format Rule: When the attachment is included in the procurement instrument document as binary text, the data format of the attachment must be provided.    Contract Security Classification Specification – Special Access Information Rule: Special access information requirements may be identified by either a check box or by including specific text but not by both.   
Section I: Process – 00% of assessment score Demonstration Topic Evaluator Comments/ Notes Overall Rating 2 = Meets, 1– Partially 0 – Does not Meet Use Case COMMENTS Use case steps & description Use Case COMMENTS SCORE Use case steps & description Use Case COMMENTS SCORE Use case steps & description Use Case COMMENTS SCORE Use case & description Use Case COMMENTS Use case steps & description Use Case COMMENTS SCORE Use case steps & description Section II: Process – 00% of assessment score Demonstration Topic Evaluator Comments/ Notes Overall Rating 2 = 1– Partially Meets, 0 – Does not Meet Use Case COMMENTS SCORE Use case steps & description Use Case COMMENTS SCORE Use case steps & description Use Case COMMENTS SCORE Use case & description Use Case COMMENTS SCORE Use case steps & description Use Case COMMENTS Use case steps & description Use Case COMMENTS SCORE Use case steps & description
Overall assessment of how well this software/solution fulfills “COMPANY” future state needs. A rating of the impact that this solution will have in meeting the needs of the “COMPANY” organization. 0 1 2 3 4 Section VII: General Observations Please use this section to provide any additional comments and /or reactions to the Vendor demonstration and functionality.
Key Project Deliverables Configure software to meet the needs of ORI office and staff, as well as satisfy all compliance issues for COI, IRB, IACUC, and ARM. Preliminary Schedule and Milestones: Milestone Date (mm/yy) In process of being developed Staffing Estimates Role Effort Name/Org PM 100% Vern Wrobleski / IS Analyst 50% Stephen Hotard / ORI SME 20% Nicole Wolf / ORI COI SME 20% Lisa Levanthal / ORI IRB SME 20% Rebecca Henry / ORI IACUC & ARC Service Item Name/Org Owner (when project completes) Office of Research Integrity Estimate (opt.) Total Costs Dollars Initial Cost of Project Ongoing Annual Cost Total Benefits Dollars One-time Savings Annual Savings Funding Source Initial Costs: Ongoing Costs: Benefit Description (e.g. revenue increase) Assumptions and Constraints Performance Measures (opt) Issues and Risks (of proposal) Timeline for rollout of each module needs to be defined based on how users are grouped. Pending legislation could change IRB requirements in the next 4-6 months, which may affect process flow definitions. Timeline for ARC development and rollout is an assumption at this point, as no vendor documentation has been received yet, and no discussions have been held with any institutions that have implemented this module.
Project Name: Date Requested: Date Due: REQUESTOR INFORMATION DELIVERY INFORMATION (if different from Requestor) Requestor Name: Corporation: Street Address: City, State, Zip: Address: No.: Recipient’s Name: Corporation: Street Address: City, State, Zip: Email Address: Phone No.: DOCUMENT LOCATION (Select one of the following) MEDIA Saved Search: Document Folder: Tagged in Field/Choice: Produce by Full Family: Media Type: FTP site to post: # Copies: Volume/Production Name: Media Label: Include special search criteria or document family requirements (if not producing by full family) in the “SPECIAL INSTRUCTIONS” section. Include FTP release instructions in the “SPECIAL INSTRUCTIONS” section. IMAGE/NATIVE SPECIFICATIONS TEXT SPECIFICATIONS Include Images: Image Type: Include No. Stamping: Bates No. Prefix: Bates Start No.: No. Format: Bates No. Location: Include Redactions: Markup Set Used: Include Confidentiality Branding: Confidentiality Location: Confidentiality/Other Brand Instructions: Produce Natives: Native File types: Include Document Text: If Production contains Redactions: FILE LOAD SPECIFICATIONS Metadata Load File format: Image Load File format: Reference Natives in: Reference OCR Text Files in: Load File Encoding: List the metadata fields required for the Data Load File in the “SPECIAL INSTRUCTIONS” section. SPECIAL INSTRUCTIONS Include any special instructions, including: search criteria, FTP release procedure/protocols, metadata fields required for the Data Load File, custom slipsheeting, etc.
