zilongwang/ReadingBank huggingface dataset:
** DO NOT BRING THE FOLLOWING ITEMS ** Metallic, porcelain, or otherwise heavyweight personal eating gear (like Scout mess kit), drinking cups (like sierra cups), utensils and canteens Forks (don’t need them, all you will need is a spoon) Flashlight (only headlamp needed) ANYTHING that requires “C” or “D” cell batteries (like flashlights) Poncho style rain gear of any kind Plastic or Rubberized Rain Gear (They weigh a ton, very hot, don’t breath – must be breathable) Anything Scented (sent added): soaps, shampoos, bug repellent, sunscreen Anything packed in glass!!! Personal “beauty” gear: including cologne, metal mirrors, hair spray or mousse, deodorant, shampoo Anything that is aerosol sprayed (compressed air), pump style is OK Any 100% cotton clothing: including blue-jeans, blue-jean jackets, sweatshirts, t-shirts, etc. Heavyweight air mattresses or pillow. Don’t bring cheap air mattresses (like from pool) Leather or otherwise heavyweight belt (belt should be thin, lightweight, small plastic buckle) Wallets, Keys or Coins, large pocket knife ANY ENTERTAINMNENT ELECTRONICS (iPod, Games, MP-3 Players, etc.) Heavyweight sneakers Finally – Everything else you’re not sure if you’ll use – “If in doubt, chuck it out!” *GPS – Only Crew Advisors may bring one for emergency use only. *Talk-About Radios – Crew Advisors only.
Equipment List – Mendip Food Breakfast: x1 Lunch: x 2 Evening meal: x 1 Emergency ration: high energy snacks. Water bottle minimum 1ltr (not fizzy drink) Money £5 money for safety/supplies Whistle attached by string (School can supply) Rucksack Expedition sack (normally between 50+Ltr) (School can supply) Boots ankle supported Socks walking x 1 Trousers light material (no jeans!) x 1 Shirts 1 Sweaters x 1 Coat must be waterproof (School can supply – limited number) Over Trousers must be waterproof (School can supply – limited number) Underwear x 1 Toiletries Toothbrush, toothpaste , toilet paper, etc. Sleeping bag 2 seasons (School can supply) Karrimat or similar (School can supply) Hat warm and can pull over ears (fleece hat) Rucksack liner keeps items dry in rain (very thick bin bag will do) Gloves personal preference (fleece) Plate/fork/knife/spoon plastic or metal
Objective / target 2017/2018 Activity What will success look like Impact Compliance To comply with equality legislation/Public Sector Equality Duty (PSED) To ensure all policies are fully compliant with equality legislation Prepare and publish Gender Pay Gap Report Report published by April 2018 with a positive narrative and clear objective for future work Ensures legal compliance and will identify any areas of concern Communication To promote clear and inclusive stakeholder messages at a strategic and operational level in regard to equality and diversity To enhance individual and collective awareness regarding AUBs commitment to equality and diversity To empower all members of the AUB community to understand and challenge inappropriate behaviours Every staff member and student to be confident that they know how to report activity which is contrary to the expectations of the University, and are confident that the University will deal with it Develop the Roundtable Events programme for 2018 Identify opportunities to share equality updates with other committees in an efficient and effective way Work collaboratively with faculties to explore and maximise opportunities for engaging students with equalities issues Comprehensive and successful programme of events delivered Clear mechanisms are identified to ensure that equality updates are shared across AUB Raises profile and awareness of equalities issues across the staff base Effective sharing of information ensuring accessibility to a wide audience
Executive Director Joe D. Cordova Commissioners Jack F. Tucker Lynda Collins Steve Shelton The Oklahoma Equipment Distribution Program If hearing or speech problems make it difficult for you to access the telephone, the Oklahoma Equipment Distribution Program may be able to assist you. The Oklahoma Equipment Distribution Program strives to make communication accessible to Oklahomans of all ages through various programs. Qualifying individuals may receive services and equipment at little or no cost. Telecommunication Device for the Deaf(TDD/TTY) Amplified Telephones Senior Citizens Hearing Aid Program Children’s Hearing Aid Program Specialized Communication Devices 1100 East Oklahoma • Sulphur, Oklahoma 73086-3108 • Voice/TTY: (580) 622-4900 • Fax: (580) 622-4950 Executive Director Joe D. Cordova Commissioners Jack F. Tucker Lynda Collins Steve Shelton Senior Citizens Hearing Aid Program The Senior Citizens Hearing Aid Program (SCHAP) is administered by the Department of Rehabilitation Services. To qualify for the program you must meet four criteria. 1. Be at least 60 years of age. 2. Be a resident of the State of Oklahoma 3. Be on a limited income (see guidelines) 4. Have a 35db hearing loss in your better ear (one of our audiologists will administer a hearing test and determine your degree of hearing loss). To apply for the program you must complete an application and send verification of your total income to
Key Personnel Call List Name, Title Contact Option Contact Number Work Alternate Mobile Home Email Address Alternate Email Work Alternate Mobile Home Email Address Alternate Email Work Alternate Mobile Home Email Address Alternate Email Work Alternate Mobile Home Email Address Alternate Email Work Alternate Mobile Home Email Address Alternate Email Work Alternate Mobile Home Email Address
Grade 4 Selections Lexile Average Sentence Length Word Frequency Title—Unit 1 The Tarantula Scientist 890L 11.29 3.33 The Boy Who Drew Birds AD790L 16.23 3.66 Skeletons Inside and Out 740L 11.77 3.67 “Fragile Frogs” from The Frog Scientist 950L 11.88 3.23 Movers and Shapers 910L 13.13 3.46 “King of the Parking Lot” 920L 16.37 3.52 Title—Unit 2 Hiawatha NP 11.84 3.45 “Pecos Bill” and “John Henry” 770L/770L 13.35/13.71 3.42/3.47 “How the Stars Fell into the Sky” 780L 13.59 3.71 The Birchbark House 930L 14.16 3.45 Social Studies Explorer: Midwest 970L 14.66 3.39 “Northwest Coast Peoples” 970L 13.98 3.28 Title—Unit 3 Earthquakes 1010L 14.18 3.35 Quake! 770L 9.15 3.40 “Earthshaker’s Bad Day” and “The Monster Beneath the Sea” 740L/780L 11.79/13.35 3.54/3.47 Anatomy of a Volcanic Eruption 890L 10.35 3.32 Escape from Pompeii 920L 12.05 3.33 Erosion: How Land Forms, How It Changes 1100L 13.58 3.32 Title—Unit 4 Lunch Money 840L 14.29 3.47 Max Malone Makes a Million 810L 11.47 3.62 Coyote School News 730L 13.10 3.69 Using Money 920L 11.86 3.43 The Stock Market 900L 12.02 3.43 The Boy Who Invented TV 860L 13.24 3.53
