zilongwang/ReadingBank huggingface dataset:
Printing information Try and arrange interview with Faye Beerling Fill in Research review on Extended Project Portfolio Presentation Selection of children’s books Visit Omicron Photoshop PowerPoint 4 Research art styles and language styles of books and decide which way I want to go about it. Design characters Storyboard Art Pad Pencils Laptop 5 Rough draft of story Start illustration rough draft Using photos as references Write story Art pad Wacom Pencils Camera Laptop Illustrator Photoshop 6 Write Story Art pad Wacom Pencils Camera Laptop Illustrator Photoshop Write Story Art pad Wacom Pencils Camera Laptop Illustrator Photoshop 8 Send book to the printers Assemble book extras Omicron
9 Take book to Book Binders Book Binder 10 Read Story at various Locations for feedback Complete Extended Project Portfolio Nursery Reception Table - Project Action Plan and Timetable Pitch CHAPTER 1 Introduction Introduction to the Chapter - This opening section’s main function is simply to get the reader into the chapter somewhat gradually rather than jumping directly into the first substantive division.
References Corderoy, T. and Edgson, A. (2015). I want my daddy! 1st ed. London: Little Tiger Press. Davis, K. (n.d.). How to write a children's book. 1st ed. Institute For Writers LLC. Dodd, L. (n.d.). Hairy Maclary from Donaldson's Dairy. 1st ed. New Zealand: Penguin Books. Freedman, C. (2007). Aliens Love Underpants! 1st ed. China: Gardners Books. García, E. (2008). Tip tip dig dig. 1st ed. London: Boxer. Hill, E. (2003). Where's Spot? 1st ed. New York: Puffin Books. Hodder and Stoughton (2017). Cheer Bear and The Treasure Hunt. 1st ed. London: Hodder Children's Books. Holowaty, L., Astley, N. and Baker, M. (n.d.). Peppa's post. 1st ed. Hutchins, P. (n.d.). Rosie's walk. 1st ed. Italy: Puffin Books. KilBride, S. and Tilley, S. (n.d.). The magical Winter ponies. 1st ed. China: Simon And Schuster. McKee, D. (n.d.). The extraordinary adventures of Mr Benn. 1st ed. London: Hodder Children's Books. Moore, C. and Barrett, A. (2012). The night before Christmas. 1st ed. China: Orchard Books. Pirate's treasure. (2013). 1st ed. Sywell: Igloo Books Ltd. Potter, B. (n.d.). The Tale of a Naughty Little Rabbit, based on the Original tale by Beatrix Potter. 1st ed. China: Pearson.
1 1st May Researching into creating characters (conveying character visually) + creating characters for my animation. Books Internet (websites, videos) 2 8th May Looking into body language and emotion. Books Internet (websites, videos) Capturing reference footage 3 15th May Looking into perspective and proportions for characters. Books Internet 4 22nd May Looking into the animation software itself and experimenting with animation. Computer Animation software 5 29th May Creating storyboard for the animation and beginning to draw out key frames. Pencil and paper Animation software 6 5th June Producing final animations and getting feedback along the way to see how to improve. Computer Animation software 7 12th June Continuing to produce animations and altering based on feedback. Computer Animation software 8 19th June Finishing up any leftover work and evaluating the project overall. Computer Animation software Table - Project Action Plan and Timetable
Date: 11/06/2017 Major issues: Computer chairs and bags being in the way, may be a trip hazard. Liquid near computers could cause damage to them and injure myself or others. Solutions Drink liquids away from computers or avoid drinking whilst working and avoid leaving chairs and bags in the way to keep myself and others safe in a working environment. Contacts –My student email. – Adam’s email. Emergency services On site services Local police Local fire Local hospital My project does not have any budget as I will have access to all of the hardware and software I need both at home and in the working environment. In terms of a schedule for my production I have already produced my action plan which can be seen much earlier within this document. Project proposal presentation Here is the recording of my project proposal to the production board. Production Post-production Presentation
Punctuation Use of inverted commas and other punctuation to indicate direct speech e.g. a comma after the reporting clause; end punctuation within inverted commas (e.g. The conductor shouted, “Sit down!”) Apostrophes to mark singular and plural possession (e.g. the girl’s name, the girls’ names) Use of commas after fronted adverbials Apostrophes to mark singular and plural possession (e.g. the girl’s name, the girls’ names) Use of inverted commas and other punctuation to indicate direct speech e.g. a comma after the reporting clause; end punctuation within inverted commas (e.g. The conductor shouted, “Sit down!”) Use of inverted commas and other punctuation to indicate direct speech e.g. a comma after the reporting clause; end punctuation within inverted commas (e.g. The conductor shouted, “Sit down!”) Apostrophes to mark singular and plural possession (e.g. the girl’s name, the girls’ names) Use of commas after fronted adverbials
Extended Vacancy / Rent-Ready Report To provide clarification of unit turns exceeding 30-days and vacancies exceeding 90-days. Property Name: OID #: Reporting Period: A B C D E F G H Unit # Move-Out Date Rent-Ready Date Total Days to Rent-Ready (Column C – B) Explanation of 30 + Days to Rent-Ready Re-Occupied Date Total Days Vacant (Column F – B) Explanation of 90 + Days Vacancy
the best to show them and how to stimulate consumer's mental processing of advertising (Ohme et al. 2009). This way, companies try to improve ad recall, attitude toward the brand and purchase intention, which are known as advertising effectiveness variables (Till and Baack 2005). … Figure 1. Graphical description of sequences employed for hypothesis test: (1) condition, (2) Pre-arousal condition, (3) High arousal condition, (4) Far from arousal condition. Table 1. Summary of studies conditions, hypotheses and results. Study Conditions and graphs Dependent variable Proposed effect Result Post-arousal (Graph1) vs. Study 1 Pre-arousal (Graph 2) H1a Brand recall Higher in post-arousal Supported H1b Ad recall Not significant difference Supported Study 1 High arousal peak (Graph 3) H2a Brand recall Higher in post-arousal Supported H2b Ad recall Not significant difference Supported Study 2 Far from arousal (Graph 4) H3a Brand recall Higher in post-arousal Not supported H3b Ad recall Not significant difference Supported Acknowledgments: The authors gratefully acknowledge the financial support …. References Aaker, D. A., D. M. Stayman, and M. R. Hagerty. 1986. “Warmth in advertising: Measurement, impact, and sequence effects.” Journal of Consumer Research 12 (4): 365-381.
