zilongwang/ReadingBank huggingface dataset:
Primary Outcome Measures Secondary Outcome Measures 30. What will be measured and how? 31. Criteria for ending the study early. 32. Other important aspects of this project. Section G: Does your PROSPECTIVE Study involve any of the following? Select all that apply and complete relevant form(s). Category Questions Yes/No Complete Form # Complete Form # Protected Patient Information Does your research involve protected patient information? Yes No 0001 Informed Consent Does your study involve Informed Consent? Yes No 0002 Survey/questionnaire Does your study involve survey/questionnaire? Yes No 0003 Drugs/medication/food supplement Does your study involve the use of drugs/medication/food supplement/devices? Yes No 0005 Device/Equipment point of care devices Does your study involve the use of device? Yes No 0006 Patient Specimen & Genetic analysis Does your project use specimen and Patient Specimen (Pathology & Surgery) such as blood, urine..etc. or use genetic analysis of specimen/sample? Yes No 0007 Clinical Trial Is your study a clinical trial, sponsored, funded study? Yes No 0008
Table 3 Command/Request Definitions Request/Operation Container/Bucket Object/File PUT PUT operations performed against Container/Bucket are used to create that container. PUT operations against an Object are used add object to the bucket/container and write, overwrite, an object’s metadata and content. GET GET operations performed against Container/Bucket lists information about objects within that container/bucket. GET operations against an Object are used to retrieve objects and the objects’ data from the container/bucket. HEAD HEAD operations against a storage Container are used to determine the number of Objects, and the total bytes of all Objects stored in the Container. HEAD operations against an Object are used to retrieve object’s metadata and other HTTP headers. DELETE DELETE operations performed against Container/Bucket deletes the container/bucket. DELETE operations against an Object are used to permanently delete the specified object. POST POST is an alternate form of PUT that enables uploads The POST request operation adds an object to a container/bucket using HTML forms. POST operations against an Object name are used to set and overwrite arbitrary key/value metadata. COPY The COPY operation creates a new, uniquely named copy of a container/bucket that is already stored. The COPY operation creates a uniquely name copy of an object/file that is already stored. LIST The LIST operation displays the information of a current Container/Bucket. The LIST operation displays the current objects/files, including metadata. C.6.1.3.4 Support Storage Resource Classes For each Class proposed by the Offeror, a solution of equal or better specifications than identified in Table 4 Proposed Storage Class below will satisfy the requirement. Table 4 Proposed Storage Class Storage Class Throughput Uptime/ Availability Example A 8 Gbps 100% high-speed SAN B 1 Gbps 100% low-speed SAN C 50 Mbps 99.90% Remote On-line Storage D Access within 24 hrs offline Tape Library Independent Task Orders may specify selected storage class and availability requirements and may also specify that Class C and Class D storage be stored in a facility other than the one hosting the related mission system. C.6.1.3.5 Support Data Migration Across Storage Classes
distinction to the profession. Except in extraordinary circumstances the nominee must have provided service with distinction in more than one of these areas. Attach additional sheets if necessary. Please include a photograph of the nominee if possible. Contributions to the Canadian Association of Insolvency and Restructuring Professionals: Contributions to another association(s) having objectives related to the insolvency profession and/or nominee’s business or profession: Achievements in the pursuit of his/her career:
Contributions to research, teaching, writing, or speaking on professional matters: Other Comments: Part 5 – Signature of Nominator NOMINATED BY: The nominator and the seconder must be members in good standing of CAIRP. The names of the nominator and the seconder will not be made known to the Honours and Awards Nominating Committee, nor to the Board.
Is the discount or Non-Rate Benefit available under this plan conditioned on the customer limiting its purchase of UNEs, e.g., customer must keep its purchase of UNEs below a certain percentage of the customer’s total spend? □ Yes □ No What were your Revenues from the provision of DS1, DS3, and/or PBDS services under this plan in 2010 and in 2012? For each year, report Revenues in total, separately by DS1, DS3, and PBDS sales as applicable, and separately by customer category, i.e., sales to Competitive Providers and End Users. What percentage of the Revenues reported above in response to question II.B.12.n for 2010 and 2012 were generated and also reported as Revenues under a separately identified Tariff Plan or Contract-Based Tariff? What percentage of the Revenues generated by this plan in 2012 resulted from a Term Commitment of five or more years? What is the business justification for any Term or Volume Commitments associated with this plan? How many customers were subscribed to this plan as of December 31, 2012? Report customer numbers in total, separately for DS1, DS3, and PBDS services as applicable, and separately by customer category, i.e., the number of DS1, DS3, and/or PBDS customers that were Competitive Providers and End Users. Of those customers subscribed as of December 31, 2012, how many in 2012 failed to meet any Volume Commitment or Term Commitment required to retain a discount or Benefit they originally agreed to when entering into this plan? Do you have any non-tariffed agreement with an End User or Competitive Provider that, directly or indirectly, provides a discount or a Non-Rate Benefit on the purchase of tariffed DS1s, DS3s, and/or PBDS, restricts the ability of the End User or Competitive Provider to obtain UNEs, or negatively affects the ability of the End User or Competitive Provider to purchase Dedicated Services? □ Yes □ No If so, identify each agreement below, including the parties to the agreements, the effective date, and a summary of the relevant provisions. C. Entities that provide Best Efforts Business Broadband Internet Access Services must respond to the following questions: Do you have fewer than 15,000 customers and fewer than 1,500 business broadband customers? □ Yes □ No If you answered “no” to question II.C.1, then answer the following questions:
Multipoint Control Unit () A Multipoint Control Unit (MCU) is a bridging or switching device used for multipoint videoconferencing. Network Interface Cards (NICs) () Network interface cards (NICs) are electronic devices that connect workstations, servers, or other devices to a network. NICs work with the network software and computer operating system to transmit and receive messages on the network. Network Interface Device () A Network Interface Device (NID) is a component installed between a telephone network and the inside wire of a customer premises. The NID is usually provided by the telephone company and is the transition, or demarcation point, between the company’s network and the customer’s inside wiring. Network Management (—Ineligible) Network Management is a system of equipment or software used in monitoring, controlling, and managing a communications network. Network Switch () A switch is a mechanical or electronic device that completes or breaks an electrical path or that selects the paths for communication. More specifically, network switches provide capability similar to a network but provide a dedicated bandwidth at each network port, rather than shared bandwidth among all ports. OC-1 () OC-1 stands for “optical carrier 1,” which is a Digital Transmission Service that operates at 51.84 Megabits per second. Multiples of this bandwidth are also available, such as, OC-3 and OC-12. Online Backup Solution () An Online Backup Solution provides off-site data storage generally accessible from any Internet connection. Operating System Software () Operating System software enables the basic operations of a computer system or other electronic device. For example, it can configure the communication paths between memory and storage, and provides basic functions for other software to operate correctly. Pager () A Pager (also known as a Beeper) is the receiving end of a paging service and is a small device worn on the belt or carried in a handbag. Pagers may provide text or voice messages, or both. Paging Services Paging is a service designed to deliver a
Dr. Word, thank you for all that you do each day. Often when I think that I have a hard job, I think about my father, a former high school teacher and my sister Jennifer, a middle school teacher in South Carolina. You have the really hard job. For having 700 kids in your care every day, Dr. Word, we owe you much, and many thanks for coming by on one of your few days off. Thank you to E-rate’s supporters on Capitol Hill, in particular Senator Rockefeller and Senator Markey, and former Senator Snowe, who have been champions of E-Rate from its beginning. Thank you to my fellow Commissioners, in particular Commissioner Rosenworcel whose passionate advocacy for a vital E-Rate goes back to her days as a Congressional staffer. And thank you, of course, to the incredibly dedicated and overworked staff of the Wireline Competition Bureau, and my wireline advisor Rebekah Goodheart, we all truly appreciate the tireless work that went into the presentation of this item.
Time: 2 Hours Unit Overview: The purpose of Unit 3 is to explain how assessment is an ongoing and mutual process that is fully woven within the fabric of a licensing specialist’s job. Learning Objectives: Define ongoing and mutual assessment. Identify the phases of assessment and explain how these phases relate to the licensing process. Trainer Instructions and Script: Display Slide 2.3.34: Unit 2.3: The Role and Skills of Assessment (PG: 25) Say: The purpose of Unit 3 is to explain how assessment is an ongoing and mutual process that is fully woven within the fabric of a licensing specialist’s job. Display slide 2.3.35: Learning Objectives (PG: 25) Display slide 2.3.36: Foster Family Assessment (PG: 26) Say: As a licensing specialist, you have the important role of identifying caregivers who can manage the special challenges of fostering and placing children with the best-matched family. This great responsibility requires far more than a check-list; it requires insight, relationship-building, and hard work to identify and continue to build great foster parents. You need to understand the importance of and develop skills in deepened assessment so that you may have a complete picture of a foster parent's strengths and needs that will enable them to successfully help a child reach the outcomes of safety, permanency and well-being. Display slide 2.3.37: What is Assessment? (PG: 26)
Pause and let participants respond. Participants should identify the following: Unanticipated data such as (e.g., disqualifying offenses or unknown disposition of a criminal case) Difficulty submitting supportive documentation (e.g., proof of income) Health inspection, water sample, radon test results that are pending Pending documentation requested for criminal history Ask: How do you think you can resolve common roadblocks? Pause and let participants respond. Participants should identify the following: Support foster parents. Follow-up activities. Manage files (storage, copies) properly and in an organized fashion. In order to adhere to records and retention policies. Staffings. Peer reviews. Display slide 2.3.39: Skills and Knowledge of Assessment (PG: 27) Say: It is the responsibility of the licensing specialist to gather and interpret the results of assessments and communicate findings to appropriate parties to ensure qualified and competent individuals serve as foster parents to children in care. Skills and knowledge to be able to perform these duties include: Assessing and Inspecting: Capture through the completion of a home study.