26. What are the minimum education and experience qualifications needed to perform the essential functions of this position? EDUCATION: Bachelor of Science Degree in Civil Engineering. EXPERIENCE: Three years of professional engineering experience involved with transportation systems and programs, equivalent to a Transportation Engineer, including one year equivalent to a Transportation Engineer P11. KNOWLEDGE, SKILLS, AND ABILITIES: Knowledge of pavement engineering, including soil mechanics, drainage, materials, pavement design, and pavement performance. Ability to write reports and standards. Ability to analyze data and draw conclusions. Effective communication and organizational skills. Ability to manage contracts. CERTIFICATES, LICENSES, REGISTRATIONS: Valid Michigan Driver's License. NOTE: Civil Service approval of this position does not constitute agreement with or acceptance of the desirable qualifications for this position. I certify that the information presented in this position description provides a complete and accurate depiction of the duties and responsibilities assigned to this position. Supervisor’s Signature Date TO BE FILLED OUT BY APPOINTING AUTHORITY Indicate any exceptions or additions to statements of the employee(s) or supervisors. I certify that the entries on pages are accurate and complete. Appointing Authority Signature Date TO BE FILLED OUT BY EMPLOYEE I certify that the information presented in this position description provides a complete and accurate depiction of the duties and responsibilities assigned to this position. Employee’s Signature Date NOTE: Make a copy of this form for your records.
Team Name Chairperson Team Membership (by Function or Organization) Team Role, Responsibility, and Authority Products and Metrics SE IPT Lead SE Program Office Platform Lead Mission Equipment Lead Weapons Lead Test Manager Logistics Manager SW Lead Production/Quality Manager Safety Lead Interoperability Rep. R&M Lead PEO and PM Service Representative OSD SE Key Subcontractor or Suppliers Role: IPT Purpose Responsibilities: Integrate all technical efforts Team Member Responsibilities Cost, Performance, Schedule Goals Scope, Boundaries of IPT Responsibilities Schedule and frequency of meetings Date of signed IPT charter and signatory Products: SEP/SEP Updates IMP/IMS Input Specifications Metrics: -Cost -Performance -Schedule XXX IPT XXX Lead Program Office Lead SE Mission Equipment Lead Weapons Lead Test Manager Logistics Manager SW Lead R&M Lead Production/Quality Manager Safety Lead Interoperability Rep. Key Subcontractor or Suppliers Role: IPT Purpose Responsibilities: Integrate all technical efforts Team Member Responsibilities Cost, Performance, Schedule Scope, Boundaries of IPT Responsibilities Schedule and frequency of meetings Date of signed IPT charter and signatory Products: Specification SEP input TES/TEMP input AS input Metrics: Technical Performance Measure (TPM) 1 TPM 2 Table 3.4.4-2 IPT Team Details (mandated unless charters are submitted) (sample)
Safe contact notes Next of kin – who can we contact in an emergency? Name Relationship Contact information Safe contact notes Accessibility requirements Does this client have any accessibility requirements (for example, hearing loop, braille documents) Yes ☐ No☐ Don’t Know ☐ If yes, please provide details: Does this client require an interpreter? Yes ☐ No☐ Don’t Know ☐ If yes, please provide details: Client equalities monitoring How would this client describe their gender? Female ☐ Male ☐ In another way: _________________ Is their current gender different to the sex they were assigned at birth? Yes ☐ No ☐ Don’t know ☐ Do they consider themselves to have any kind of disability? (please tick any that Physical ☐ Learning ☐ Mental Health ☐ Deaf/ hearing impaired ☐ Blind/ visually impaired ☐ Something Don’t Know ☐
Contact information Safe contact notes Accessibility requirements Does this client have any accessibility requirements (for example, hearing loop, braille documents) Yes ☐ No☐ Don’t Know ☐ If yes, please provide details: Does this client require an interpreter? Yes ☐ No☐ Don’t Know ☐ If yes, please provide details: Client equalities monitoring How this client describe their gender? Female ☐ Male ☐ In another way: _________________ Is their current gender different to the sex they were assigned at birth? Yes ☐ No ☐ Don’t know ☐ Do they consider themselves to have any kind of disability? (please tick any that apply) Physical ☐ Learning ☐ Mental Health ☐ Deaf/ hearing impaired ☐ Blind/ visually impaired ☐ Something Don’t Know ☐ How would they describe their ethnicity?