Ariely, D., and G. S. Berns. 2010. “Neuromarketing: the hope and hype of neuroimaging in business.” Nature Reviews Neuroscience 11 (4): 284-292. Astolfi, L., F. De Vico Fallani, F. Cincotti, D. Mattia, L. Bianchi, M. G. Marciani, and F. Babiloni. 2008. “Neural basis for brain responses to TV commercials: a EEG study.” Neural Systems and Rehabilitation Engineering, IEEE Transactions on 16 (6): 522-531. Boucsein, W. 1992. “Electrodermal activity.” New York: Plenum University Press. Damasio, A. 2008. “Descartes' error: Emotion, reason and the human brain.” Random House. ZenithOptimedia. 2013. “Advertising Expenditure Forecasts September 2013”. Accesed Dicember 5.
Arthur H. Williamson, ‘An Empire to end Empire’, in Paulina Kewes, ed., The uses of history in early modern England (Huntingdon Library Quarterly special edition, 2005) - JSTOR. American colonies – local studies Colin G. Calloway, New Worlds for All: Indians, Europeans, and the Remaking of Early America (1997) David Cressy, Coming Over: Migration and Communication between England and New in the Seventeenth Century (Cambridge, 1987) Stephen Forster, The Long Argument: English Puritanism and the Shaping of New England Culture, 1570-1700 (Chapel Hill, 1991). Alison Games, Migration and the Origins of the English Atlantic World (Harvard, 1999). Jack P. Greene, Peripheries and Centers: Constitutional Development in the Extended Polities of the British Empire and the United States 1607-1788 (Athens, Georgia, 1986). Jack P. Greene, Pursuits of Happiness: The Social Development of British North America (Baltimore, 1998) Susan Hardman Moore, Pilgrims: New World Settlers and the Call of Home (Yale UP, 2010) Peter Hulme, Colonial Encounters: Europe and the Native Caribbean, 1492-1797 (London, 1987) Edmund S. Morgan, Visible Saints: The History of a Puritan Idea, (New York, 1963) J. R. Pole and Jack P. Greene, eds., Colonial British America: Essays in the New History of the Early Modern Era (Baltimore and London, 1983) Alan Taylor, American Colonies (2001) Michael P. Winship, ‘Godly Republicanism and the Origins of the Massachusetts Polity’, William and Mary Quarterly (2006) – JSTOR.
This is the minimum standard of where we want to be 2 Agricultural extension advisory service is limited Participatory and demand driven extension planning are poorly designed There is where we think we are probably are right now based on our knowledge 1 Agricultural extension advisory service is not effective Participatory and demand driven extension planning is lacking Competency Cluster 2: Practice of collection, documentation, analysis and dissemination of information and innovation Probing questions; How are you conducting the collection, documentation, analysis and dissemination of information and innovation? Challenges? Narrative comments from Interview/Group Discussion: Score Benchmark Criteria for Benchmark This is what we want AGP2 CDSF to do after AGP2CDSF is over – for the Government of Ethiopia to apply and institutionalize 5 Agricultural extension advisory service is very effective Collection, documentation, analysis and dissemination of information and innovation are practiced to the greatest extent It would be really great if we could say we were here by the end of the project . . . this is our TARGET 4 Agricultural extension advisory service is effective Collection, documentation, analysis and dissemination of information and innovation are practiced to a great extent It would be even better if we could get here, improving on the minimal standard 3 Agricultural extension advisory service is adequate Collection, documentation, analysis and dissemination of information and innovation are practiced adequately
It would be even better if we could get here, improving on the minimal standard 3 Agricultural extension advisory service is adequate Agricultural best practice identification and scaling up guideline is adequate This is the minimum standard of where we want to be 2 Agricultural extension advisory service is limited Agricultural best practice identification and scaling up guideline is not informative There is where we think we are probably are right now based on our knowledge 1 Agricultural extension advisory service is not effective Agricultural best practice identification and scaling up guideline is less informative Competency Cluster 5: Integrating gender, nutrition and climate sensitive agricultural in the agricultural extension advisory service Probing questions; What is the practice of integrating cross cutting issues in to the agricultural extension advisory service? What challenges do you have in terms of that? Narrative comments from Interview/Group Discussion: Score Benchmark Criteria for Benchmark This is what we want AGP2 CDSF to do after AGP2CDSF is over – for the Government of Ethiopia to apply and institutionalize 5 Agricultural extension advisory service is very effective Gender, nutrition and climate sensitive agricultural is very effectively integrated in the agricultural extension advisory service. It would be really great if we could say we were here by the end of the project . . . this is our TARGET
International postgraduate researchers 9.1 Do you currently hold a UK Visa? Yes No If yes, please indicate the type of visa you hold (i.e. Tier 4, Dependant): ………………………….. 9.2 Visa Expiry Date: DD/MM/YYYY 9.3 Do you currently hold Indefinite Leave of Remain of Refugee status? Yes No 9.4 Are you currently in the UK? Yes No Please attach a photocopy of your current passport photo page and visa. If you extended your visa in the UK you will have a biometric residence permit – please submit a copy of both sides of this card. Your extension request will not be processed unless these supporting documents are received. Passport copy attached Visa/biometric residence permit copy attached Declaration I confirm that I have kept the University updated with my contact details via the on line registration facility at Signed: Date: Please forward to your supervisor for completion of PART B.