cooperate with the Birth mother during a child’s visits or gain the cooperation of a Birth grandparent or relative to whom the child was attached. Even if the birth parent is not happy about a child’s permanency goal of adoption, there is likely to be one important person (a teacher, a former neighbor) who will be willing to work with foster/adoptive parents or the agency to make a child’s transition to adoption easier. Clarifying the permission message: It is important for children to hear and feel from people who are important to them that it is all right to love another family. The important person in a child’s life who is available to give the child that message should be sought out to do so. Communicating it to the child: Whether the “permission to love your family” comes in the form of a letter or phone call from grandma or from the birth parent during family visits, it is important that children hear from that person that it is not their fault they are in foster care and that it is all right to love another family. This “permission” will go a long way to helping a child relax and transfer his/her attachment to the new family. Ask: How can the licensing specialist and the team help foster parents help children adjust to losses? Pause and let participants respond. Participants should identify ways to manage a child’s emotions/behaviors that include, but are not limited to: Practice skills in engagement and active listening Make sure foster parents understand the importance of telling the truth. Help foster parents talk to the child, if necessary. Help them understand the importance of remaining on their platform during these difficult discussions. Provide emotional support. Licensure Display slide 3.4.81: Helping Foster Parents Through Loss (PG: 90)
Name Relationship to Caregiver SSN Verified Local Background FSFN NCIC and FCIC Fingerprints Received Other States Checks (5 years) Cleared Disqualifying Offenses Yes No Y N Date: Y N Date: Y N Date: Y N Date: Y N Date: Y N Y N Yes No Y N Date: Y N Date: Y N Date: Y N Date: Y N Date: Y N Y N Yes No Y N Date: Y N Date: Y N Date: Y N Date: Y N Date: Y N Y N Yes No Y N Date: Y N Date: Y N Date: Y N Date: Y N Date: Y N Y N Additional background checks not listed above [include name of check, (e.g. DJJ, driving record, civil court) name of individuals screened and date of results]: Background checks for other individuals (Frequent or repeat visitors, other individuals who may have unsupervised contact with child(ren):
“I would be afraid that the child will have criminal tendencies.” “I would be concerned about whether the parent was convicted of a violent crime, and whether they would be getting out of prison any time soon.” Question 17: “How do you feel about fostering a juvenile offender?” Possible Answers: “You mean someone who has been to jail? I don’t think so.” “I guess that would depend on the nature of the offense.” “Juvenile offenders need homes, too. We’ll give it a try.” Question 18: “How do you feel about fostering siblings?” Possible Answers: “I don’t think we have room for more than one child.”
unannounced visits. How do you feel about that?” Possible Answers: “That’s fine. I understand that you have a duty to protect the children in your care.” “Oh, I think that would make me too nervous.” “Wouldn’t that be an invasion of my privacy?” Slide 4.2.24 Notes: Key Points: Three keys to successful follow-up interviews include: Understand the intent of the question. If your supervisor suggests the question, understand ask him/her the reasoning behind it. Make sure you understand cultural differences between you and the interviewee and examine your questions in relationship to any bias on your part. Know the range of possible answers to the question and have follow-ups for those. Slide 4.2.25 Notes: Key Points: If a potential foster parent does not appear to be as forthcoming during the first interview, a recommendation can be made to call them at a later time. Use the opportunity to ask follow-up questions.
Collaboratively engage in negotiation, problem-solving or problem management; this starts with problem definition, then goes step by step through collaborative problem solving (management); NOTE: this kind of problem-solving works better with some kinds of problems than others; and, the person can opt out and move instead to acceptance at any point, if desired, but ideally not because of exasperation) IF both people are using good skills (accurate expression, validation), this can lead to nice, joint ownership of a solution, and mutual support to implement the solution. But, this is very hard to do! That’s why it is at the end. Also, this can sometimes prove impossible…either the problem literally cannot be solved regardless of desire (lack of skills, or laws of physics and behavior), or one or both people are not willing to give up what is needed to satisfy the other (and vice-versa). Use a Double Chain Analysis either to help with creating a solution or implementing the solution you generate (problem solving), OR a double chain can be used on its own to understand the other person better and change the larger pattern of interacting AROUND the problem (managing, rather than solving it) The chain can be more useful for some problems (more relational) than for others (more technical) The double chain can be used to help increase understanding and validation (acceptance) or to help with problem solving (change) III. Then, when the person has tried all available options to get what he or she wants (at least for this moment) back to “Radical Acceptance” or “Acceptance and Closeness” skills, step-by step, to help the person still want what he or she gets.
