zilongwang/ReadingBank huggingface dataset:
Address: Postcode Daytime Telephone Number(s): Please provide proof of identity I am enclosing copies of the following documents as proof of identity Birth Certificate Driving Licence Passport An official letter to my address If none of these is available please contact the OSA on 01325 340402 What is your relationship to the data subject? (e.g. parent, guardian or legal representative) I am enclosing the following copy as proof of parental responsibility and legal authorisation to act on behalf of the data subject: Parental responsibility agreement Court order Child’s birth certificate (if not provided above) Adoption papers Other (give details) Authorised person – Declaration (if available): I confirm that I have parental responsibility for the child who is the data subject. I understand that OSA is obliged to confirm proof of identity/authority and it may be necessary to obtain further information in order to comply with this subject access request.
Project Applicability Tree Project Information Table Project Classification Project Type New Construction Addition Renovation / Maintenance Project MACC Budget (Maximum Allowable Construction Cost) Standard and Major (Greater than $3M) Minor ($3M or less) Replacement or Additions to Existing HVAC Systems Project Requirements on Applicability Tree to the figure above) The credits under the selected option shall be “Required” A EE1.2 EE3.1 EE5.1 EE6.1 EE7.1 B EE1.1* EE3.1 EE7.1 C EE1.1* EE3.1 One-Time HPBr Completion Form Choose Basic or Advanced Commissioning* (Owner to de-select systems not to be commissioned in “Commissioning” section below) EE1.1 Basic Commissioning EE1.2 Advanced Commissioning Not applicable based on building/site scope *When Basic Commissioning is required based on project application, Advanced Commissioning may still be chosen at the Owner’s discretion. General Operation Schedules Lighting Weekday: Saturday: Sunday: Holiday: HVAC Weekday: Saturday: Sunday: Holiday: After-hour overrides Project Overview and Special Requirements Project Description: (Include general description, leasable area, conditioned area, gross floor area, occupancy figures including type and number, as well as expected facility and program life spans) Planned future program or building changes as well as any concurrent projects
Some of the grant fund comes from income from license plate sales and seed sales. Get the word out for Ohio beekeepers to have the OSBA license plate. It is a great fundraiser for the club. Terry mentioned that less than 650 have been sold with over 5000 known beekeepers in Ohio. The more that are sold the more we can continue, grow and add to our beneficial programs. Plenty of plates are being sold to remain active in the program as the requirement from the state changed, dropped. Each year we must confirm OSBA as a club for continuation. Tim has received and completed the letter. Michele makes a motion to approve 2017 grant funding up to the amount of $3000. Joe seconds. All in favor. Motion carries. Tim reminds members of the previous vote to fund the 4-H program for 2017. The program was announced at the Ohio State Fair this year. Applications will be available and accepted on October 1st thru just before Thanksgiving. See the posting on Facebook on October 1, 2016. Terry puts forth a motion to adjourn the meeting. Mike Doseck seconds. All in favor. Motion carries. Meeting is adjourned at 8:03pm. Thank you all for your attendance.
Osborne Books Business Tax FA2016 AQ2013 Transitional Guidance Summary of main differences between AQ2013 and AQ2016 Business Tax AQ2016 Tutorial Issues relevant to AQ2013, but NOT COVERED in AQ2016 Tutorial Issues covered in AQ2016 Tutorial, but NOT RELEVANT to AQ2013 None Tax Planning, Tax Avoidance and Tax Evasion – covered in more detail than required for AQ2013 in following 1.15 to 1.16 Research and Development Expenditure enhanced allowable cost and additional loss relief – covered in following pages: 2.10 and 2.18 Employed or Self-Employed and Use of Personal Service Companies – covered in following 6.6 to 6.8 Change of Accounting Date – covered in following pages: 7.15 to 7.17, plus activities 7.4 and 7.5 Business Tax AQ2016 Workbook Chapter Activities Practice Assessments Reference Relevant AQ2013 Not Relevant Reference Relevant AQ2013 Not Relevant Chap 1 (all) √ Ass’t 1: Chap 2 (all) √ All tasks √ Chap 3 (all) √ Ass’t 2: Chap 4 (all) √ Task 1 √ (a) & (b) √ (c) Chap 5 (all) √ Tasks 2 - 8 √ Chap 6 (all) √ Task 9 √ Chap 7 (all) √ Tasks 10,11 √ Chap 8 (all) √ Ass’t 3: 1 - 8 √ Task 9 √ 10,11 √
Business Tax AQ2016 Tutor Zone Chapter Activities Practice Assessments Reference Relevant AQ2013 Not Relevant Reference Relevant AQ2013 Not Relevant Chap 1 (all) √ Ass’t 1: Chap 2 (all) √ All tasks √ Chap 3 (all) √ Ass’t 2: Chap 4 (all) √ All √ Chap 5 (all) √ Chap 6 (all) √ Chap 7 (all) √ Chap 8 (all) √
Volunteered as a mentor to two children, aged 7 and 9, assisting them with their homework and the development of their pro-social skills in two settings: his elementary school summer program and at the Boys and Girls Club she attended CAMPUS INVOLVEMENT_________________________________________________________________ Member Psi Chi, International Honor Society in Psychology California State University, Long Beach 2014 - Present
11 October 2017 – 2nd Special Health OSC Meeting at 1.00 p.m. Scrutiny of the West Midlands Ambulance Service Update from South Warwickshire CCG Update on end of life care process from the Warwickshire Foundation Trust 25 October 2017 Briefing from Severn Trent – Water Supply Consideration of emerging Strategic Review Findings Update on the implementation of the Council Tax Reduction Scheme Flooding & Water Supply Stress Review 22 November 2017 Update from Voluntary Action Stratford-on-Avon District (VASA) – Infrastructure Funding HEART progress Final Report from 5 Year Housing Supply Task and Finish Group Tourism Promotion in Stratford on Avon – update from Shakespeare’s England Update in relation to the Medium Term Financial Plan Flooding & Water Supply Stress Review 10 January 2018 Update from the Chief Executive of the West Midlands Combined Authority, and Andy Street, Mayor of the West Midlands Housing Numbers Update from Specialist Elderly Accommodation Task and Finish Group Update from BDUK Update on Community Safety and Policing Priorities Budget Review Group