PART E: To be completed by the International Student Advisory Services and returned to the Research Student Administration Team at PGRLETForms@contacts.bham.ac.uk International Student Advisory Service to assess from a compliance/immigration perspective: Should Immigration Sponsorship be withdrawn ? Yes No Comments Signature: Date: Name (Block capitals): PART F: To be completed by the University’s Research Progress & Awards Sub Panel and returned to the Research Student Administration Team at PGRLETForms@contacts.bham.ac.uk On behalf of the University’s Research Progress & Awards Sub Panel, I do approve the request I do not approve the request Please give the rationale for your decision: Signature: Date: Name (Block capitals):
Sr. No Fuel Consumption Calorific Value (with unit) Before CP Financial Year (2015-16) After CP Financial Year (2016-17) 1. Electricity, kwh / Tonne of product 2. Furnace Oil, Litre / Tonne of Product 3. LDO, Litre / Tonne of Product 4. Coal/Lignite, kg/ Tonne of Product 5. Natural Gas, Sm3 / Tonne of Product 6. Any other (Give in specific Unit) 11. Details of reduction in wastewater generation before and after Cleaner Production Implementation: (Provide year wise details in table 5) Table 5: Source, Quantity and Quality of Wastewater Sr. No Source of Waste Water Quantity per unit of Product (m3/tonne of product) Quality Before CP Financial Year (2015-16) After CP Financial Year (2016-17) Before CP Financial Year (2015-16) After CP Financial Year (2016-17) 1. 2. 3. 4. * Indicate clearly the parameters in which improvement is achieved. 12. Details of reduction in gaseous pollutants before and after Cleaner Production implementation: (provide details in table 6)
Emory University School of Medicine Gaia Vasiliver-Shamis, PhD Director of Career Development Office of Postdoctoral Education Emory University School of Medicine 1462 Clifton Rd., Rm. 303 Phone: 404-727-4379 Email: Howard Hughes Medical Institute Janelia Research Campus Erik Lee Snapp, Ph.D. Director of Graduate and Postdoctoral Programs Howard Hughes Medical Institute Janelia Research Campus Room 2E.185 Phone: 571-209-4163 Email: Select Testimonials from participants in Scientists Teaching Science “I want to say thanks you for providing this very inspiring education course. I just submitted the last assignment and finished all the course content. It was a great experience and literally opened my eye to better educational practices which I didn't know. “When I started this I was actually not that motivated. I took this because I wanted to earn training history to, say, decorate my CV. But when the course started I noticed how vague I was thinking about education. Many reading materials you provided was all transformative, and I found myself more and more motivated as the course progressed. “I believe I will be able to educate next-generation scientists far better based on what I learned here. Thanks again, and please keep inspiring more scientists in the future. “ Takashi Kawashima, PhD, Howard Hughes Medical Institution
Victoria Kavitt 492 Milligan Lane, West Islip, NY 11795 (631) 741-1866 victoriakavitt@gmail.com Education: Crane School of Music, State University of New York at Potsdam, Potsdam, NY Bachelor of Music, Music Education, Band Track (expected graduation May 2015) Special Music Education Concentration, Spanish Minor Student Teaching: Brentwood High School, Brentwood School District, Brentwood, NY Fall 2014 Cooperating Teacher: Joseph Sitler ∙High School Symphonic Band, Brass and Percussion Lessons ∙Also assisted after school with the National Class Marching Band and Jazz Band Howitt Middle School, Farmingdale School District, Farmingdale, NY Fall 2014 Cooperating Teacher: Phil Greco ∙6th and 7th grade General Music in addition to ABA General Music ∙2nd Grade General Music in addition to K-2 ABA General Music Additional Teaching Experience: St. Mary’s School, Canton Central School District, Canton, NY Fall 2013 General Music and Beginning Instruments Practicum ∙Provided a 6th grade band student with private clarinet lessons ∙Created and taught lessons for a class of nine 4th graders to enhance and develop their musical skills West Islip Summer Music Program, West Islip, NY 2013 -2014 Assistant Conductor and Student Intern ∙Conducted band composed of 7th- 12th graders ∙Assisted with lessons, photocopying and warm ups ∙Created and taught 4th- 6th general music lessons ∙Assistant teacher for 6th-8th grade chorus Private Horn, Flute and Voice Studio July 2013-Present ∙Provided lessons for students ages 9-18 Private Group and Individual Swimming Lessons 2009-Present ∙Provided swimming lessons for students ages 4-12 Performance Experience: Orchestra of Northern New York, Potsdam, NY March 2014 ∙4th Horn Northern Symphonic Winds, Potsdam, NY 2013-2015 ∙4th Horn, Assistant Horn North Shore Pops, Long Island, NY Summer 2014 ∙2nd horn, 3rd horn Master Class with Fergus McWilliam, Potsdam, NY February 24, 2014 Crane School Ensembles 2011-2015 ∙Symphony Orchestra, Wind Ensemble, Brass Ensemble, Horn Choir, Brass Quintet Junior Recital, Potsdam NY November 2, 2013