EQUIPMENTS SET UP AT UNIVERSITA’ DEGLI STUDI DI PALERMO (IT) FOR EXPERIMENTS ON MIP (MW-INDUCED PYROLYSIS) OF SOLID OR LIQUID WASTE, AND OF LOOSE CONTAMINATED SOILS EQUIPMENT PICTURE APPLICATION / USE AND POSITION Microwave professional kitchen oven, FIMAR (1 600 W; Nr. 1 magnetron; 5 power levels). 2x. Disinfection of medical waste. At Dipartimento di Scienze per la Promozione della Salute “G. D’Alessandro”, University Polyclinic Hospital. Microwave laboratory oven, CEM MARS Xpress (1 600 W; PTFE test tubes) For small pasty samples. At DICAM – Dipartimento di Ingegneria Civile, Ambientale etc. MILESTONE Pyro XL microwave laboratory furnace (1 200 W; up to 900 °C), fitted with one 50 cm3 quartz crucible. Pyrolysis of granular waste samples; with two separate paths for cooling and process gases. At DICAM. Self- designed, built and tuned bench prototype for high intensity waste treatment (up to “HT cold plasma” generation). Destruction of VOCs. At Dipartimento di Fisica e Chimica. Steam generator, 1 kg/h, 1.6 bar. Oriented gasification. At Dipartimento di Fisica e Chimica. Heating and Cooling Thermostat LAUDA Eco RE 630 with Silver control head . Cooling of the output process gases and condensation of the vapours. At Dipartimento di Fisica e Chimica. Gas Chromatograph Agilent 6890N, fitted with one Mass Spectrometry Module + + Flame Ionization. Liquid and gaseous Products analysis. At DICAM.
Table 4: Degree Programme Portfolio % of programme delivered by core faculty Duration Year in which programme started Collaborative provision: Joint/ Franchised/ Validated/ No 1 Mode: Full time/ Part time/ Distance Learning/ Off-Shore Does the programme require previous work experience? Yes/No Primary language(s) of instruction No. of applicants this year No. offered a place this year No. of students enrolled this year Total No. of currently enrolled students in all years of the programme % of registered non-nationals (not including exchange students) No. of incoming exchange students this year No. of outgoing exchange students this year Bachelors Total Pre-Experience Masters Total Post-Experience Masters Total MBAs Total Doctoral Programmes Total Others Total GRAND TOTAL 1 Leave blank if non-collaborative delivery - If the School is engaged in collaborative provision, then Appendix 3 (Collaborative Provision) needs to be filled out as well.
to promote for the benefit of the inhabitants of the areas served by the Academies the provision of facilities for recreation or other leisure time occupation of individuals who have need of such facilities by reason of their youth, age, infirmity or disablement, financial hardship or social and economic circumstances or for the public at large in the interests of social welfare and with the object of improving the condition of life of the said inhabitants. In furtherance of the Object but not further or otherwise the Company may exercise the following powers:- to draw, make, accept, endorse, discount, execute and issue promissory notes, bills, cheques and other instruments, and to operate bank accounts in the name of the Company; to raise funds and to invite and receive contributions provided that in raising funds the Company shall not undertake any substantial permanent trading activities and shall conform to any relevant statutory regulations; to acquire, alter, improve and (subject to such consents as may be required by law) to charge or otherwise dispose of property; subject to Article 6 below to employ such staff, as are necessary for the proper pursuit of the Object and to make all reasonable and necessary provision for the payments of pensions and superannuation to staff and their dependants; to establish or support, whether financially or otherwise, any charitable companies, trusts, associations or institutions formed for all or any of the Object; to co-operate with other charities, other independent and maintained schools, schools maintained by a local authority, 16-19 Academies, alternative provision Academies, institutions within the
Staff and members of the school community will be consulted about any proposal to install / amend CCTV equipment or its use as appropriate. Yes. Headteacher Cameras have been situated so that they provide clear images. Yes. Site Supervisor Cameras have been positioned to avoid capturing the images of persons not visiting the premises. Yes. Site Supervisor There are visible signs showing that CCTV is in operation. Where it is not obvious who is responsible for the system contact details are displayed on the sign(s). Yes. Site Supervisor Images from this CCTV system are securely stored, where only a limited number of authorised persons may have access to them. Yes. Headteacher, Business Manager Site Supervisor Senior IT The recorded images will only be retained long enough for any incident to come to light (e.g. for a theft to be noticed) and the incident to be investigated. Yes. Headteacher, Business Manager Senior IT Except for law enforcement bodies, images will not be provided to third parties. Yes. Headteacher, Business Manager Senior IT The organisation knows how to respond to individuals making requests for copies of their own images. If unsure the data controller knows to seek advice from the Information Commissioner as soon as such a request is made. Yes. Headteacher, Business Manager Senior IT Regular checks are carried out to ensure that the system is working properly and produces high quality images. Yes. (Daily checks) Office staff, Site Supervisor Aston Manor Academy Checked (Date if appropriate) By Date of next review Notification has been submitted to the Information Commissioner and the next renewal date recorded. Yes Business Manager Feb 2019 There is a named individual who is responsible for the operation of the system. Yes Headteacher A system had been chosen which produces clear images, which the law enforcement bodies (usually the police) can use to investigate crime and these can easily be taken from the system when required. Yes Site Manager, IT Manager and office staff