How will the club/ organisation and members benefit? How will the community benefit? How will any individuals benefit? – Income & Expenditure Please provide details of costs of your activities including any contributions from the club, organisation, NGB, individual, other grants etc. Activity Cost Contributions secured Amount applied for from OSC Totals Evidence
Your Students’ Learning Experiences and Evidence to Meet the OSC009 Learning Outcomes Time on Each Outcome Please provide in details the learning and assessment activities and exercises that students undergo in order to meet all of the learning outcomes. You (as a faculty member) are presenting one representative sample syllabus that best describes your institution’s course. Listing specific examples in your narratives below does not mean that the review panel is expecting other faculty at your institution teaching the same course to use the same methodologies/assessments. However, once the review panel approves a submission, the equivalent rigor from the presented learning activities to meet each TAG outcome is expected from other faculty. So please provide details about assignments and how each assignment meets the listed competencies. Estimate the time spent on each learning outcome. If you use percentages, please make sure that the total percentage comes to be 100%. The core competencies were aligned with the American Chemical Society (ACS) recommendations in mind. All experimental chemistry lab work must be performed in a traditional hands-on lab setting, and will build on topics covered in the corresponding lecture course. An American Chemical Society Public Policy Statement on the Importance of Hands-on Laboratory Science can be found at: Students must be proficient in all of the following core competencies: 1. Intermolecular forces and phase changes ___ days/weeks/ periods/percentage 2. Solutions and colligative properties ___ days/weeks/ periods/percentage 3. Chemical kinetics ___ days/weeks/ periods/percentage 4. Chemical equilibrium ___ days/weeks/ periods/percentage
6. Understand and induction and inductance using algebra concepts and methods where appropriate. ___ days/weeks/ periods/percentage 7. Understand and apply resistance using algebra concepts and methods where appropriate. ___ days/weeks/ periods/percentage 8. Understand and apply capacitance using algebra concepts and methods where appropriate. ___ days/weeks/ periods/percentage 9. Understand and apply basic circuit analysis using algebra concepts and methods where appropriate. ___ days/weeks/ periods/percentage 10. Understand and apply electric power using algebra concepts and methods where appropriate. ___ periods/percentage 11. Understand and EMF using algebra concepts and methods where appropriate. ___ days/weeks/ periods/percentage 12. Understand and apply electromagnetic waves using algebra concepts and methods where appropriate. ___ periods/percentage 13. Understand and apply Kirchhoff’s Law using algebra concepts and methods where appropriate. ___ periods/percentage 14. Understand and apply R-L-C circuits using algebra concepts and methods where appropriate. ___ days/weeks/ periods/percentage 15. Understand and apply Faraday’s Law using algebra concepts and methods where appropriate. ___ days/weeks/ periods/percentage 16. Understand and apply conductivity using algebra concepts and methods where appropriate. ___ days/weeks/ periods/percentage 17. Understand and apply geometric optics using algebra concepts and methods where appropriate. ___ periods/percentage 18. Understand and apply diffraction using algebra concepts and methods where appropriate. ___ days/weeks/ periods/percentage 19. Understand and apply interference using algebra concepts and methods where appropriate. ___ periods/percentage 20. Understand and apply polarization using algebra concepts and methods where appropriate. ___ days/weeks/ periods/percentage
6. Understand the evolution of significant geological concepts. ___ days/weeks/ periods/percentage Lab Course Learning Outcome: 7. Identify fossils and their temporal and environmental significance.* ___ days/weeks/ periods/percentage Lab Course Learning Outcome: 8. Demonstrate proper and safe use of experimental techniques and tools/instruments. ___ periods/percentage Lab Course Learning Outcome: 9. Reconstruct geologic history using age-dating methods, geologic maps, rocks, and fossils.* ___ days/weeks/ periods/percentage
Lab Course Learning Outcome: 6. Develop skills in optical microscopy and/or other instrumentation through observation of physical geological materials. ___ days/weeks/ periods/percentage Lab Course Learning Outcome: 7. Identify and classify minerals and mineral groups.* ___ periods/percentage Lab Course Learning Outcome: 8. Demonstrate proper and safe use of experimental techniques and tools/instruments. ___ periods/percentage
TASK C O D E Evaluation Record Number EVALUATOR: Initial & date upon completion of task Arrive properly equipped at incident assigned location within acceptable time limits. I1 I2 O1 O2 in according to receiving agency/organization guidelines. I1 I2 O1 O2 Behavior: Ensure availability, qualifications and capabilities of resources to complete assignment. Identify kind, type and number of resources required to achieve objectives. Consider topography, weather, kinds and types of resources, resource availability and health and safety factors. Calculate resources needed using mathematical calculations (where applicable) and the intuitive method. I1 I2 O1 Order necessary personnel and equipment. I1 I2 O1 O2 Behavior: Gather, update, and apply situational information relevant to the assignment. Obtain complete information from dispatch upon activation. Incident name. Incident number. Request number. Reporting location. Reporting time. Transportation arrangements/travel routes. Contact procedures during travel (telephone/radio). I1 I2 O1 Gather information necessary to assess incident assignment and determine immediate needs and actions. Incident Commander’s name and agency /organization contact information. Type of incident. Current resource commitments. Current situation. Expected duration of assignment. Topography. Weather. I1 I2 O1 O2