Exercise Parameters Provide an overview of the exercise scenario and intended outcome of the exercise. Include details such as the date, time, and location of the exercise and the intended exercise type (e.g. tabletop, functional exercise, or full-scale exercise). Exercise Participants Identify participants and their intended role in the exercise. Include players, with expected level of play, observers, and intended media participation. Participant (Name, Position, & Organization Name) Exercise Role (Player, Observer, Media) Expected Level of Play (Dates/Times of Play) Signatures & Conditions Insert the names and organizations of the Exercise Director and Participating Organization representative. The following agree to support this exercise as described herein: [Name of Exercise Director] Exercise Director [Sponsor Organization] [Name of Representative] [Title] [Participating Organization]
2a. My extenuating circumstances All students should complete section 2a. Only complete section 2b if it applies to you. All students have the right to expect fairness of treatment and any decision to provide extra opportunities or special provisions unavailable to your peers must be considered carefully. Criteria The Extenuating Circumstances Panel needs to judge whether your circumstances were: unforeseen outside your control were likely, on balance, to have had a direct and substantial impact on your academic results. (This may include an impact on capacity to study prior to an assessment, on ability to complete an assessment, and/or on performance during an assessment.) The following list gives some examples of the kinds of situations which have been accepted or not in the past as part of an extenuating circumstances application. The list is not exhaustive and does not guarantee acceptance as every case is considered on its individual merits and the impact of the circumstances must also be clearly demonstrated. May be accepted… Serious short term illness Bereavement Adverse personal or family circumstances Worsening of a long term health condition Serious personal injury Being the victim of a serious crime Unforeseen and unavoidable imposed work pressure Unavoidable transport difficulties (e.g. through natural disaster) Incorrect information provided by the University about date/ time/ location of examination Significant change in circumstances Unlikely to be accepted… Conflicting assessment deadlines Transport difficulties Routine work commitments Holidays Availability of books Illness outside the relevant assessment or learning period ‘Retrospective’ medical evidence (e.g. doctor states you claimed to be ill) Long term health condition Minor ailment Examination stress Personal computer/ printer problems Poor time management Lack of awareness of deadlines Childcare difficulties Confusion over date/ time /location of examination Religious holidays Any claim submitted without supporting evidence Long term adverse circumstances Some of the circumstances given above which would not normally be accepted as extenuating may be addressed through the support and special provisions available through Services for Students and, in particular, the Learning Success team. Students are encouraged to make full use of the support available to them at the earliest opportunity. Prior to your supporting statement you should list the assessments which you believe have been affected.
Title: Extenuating Circumstances Regulations Issue Date Revision Description Author Approved By & Date Next Review Date September 2016 First Issue Siobhan Coakley Academic Board 8 June 2016 June 2017 August 2017 Second issue Siobhan Coakley Academic Board 14 June 2017 June 2018 February 2018 Third issue Siobhan Coakley Omission of section previously included – no further approval required June 2018 September 2018 Fourth issue Samantha Haines Academic Board 13 June 2018 June 2019 EXTENUATING CIRCUMSTANCES REGULATIONS 2018/2019 Introduction The extenuating circumstances regulations apply to: Students studying at the University, at the University’s Dubai Campus and University of South Wales courses through distance delivery. Students studying at the Royal Welsh College of Music and Drama (RWCMD). (NB Any reference made to ‘faculties’ or ‘faculty’ in the regulations should be read as ‘the College’.) Students studying university courses at the University’s partner institutions.