British ☐ Irish ☐ White Gypsy or Irish Traveler ☐ Any other White background ☐ Asian British ☐ Asian Indian ☐ Asian Pakistani ☐ Asian Bangladeshi ☐ Any other Asian background ☐ Chinese☐ Arab ☐ White and Black Caribbean ☐ White and Black African ☐ White and Asian ☐ Any other mixed/ multiple background ☐ Black British ☐ Black African ☐ Black Caribbean ☐ Any other Black background ☐ Other (please specify): _________________________ Don’t Know ☐ Do they have a faith/ religion? No religion ☐ Bahai ☐ Buddhist ☐ Christian ☐ Hindu ☐ Jewish ☐ Jain ☐ Muslim ☐ Shinto ☐ Sikh ☐ Zoroastrian ☐ Other: ______________________________ Don’t Know ☐ What is their relationship status? (tick one option) Civil partnership ☐ Married ☐ Divorced ☐ Separated ☐ Cohabiting but not married/ CP ☐ In a relationship (not cohabiting) ☐ Widowed ☐ Single ☐ What is their sexual orientation? (tick one option) Heterosexual/ straight ☐ Gay woman/ Lesbian ☐ Gay man ☐ Bisexual ☐ Something else: _________________ Don’t Know ☐
Reason for referral Why are you making this referral – how could this client benefit from our support? Are there any known risks to working with this client including risk from alleged perpetrator/s? Thanks for taking the time to complete this referral. To submit your completed document, please email to kabwwa@pdvg.co.uk Before you send the referral, please check that your referral meets the criteria set out on the first page of this documents, and that any relevant additional materials are attached. If you have any queries, please contact Huddersfield Aid on 01484 304338 or contact PDVG 24hr Confidential Helpline on 0800 052 7222
K-3 or K-12 TA system What topics/CKCs does current TA cover? Are there additional topics/CKCs that will be covered? How does/will TA “fit” with community values, including the values of diverse cultural groups? What are the unique needs of TA providers? What are the unique TA needs of the infant/toddler and school-age community? Consideration of Required Changes Purpose: Identify the specific system components, governance, political, financial, and sustainability issues that are needed to build TA capacity. What additional TA capacity is needed to support the demand for TA? Is there a TA model in place? If so what changes will be needed to meet the identified TA needs goals and outcomes? What organization(s) are best positioned to implement, grow and sustain TA services? What organizations(s) are best positioned to implement, grow and sustain TA Capacity? What organizational expertise and structure do TA organizations need? What ongoing support will TA organizations need, and how will it be provided? How can law, regulations, policy, and guidance be used to support TA as an integral part of an integrated EC and SA PDS? How can States/Territories develop efficiencies of scale and avoid duplication of services to make the best use of TA funds? What reallocations of investments, changes in policies, QRIS or licensing standards, or contracts for services are needed to develop or advance TA capacity? Which combination of investments or strategies are a good fit for the community/State/Territory? What funding resources can be accessed to support planning and coordination? If additional funding is required, what additional funding is available, and from what sources? Can TA capacity building leverage new policy and funding opportunities presented by efforts such as State/Territory Early Childhood Advisory Councils (ECACs) or other existing efforts? What changes need to be made to existing policies, QRIS standards, contracts with vendors, CKCs, career pathways, or training and education support building TA capacity? By systems By those providing PD, including faculty By EC and SA direct service staff By EC and SA staff working on behalf of young children Are there opportunities to integrate expectations for TA providers related to appropriate salaries, benefits, and work environments into career pathways, QRIS criteria, quality initiatives? How will States/Territories ensure diversity within their TA capacity (e.g., racial/ethnic/linguistic diversity among TA professionals)?