TASK C O D E Evaluation Record Number EVALUATOR: Initial & date upon completion of task Behavior: Ensure the safety, welfare, and accountability of assigned personnel. Recognize potentially hazardous situations. I1 I2 O1 Inform subordinates of hazards. I1 I2 O1 Control positions and function of resources. I1 I2 O1 Ensure special precautions are taken when extraordinary hazards exist. I1 I2 O1 Ensure adequate rest is provided to all assigned personnel. I1 I2 O1 Provide and support a hostile-free work environment. I1 I2 O1 O2 Comply with agency/organization health and safety requirements. Develop tactical plans based on health and safety consideration/guidelines. Spot check tactical operations to ensure compliance with safety considerations. I1 I2 O1 O2 TASK C Evaluation EVALUATOR:
courses of actions as possible and help them increase the awareness about the consequences of each choice. What else you do? Who else could help you? What’s stopping you from asking them? What would you like to do differently? What’s stopping you? What’s really stopping you? What would you do if you knew what to do, or weren’t afraid? What would be the consequences? Upsides and downsides? What would you do if there were no downsides or repercussions? What’s the worst that could happen? What’s the best that could happen? Which choice/choices will best move you towards your outcome? How far would that take your towards achieving your outcome ACTIONS (Your detailed plan) This is where you help your team member review the options generated and to clarify the steps forward and to take responsibility for their own action plan. Actions: What actions are you going to take? What will you do to move yourself forward? What specific actions are you willing to take? When will you take them? What support will you need? Where will you find that support? How will you maintain your motivation? What actions will you take in the next 24 hours to move yourself forward? On a scale of 1 to 10, how committed are you to take this action? What’s stopping it from being a 9 or 10? REVIEW (Making sure you are on This is where you help your team member to continually check that they are on course. This also helps you as the manager, be fully informed about what they are doing and why. Review: How will you review your progress? What will you do to check whether your actions are moving you towards your outcome? How will you measure your success? How will you celebrate your success? When will you and I get together to review your progress? What would you like to be able to tell me next time you see me? How will you maintain your momentum? What interim support do you need? The OSCAR Coaching Model developed by © Worth Consulting 01600 715517
CF16 2.75 0.89 240 CF17 2.10 0.30 240 CF18 2.05 0.59 240 Source: Field Data, (2016) From Table 4.25, it can be observed that Variable CF1 had the lowest mean score of 1.65. This variable was an indicator of the social cultural impacts of microfinance on women. This means that a majority of respondents agreed and only a minority disagreed with this variable. As a result it is safe to conclude that a majority of respondents agree that the quality of family life has enhanced with women being able to access microfinance credits. Table 4.26: Communalities Factors Initial Extraction CF1 CF2 CF3 1.00 0.95 1.00 0.80 1.00 0.80 CF4 CF5 CF6 CF7 1.00 0.73 1.00 0.82 1.00 0.84 1.00 0.86 CF8 CF9 CF10 1.00 0.83 1.00 0.88 1.00 0.69 CF11 1.00 0.86 CF12 CF13 1.00 0.74 1.00 0.70 CF14 1.00 0.81 CF15 1.00 0.80 CF16 CF17 1.00 0.60 1.00 0.75 CF18 1.00 0.90 Source: Field Data, (2016) Variable CF15 which is that only a marginal of families have benefited from microfinance institutions, had the highest mean score of 3.20, meaning that a majority of the respondents were neutral or disagreed with it. This variable represented the economic impacts of microfinance on women empowerment. It is
(a) Very often ( ) (b) Often ( ) (c) Rarely ( ) (d) Very rarely ( ) Do you have a saving account with you financial institution in Temeke? (a) Yes ( ) (b) No ( ) Have you joined any insurance scheme? (a) Yes ( ) (b) No ( ) How do you see your living standards having access to Microfinance services? (a) Improved ( ) (b) No change ( ) What is your relationship with your husband as you involve in MFI’s activities? (a) Improved ( ) (b) Same ( ) (c) Worse ( ) (d) Neutral ( ) Circle the appropriate number 1=strongly disagree; 2=disagree; 3=neutral; 4=agree; and 5=strongly agree Social /Cultural Impact SCALE 1 Household life has enhanced as a result of women being able to invest in Micro Finance Institutions credits. 1 2 3 4 5 2 The rate of divorce has reduced as women invested with loans from MFIs. 1 2 3 4 5 3 Among women who use loans from MFIs has increased self esteem. 1 2 3 4 5 4 Self confidence has increased among women who borrow credit from MFIs and make investment. 1 2 3 4 5
Needle Placement In plane (lateral to medial) Visualize local anesthetic spread proximally and distally, separating the two nerves Transversus Abdominis Plane (TAP) Block Patient Positioning Supine, arm extended over head Probe Placement Transverse on the abdomen Anterior axillary line, between iliac crest and costal margin Obtaining Image/Pertinent anatomy Locate the muscle layers (slight movements cephalad or caudad may assist in identifying these layers) Identify the following structures: Subcutaneous tissue External Oblique muscle Internal Oblique muscle Transverse Abdominal muscle Peritoneum Needle Placement In plane (medial to lateral) Visualize local spread between the internal oblique and the transversus planes Interscalene Block Patient Positioning Sitting with HOB 30 degrees with neck turned away from block side Placement Transverse on neck, 3-4 cm cephalad to clavicle, just lateral to SCM Obtaining anatomy Start just cephalad to clavicle at the midclavicular line. Visualize subclavian artery and divisions of the brachial plexus Trace the brachial plexus cephalad, to the level of cricoid cartilage, approximately 2-3cm above clavicle Classic traffic light view between the bellies of the anterior and middle scalene muscles Identify the following structures: C5, C6, C7 nerve roots Sternocleidomastoid, Anterior Scalene, and Middle Scalene muscles Carotid artery, internal jugular vein (if visualized medially)