5 CHANGE EVALUATION Detailed description of project changes identified. Example (System Development Project): Type of Change Description *Impact *Probability *Importance Change owner Scope To add another reporting module Medium Medium High Project Manager Application enhancement Interface: change picture Medium Tinggi Medium Lead System Developer Interface: move dashboard to the centre Medium Medium High Security Add firewall High Medium High Lead Application Security * Probability, Impact and Importance: High Medium Low
1 Project Manager/ Project Management Office Prepare procurement requirements for project implementation Manage contracts Manage hardware/software received [name of officer] 2 Administration Office Establish Technical Specification Committee, Tender Evaluation Committee, Financial Evaluation Committee and Technical Evaluation Committee Manage procurement Manage payments [name of officer] 5 DETAIL PROCUREMENT REQUIREMENTS Detail description of the procurement requirements of the project such as hardware, software, consultancy/contract workers and office space. 6 PROCUREMENT IMPLEMENTATION SCHEDULE Prepare procurement Gantt Chart. 7 PLAN APPROVAL …………………………………….…………………….. Project Manager [Name] [Post] [Division] Date: …………..….. ………………………………….……….……………….. Project Director [Name] [Post] [Division] Date: …………..…..
and appropriately articulated within the assessment strategy? Course Handbook, Module Descriptors Is there a clear statement of how assessment feedback will be provided to students? Programme Specification, Course Handbook 5. Employability and the Staffordshire Graduate Question Source of Evidence External Advisor Comment Response from Team Have the proposals been informed by employers, and/or relevant Professional, Regulatory and Statutory Bodies? Approval Support Document Does the documentation clearly indicate how the course will support/enhance graduate employability? Programme Specification, Course Handbook 6. Admissions Requirements Question Source of Evidence External Advisor Comment Response from Team Are the admissions criteria (including IELTS requirements) appropriate for the course? Programme Specification
7. Inclusivity Question Source of Evidence External Advisor Comment Response from Team Are the learning outcomes designed in such a way that they are achievable by a wide range of students (including students with and those students where reasonable adjustments may be required) Programme Specification Course Handbook Module Descriptors 8. Learning Resources Question Source of Evidence External Advisor Comment Response from Team Will the collective expertise and availability of academic staff facilitate the effective delivery of the curricula? Approval Support Document Will there be appropriate technical and administrative support? Approval Support Document Are the books and journals listed on the module descriptors appropriate to support the learning? Approval Support Document Based upon the information available, does the teaching and learning accommodation (including specialist facilities and equipment) appear to be appropriate? Approval Support Document
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 apply) Physical Learning Mental Health Deaf/ hearing impaired Blind/ visually impaired Something else:_________________ Don’t Know How would they describe their ethnicity? White British White Irish White Gypsy or Irish Traveller 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
PERSONAL DETAILS: Surname: First Names: Postal Address: Physical Address: Telephone Number Cell Identity Number - - Gender F M Are you a South African Citizen? YES NO Which SA Province do you come from? Which SA City do you come from? What is the name of your municipality? Do you have any criminal Record? YES NO If Yes please specify: Race A B C W Do you have any physical disability? YES NO Cross whichever is applicable Declaration is optional : HIGH SCHOOL ACADEMIC RECORD: Name of School Matriculated Province situated Year Matriculated Aggregate Symbol Exemption YES NO SUBJECTS: GRADE : NB: Please attach official statement of Result 1 2 3 4 5 6 7 8 DETAILS OF PARENT / GUARDIAN : PARENT / GUARDIAN 1 : Mr Mrs Ms Surname: First Names: Identity Number - - Gender F M
Advance payment: EFFECT ON OTHER CONTRACT PROVISIONS None START OF WORK 10.10.2018 END OF WORK 10.6.2019 CONTRACTOR’S Project manager: DATE: 8/9/2018 CONTRACTOR’S CONTRACTS OFFICER DATE: 10/9/2018 [DISPOSITION RECORD OR OTHER AGREED CONDITION RECORDED WITH THE CCN APPROVAL] AGENCY”S TECHNICAL OFFICER: DATE: AGENCY’S CONTRACTS OFFICER: DATE: Annex A contains: Justification WP description(s) for WP7, WP8 and WP9
The External Environment The Macro-Economic Environment There are a number of economic factors that can affect a business, these include tax rates, interest rates, exchange rates, inflation, employment levels and the general health of the economy. Each of these economic factors will be examined in turn below: Taxation There are several different types of tax payable in the UK: Income tax Value added tax (VAT) Corporation tax Income tax Income tax is a tax on a person’s income, this form of tax is a statutory deduction from an employee’s wages Value added tax (VAT) VAT is a tax on the purchase of goods and services. VAT is charged on most goods and services that consumers purchase (such as trainers and cinema tickets) and on goods and services that businesses purchase (such as accounting services and printer ink). Corporation tax Corporation tax is a tax on company profits, it is paid before shareholders are paid their dividend. Income tax is a statutory deduction from an employee’s wages. What does this mean? The pay employees receive from their employer is after income tax has been taken. What is this pay called? The system for collecting income tax from workers is called PAYE. What are these letters short for?