Career Expectations Name Current Pay point Date School/self-assessment PROFESSIONAL AREA RELEVANT TEACHER STANDARDS Band 1 M1-M3 TEACHER Band 2 M4-M6 ACCOMPLISHED TEACHER Band 3 U1-U3 OUTSTANDING TEACHER PROFESSIONAL PRACTICE 1.1(1); 1.2 (2,3,5) 1.3 (1,3) 1.4 )1,2,3) 1.5 all 1.6 (1) 1.7 (1,2,3) 1.8 (3) 2.1 (2,4) Preamble Observations and teaching over time are mostly good. Observations and teaching over time are consistently good with some outstanding features. All observations and teaching over time are consistently good and some outstanding. PROFESSIONAL OUTCOMES 1.1 (2) 1.2 (1,2,3) 1.5 (1) 1.6 (3,4) Preamble Almost all students in all taught groups make expected levels of progress. Almost all students in all taught groups make expected levels of progress and some exceed. Almost all students in all taught groups achieve expected levels of progress and many exceed. PROFESSIONAL RELATIONSHIPS (1) 1.6 (4) 1.7 (4) 1.8 (2,3,5) 2.1 (1,3,4) Preamble Builds effective and flexible relationships with all members of the school community. These working relationships result in good progress by all groups of students and productive sharing of professional practice with others. Working relationships with colleagues are characterised by an enthusiastic commitment to helping then overcome professional challenges. PROFESSIONAL DEVELOPMENT (3) 1.7 (1) 1.8 (1) 2.1 (all) 2.2 2.3 Preamble Actively seeks professional development and responds positively to advice and feedback. Takes a pro-active role in their own professional development and keep up to date with any changes in practice. Plays a proactive role in leading professional development and is involved in mentoring/coaching other members of staff. PROFESSIONAL CONDUCT (3) 1.7 (1) 1.8 (1) 2.1 (all) 2.2 2.3 Preamble Meet the standards for professional conduct set out in the Teachers’ Standards Meet the standards for professional conduct set out in the Teachers’ Standards Meet the standards for professional conduct set out in the Teachers’ Standards
Prizes: 1st 2nd 3rd 4th 5th 6th Number Pony Rider Owner Province TEAM 1 Quinn Kirsten Nash Rider EC 2 Henham Magoo Sinead Caffrey Rider WP 3 Kilshane Noell Carah Callaghan Rider WP 4 Rooigras Obelix Tanya Gabel Rider WP 5 Beachhaven Paddy Melon Sanne Klaassen Rider WP 6 Rasputin Puck Lkaassen Rider WP 7 My Rocket Jana Nothnagel Rider WP 8 Little White Lie Robyn Salter K. Dunston WP 9 Two Bits Courtney Cahn Rider KZN 10 Little Belle Eryn Duffey L.Duffey KZN 11 On Tap’s Oscar Ashley Markham Rider KZN 12 Rivervales Precious Penny Kyla McLoughlin Rider KZN 13 Summit Ridge Prince Jessica Woollam Rider KZN 14 Waterside Red Velvet Nicola Berlin Rider GP 15 Charlie Davis Hannah Boon E. Boon GP 16 Diamond Pepper Jared Bouwer Rider GP 17 Llandilo Grand National Lolli Brown Rider GP 18 Honeycrisp George Coultis M. Clough GP 19 J. Sebastian Bach Paula Duggan Rider GP 20 Waterside Carnaby Street Bronwyn Isdale M. Murangara GP 21 Rosetta Mathew Powell Rider GP 22 Waterside True Sovereign Caitlin Wheeler K. Loots GP 23 Weyden Blue speed Lia Wheeler 24 Bodenhaussen Le Chocolatier Mikaila Fintelman Rider GP CLASS 46 THE 2015 SOUTH AFRICAN PONY RIDER NATIONAL INDIVIDUAL EQUITATION CHAMPIONSHIP (SAEQA Rule 4.5.3) Prizes: 1st 2nd 3rd 4th 5th 6th Number Pony Rider Owner Province 1 Foresyte Houdini Danielle Kleynhans Rider FS 2 Bona Fide Bear Emily Buys Rider EC 3 Ebb & Flow Avalon’s Conquest Nicole Cornelius Rider EC 4 Lord Beaufort Rebecca Oddy Rider EC 5 Fantasmic Ella Cheminais Rider WP 6 Mr. C Jade Collier Rider WP 7 Lane Visa Lauren Ebell Lane Stables WP 8 Fynbos Bracken Three socks Sophie Robinson Rider WP
Equity, Diversity and Inclusion Manager Plan, direct, coordinate, assist and is the internal consultant to the superintendent, executive leadership team, directors and principals regarding equity and diversity matters concerning staff, students and families. Provides coordination, consultation, guidance, support, and assistance to schools in working with parents and families. Assist schools in addressing the needs of low-income and culturally and/or linguistically diverse students and families. Internal consultant on multicultural concerns providing staff support; coordinates committees, task forces and community groups focusing on diversity and multicultural matters. Serves as advisor and resource person for management and staff in the areas of diversity, inclusion, equity. Serves as a referral person to outside agencies in the areas of equity, diversity and inclusion and best practices in the areas of culturally relevant pedagogy and practice. Assist in furthering the diversity goals of the district. Supports staff on the district’s Equity Committee. Position Summary Lead the development and implementation of proactive diversity, equity and inclusion initiatives, which will support the District’s strategic plan. Champions the importance and value of a diverse and inclusive environment in schools. Engages classified, certified, administrators, staff, families and students to build a welcoming and inclusive culture at the Eugene School District 4J. Assess potential barriers and develop strategies focused on recruiting and retaining a diverse workforce. Design training initiatives on cultural competency, gender differences, disability, sexual harassment, and other topics designed to increase awareness and support of equity and inclusion values, and maintaining compliance with applicable laws. Supervisory Relationship This position reports to the Superintendent or designee and has supervisory responsibility for professional and/or classified staff. Essential Functions Works collaboratively with District-level instructional leaders to support the use of culturally relevant pedagogy and practice Plans, guides and advises Superintendent and staff on diversity, equity and affirmative action matters. Collaborates with District management to create, implement and monitor programs designed to ensure fair and equitable treatment of students, faculty and staff.