ORDERING CLAUSES Accordingly, IT IS ORDERED that, pursuant to Sections 4(i) and (j), 9, and 303(r) of the Communications Act of 1934, as amended, 47 U.S.C. §§ 154(i), 154(j), 159, and 303(r), this Report and Order IS HEREBY ADOPTED. IT IS FURTHER ORDERED that, as provided in paragraph 56, this Report and Order SHALL BE EFFECTIVE upon publication in the Federal Register. IT IS FURTHER ORDERED that the Commission’s Consumer and Governmental Affairs Bureau, Reference Information Center, SHALL SEND a copy of this Report and Order, including the Final Regulatory Flexibility Analysis in Attachment F, to the Chief Counsel for Advocacy of the U.S. Small Business Administration. FEDERAL COMMUNICATIONS COMMISSION Marlene H. Dortch Secretary Attachment A List of Commenters—Initial Comments Commenter Abbreviation American Cable Association ACA AT&T Services, Inc. AT&T Competitive Carriers Association CCA Critical Messaging Association CMA DIRECTV, LLC DIRECTV CTIA—The Wireless Association® CTIA EchoStar Satellite Operating Company and Hughes Network Systems, LLC and DISH Network L.L.C. EchoStar and DISH Fireweed Communications LLC and Jeremy Lansman Fireweed International Carrier Coalition ICC Intelsat License LLC Intelsat Independent Telephone & Telecommunications Alliance ITTA Minority Media and Telecommunications Council MMTC National Association of Broadcasters NAB North American Submarine Cable Association NASCA SES Americom, Inc., Inmarsat, Inc., and Telesat Canada SES Satellite Industry Association SIA Sarkes Tarzian, Inc. and Sky Television, L.L.C. Sarkes Tarzian and Sky Television Telesat Canada Telesat Telstra Incorporated and Australia-Japan Cable (Guam) Limited Telstra United States Telecom Association USTA
Appendix A to §1.20 – Futures Commission Merchant Acknowledgment Letter for CFTC Regulation 1.20 Customer Segregated Account [Date] [Name and Address of Bank, Trust Company, Derivatives Clearing Organization or Futures Commission Merchant] We refer to the Segregated Account(s) which [Name of Futures Commission Merchant] (“we” or “our”) have opened or will open with [Name of Bank, Trust Company, Derivatives Clearing Organization or Futures Commission Merchant] (“you” or “your”) entitled: [Name of Futures Commission Merchant] [if applicable, add “FCM Customer Omnibus Account”] CFTC Regulation 1.20 Customer Segregated Account under Sections 4d(a) and 4d(b) of the Commodity Exchange Act [and, if applicable, “, Abbreviated as [short title reflected in the depository’s electronic system]”] Account Number(s): [ ] (collectively, the “Account(s)”). You acknowledge that we have opened or will open the above-referenced Account(s) for the purpose of depositing, as applicable, money, securities and other property (collectively the “Funds”) of customers who trade commodities, options, swaps, and other products, as required by Commodity Futures Trading Commission (“CFTC”) Regulations, including Regulation 1.20, as amended; that the Funds held by you, hereafter deposited in the Account(s) or accruing to the credit of the Account(s), will be separately accounted for and segregated on your books from our own funds and from any other funds or accounts held by us in accordance with the provisions of the Commodity Exchange Act, as amended (the “Act”), and Part 1 of the CFTC’s regulations, as
Newsletter 1 - February 2015 Does your agency or organisation: Work with babies, children, or young people to support their development, progression, and inclusion? Work with adult family members to support their parenting abilities and skills? Work with young adults up to the age of 25 who have additional support and inclusion needs? Work with families and wider communities to support their academic, economic, and social engagement? Then why not become an affiliate member of the Family Centred Network (North)! The Family Centred Network (North) is a partnership group of service providers that work together to support families to progress towards positive social, health, and economic outcomes. The network delivers a wide range of community-based services - including early years and children’s services, youth clubs and projects, parents support services, and citizens’ advice - that help family members to develop new skills and confidence through informal learning and support activities. Most of our services are offered without charge, and are open to all families who live in the North of London Borough of Hillingdon. The Family Centred Network FCN is supported by Hillingdon Council, but is independently managed by its member agencies. Affiliate members of the network are offered free or subsidised access to Council-owned facilities and equipment to deliver their services, and can be supported to develop their professional capacity. Family-centred Network (North) Conference November 2014 On Tuesday 11 November 2014, community-based service providers met together to plan a range of family-centred support and development activities in response to the needs of families living in the North of London borough of Hillingdon. With fifty delegates in attendance at Winston Churchill Lounge in Ruislip, representing over thirty five agencies from across the statutory and voluntary sectors, the first planning conference resulted in a shared commitment to develop six new community-based initiatives: Offer parental skills and support for families who are struggling- Respond to isolated communities in the north of the borough. Improve networking and communication between service providers. Ania Frejlich-Botha, the Family-centred Coordinator was asked to develop the FCN website and to establish a quarterly newsletter for the affiliated members to improve communication between the agencies. Respond to concerns about the health and well-being of vulnerable young people Address the gap in provision for 5 to 9 year olds. Delegates identified the gap in services for families with children aged between 4 and 9 as a key issue to be addressed, and asked the Council to liaise with the Hillingdon Primary School Forum to see if an improved service offer
Welcome to the 2nd edition of the newsletter for the Family-Centred Network (South). In this edition you will find out about the mid-year meeting held in October, as well as various opportunities for referrals, volunteering and training. Does your agency or organisation: Work with babies, children, or young people to support their development, progression, and inclusion? Work with adult family members to support their parenting abilities and skills? Work with young adults up to the age of 25 who have additional support and inclusion needs? Work with families and wider communities to support their academic, economic, and social engagement? Then become an affiliate member of the Family-Centred Network (South)! The Family-Centred Network (South) is a partnership group of service providers that work together to support families to progress towards positive social, health, and economic outcomes. The network delivers a wide range of community-based services - including early years and children’s services, youth clubs and projects, parents support services, and citizens’ advice - that help family members to develop new skills and confidence through informal learning and support activities. Most of our services are offered without charge, and are open to all families who live in the area of Hayes and Harlington. The Family-Centred Network is supported by Hillingdon Council, but is independently managed by its member agencies. Affiliate members of the network are offered free or subsidised access to Council-owned facilities and equipment to deliver their services, and can be supported to develop their professional capacity. The Family-Centred Network (South) mid-year meeting October 2014 On Wednesday 8th October 2014, over thirty community-based service providers from across the voluntary and statutory sectors, met at Harlington Young People’s Centre for the Family-Centred Network (South’s) mid- year meeting. The meeting provided opportunities for delegates to network, receive an update on the development of the Network (South), and to re-visit the network priorities set at the conference in April 2014. 1) Street Work/Gang Intervention Programmes. Natalie Phillips from the Youth Offending Service (YOS), gave a detailed picture of ‘Serious Youth Violence’ in the London Borough of Hillingdon, and agencies discussed how we can work together to support young people and their families and tackle this issue. We also discussed good practice in other areas.