University of Southampton University Road Southampton SO17 1BJ Invoice Postgraduate Taught (PGT) External Examiner Expenses Supplier name Supplier address Invoice number Invoice date Postgraduate Taught External Examiner expenses for programme(s)/modules] Fees Travel 1 Subsistence 2 Incidentals 3 (please provide details) [insert name of £ p Total Supplier bank details Bank Name Bank address Account number Sort code Office Use Only Subproject code Contact details for CQA Team:
VQ Assessment Centre Registration Agreement Level 3 Award in Facilitating Learning & Development Instructions for completion This form contains questions relating to your suitability for this qualification and essential information needed for Awarding Organisation registration. If you need any help completing this form please contact the VQAC Learner Support Team on 01908 653774 or email us on vq-enquiries@open.ac.uk SECTION 1 Your personal details Title (Mrs /Mr /Miss / Other) All given/first names Family or surname Date of birth Gender Home Address Post Code Home telephone number (with area code) Home e-mail Your work details Your job title Name of your organisation Type of service provided Work address Post Code Work telephone number (with area code) Work e-mail Where do you prefer to be contacted? Home Work
The vision of Ayrshire College is to raise aspirations, inspire achievement, and increase opportunities and our aim is to create a dynamic and innovative College to serve the communities and businesses in Ayrshire. We work in partnership with businesses and key stakeholders to ensure we are focused on providing opportunities which meet demand in key industry sectors in Ayrshire and beyond. Ayrshire College has a key role in helping to develop the economy in Ayrshire and beyond, by ensuring that students develop the right skills and positive attitudes to support the local, regional and national workforce needs. The College offers a broad and balanced curriculum across Ayrshire, offering hope, inspiration and opportunity to the communities we serve. By harnessing the strengths and talent of staff from across all of our campuses, and with an ethos of continuous improvement, we provide the highest quality learning experience for our students. I am delighted that you are considering joining our successful team at this exciting stage of our development. Following review of the vacancy information, if you feel that your knowledge, skills and experience are suited to this role, and you are enthusiastic with drive and ambition, we would be very pleased to receive your application. Thank you for taking the time to consider this career opportunity with us Heather Dunk Principal and Chief Executive Our Management Structure Working closely with our Board of Management, the Executive and Senior Management Teams work closely with students, staff, employers and stakeholders to make our vision a reality. Further information on the Board of Management, Executive Management and Senior Management members, can be found at .
APPLICATION CHECKLIST Complete all sections of the application – handwritten applications will not be accepted Sign application form Copies of all data collection instruments Copy of parent permission letter Ethics approval letter from academic institution (if applicable) Current criminal background check (non-Board employees only) Eight (8) copies of the full application package Obtain the signature of the contact person at your sponsoring institution or agency If HCDSB employee, obtain approval of principal or superintendent. Forward package by due date to: Dr. Lisa-Marie Collimore Research Officer, Research & Development Services Halton Catholic District School Board 802 Drury Lane Burlington, ON L7R 4L3 EXTERNAL RESEARCH REQUEST
who are experiencing feelings of distress or despair, including those which may lead to suicide. Financial The Cameron Fund The Fund is a charity for doctors who are, or have been, general practitioners, and for their dependants. It offers help in times of poverty, hardship or distress. 020 7388 0796 Email: Financial Royal Medical Benevolent Fund Depending on individual needs and circumstances, RMBF is able to provide grants, loans, information, advice, clothes, parcels and payments to assist with domestic and financial crises or help with childcare and other costs. 020 8540 9194 Gambling GamCare Provides support, information and advice to anyone suffering because of gambling. 0808 8020 133 – 8am till midnight, 7 days per week General Doctors for Doctors Unit & BMA Counselling Doctor advisors provide help to doctors who find themselves in difficulty, be it through giving them reflective space to talk through issues or signposting to more appropriate organisations. 0330 123 1245 - 24 hours a day, 7 days a week For more information: Government Issues Citizens Advice Bureau Gives free, confidential, impartial and independent advice on a limitless range of subjects, including debt, benefits, housing, legal matters, employment,
EXTERNAL AEC APPROVAL All research involving the use of animals must comply with the Animal Welfare Act 2002 (WA) and the requirements of the Australian code for the care and use of animals for scientific purposes (8th edition, 2013), ‘The Code’. see The Code Animal Welfare Act 2002 (WA) This form is for use by UWA staff (or students) who have obtained Animal Ethics Committee (AEC) approval from a non UWA AEC and the animals will be located at a facility covered by the ‘other’ institution. You will be required to provide a copy of the other institutions AEC approved application. Please consult the Animal Ethics Office staff to confirm this form is appropriate for your use. Phone: 6488 7887 / 3033 or email OFFICE USE ONLY (October 2017) FILE REF: RA/3/ [ ] AEC Blue [ ] AEC Green DATE: 1. EXTERNAL ANIMAL ETHICS COMMITTEE APPROVAL DETAILS Animal Ethics Committee Approval / Permit Number: Institution and Address: Institutions AEC Contact Officer: (Name, Phone and Email) CHIEF INVESTIGATOR DETAILS Title, first name, last name Staff number (UWA only) Work mailing address /school (include UWA MBDP) Email: Phone: Mobile: PROTOCOL DETAILS APPROVAL START DATE: (DD/MM/YYYY) EXPIRY DATE: (DD/MM/YYYY) Protocol Title: (full title) 4. UWA STUDENT/ STAFF DETAILS Title, first name, last name Staff / Student number (UWA only) Work mailing address /school (UWA MBDP) Email: Phone: Mobile:
P1 Number of best practices (validated locally) related to crop protection shared with farmers/pesticide applicators through appropriate dissemination material in local language ( ) none ( ) 1 ( ) 2 ( ) more than 2 Dissemination material in local language on best practices P2 In the Producer Unit, the use of pesticides listed in WHO Class 1a and 1b and Annex III of the Rotterdam Convention is: ( ) common ( ) limited ( ) Nil/banned If applicable the time period for phasing out is ( ) within the next year ( ) within the next 2-3 years ( ) 3 years or longer Rotterdam convention and WHO class 1a and 1b list of pesticides available at PU level? List of pesticides used in the unit PU policy on the use of dangerous pesticides P3 Estimated number of farms where pesticides are prepared and applied by persons who correctly use appropriate protective and safety equipment ( ) none ( ) a few ( ) some ( ) most ( ) all Training records on PPE equipment Distribution records of PPE PU records on estimated level of adoption Training/awareness raising material for farmers P4 Estimated number of farms with separate and safe storage & cleaning sites available ( ) none ( ) a few ( ) some ( ) most ( ) all PU records on estimated level of adoption Internal policies and procedures Training/awareness raising
P31 Estimated number of farms providing equal wages to people who perform the same job, irrespective of gender? ( ) none ( ) a few ( ) some ( ) most ( ) all What differences are there in the type of contracts and payments offered to male and female workers? What evidence is there that the principle of equal pay for equal work is understood and observed? P32 Estimated number of farms aware of minimum legal requirements on working conditions for farm workers (including requirements relating to working hours and overtime)? ( ) none ( ) a few ( ) some ( ) most ( ) all ( ) no legislation available Do you know what are the legal requirements on working conditions in your country/region? P33 Estimated number of farms with workers employed with written contract? ( ) none ( ) a few ( ) some ( ) most ( ) all What do you and your workers know about the national / state legislation with regards to contracts of employment? What type of employment contracts are offered to workers (verbal? written?) and why? P34 Estimated number of farms keeping records on the following: details on legal requirements for wages, including rates, working hours and overtime requirements information on wages (including form of payment) date of birth (age), Record keeping
TELEPHONE NUMBER: EMAIL: FATAL CRITERIA CHECKLIST Was the Proposal received by the time and date specified in the RFP? Date: _____________________ Time: __________________ YES_____ NO_____ Was the Proposal received in a sealed package and contained one (1) original, eight (8) hard copies, and one (1) electronic copy of the Proposal? Sealed Package: _____ Original: _____ Number of Hard Copies: _______ Electronic Copy (compact disc or flash drive): ________ YES_____ NO_____ Does the response include the federal tax identification number of the Proposer? YES_____ NO_____ Were the mandatory attachments included in the response? Attachment A: Proposal Cover Page Attachment C: Acceptance of Contract Terms and Conditions Attachment D: Request for Proposal Acknowledgement Form Attachment E: Non-Collusive Certification Attachment F: Statement of No Involvement Attachment G: Certification Regarding Debarment, Suspension, and Other Responsibility Matters – Primary Covered Transactions Attachment H: Sworn Statement Pursuant to Section 287.133(3) (A), Florida Statutes on Public Entity Crimes Attachment I: Certification Regarding Lobbying Attachment J: Certification Regarding Drug-Free Workplace Attachment K: Statement of Non-Discrimination Attachment L: Audit Requirements Attachment M: Assurances YES_____ NO_____ Was the Proposal format followed? YES_____ NO_____ DID PROPOSAL MEET ALL FATAL CRITERIA? YES_____ NO_____ Evaluation Committee member(s) or Coalition staff performing initial review of submitted Proposals and completing the Fatal Criteria Checklist:
Preliminary Registration Form Please complete the white boxes below in BLOCK CAPITALS Section 1 PERSONAL DETAILS Surname First name Middle name(s) Title Gender Date of Birth Email address Address (including postcode) Contact Numbers Enter any previous known exam numbers below Home: UCI: Mobile: ULN: Section 2 EXAMINATION(S) DETAILS Qualification type e.g. GCSE Awarding body Exam series (month & year) Subject/specification title Subject entry code (specification code/subject award code) Unit entry codes (if applicable for a unitised specification) Include option code if applicable Section 3 ACCESS ARRANGEMENTS or other information relevant to your entry Are you eligible for access arrangements in examination(s)? Appropriate evidence must be provided to support this YES / NO Circle your response If Yes, provide details here: This does not guarantee access arrangements approval. Further communication on this will follow in due course. Consideration will be given to any access arrangements or reasonable adjustments that may need to be put in place. Where appropriate, the centre will lead on the required processes in identifying the need for, requesting and implementing access arrangements. Section 4 IDENTIFICATION - photographic ID is required to verify your identify Driving Licence Number OR Passport Number Copy of photo driving licence OR copy of photo page of passport must be attached to this form* By signing I confirm that I understand all of the information and points to note on page 1 and page 2 of this document Signature: …………………………………………………………………….. Date: ……………………………..