Please indicate which guidance was (and was not) addressed/included in the pilot: WSP stage Equity guidance Included in the pilot? Comments (e.g. if not included, why not?) Preparation Seek meaningful and proportionate participation of women, men and disadvantaged groups in the WSP process. Yes No Partly Seek training on the importance of considering equity in water safety planning. Yes No Partly System assessment Identify diverse groups within the community (users and non-users). Yes No Partly Investigate different user groups' experiences with water. Yes No Partly Consider all user groups when identifying different hazards and hazardous events. Yes No Partly Consider prioritizing improvements that benefit disadvantaged groups. Yes No Partly Design control measures that address the root causes of hazards. Yes No Partly Assess proposed control measures for positive or negative equity outcomes. Yes No Partly Ensure equitable communication and participation in control measure implementation. Yes No Partly Monitoring Monitor control measure effectiveness to ensure equitable benefit. Yes No Partly Monitor water quality and consumer satisfaction for all user groups. Yes No Partly Management & communication Consider all user groups when developing communication plans for normal and emergency situations Yes No Partly Feedback & improvement Continue to strengthen equity integration during ongoing review and revision Yes No Partly
Risk Category Risk Description Risk Likelihood Risk Impact Risk Score (Likelihood + Impact) Risk Proximity Risk Response/Action Plan Project Management [Example: One project partner is a Francophone organization – tools and training available only in English may limit their engagement in the project. 3 2 5 M Response: Mitigate Action Plan: We will hire a French-speaking coach to work directly with Francophone partners We will allocate a significant portion of the budget towards translation of tools and resources into French.] Likelihood Scale Impact* Risk Proximity High (>70% chance) 3 High High (within the current fiscal year) Medium (30% to 70% chance) 2 Medium Medium (before 2018) Low (<30% chance) 1 Low Low (after 2018) *Impact - Risk that has the potential to greatly/slightly/minimally impact project cost, project schedule or performance, negative health/wellbeing implications for additional identified populations Project Objectives and Deliverables Objective Deliverable [Example: Capacity Building] [Example: All members of the research working group will gain additional knowledge/capacity in conducting community-based research through formal trainings coordinated by project staff and/or informal co-learning opportunities facilitated through the project’s collaborative process One graduate student will be hired and mentored to work on this project as a Graduate Research Assistant In line with our action research framework, the project will offer a workshops series titled ‘Building Pathways to Employment, Income Security and Health’ to participating families [Example: Hire and train 3 peer researchers, 1 graduate student Offer training opportunities to community members on the advisory committee Identify and facilitate co-learning opportunities throughout the research process, particularly during data analysis and writing Coordinate the delivery of workshops for low-income, racialized community residents on building pathways to income security Facilitate opportunities to build capacity of racialized residents and service providers in community-based research Conduct and integrate learnings from project evaluation]
Assessment and Orientation coordinator, A&R, etc. SSSP team: identifies activities to reach the short-term and mid-term goals from last Plan or develop new activities for 2015-16, identifies accomplishments over 2014-15, and based on the activities identified through consultation, develops budget lines Working Meetings Bi-Monthly meeting with SSSP Advisory Committee – BCC Education Committee governance process using 80% index. Determine short-term (2 or 3 year?) and mid-term goals. College-wide Equity Plan Meetings: 9/2, 10/7, and 11/4 Chairs work with the committee and subcommittees to identify activities to reach the short-term and mid-term goals from last Plan or develop new activities for 2015-16, identify accomplishments over 2014-15, and based on the activities identified by the committee/subcommittees, develops budget lines Working Meetings BSI will: Merge into Equity Plan ESL/Basic Skills Team and continue the innovative work; Complete the draft of the Plan and submit on 10/1/2015, but final plan and budget allocation will be integrated with 2015-16 Program Review and 2015-16 Equity Plan; Draft the plan by including various innovative strategies, e.g., support Library by enlarge BSI books and reading materials, support math, English and ESL teaching and learning, professional development, instruction and student services innovative projects; Etc. Meetings: BCC Education Committee Etc. October, 2015 Shared Governance: College-wide SSSP Meetings: PIE, Education Committee, Student Services Council, Roundtable Roundtable first reading for input and feedback, 2nd meeting for approval SSSP Plan State Due Date: October 30, 2015 Drafting and finalizing the Plan continues. Shared governance and consultation: ASBCC, Classified Senate, Academic Senate, Student Services Council, Department Chair, Institution meeting, Education Committee, Roundtable BSI Plan State Due Date: October 1, 2015 November, 2015 Implementation of 2015-16 Plan. Conclude 2014-15 Plan Drafting and finalizing the Plan continues. Shared governance and Infusing Program Review and Equity Plan into BSI Strategies 2015-16 Budget Allocation
E State equity gap: High-poverty quartile minus state average (row A–row D) Equity Gap Calculations: Students of Color F High-minority quartile G Low-minority quartile H District equity gap: High-minority quartile minus low-minority quartile (row F–row G) I State equity gap: High-minority quartile minus state average (row F–row D) a State averages for inexperienced and out-of-field teachers are available and updated annually on the TEA Equity Toolkit . What is your district’s definition of effective teaching? In the fields below, record the definitions of effective teaching according to the three categories included in the table. Provide a description of your rationale for these three definitions. Our District’s Definition of Effective Teaching: Teaching Performance Student Learning Student Engagement Selected data to measure teaching performance: Selected data to measure student learning Selected data to measure student engagement: Definition of effective teaching using these data Definition of effective teaching using these data Definition of effective teaching using these data After examining the equity gaps in your district related to student access to effective teaching, what are your conclusions?