respect” for “fundamental freedoms” “without distinction to race, sex, language or religion” and for the principles enshrined in the 1948 Convention on the Prevention and Punishment of the Crime of Genocide. The Polish Jewish lawyer, Raphael Lemkin – who had lost 49 of his relatives in the Holocaust the concept of genocide based on the experience of Armenian Christians at the hands of the Ottoman Turks and the massacre of Assyrian Christians at Simele, in Iraq, in 1933. Lemkin argued that “international co-operation” was needed, “to liberate mankind from such an odious scourge”. Genocide – the crime above all crimes - is defined in Article 2 of the 1948 Convention and the 147 signature countries have a moral and legal duty to, “undertake to prevent and to punish. Too often, though, never again happens all over again – and it is happening now. The House of Commons, the American Congress, the European Parliament and many other legislative bodies have all declared today’s crimes in Syria and Iraq, against Christians and Yazidis, to be genocide under the terms of the Convention. The Times said the destruction of Christians “now amounts to nothing less than
Program are not generated more than once; and that any ER from REDD+ activities under the ER Program sold and transferred to the Carbon Fund are not used again by any entity for sale, public relations, compliance or any other purpose. Discuss the choice and implementation of an ER transaction registry and how this meets the requirements of the Methodological Framework. Refer to criterion 37 and 38 of the Methodological Framework
Safeguard Plan(s) Costs related to the implementation of the feedback and grievance redress mechanism(s); (please explain) Costs related to stakeholder consultations and information sharing (please explain) Other costs (please explain) Total uses Expected sources of funds Description Government budget (please name sources and amount from each) Grants (please name sources and amount from each) Loans (please name sources and amount from each) Revenue from REDD+ activities (e.g., sale of agricultural products) (please name sources and amount from each) Revenue from sale of Emission Reductions (contracted) Revenue from
Table 1a: Summary of National Readiness Management Arrangements Activities and Budget (and hypothetical example) Main Activity Sub-Activity Estimated Cost (in thousands US$) 2011 2012 2013 2014 Total (HYPOTHETICAL EXAMPLE) REDD-plus Working Group management Meetings (e.g., travel for stakeholders on WG) $30 $30 $ $ $ Dissemination of reports $20 $20 $ $ $ Hire 2 staff for working Group Hire information specialist $30 $30 $ $ $ Hire economist $30 $30 $ $ $ $ $ $ $ $ $ $ $ $ $ Total $110 $110 $ $ $ Domestic Government $30 $40 $ $ $ FCPF $80 $70 $ $ $ UN-REDD Programme (if applicable) $ $ $ $ $ Other Development Partner 1 (name) $ $ $ $ $ Other Development Partner 2 (name) $ $ $ $ $ Other Development Partner 3 (name) $ $ $ $ $ 1b. Information Sharing and Early Dialogue with Key Stakeholder Groups
Science Fair Project Rubric for Students Title: _________________________________________________________________ TOTAL SCORE _______ / 100 Low Mid High Max Scores Notes Research Question Purpose Unclear Lacks focus Clear 10 Contribution to Field Not identified Vague Identified Scientific Method Not testable Partly testable Testable Method Data Collection Poorly designed Some planning Well-designed 15 Variables and Controls Not defined Incomplete or Inappropriate Defined and Appropriate Execution Reproducibility None Possible Difficult Good 35 Data Collection & Analysis Arbitrary Incomplete Systematic Math Methods Erroneous Some Inappropriate Appropriate and Correct Data Collected None Insufficient Sufficient Creativity In Above Criteria Cookbook, No New Ideas Teacher Assigned, Some Value Added Student Initiated, Innovative 20 Presentation Display Board Illogical or Unreadable Lacks supporting docs or some lack of clarity Logical, readable, and supporting docs present 20
The comment cycle on the Coalition’s proposal will end on April 30, and I hope that the Commission will take action soon thereafter. By ending our anachronistic approach to foreign investment, we can bring new vitality to the broadcasting industry. We can increase access to capital. And we can help boost minority ownership. In closing, I would like to thank the staff of the International Bureau for their work on today’s item and for their ongoing efforts to review foreign ownership applications. In particular, the Commission’s long-time foreign ownership expert, Susan O’Connell, merits special recognition. Much of today’s item reflects the knowledge and wisdom that Susan has developed through her years of experience with these issues.