EXTERNAL ENROLLMENT REQUEST FORM EMAIL ENROLLMENT FORM TO: Please allow 3 – 5 days for confirmation. ROBERT TRAINING CENTER 23260 SHELL LANE ROBERT, LA 70455 MAIN OFFICE – 985.543.1200 HSSE Training – 985.543.3453 Process, Subsea or Electrical Training – 985.543.3409 AVAILABILITY SUBJECT TO CHANGE. We request that you please submit new enrollment requests at least 48 hours prior to the class start date. Any cancellation/rebooking submitted seven (7) days prior to class start date will result in a full course charge. To avoid a late cancellation fee, a replacement may be sent in place of the cancelled student. We ask that you provide RTC with the replacement’s information 24 hours prior to the class start date. Enrollment is subject to terms and conditions according to the existing training agreement between Shell E&P Company and nominating company. Note: When enrolling students, please ensure the employee’s name is listed exactly as it appears on their official Government issued ID. COURSE TITLE CLASS START DATE STUDENT’S NAME AS IT APPEARS ON OFFICIAL GOV.’T ID DATE OF BIRTH MALE/ FEMALE (m/f) FOR LODGING, PLEASE SUBMIT YOUR REQUEST BY CLICKING THE LINK BELOW ***You may also call 985-543-1271 for assistance*** Company Name: Invoice Contact: Company Contact Name: Invoice Email: Company Contact Email: Billing Address: If you require special coding for billing, enter here: (ie, PO#, rig name, etc)
External Examiner - Details Name: Current Position: Email address and Contact Number Institution: Number of candidates previously examined for MPhil: Number of candidates previously examined for PhD: Number of candidates previously Examined for MSc/MSR: Please provide below the address in which you would like the candidates thesis sending to: Have you, the proposed examiner been employed by Leeds Beckett University in the last 5 years? Yes/No Have you, the proposed examiner had any other form of association with Leeds Beckett University (eg. visiting fellow, supervisor, external advisor)? If so, please give details: Yes/No How many times have you examined for the university in the past 3 years including taught courses: None/If Yes please indicate the number Yes/No Have you, the proposed examiner worked in the same institution as any of the candidate’s supervisors? If so, please give details and dates: Yes/No Have any of the supervisors examined students supervised by the proposed examiner? If so. please give details and dates: Yes/No Has the proposed examiner engaged in collaborative work with the supervisor(s)? If so, please give details and dates: Yes/No External Examiner PREVIOUS EXPERIENCE: External Examiner QUALIFICATIONS: Examiner RESEARCH INTERESTS:
Emma Nelson and Joanne Collins – External Examiner Officers. All General Enquiries. Academic Registry Ormskirk Campus . 01695 584569 Christopher Bill – Acting Senior Registrar for Assessment & Awards. Award & Progression Boards – Dates and Papers. Academic Registry Ormskirk Campus . 01695 650914 Helen Smallbone – Academic Registrar. Academic Regulations. Academic Registry Ormskirk Campus . 01695 650982 External Examiner Webpage Examples of Documents Available – External Examiner Handbook. Report Form. Fee/Expense Claim Form. externalexaminers Local Contact (for External Examiners to Please note it is important that you supply the External Examiner Officers at with any changes to your personal details to keep in-line with QAA requirements to publish this information. Publication of this information is not an invitation for students to make contact with you, in fact, it is important that they do not and we will make this clear. If you do receive any enquiries or correspondence from a student on a programme for which you are an external examiner, please redirect these immediately to either your departmental contact or to Joanne Collins/Emma Nelson, your support team in Academic Registry. NOTES
Nominee Type (Tick as applicable by double clicking the box and selecting ‘Checked’) Module Examiner Programme Examiner Reciprocal Arrangements ensure that reciprocal arrangements are avoided, please give details of current/recent (within last 3 years) External Examiner appointments held by members of faculty staff at the nominee’s host institution. Name of Staff Member External Examining Responsibility Period of Appointment (Dates) Proposed Roles and Responsibilities of Department to complete the relevant table below for the Module or Programme External Examiner. Module Examiner Department (delete as appropriate) Animal and Land/ Veterinary Nursing / Sport / Equine Fee Category (Tick as appropriate). If more than 20 modules are to be examined, please explain this additional workload in the Statement of Suitability (Part 3, Section A). 1 – 5 modules 6 – 20 modules Modules (please identify any changes in the portfolio listed in above) Module Code Module Name Add or remove Professional, Statutory or Regulatory Body (PSRB) Additional Responsibility Name(s) of PSRB Name of Module(s) with PSRB requirements What is required of the External Examiner to meet the PSRB requirements (e.g. Attendance at Module Examination Boards, notification/approval of the appointment, variations in annual reporting)? To
Part 3 Section A - Statement of Suitability – be Completed by the Head of Department this section the Department should include information to support the nomination, referring to the appointment criteria found in the HQEF and separated below. You may wish to include comments from the relevant programme managers. Academic and/or Professional Qualifications and Expertise Standing and Experience Independence, Objectivity and Impartiality Variety of Institutions and Professional contexts Workload Completed By Date Role/Job Title Please send this form to the Quality Assurance Administrator and they will ensure it is considered by Associate Faculty Board Section B - Chair of Associate Faculty Board Approved Comments: The nomination has been considered by Associate Faculty Board. It complies with appointment criteria and appointment should be confirmed. Yes No Completed By Date This document should be circulated by the Quality Assurance Administrator to: Academic Registrar / Head of Department / Associate Dean: Quality and Standards / Student Records Administrator for the Department The External Examiner concerned should be sent a formal notification of the outcome of this nomination process including confirmation of appointment as appropriate.
to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses. Typically, holders of the qualification will be able to: deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level continue to advance their knowledge and understanding, and to develop new skills to a high level. And holders will have: the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility decision-making in complex and unpredictable situations the independent learning ability required for continuing professional development.