Equivalent Resistance WORKSHEET 1. Determine the equivalent (total) resistance for each of the following circuits below. 2. Determine the total voltage (electric potential) for each of the following circuits below. 3. Fill out the table for the circuit diagramed at the right. Circuit Position Voltage (V) Current (A) Resistance (Ω) 1 10.0 2 20.0 3 30.0 Total 6.00 4. Fill out the table for the circuit diagramed at the right. Circuit Position Voltage (V) Current (A) Resistance (Ω) 1 10.0 2 20.0 3 30.0 Total 6.00 5. Fill out the table for the circuit diagramed at the right. Circuit Position Voltage (V) Current (A) Resistance (Ω) 1 10.0 2 20.0 3 30.0 Total 6.00
How to check your status? You are an ELQ student if you are currently studying for a qualification of an equivalent or lower level to one you already hold. To calculate if you are ELQ follow the steps below to compare the highest qualification you hold against the qualification you are currently studying towards. If you have studied for, but did not complete, or were not awarded a qualification you should use your next highest qualification to do your calculations. Step 1: Identify the group(s) of your current qualification(s). Step 2: Identify the group of the qualification you are now studying. Step 3: Compare the group numbers. Result: If the group number of the qualification you are now studying is higher than the group number of the qualification(s) you already hold then you should pay the standard Home/EU, Islands or Overseas fee rate. You are not an ELQ student. If the group number of the qualification you are studying is the same as or lower than the group number of the qualification you already hold then you are liable to pay the ELQ fee rate. You are an ELQ student. Please note the examples of qualifications given in each group are not exhaustive lists of all affected qualifications. The lists are provided for illustrative purposes only. Group Regulated Qualifications Framework (RQF) Framework for Higher Education Qualifications (FHEQ) Group 4 Certificate of higher education Key Skills level 4 NVQ level 4 BTEC Professional award, certificate and diploma level 4 Certificate of higher education HNC Group 5 HND NVQ level 4 Higher diploma BTEC Professional award, certificate and diploma level 5 HNC HND Diploma of higher education Diploma of further education Foundation degree HND Group 6 NVQ level 4 BTEC Advanced Professional award, certificate and diploma level 6 Bachelor’s degree Integrated Masters** Graduate certificate Graduate diploma Group 7 BTEC Advanced Professional award, certificate and diploma level 7 Fellowship and fellowship diploma Postgraduate certificate Postgraduate diploma NVQ level 5 BTEC Advanced Professional award, certificate and diploma level 7 Master’s degree Postgraduate certificate Postgraduate diploma Group 8 NVQs level 5 Vocational qualifications level 8 Research Degree Doctorate ** note that for Government funding purposes these integrated masters courses are considered to be equivalent to Bachelor's degrees. ELQ Exemptions
61. Letter “J” represents the _______________ of Wave E. A) Wavelength B) Crest C) Trough D) Normal E) Amplitude 62. Letter “L” represents the _______________ of Wave E. A) Wavelength B) Crest C) Trough D) Normal E) Amplitude 63. A wave in which the energy moves perpendicular to the direction of the particle movement is a… A) Longitudinal Wave. B) Transverse Wave. C) Mechanical Wave. D) Surface Wave. 64. A wave in which the energy moves parallel to the direction of the particle movement is a… A) Longitudinal Wave. B) Transverse Wave. C) Mechanical Wave. D) Surface Wave. E) Electromagnetic Wave. 65. The length of a single wave. A) Amplitude B) Wavelength C) Frequency D) Period E) Speed 66. Describe the ways to find the wavelength of a transverse wave: (*CHOOSE ALL THAT APPLY) A) Crest-to-crest B) Trough-to-trough C) Normal-to-normal D) Compression-to-compression E) Rarefaction-to-rarefaction 67. Describe the ways to find the amplitude of a longitudinal wave: (*CHOOSE ALL THAT APPLY) A) Normal-to-crest B) Normal-to-trough C) Measure how compressed the medium is D) Measure how rarefied the medium is Use the diagrams of Wave N and Wave O to help you answer question #68. WAVE N: WAVE O: 68. Which wave has a higher frequency? A) Wave N B) Wave O C) The waves have the same frequency. Use the diagrams of Wave P and Wave Q to help you answer questions #69-70. WAVE P WAVE Q 69. Which wave has the higher amplitude? A) Wave P B) Wave Q C) The waves have the same amplitude. 70. Which wave has the longer wavelength? A) Wave P B) Wave Q C) The waves have the same wavelength.