Ohio School Counselor Evaluation System Table of Contents Table of Contents A New Vision for School Counseling 4 Ohio School Counselor Evaluation Process 9 Ohio Standards for the School Counseling Profession 11 School Counselor Performance Evaluation Rubric 18 Glossary of Terms 24 Appendix A: ASCA Ethical Standards 28 Appendix B: ASCA Student Standards 35 Appendix C: Program Development Cycle Diagram 42 References 43
Date of assessment: Outcome of baby’s screen Yes No Clearly explains AABR screen outcome to parent Reminds parent of possible reasons for NCR outcome: hearing loss as appropriate - debris/fluid, unsettled baby, noise Clearly explains need for referral to Audiology Answers questions from parent/s - use of open questions Baby is referred to Audiology Provides parent with leaflet ‘Your Baby’s Visit to Audiology’ Explains what tests at Audiology will involve Informs parent of appointment duration – approx 2 hours Explains need for baby to be settled – feeds, nappies Emphasises importance of attending appointment Directs parent to Audiology contact details – further questions Suggests parent takes partner/friend to appointment Negotiates audiology appointment – when partner available, sibling at nursery, need for fluid absorbtion Provides parent with screen outcome/audiology appointment letter Provides parent with clinic details – location, parking costs, bus route Answers questions from parent/s - use of open questions Informs parent of how they can contact screener/screening service if have further questions Outcome Do you feel this screener demonstrated that s/he was competent? Do you feel this screener demonstrated that s/he was knowledgeable? Question No. _________ asked Parent - did you understand/feel involved? (5=excellent, 4 =good, 3=reasonable, 2=fair, 1=poor) Additional Comments
(Ragins, 2012) (Pollock & Bono, 2013) Problem Statement Due Jan 30 Theories Part I Key Words Discussions Barzan III, IV (Hillman, 2011) (Colquitt & Zapata-phelan, 2007) Definitions of Key Words Due Feb 6 Importance of Accurate Concepts Barzan V, VI (Suddaby, 2010) (Klein, Molloy, & Thomas, 2012) Problem Statement Due Feb 13 Theories Part II Concept Discussion Becker Chapters 1 & 2 (Weick, 1999) (Whetten, 1989) Concept Analysis Due Feb 20 Theories Part III Time Management Intro to Facets Becker Chapters 3&4 (Sutton & Staw, 1995) Weick, 1995 Pomodoro Technique Problem Statement Due Feb 27 Theories Part IV Facet Discussion Intro to Process Analyses Becker Chapters 5&6 (Delbridge & Fiss, 2013) (LePine & Wilcox-King, 2010) Analysis Due Mar 6 SPRING BREAK NO CLASS Mar 13 Theories V Process Analyses Discussion Intro to Extremes Becker Chapters 7&8 (Okhuysen & Bonardi, 2011) (Mayer & Sparroew, 2013) Process Analysis Due Mar 20 Theory VI Extremes Analysis Discussion Intro to Assumptions Lamott, First Half of Book (Thompson, 2011) Consider Extremes Due Mar 27 Practical Writing II Assumption Analyses Lamott, Second Half of Book (Colquitt, (Colquitt, 2012) (Colquitt, 2013b) Assumption Analysis Due Date Topic Assignment Apr 3 Writing Empirical Articles (Bem, 2003) (D. Feldman, 2004a) (Grant & Pollock, 2011) Extended Problem Statement Due Apr 10 Writing Theory Papers Pop Psych Book Report 2 (Cropanzano, 2009) (Short, 2009)
Tether 2 Damper Angular Rotation Rotary displacement of Sheave Degrees DYNAPAR HS20 Optical Encoder TBD 2540 Counts/Revolution Index (Z) pulse at mid-stroke Supply +5-26 VDC Tether 2 PTO Torque applied to torque arm N FUTEK FSH03884 50lb Tension/Compression Load Cell 50 Hz 0.04209 mV/V/lb Amplification required Supply +10V Torque arm = 176.3 mm Tether 2 plate force Tension in tether at heave plate Kg FUTEK QSH01055 300lb S-Beam Tension Load Cell 50 Hz 0.006941429 mV/V/lb Amplification required Supply +10V Tether 2 Spring Force Return Spring Force Kg FUTEK FSH03887 500lb Tension/Compression Load cell 50 Hz 0.004447571 mV/V/lb Amplification required Supply +10V Tether 3 Damper Angular Rotation Rotary displacement of Sheave Degrees DYNAPAR HS20 Optical Encoder TBD 2540 Counts/Revolution Index (Z) pulse at mid-stroke Supply +5-26 VDC Tether 3 PTO Torque Force applied to torque arm N FUTEK FSH03884 50lb Tension/Compression Load Cell 50 Hz 0.035717143 mV/V/lb Amplification required Supply +10V Torque arm = 176.3 mm Tether 3 Heave plate force Tension in tether at heave plate Kg FUTEK QSH01055 300lb S-Beam Tension Load Cell 50 Hz 0.006865143 mV/V/lb Amplification required Supply +10V Tether 3 Spring Force Return Spring Kg FUTEK FSH03887 500lb Tension/Compression Load cell 50 Hz 0.004433686 mV/V/lb Amplification required Supply +10V Instrumentation List
Spot Check 1 – Load cells (assuming the same weights are applied for all three load cells) Calibration weight applied (units) Load cell reading Load cell 1 Load cell reading Load cell 2 (units) Load cell reading Load cell 3 (units) Spot Check 2 – Rotary Encoder Directly Measured Angle (units) Rotary encoder reading Rotary Encoder 1 (units) Directly Measured Angle (units) Rotary encoder reading Rotary Encoder 2 (units) Directly Measured Angle (units) Rotary encoder reading Rotary Encoder 3 (units) For every run, the following check will be performed to ensure the WEC is ready for testing Verify sheaves are in the center of travel at the water condition Check for loose bolts, appendages, and connectors level of device