distribution to the committee by end of November 2016 and to allow necessary regulatory amendments to occur in time for the 2017/18 licensing year. 3. DEDJTR and SIV to work together to coordinate consultation with industry on the 2016/17 and 2017/18 services schedules. 4. The Secretariat to compile the consultation issues and any corresponding amendments to levies required. Sec 30 Nov 2016 Cost recovery final report 2015/16 43-8c 1. FCRSC and DEDJTR to follow the above timelines for meetings and undertaking actions. DEDJTR 31 Dec 2017 2015/16 Cost recovery final report 43-8c 1. FCRSC and DEDJTR to follow the above timelines for meetings and undertaking actions. FCRSC 31 Dec 2017 Amendments to levies for 2017/18 43-8d 1. DEDJTR to finalise all changes to schedule 6 of the Fisheries (Fees, Royalties and Levies) Regulations, including FTE cost base, inspection targets, and services identified in the revised service schedules. 2. DEDJTR to provide FCRSC with the final list of amendments to be included in the Fisheries (Fees, Royalties and Levies) Amendment Regulations 2017 and quantify the expected change. DEDJTR DEDJTR 30 Nov 2016 30 Jan 2017 Review of sunsetting regulations 43-8e 1. The Chair to draft a letter to EDFV on issues for consideration in the review of the Regulations, with the draft response to be circulated to the Committee for comment prior to despatch of the letter. The letter would be sent by the Chair on behalf of himself only. Chair 31 Jan 2017 Other Business 43-9 1. DEDJTR to respond to the matters raised by Mr Davey in his email of 18/10/16. 2. DEDJTR to seek the basis upon which Mr Davey proposed a 95/5 apportionment in WP/PPB to allow the most accurate basis for revision of levies to be applied. DEDJTR DEDJTR 15 Nov 2016 9 Nov 2016 Next meeting 43-10 FCRSC #44 to be scheduled for May 2017. Secretariat November 2016
Lesson Plans EDUC 431j, Specialization Instruction-FCS (1) Projects—Managerial, Instructional, FCCLA X X X X CTE 438, Coordination Techniques—Work-Based-Learning (3) Projects, Exams X X X X Standard/Description Technology Analyze the impact of emerging technologies among individuals, families, community and careers and their interrelationships. Candidate Proficiencies Course #, Title, and Credits Course Assessment(s) Key Program Assessment(s) Content Knowledge Pedagogical Knowledge Skills Dispositions P-12 Student Learning FCS 122, Perspectives in FCS (2) Reflective Papers, Academic Plan, Quizzes Core Course Survey X FCS 314, Future Focus (1) Papers, Discussions X FCS 331, Family Resource Management (3) Management Notebook, Projects, Exams Core Course Survey X
Demonstrate standards that guide behavior in interpersonal relationships. 13.6.2 Apply ethical guidelines when assessing interpersonal issues and situations. 13.6.3 Apply critical thinking and ethical standards when making judgments and taking action. 13.6.4 Demonstrate ethical behavior in family, workplace, and community settings. 13.6.5 Compare the relative merits of opposing points of view regarding current ethical issues.
youth and adults in their family and community environments, considering gender, ethnicity, geographical, cultural, and global influences. 4.5.3 Demonstrate interpersonal skills that promote positive and productive relationships with learners. 4.5.4 Implement strategies for constructive and supportive interactions between children, youth and adults and their families and communities. 4.5.5 Analyze learners' developmental progress and summarize developmental issues and concerns. 4.6 Demonstrate professional practices and standards related to working with children, youth and adults, including diverse populations. 4.6.1 Explore opportunities for continuing training and education. 4.6.2 Apply professional ethical standards as accepted by the recognized professional organizations. 4.6.3 Implement federal, state, and local standards, policies, regulations, and laws that affect programs for children, youth and adults and their families. 4.6.4 Demonstrate enthusiasm, initiative, and commitment to program goals and improvements. 4.6.5 Examine entrepreneurial and management skills to planning businesses in early childhood, education, and services. 4.6.6 Identify ways educators can advocate to influence policies, agencies, and institutions for the benefit of children, youth and adults and their families.
5.2.5 Perform facilities maintenance based on established standards and procedures. 5.2.6 Analyze energy efficient methods and practices in a variety of geographic and cultural settings. 5.3 Demonstrate sanitation procedures for a clean and safe environment. 5.3.1 Analyze the various types of cleaning methods and their environmental effects. 5.3.2 Summarize federal and state regulations regarding safe handling, usage, and storage of chemicals. 5.3.3 Apply Occupational Safety and Health Administration (OSHA) regulations to safety procedures for bloodborne pathogens present in blood and body fluids. 5.3.4 Select a pest control system appropriate for the facility and the type(s) of pests likely to be present. 5.3.5 Utilize Centers for Disease Control (CDC) standards. 5.3.6 Integrate Americans with Disabilities Act (ADA) regulations. 5.4 Apply hazardous materials and waste management procedures. 5.4.1 Investigate local, federal, and state regulations and geographic and cultural influences regarding waste management. 5.4.2 Demonstrate a waste minimization plan. 5.4.3 Practice a recycling program for conservation of resources. 5.4.4 Record presence of hazardous materials and occurrence of hazardous situations accurately and communicate to appropriate authorities. 5.4.5 Describe procedures for safely handling and storing hazardous materials and waste products. 5.4.6 Design energy efficient methods for waste management in diverse settings. 5.4.7 Investigate safe storage and disposal of pesticides. 5.5 Demonstrate a work environment that provides safety and security. 5.5.1 Design procedures for external and internal emergencies. 5.5.2 Apply security procedures. 5.5.3 Demonstrate safe procedures in the use, care, and storage of equipment. 5.5.4 Apply safety and security procedures as required by Hazard Analysis and Critical Control Point (HACCP),
family members financially, socially, physically, and emotionally over the lifespan. 7.5.3 Illustrate coping or adjustment strategies and stress management practices for the participant, a caregiver, and family members. 7.5.4 Summarize the importance of friends, family, and community relationships for individuals with a variety of conditions that affect their well-being. 7.5.5 Demonstrate ways to provide support that validates the participants' capabilities and right to privacy, dignity, and autonomy. 7.5.6 Identify strategies that help participants make informed choices, access resources and support, follow through on responsibilities, and take appropriate risks. 7.5.7 Demonstrate effective verbal and nonverbal communication skills that support individuals and families with a variety of conditions that could affect their well-being.