Evidence Required: Person Centred Support Plan/Agreement and Risk Management Plan STANDARD 3 I am supported to take risks and stay safe Q6 How do you balance supporting the person who buys your service to be safe whilst at the same time respecting their right to make their own decisions? Q7 How do you support people to manage their own risks and maintain their independence in the home? Please describe the plans you have in place in the event of an emergency? Who would you notify if the person who buys your service bangs their head on the hoist or has persistent diarrhoea? Do you provide emergency planning information if the person who buys the service has not seen anyone for days and cannot get in contact with their normal support networks? (NB this question was motivated by the death of a woman who was left for 9 days without homecare when her agency shut down) Evidence Required: Service User Guide Quality Standards the Organisation must meet to ensure the delivery of the individual outcomes STANDARD 4 I have all the information I need to understand the service and to make sure it is working well for me Please state below the following evidence can be located. A statement of aims and objectives of the Service Provider; An outline of the range of services it offers; A communication about what tasks are and are not included in the clients service, for example, support/care plan
ELIGIBILITY FOR SUBSEQUENT YEAR MILITARY LEAVE ALLOTMENTS PAY STATUS WITH EMPLOYER PAID (Working or on Paid Annual or Sick Leave) PAID SUBPART (a) DUTY (Paid State Active Duty & Reserve) PAID SUBPART (b) DUTY (Paid Federal Active Duty) UNPAID (Leave of Absence, Suspension, or Unpaid Federal or State Duty) MILITARY LEAVE TYPE Subpart (a) YES 30 Subpart (a) Days Posted January 1 ** YES 30 Subpart (a) Days Posted January 1 ** NO 30 Subpart (a) Days Not Posted until released by the military and returns to State employment and Active Pay Status NO 30 Subpart (a) Days Not Posted until released by the military and returns to State employment and Active Pay Status Subpart (b) YES 30 Subpart (b) Days Per Activation ** YES 30 Subpart (b) Days Per Activation ** NO 30 Subpart (b) Days Not Posted until released by the military and returns to State employment and Active Pay Status NO 30 Subpart (b) Days Not Posted until released by the military and returns to State employment and Active Pay Status **NOTE: The maximum number of days of paid Military Leave for a single call to federal active duty is 60 days.
if you move home use the WA quality assurance system. What has been heard about the effect of the NDIS on the WA disability sector support? The NDIS trials have been for two years. We have heard that some things are the same in the NDIS trials. We have heard that some things are different. People say the planning process: takes too long changes from one time to the next stops service providers joining in stops service providers advocating on behalf of people.
Danneyrolles et al. 2016 Canada obs 125-155 AB, Acer spp., BA, BP, Picea spp., Pinus spp., Thuja occidentalis, Adult Northern limit of the Great Lakes – St. Lawrence forest region in Quebec over undifferentiated or rocky till Yes Topography, logging, spruce budworm Katz & Ibáñez 2016 USA exp 4 AR, Carya glabra, Liriodendron tulipifera, Quercus alba, Quercus rubra, Quercus velutina, Robinia pseudoacacia Seedlings Temperate forest to temperate-boreal mixed forest in Michigan Disease, herbivory, inter-specific mutualism (hypothesized) *Acronyms used in the table are as follows: obs = observational and exp = experimental study; Abies balsamea = AB; Abies nephrolepis = AN; Acer mono = AM; Acer saccharum = AS; Acer rubrum = AR; Betula papyrifera = BP; Betula alleghaniensis = BA; Fagus sylvatica = FS; Fagus grandifolia = FG; Larix laricina = LL; Larix olgensis = LO; Picea abies = PA; Picea glauca = PG; Picea jezoensis = PJ; Picea mariana = PM; Pinus koraiensis = PK; Pinus resinosa = PR; Pinus strobus = PS; Populus balsamifera = PB; Populus tremuloides = PT; Tsuga canadensis = TC.
NAME ADDRESS TELEPHONE NUMBER WEBSITE Mobility Corner 10 Market Street, Wotton under Edge, Gloucestershire, GL12 7AE 01453 845295 www.mobilitycorner.co.uk Disabled Care and Mobility Units 15 Neptune Business Park, Tewkesbury, GL51 9FB 01242 524963 www.dcmglos.co.uk Assured Mobility Morroway House, Station Road, Gloucester, GL1 1 DW 1 Katherine Court, Salisbury Avenue, Warden Hill, Cheltenham GL51 3 ES 1 Glenville Parade, Hucclecote, Gloucester, GL3 3ES Cornhill Shopping Centre, Union Street, Stroud, GL5 2 HE Unit 2, Northway House, Cirencester, GL7 2QY 01452 529999 01242 262044 01452 610448 01453 763111 01285 651512 www.assuredmobilityltd.co.uk TPG Plough Lane, Hereford, HR4 OED Gloucester General Enquiries 01453 351666 01452 899690 www.tpg-disableaids.co.uk Countrywide Mobility Services Unit 5, Lowesmoor Wharf, Worcester, WR1 2RS Worcestershire 01905 29950 Gloucestershire 01452 709022 Herefordshire 01432 388007
supported by the working class. encouraged by the successes of the French Revolution. Which was a result of the Protestant Reformation in Europe? New denominations of Christian churches were created, weakening the power of the Catholic Church. Spain became a predominately Protestant nation. The Catholic Church accepted the dominance of the new Protestant religions. The Catholic Church continued the practice of the selling of indulgences. ERA 7 Exam Specifics The Age of Absolutism – 5 questions The Enlightenment – 6 questions Revolutions – 7 questions The Industrial Revolution – 6 questions Economic Systems of the World – 4 questions The Age of Imperialism – 5 questions ERA 6 Review – 7 questions
Refer to the Guideline ‘Financial assurance under the Environmental Protection Act 1994’, for the most up to date information required to be submitted with this application Revised rehabilitation program Attach a revised version of the rehabilitation program for the project in accordance with the requirements of the Guideline ‘Financial assurance under the Environmental Protection Act 1994’ including: The method of rehabilitation proposed. The location and area of the proposed rehabilitation. Details of any rehabilitation staging. Description of any performance indicators, acceptance criteria, final land use, assumptions or published standards that underpin the rehabilitation objectives. Refer to the Guideline ‘Financial assurance under the Environmental Protection Act 1994’, for the most up to date information required to be submitted with this application. Applying a financial assurance discount You must complete the following checklist if you are applying for a discount on your financial assurance in accordance with Appendix B under the Guideline ‘Financial assurance under the Environmental Protection Act 1994’.