Omni-Directional Wave Energy Flux Omni-Directional Wave Energy Flux All Wave Energy Period Wave Energy Period All Horizontal Displacement Horizontal displacement of the WEC from its at rest position All Mean The mean value of the mooring tension for line j All Standard Deviation The standard deviation of the mooring tension for each mooring line All Max The maximum value of the mooring tension of all mooring lines All Min The minimum value of the mooring of all mooring lines All Mean The mean value of the kinematic side of power for PTO j All Standard Deviation The standard deviation of the kinematic side of power for PTO j All
A simple numerical method is used to calculate the velocity and displacement from the acceleration at successive time steps given a set of initial conditions. The method outlined is not the most accurate method but one in which is easy to implement. If the values of x(t), y(t), vx(t), vy(t), ax(t) and ay(t) are known at time t then the values at time t + t are (6a) (6b) Once the acceleration, velocity and displacement are known, it is a simple matter to calculate forces and energies. The kinetic energy of the jumper EK, the elastic potential energy EP, the gravitational potential energy EG and the total mechanical energy E are given in equation (7). The zero for the gravitational potential energy is chosen to be at y = 0. (7a) (7b) (7c) (7d) Table 1 summarize the input parameters and possible range of values for running the mscript osc_bungee.m. Table 1: Jump parameters: Parameters are changed within the mscript. Variable Symbol Value Unit mass of jumper m 50 to 150 kg natural length of bungee cord L 6 to 20 m stiffness of bungee cord: stiff cord k1 k2 ~ 250 ~ 150 N.m-1 stiffness of bungee cord: medium cord k1 k2 ~ 200 ~ 110 N.m-1 stiffness of bungee cord: soft cord k1 k2 ~ 160 ~ 80 N.m-1 extension for change in stiffness of bungee cord e1 4 to 6 m max tensile strength of bungee cord Smax ~ 2.0104 N elongation factor e / L 2 to 4
Referenced IDV PIID PIID Modification Number Contract Dates Date Signed Transaction Information Prepared By Vendor Information DUNS Number Vendor Name Business Size Selection CO Business Size Selection Recommended Filters Contracting Department ID show only 9700 CO Business Size Selection show only Small Business Use advanced filters on the next two items: Vendor Name only show values similar to Federal Prison Vendor Name only show values similar to UNICOR Note: Be sure to select Advanced on the right hand side of Reports Filters. Place an open parenthesis in front of Vendor Name only show values similar to Federal Prison, a close parenthesis after Vendor Name only show values similar to UNICOR, and change the and to or between the two filters. Components can filter on their Contracting Agency ID or Contracting Office ID instead of Contracting Department ID to narrow the results further for just those organizations. 1.8 Contract Value is Greater than $25,000, but Treasury Account Symbol is Null This report shows base contract actions where the value is greater than $25,000, but the Treasury Account Symbol (TAS) fields are null. Per DPAP guidance, in order to improve the efficiency of prime contractor reporting of subcontracts in accordance with the Federal Funding Accountability and Transparency Act, it is required that contracting officers include the TAS in all base award contract action reports valued greater than $25,000. This report indicates where the fields have been left blank. Recommended Metrics Information Dollar Values Action Obligation Base and All Options
international agreement with the United States in which both countries agree to remove barriers to purchases of supplies produced in the other country or services performed by sources of the other country, and the memorandum or agreement complies, where applicable, with the requirements of section 36 of the Arms Export Control Act (22 U.S.C. 2776) and with 10 U.S.C. 2457. The Country of Origin must be one that is identified in the list provided at , if ‘DoD Qualifying Country’ is indicated in the Place of Manufacture field. Recommended Metrics Award-IDV Information Dollar Values Action Obligation Contract Actions Actions Recommended Attributes Award-IDV Information Department and Agency Information Contracting Agency ID Contracting Agency Name Major Command Code Contracting Office ID Contracting Office Name Contract Identification Referenced IDV PIID PIID Product Origin Place of Manufacture Place of Manufacture Description Country of Product or Service Origin Code Recommended Filters Contracting Department ID show only 9700 Place of Manufacture only show values equal to L Country of Product or Service Origin Code exclude AUS, AUT, BEL, CAN, CHE, DEU, DNK, EGY, ESP, FIN, FRA, GBR, GRC, ISR, ITA, LUX, NLD, NOR, PRT, SWE, TUR, USA 2.1 Obligations / Deobligations Greater Than $1B This is to help identify potential ‘fat-finger’ errors a very high dollar amount is shown as obligated. Recommended Metrics
Current Part Number Effective Date DT 10/10 C The date the item was modified or changed to the current part number from a previous part number. Must be provided if Current Part Number is provided. Manufacturer Code AN 1/3 O Designator to indicate which code was used in the Manufacturer Identifier. Required if Manufacturer Identifier is provided. Values: D - CAGE LB - ANSI T1.220 LD - DoDAAC LH - EHIBCC UN - DUNS 0, 1, 2, 3, 4, 5, 6, 7, 8 or 9 - EAN.UCC Company Prefix Manufacturer Identifier AN 1/13 C Code identifying the Manufacturer that produced the item if different from the Enterprise Identifier. National Stock Number N 13/13 O The 13 digit stock number used to identify items of supply as defined in DoD 4140.1-R. Parent UII AN 1/50 C The UII of the item that the item is embedded in. Required if Item Type contains ‘EMB”. Mark Method A 3/3 I Optional. Must be one of the following: INT – Intrusive NON – Non-Intrusive Mark A 1/1 I Optional. When Mark Method is “INT”, use one of the following: F –Fail P – Pass When Mark Method is “NON”, use one of the following: A B C D E Warranty A 2/3 C Indicates whether or not a warranty accompanies the item. Values: NO YES UNK – when it is unknown if is a warranty or not Required when one of the following is true: Item Type is “EMB” Population Type is “LEG” or “PPC”.