JAWAHAR NAVODAYA VIDYALAYA KULGAM DISTT. KULGAM MERIT LIST OF FCSA (ON THE BASIS OF DOCUMENT VERIFICATION HELD ON 08.05.2017) S.No. Name of the Candidate Father's Name Category (Gen/SC/ ST/ OBC) DOB Contact Number (both landline and mobile) Total weightage of maks Remarks 1 Muhammad Mudassir Kumhar Abdul Ahad Kumhar OBC 03-01-1990 9622662655 55.86 Selected 2 Saima Rasool Ghulam Rasool Pampori Gen 02-05-1989 9797751707 53.5 --- 3 Mubashir Hamid Mantoo Hamid Ullah Mantoo Gen 21/11/1987 9622853854 52.88 --- 4 Ghulam Abass Abdul Ahad Gen 06-05-1991 9086164383 52.32 --- 5 Siroza Salam Ab. Salam Zargar Gen 02-01-1992 9858391838 52.05 --- 6 Showkat Ahmad Lone Gh. Mohd Lone Gen 30/12/1982 9018556509 50.72 --- 7 Inzimam-ul-maqbool Mohammad Maqbool Bhat Gen 28/9/1990 9622491296 48.26 --- 8 Asif Ali Rather Ali Mohd. Rather Gen 17/3/1990 7051423209 38.05 --- 9 Aamir Hamid Ab. Hamid Najar OBC 02-03-1992 9906585872 37.58 ---
grammatical corrections) must be approved by the voting faculty at a duly noticed faculty meeting. A simple majority is required to amend the Code. C. Definitions The terms “school” or “Coastal Law” mean Florida Coastal School of Law. The term “student” means an individual: Who has been accepted for enrollment in one or more classes offered by this school, or in any qualifying program at Coastal Law, and Who has registered for one or more classes of academic instruction to be given at the school or sponsored by the school. “Academic Integrity Officer” refers to a member of the full-time faculty who will be appointed by the Dean. The Academic Integrity Officer has the authority to recommend that certain decisions and sanctions imposed by the Investigator be amended or referred to the Dean for resolution. “Class” and “Course” refer to any class or course at Coastal Law. The terms should be construed broadly, and include graded and non-graded courses, courses offered for credit and not for credit, and courses offered on or off the law school campus. The terms specifically include clinics, internships, summer abroad programs, and academic competitions. “Honor Code” or “Code” refers to the Coastal Law Academic Honor Code “Day” means any regular business day of Coastal Law, and does not include weekends, holidays, or any day on which Coastal Law is not open to conduct regular business. “Dean” refers to the Dean of Coastal Law, or that person’s designee. “Investigator” refers to the person charged with gathering facts and information about a referral under this Code, and with imposing sanctions. The Investigator typically will be a member of full-time faculty or an administrator. The Dean reserves the right to appoint another person, including a person who is not a full-time employee of Coastal Law, as Investigator. If the Dean appoints a person who is not a full-time employee of Coastal Law, the Dean will enter into an agreement with that individual indicating that the individual will abide by the relevant Coastal Law policies and procedures. The Dean also reserves the right to appoint multiple Investigators to a matter. The Investigator may be assisted by others in work under the Code.
Note: The Strong Start Freshman Connection places eligible first-time freshmen into learning communities composed of 6 units of linked classes during the summer before their first CSUN fall semester. Completion of CSUN’s ELM placement test is required of all applicants. Students should check their schedules on the CSUN portal regularly for updates to enrollment information. Strong Start (FCSS) Group 1 U100 & MATH 092 (ELM score 0-33) Group 3 U100 & MATH 099 (ELM score of 40-49) MATH 092 MTWR 0900-1035 Room: JR 315 UNIV 100 Section 03 MTWR 0900-1035 Room: JR 301 UNIV 100 Section 01 MTWR 1100-1235 Room: JR 301 MATH 099 MTWR 1100-1235 Room: JR 315 Strong Start classes are restricted to first-time CSUN freshmen. For updated class locations, check your schedule in the CSUN portal beginning July 7, 2012. Got questions? Ask your advisor. Students enrolling in CSUN’s Freshman Connection Strong Start Program are exempt from participating in the new CSU Early Start math and writing programs (see ).