Applicant checklist Guidance for completing this form and submitting an application can be found in the Guideline – Temporary emissions licence (available at using the publication number ESR/2015/1724 as a search term). Where it is not practicable to pay the fee for a temporary emissions licence at the time of application, the administering authority will invoice the applicant to pay the fee within the period of not less than 20 days from the date of the invoice. Applicant checklist Application form(s) completed and signed and Fees paid or enclosed. See Information sheet – Fees for permits for environmentally relevant activities (ERAs) for the current fee. or Please send invoice for payment of fees and Supporting information or accreditation attached (if applicable)
This APPENDIX ONE is only required where there is a ratio in excess of 1 trainee to a supervisor. Trainee name Previous experience (if applicable) Contract mode (PT, FT, SAT) Current stage (new, <50%, >50%) Supervisor name Additional supporting information e.g. Jane Smith Nil School-based New Johann Doe Jane works on same site as Johann. e.g. John Smythe Existing worker with 10 years’ experience Full-time >50% Janet Doe/Johann Doe John is on a different site to Jane and James Janet is on site at least once per day and Johanne is available by phone. e.g. James Smithe Nil Part-time New Janet Doe James works with Janet and alternates between sites as per Janet’s location. Employer workplace arrangements reviewed Date Review method (e.g. phone, visit) SRTO representative
State What this State means Activities Available to PNT GCO, Once Assigned Primary Responsibility FP SmartForms (and the SF424 application once created) are editable by the RA Owner and any additional assigned Editors. Once a PNT GCO is assigned to the proposal, they also have edit rights. PNT GCOs are also able to Create New Proposals and Non S2S FP Workspace S2S FP Workspace RA State What this State means Activities Available to PNT GCO, Once Assigned Primary Responsibility The budget, once created, remains editable until award. Once a PNT GCO is assigned to the proposal, they also have edit rights to all related budgets. Budget Workspace RA The Cost Sharing budget, once created, remains editable until award. Cost Sharing Budget Workspace RA State What this State means Activities Available to PNT GCO, Once Assigned Primary Responsibility Subaward budget(s), once created, remain editable until award. Subaward Budget(s) Workspace RA
State & what it means Activities Available to PNT GCO, Once Assigned Primary Responsibility ORSPA Review/Submit by Unit ORSPA Review/Submit by ORSPA No ORSPA Review/Submit by Unit The FP is now closed. RA State What this State means Activities Available to PNT GCO, Once Assigned Primary Responsibility The funding proposal remains in draft and is editable. Budget remains editable. Budget Workspace Depts Unit has requested changes from RA. RA Unit review is complete and is now under OKED review. If disapproved, returns to Draft state. If approved, F&A Review ribbon disappears from workspace and process continues moving forward. If F&A waiver review is still pending at submittal time, PNT can not submit. OKED
been run, RAs will need to manually add Chelsea Tyrrell (the FP Approver for the Provost Office) as a Department Reviewer. (See guidance below). Post Submission Routing If the proposal allocations as submitted are no longer correct. Run the activity “ASU Post Submission Request”. This can be found on the Proposal Work Space. Running this activity will unlock the Funding Proposal for editing, allowing the REC/RID/IIA to be corrected. In the popup, input the reason for the change. E.g. Dr. Smith has a split appointment and this change adds the second unit along with the appropriate split in REC/RID/IIA. The state of the Funding Proposal is now “ASU Post Submission Change Requested” and the Funding Proposal is unlocked for editing. Select and update the allocations as needed. After updating the allocations, run the activity and then . Be sure to remove any individual(s) not impacted by the change. Individuals left on the activity will receive a system generated notification requesting them to approve the changes. After all approvals have been received, run the . Running this activity will move the proposal back to Submitted Pending Sponsor Acceptance and lock the Funding Proposal for editing. FAQs about the ASU Post-Submission Change Request: How often can the allocations be changed once a proposal has been submitted? The ASU Post Submission Change request can be ran as many times as needed, until the proposal is either awarded or declined.
assuring compliance with software copyright laws; and complying with legal and regulatory requirements. Interact On Your Time. The Company respects the right of any employee to participate in social media, such as maintaining a blog or participating in online forums. However, to protect the Company’s interests and to oversee employees’ focus on their job duties, employees must avoid excessive use of social media during work time or at any time with the Company equipment or property which adversely affects work performance. Avoid Personal Attacks, Online Fights, And Hostile Personalities. If a blogger or any other online influencer posts a statement you disagree with, you can voice your opinion, but we suggest that you do not escalate the conversation to a heated, personal argument. Speak reasonably, factually, and with good humor. Try to understand and credit the other person's point of view. Additionally, avoid communicating with hostile personalities in an effort to avoid personal, professional, or credibility attacks. Identify Any Copyrighted Or Borrowed Material With Citations And Links. When publishing any online material through social media that includes another’s direct or paraphrased quotes, thoughts, ideas, photos, or videos, always use citations and link to the original material where applicable. Should you have any questions about this policy, please see ________________. MEDIA CONTACTS It is the employer’s policy that only the Chief Executive Officer, Chief Operating Officer, General Manager or Public Relations Director/Manager is authorized to speak with the media as spokesperson for and on behalf of the company. Media inquiries should be directed to them. No part of this policy is intended to prevent or constrain an employee’s exercise of rights under Section 7 of the National Labor Relations Act.