8. Continuing education, completed in person or online, includes a minimum of 4 hours in teaching methodology. (D) 9. Each instructor, with the exception of substitutes, shall receive and sign a written performance evaluation at least once annually. (D/A)
compliments received survey to complete about access and waiting, total number of complaints) Service users/carers receive information about their orthoses including leaflets and information on how to care for their orthoses 95% Patient Satisfaction survey Annual report and reviewed via clinical review The proportion of users who report that they have achieved their goals. Reported 95% Goal achieved 80% Patient Satisfaction survey Annual report and reviewed via clinical review Percentage of users who report that they are comfortable in their orthoses. Reported 95% Goal achieved 95% Patient Satisfaction survey Annual report and reviewed via clinical review Performance & Outcomes (split per CCG area) % of patients fitted within x working days of the orthoses order being placed For Activity Report Monthly Number of patients seen within x working days from referral or contacting the service to first appointment To be locally agreed Activity report Monthly Total number of patients on the caseload To be locally agreed Activity report Monthly DNA Rate Numbers of clinics cancelled and reasons 5% Activity report Monthly Cancellation rate (by the provider) 2% Activity report Monthly
Muscular Skeletal conditions: OA Polio Issues/Provision: Significant weakness (polio) Significant alignment issues (for example, knees or feet/bunions Orthoses, various designs Footwear, various designs Issues/Provision: Leg length differences, for a raise to shoes Alignment issues requiring more than insoles Issues/Provision Insoles Over pronation of feet Plantar Fasciitis Mortons Neuroma General foot pain Diabetics Issues/Provision: Increased risk of ulceration Current ulceration Amputations Charcot joints Issues/Provision: At risk Issues/Provision: Low risk Rheumatoid Arthritis Issues/Provision: Significant foot deformities Bespoke footwear Issues/Provision: Foot deformities Modular footwear Issues/Provision: Over pronation of feet Vascular Issues/Provision: Ulceration Significant risk Footwear Issues/Provision: Issues/Provision: Staff, referred from Occupational Health Issues/Provision: Over pronation of feet Plantar Fasciitis Issues/Provision: Issues/Provision: Hand Splinting Issues/Provision: Issues/Provision: Issues/Provision: Points to note: Adult referrals for insoles should be directed to the Community Foot Health Departments Staff referred by Occupational Health at the Trust will not be accepted if they are referred for insoles, in line with other Muscular Skeletal conditions
Grade Level Standard Activity Resources K-2nd (Remembering) Students are able to identify the Oceti Sakowin protocol for social etiquette. Role play for proper greetings and respectful greeting. Understand personal space and parameters. South Dakota Public Broadcasting: Search: “OSEUS” (Oceti Sakowin Essential Understandings and Standards) Refine search by including Essential Understanding number. (Example - OSEUS1) Walking with Grandfather: The Wisdom of Lakota Elders by Joseph Marshall III Indian Boyhood by Charles A. Eastman DakotaTexts by Ella Deloria (note: Iktomi stories) Reading and Writing the Lakota Language by Albert White Hat Sr. Teaching American Indian Students by Jon Reyhner Teaching the Native American, Third Edition by Hap Gilliland Collected Wisdom: American Indian Education by Thomas Peacock 3rd-5th (Understanding) Students are able to identify the Sakowin proper behavior through stories. Read Iktomi stories that discourage inappropriate behavior. 6th-8th (Creating) Students are able to compare and contrast values to Oceti Sakowin values. Construct a chart that illustrates Euro-American values compared to Oceti Sakowin values. 9th-12th (Creating) Evaluate how the Oceti Sakowin values create a cohesive society. Create a three act play, song, TV commercial or write an Iktomi story demonstrating how a society is cohesive. ESSENTIAL UNDERSTANDING 5
ESSENTIAL UNDERSTANDING 6 Federal policies and treaties put into place throughout American history have affected Oceti Sakowin people adversely. Tribes as sovereign nations have the authority to enter into government to government relationships. Currently, the relationships with the State are not the same for each tribe. Indicator one: Analyze the Sakowin historical eras recorded through Oceti Sakowin Winter Counts. Time Period: Winter Counts 1700-1870 Grade Level Standard Activity Resources K-2nd (Understanding) Students will understand the passing of time through lineage. Create a picture of your family or your life. Recording the passing of through classroom activities. 3rd-5th (Applying) Students are able to demonstrate knowledge of the fundamentals of a Winter Create a Winter Count
Item 12: A newsletter from “Prologue, The Newsletter for Members of The Oregon Shakespearean Festival”, 1983; (2 copies) File 2: Ashland, Oregon: 1984 (File 1of 2) Item 1: A booklet for “Shakespeare in Ashland, Invitation to Adventure”, with ticket order form and tourist guide, 1984; (3 copies) Item 2: A playbill for “Cat on a Hot Tin Roof”, 1984 Item 3: A playbill for “The Winter’s Tale”, 1984 Item 4: A playbill for “Hay Fever”, 1984 Item 5: A playbill for “London Assurance”, 1984 Item 6: A playbill for “Seascape with Sharks and Dancer”, 1984 Item 7: A playbill for “Henry VIII”, 1984 Item 8: A playbill for “Dracula”, 1984; (2 copies) Item 9: A playbill for “The Revenger’s Tragedy”, 1984 Item 10: A playbill for “Troilus and Cressida”, 1984 Item 11: A playbill for “Translations”, 1984; (2 copies) File 3: Ashland, Oregon: 1984 (File 2of 2) Item 1: A book titled “The Stories of the Plays”, by Hilary Tate for The Oregon Shakespearean Festival , 1984 Season Item 2: A calendar for The Oregon Shakespeare Festival, 1984 Item 3: A newsletter from “News Notes For Festival Volunteers”, 1984 Item 4: A newsletter from “News Notes For Festival Volunteers”, 1984 Item 5: A newsletter from “News Notes For Festival Volunteers”, 1984 Item 6: A newsletter from “Prologue , The newsletter for Members of The Original Shakespearean Festival”, 1984 Item 7: A publication from “Ashland Oregon Shakespearean Festival, Annual Report”, 1984; (2 copies) Item 8: A flyer from The Oregon Shakespearean Festival advertising 60% off selected performances, 1984 File 4: Ashland, Oregon: 1985