Venn Diagram on Kidspiration comparing Satchel and Roberto. Week 5: After reading the story Ten Mile Day and From Ocean to Ocean (S.S. Lesson 9) students can practice descriptive writing. Prompt: Describe the contributions of people of diverse cultures throughout the history of the United States. Focus on culture changes, similarities and differences. Essential Vocabulary Week 1: ELA Page 24 Compressions-short applications Grumbled- complained in a bad tempered way Insistently- in a persistent way Intentionally- on purpose Minute- a period of time equal to sixty seconds Neutral- a position of gears in which no motion goes from an engine to other working parts. Normally- usually; in a normal way Week 5: ELA page 144 barren deafening lurched previous prying Week 2: ELA Page 54 branded constructed daintily devastation lullaby pitch resourceful thieving veins Week 3: ELA Page 86 gnawed headland kelp lair ravine shellfish sinew Week 4: ELA Page 114 confidence fastball mocking outfield unique weakness windup
3. The environment affecting the handling of procurement in a Bank supported operation can vary significantly from one country to another. The environment is dependent on the nature of the fragility and at what stage of recovery the country has reached in its transition towards stability. The following provides examples of the broad spectrum of country scenarios that may be encountered: Countries that have neither an institutional capacity nor legislative framework to handle procurement. The private sector and civil society have limited capacity or functionality. Countries that have some institutional capacity and a regulatory framework in place but have both a weak governance and lack capacity to undertake the procurement. A functioning private sector may exist but with a limited capacity to provide the goods, works or services required for a project. Representation of civil society may exist but is very limited. The country is well on the road to building institutional capacity and capability but the country still remains in a fragile or weak state. The private sector has some capacity to deliver project requirements. Civil society organizations are still in the process of evolving but are emerging as voice that is listened to by Government 4. Challenges that may impact on the procurement environment under the above scenarios include: Weak public sector governance; Widespread corruption and/or favoritism based on nepotism or ethnic influences; High and low level political intervention in procurement decisions; Limited or no public procurement administrative structure; A weak legislative and regulatory regime leading to confusion on application of laws (e.g. taxes and customs); Lack of complaints and remedies system; Lack of local expertise in procurement and contract supervision leading to poor contract administration; Lack of access to goods due to economic siege imposed on country; Restriction of movement due to security situation; Contracting in a poor financial management environment with a weak banking system often leading to payment issues; Lack of currency stability; Collusive bidding practices;
Internet Exposure Presents Serious Desktop Security Threats Over the past few years, enterprises have successfully curbed spam, Denial of Service (DoS), and virus-related security breaches. However, risks due to both internal and external Internet exposure have been growing considerably. There are several lines of defense in the corporate network, including network traffic security (such an email virus scanner, spam email blocker, Web Proxy server, and other network-based solutions). Server solutions block many threats – such as many email viruses, network hacking, and other hazards. However, business users receive information in different ways, such as from a client or business partner via CD- or DVD-ROM, USB-drive or other physical data transfer. They also download viruses or spyware hidden in innocent-looking files or installers. These are not always caught by network security solutions. Server-side security solutions have been successful at managing some threats across firewalled networks. However, the growth of mobile computing and wireless hotspots has presented organizations with new vulnerabilities. Traveling employees, for example, use laptops at loosely secured café and hotel access points, open-access hotspots, and home office networks. Security measures “in the wild” are haphazard at best. All it takes is a one errant click on one slyly-crafted phishing link, and any device can be corrupted. Devices that use open networks are essentially an open archive of intellectual property and confidential communications. Laptops that make it back behind the corporate firewall introduce vulnerabilities to the corporate network. According to a recent Microsoft Security Intelligence Report (July through December 2007), vulnerability disclosures have improved since 2006 (see figure 2). However, mobile computing and Internet-exposure threats are growing as mobile work scenarios proliferate. Threats are propagated through directed attacks or, more often, by unaware users who stumble upon malware or spyware in their everyday activity. For example, a malicious object may be introduced by a user who simply clicks a link on a Website or in an email that automatically downloads and opens the object. Sometimes even multiple pop-up warnings are not sufficient to avoid the attack. Common Security Threats Defined
Certification by Receiving Scheme Manager in Respect of an AVC Transfer to a Qualifying Recognised Overseas Pension Scheme (QROPS) DETAILS OF THE SCHEME MEMBER TRANSFERRING PENSION RIGHTS FROM THE AVC ARRANGEMENT UNDER THE LOCAL GOVERNMENT PENSION SCHEME (LGPS): Surname Forename(s) Principal residential address National Insurance Number date of birth DETAILS OF THE QROPS TO WHICH the TRANSFER Payment IS TO BE MADE : Full name of the QROPS: Name of country or territory under whose law the QROPS is established and regulated: QROPS reference number (this is the QROPS reference number, allocated to the scheme by HMRC, when the notification that it met the requirements to be a recognised overseas pension scheme was acknowledged): Full name, official address, business telephone number and, where available, electronic mail address of the manager of the QROPS: Name Address Tel E-mail Reference (if any):