ERA PARENTS SUPPORT MEETING Date: Tuesday 17th January 2017 @ 7.30pm Venue: Sandlers Cottage,Eastwood Park, Rouken Glen Road, Giffnock, G46 7JS Come and join us in a new venue for coffee/tea and chat. Transport from Barrhead available. Speaker: Laura a Sleep Scotland Counsellor discussing “Sleep strategies” Everyone welcome!
STUDENT DATA Last name(s) First name(s) Date of birth Nationality Sex [M/F] Study cycle Degree Programme at FAU: ________________________________________________ Field of education : Sending Institution D ERLANGE01 Central Office of International Affairs Schlossplatz 4, 91054 Erlangen DE Erasmus Student Mobility Yvonne Wöhner +49-9131-85-65164 Department Address Country Department Contact DE Receiving Institution Xxx University EU Code Department Address Country Department Contact Before the mobility Study Programme at the Receiving Institution __________________________________, EU Subject Code: _____ Planned period of the mobility: from [month/year] _______ to [month/year] _________ Table A Before the mobility Component code (if any) Component title at the Receiving Institution (as indicated in the course catalogue) Semester [e.g. term] Number of ECTS credits (or equivalent) to be awarded by the Receiving Institution upon successful completion
Agreement for flexible supervision arrangements Name of authorised person signing for employer: (please print) Employer’s signature: Date: Trainee’s name: Trainee’s signature: Date: Name of authorised person signing for SRTO: (please print) SRTO’s signature: Date:
WORK PROGRAMME 2016-2017 Update January 2016 Regular strands 14-15 January 29th meeting Amsterdam 22 April 30th meeting Brussels 15-16 September 31st meeting Bratislava 6 December 32nd meeting Brussels 16-17 March 2017 (TBC) 33rd meeting Valetta 2nd semester 2017 ERA - implementation and monitoring the ERA Roadmap, national action plans and strategies Follow-up of ERA Roadmap – progress of national action plans and strategies (break-out session) Discussion on state of the art and methodology of the proposed indicators for the EMM ERAC Opinion on Open Access and Innovation Presentation of R&I policy in the Netherlands Follow-up of ERA Roadmap - national action plans and strategies – final issues and preparation of Ministerial Conference (round table) Presentation and agreement on the Work Programmes of groups Outcome and follow-up of Ministerial Conference (tbc) Initial discussion on streamlining the R&I Monitoring and Reporting Landscape Presentation of R&I policy in Slovakia Presentation of R&I policy in Malta European Semester Follow-up European Semester Follow-up European Semester (tbc)
Regular strands 14-15 January 29th meeting Amsterdam 22 April 30th meeting Brussels 15-16 September 31st meeting Bratislava 6 December 32nd meeting Brussels 16-17 March 2017 (TBC) 33rd meeting Valetta 2nd semester 2017 Horizon 2020 Policy Support Facility Update on the ongoing PSF activities Peer Review - update on review of Moldovan R&I system ERA governance Implementation of Council conclusions (Dec. 2015) on ERA governance Set-up of ERAC WG on ERA P5 Discussion on the Commission’s inventory of ERA-related groups and other expert groups with a view to streamlining the groups Implementation of Council conclusions on ERA governance Major events and milestones January 2016 February 2016 March 2016 April 2016 May 2016 June 2016
Nourani S., “ Antecedents and Consequences of Adoption of Internet Banking: A Study in the Banking Industry”. Doğu Akdeniz Üniversitesi, 2014 Elbadri M., “Measuring The Financial Stability of Islamic and Conventional Banks in Turkey”. Doğu Akdeniz Üniversitesi, 2015 Kaygısız B., “Capital Adequacy of Banks in North Cyprus From EU CRD IV Perspective”. Doğu Akdeniz Üniversitesi, 2015 Yousefi F., “The Role of Telecommunication in Banking Industry of North Cyprus”. Doğu Akdeniz Üniversitesi, 2015 AlFarra D., “Islamic Banking and Finance”. Doğu Akdeniz Üniversitesi, 2015 Saeed S., “Mature and Significant Link Between Islamic & Conventional Banking”. Doğu Akdeniz Üniversitesi, 2015 Alden N., “Comparative Analysis Between Islamic and Conventional Banking System In Term Of Profitability and Governance”. Doğu Akdeniz Üniversitesi, 2015 Isaev M., “Determinants of Foreign Bank Entry to the Central Asia”. Doğu Akdeniz Üniversitesi, 2016 Tabila N., “Determinants of Commercial Banks’ Lending Behavior in South Africa”. Doğu Akdeniz Üniversitesi, 2016 Athari S., “Investor Protection and Dividend Policy: The Case of Islamic and Conventional Banks”. Doğu Akdeniz Üniversitesi, 2016 iii- TEACHING EXPERIENCE Courses Thought Courses Can Be Thought Asset and Liability Management Financial Management Financial Statement Analysis Commercial Bank Management I Financial accounting Commercial Bank Management II Personal Finance Money and Banking Introduction to Banking Turkish Financial System Financial Intermediation International Banking Introduction to Economics I Introduction to Economics II Introduction to Business I Introduction to Business II