Item 1: A program for ”Shakespeare”, 1975 Item 2: A program for II”, 1975 File 3: Commemorative programs for “Shakespeare”: 1976 Item 1: A program for 1976, (3 copies) File 4: Commemorative programs for II”: 1976 Item 1: A program for 1976, (2 copies) File 5: Commemorative programs for “Shakespeare” and “Stage II”: 1977 Item 1: A program for ”Shakespeare”, 1977 Item 2: A program for II”, 1977 File 6: Commemorative programs for “Shakespeare”: 1978 Item 1: A program for 1978, (2 copies) File 7: Commemorative program for “Stage II”: 1978 Item 1: A program for 1978 File 8: Commemorative programs for “Shakespeare”: 1979 Item 1: A program for 1979, (3 copies) Box 14 : Commemorative Programs for “Shakespeare” and “Shakespeare Winter/Spring”, presented by The Oregon Shakespearean Festival, 1980-1983 File 1: Commemorative programs for “Shakespeare Winter/Spring”: 1980 Item 1: A program for 1980, (3 copies) File 2: Commemorative programs for “Shakespeare”: 1980 Item 1: A program for 1980, (3 copies) File 3: Commemorative programs for “Shakespeare Winter/Spring”: 1981 Item 1: A program for 1981, (2 copies) File 4: Commemorative programs for “Shakespeare”: 1981 Item 1: A program for 1981, (3 copies) File 5: Commemorative program for “Shakespeare Winter/Spring”: 1982 Item 1: A program for 1982 File 6: Commemorative programs for “Shakespeare”: 1982
OSHA Outreach 30hr Construction Topic Outline Trainer:_______________________________ REMINDER: BREAKS and LUNCH MUST BE DOCUMENTED At a minimum, a 10 minute must be taken after 2 hours of teaching and a 30 minute lunch if teaching over 6 hours. Required: Topics are mandatory and time is the minimum amount required. Electives- Combined Total of 12 hours Choose at least 6 topics from the list below for at least 30 minutes per topic. Intro to OSHA 2 hours Managing Safety & Health 2 hours Focus Four: Combined Total of 6 hours 1 hour 15 minutes Electrocution 30 minutes Struck By 30 minutes Caught In or Between 30 minutes Personal Protective & Lifesaving Equipment 2 hours Health Hazards in Construction 2 Stairways & Ladders 1 hour Optional-3 hour Teach other construction industry hazards or policies and/or expand on the mandatory or elective topics. The minimum length of any topic must be 30 minutes or more. Concrete & Masonry Construction Confined Space Entry Cranes, Derricks, Hoists, Elevators & Conveyors Ergonomics Excavations Fire Protection & Prevention Materials Handling, Storage, Use and Disposal Motor Vehicles, Mechanized Equipment and Marine Operations; Rollover Protective Structures & Overhead Protection; and Signs, Signals and Barricades Powered Industrial Vehicles Safety & Health Programs Scaffolds Steel Erections Tools- Hand & Power Welding & Cutting Day Date Time Topic (include breaks & lunch) Time (hr/min) AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM AM/PM to AM/PM Contact Hours REMINDER: BREAKS and MUST BE DOCUMENTED
When Morningside College has reason to believe that an employee does not understand the training or possess the skill required to wear PPE the supervisor shall retrain the employee. Other circumstances where retraining is required include, but not limited to: Changes in the workplace that render previous training obsolete Changes in PPE that render previous training obsolete. Employee does not retain understanding or skill to use PPE. Morningside College shall verify each affected employee receives and understands the required training. The verification shall: Be a written certification. Show the name of the employee trained. Show date(s) of training. Identify subject of certification. Once trained, the supervisor will submit documentation of training for each employee, what training has been completed, and will be signed by the supervisor and the employee with copies sent to the Director of Human Resources and to the Assistant Director of Campus Security. Hazard Analysis Worksheet Department: Job Title: Location of job duties: Analysis done by: Date: Hazard Key Cut Abrasion Burn Fall Falling objects Noise Flying particles Inhalation Bump Slip Splash Other Body Part Key Head Face Eye(s) Ear(s) Respiratory system Trunk Arm(s) Hand(s) Finger(s) Leg(s) Feet/foot Toe(s) other PPE Required Key Hard Hat Chemical goggles Safety glasses Ear Ear muffs Body Harness Gloves (list type) Shoes/Boots (list type) Respirator 1st Other 2nd Other Activities/Task Potential Hazards Body Part(s) PPE Required
1. Read and heed all instructions provided by the manufacturer on use, maintenance, cleaning and care, and warnings regarding the respirator’s limitations. 2. Choose respirators certified for use to protect against the contaminant of concern. the National Institute for Occupational Safety and Health of the U.S. Department of Health and Human Services, certifies respirators. A label or statement of certification should appear on the respirator or respirator packaging. It will tell you what the respirator is designed for and how much it will protect you. 3. Do not wear your respirator into atmospheres containing contaminants for which your respirator is not designated to protect against. For example, a respirator designed to filter dust particles will not protect you against gases, vapors or very small solid particles of fumes or smoke. 4. Keep track of your respirator so that you do not mistakenly use someone else's respirator. RPP Appendix C: Medical Clearance Questionnaires : OSHA Respirator Medical Evaluation Questionnaire (Mandatory) To the employer: Answers to questions in Section 1, and to question 9 in Section 2 of Part A, do not require a medical examination. To the employee: Your employer must allow you to answer the questionnaire during normal working hours, or at a time and place that is convenient to you. To maintain your confidentiality, your employer or supervisor must not look at or review your answers, and your employer must tell you how to deliver or send this questionnaire to the healthcare professional who will review it. Part A Section 1. (Mandatory) The following information must be provided by every employee who has been selected to use any type of respirator (please print). 1. Today's date: 2. Your name: 3. Your age (to nearest year): 4. Sex (circle one): Male/Female 5. Your height: ft. in. 6. Your weight: lbs. 7. Your job title:
DET’s Services Division DET’s division supports Victorian government schools in a broad range of matters, including compliance with the National Law and OSHC licence agreement management with third party providers of an OSHC service. DET’s Legal Services division can assist by providing legal advice to principals and members of school council in relation to the provision of OSHC programs on school premises, including: information sharing (between the school and its OSHC provider, parents and other third parties) National Law compliance the responsibilities of the principal: as ‘occupier’ of school premises under Ministerial Order 199 for the management and control of OSHC where the school council is the approved provider school council responsibilities and powers: as licensor of premises as approved provider as employer of OSHC staff under the Commonwealth Family Assistance Act for financial management of OSHC fees and debt recovery responsibility for personal injury claims commercial with external providers termination and transition. DET’s Schools Procurement DET’s Schools Procurement Branch has been established in the Department to provide a single and consistent interaction for schools in relation to procurement. The Branch provides advice on a broad range of procurement matters including the OSHC EOI template. DET’s Finance Services DET’s can provide advice and support on insurances such a public liability and building insurance, as well as hiring of school facilities. Community Child Care Association (CCC) (03) 9486 3455 CCC is a organisation, and is the Victorian peak body for OSHC and the peak body for community-owned, children's services. CCC promotes public support for community-owned, not-for-profit services, provides leadership and advocacy and supports the growth and sustainable management of high-quality not-for-profit education and care services. CCC provides consultancy services, including service feasibility and establishment, operational and business modelling and governance.
Dear UDOLLI Members, Express your in the Osher Lifelong Learning Institute at the University of Dayton, UDOLLI, with merchandise that has been created with you in mind. UDOLLI has partnered with the University of Dayton Bookstore to showcase this collection that allows you to show your support of this special program in a subtle and professional way. The proceeds from the sale of these items will support UDOLLI initiatives and programming, and can be purchased through a web store created just for UDOLLI. Your Friend in Lifelong Learning, Julie Mitchell Item Description Colors (Please Cirlce) Sizes (Please Circle) Price Two-Tone Colorblock Tote by Port and Company Black/Black Black/Blue Black/Red NA $18.99 All Purpose Tote by Port Authority Black NA $22.98 Ladies Silk Touch Polo by Port Authority Black Navy Red XS, S, M, L, XL (available in 2XL, 3X,4XL for a upcharge) $21.98 Ladies Rapid Dry Polo by Port Authority Navy XS, S, M, L, XL (available in 2XL, 3X,4XL for a upcharge) $36.99 Ladies Crosshatch Easy Care Shirt by Port Authority Deep Blue Navy Frost Chambray Blue Deep Blue Red Oxide Soft Black XS, S, M, L, XL (available in 2XL, 3X,4XL for a upcharge) $42.99 Ladies 3/4-Sleeve Micro Tattersall Easy Care Shirt by Port Authority Light Blue/Royal Navy/Light Blue White/Dark Grey XS, S, M, L, XL (available in 2XL, 3X,4XL for a upcharge)
b. Indicate below the PS of the patient at the time of completing this form: i. 0 ii. 1 At time of starting osimertinib, the patient must be fit enough to have potentially started platinum-based doublet chemotherapy Please document the date of expected start of treatment with osimertinib Consultant Approval (email authority) Patient Consent Obtained (date of letter – copy to be retained on patient file) Proposed Start Date for Therapy (add clinic date)*: Consultant details* (including signature or email confirmation) Name: Hospital: Address: Post Code: Telephone: Nhs.net Trust Pharmacist - details of the Trust where the patient will be treated* Name: Hospital: Address: Post Code: Telephone: Nhs.net Mandatory - NHS No*: Mandatory – Patients date of Optional – Hospital No. NHS No: DOB: Hospital No: Clinical Commissioning Group* CCG Name: Patient’s GP* (name, address, telephone) Name: Address: Post Code: ICD-10 Code* C34 – Malignant neoplasm of bronchus & lung HRG Code Completion of items marked with * is mandatory. Failure to complete these items may mean that payment is not made.