zilongwang/ReadingBank huggingface dataset:
PART B: PLEASE READ THIS CERTIFICATE CAREFULLY AND COMPLETE IT FULLY. THE XXXX PENSION FUND WILL NOT ACCEPT INCOMPLETE OR UNSATISFACTORY FORMS. I certify that: 'The Scheme' is a registered pension scheme with HM Revenue and Customs (HMRC), Pension Scheme Tax Reference (PSTR): . I enclose a copy of 'the Scheme's' registration certificate [not required if ‘the Scheme’ is a Statutory Scheme]. I authorise HMRC to provide the XXXX Pension Fund with independent confirmation or otherwise that 'the Scheme' is registered with them. 'The Scheme' is an occupational pension scheme that is: - * a self-administered scheme, or - * an insured scheme i.e. a pension scheme where all of the income and other assets are invested in policies of insurance 'The Scheme' meets the requirements of regulation 6 of the Occupational Pension Schemes (Early Leavers: Cash Transfer Sums and Contribution Refunds) Regulations 2006 [SI 2006/33] 'The Scheme' is both able and willing to accept the transfer value offered. The member has been given a statement showing details of the benefits the transfer value will buy in 'the Scheme'. The member's transfer value accepted by 'the Scheme' will be used to provide transfer credits for the member - * Delete as appropriate. Signature of authorised person Pension Scheme Stamp: Full name and position Date PART C: Payment Details – please complete the section that applies to your scheme – you must complete one of the two sections.
Sea Life Colorado River Adventure Wellness Goat Yoga: the therapy you didn’t know you needed Sarah Williams, owner of Mesa-based Desert Paddleboards has paired up with a neighboring farm to combine two of her most loved activities – yoga and goats. Now offering classes, connects yogis with their inner farm girl or boy. Whether you are in warrior pose, downward dog or simply meditating, these lovable goats help motivate and challenge you to be your best. During the guided yoga class, these gentle, sweet, and loving animals roam the fields and are placed by the instructor on guests that are in specific poses. Class attendees have described goat yoga as therapeutic and effective in relieving their daily stresses of life. According to Sarah, a 20-year yogi, Goat Yoga clears the mind and offers a chance to release endorphins from exercise and increase oxytocin with pet therapy. New offerings for the summer months are goat yoga raves and pajama parties for the after-sunset crowd. Accolades Arizona State Parks and Trails selected as Final Four Candidate for Gold Medal Award The National Recreation and Park Association (NRPA) announced the top four candidates for the , including as a finalist. Over the last two years, Arizona State Parks and Trails has established a self-sufficient funding structure, achieved record visitation and revenue and implemented a plan to reinvest in the system and create new parks. The Gold Medal Award honors state park systems throughout the United States that demonstrate excellence in long-range planning, resource management and innovative approaches to delivering superb park and recreation services with fiscally sound business practices. The other 2017 "final four" candidates include Tennessee State Parks; Washington State Parks and Recreation Commission; and Wyoming State Parks, Historic Sites and Trails. The winner will be announced on September 28, 2017. Granite Mountain Hotshots Memorial State Park Receives National Award for Project Excellence In May, the Society of Outdoor Recreation Professionals recognized for their work developing . The Project Excellence Award was presented at the National Outdoor Recreation Conference. The park serves as a lasting
[2] D. Davenport, B. Deb, F. Ross, “Wireless Propagation and Coexistence of Medical Body Sensor Networks for Ambulatory Patient Monitoring,” Body Sensor Networks (BSN 2009), Berkeley, CA, June, 2009. [3] H. Hellbruck and T. Esemann, “Limitations of Frequency Hopping in 2.4 GHz [4] Gengfa Fang; Dutkiewicz, E.; Huq, M.A.; Vesilo, R.; Yihuai Yang; , "Medical Body Area Networks: Opportunities, challenges and practices," Communications and Information Technologies (ISCIT), 2011 11th International Symposium on , vol., no., pp.562-567, 12-14 Oct. 2011 [5] Huasong Cao; Leung, V.; Chow, C.; Chan, H.; , "Enabling technologies for wireless body area networks: A survey and outlook," Communications Magazine, IEEE , vol.47, no.12, Dec. 2009. [6] “Limitations of Frequency Hopping in 2.4GHz ISM-Band for Medical Applications due to Interference,” 1st IEEE International Workshop on Consumer eHealth Platforms, Services and Applications, pp. 242 – 246, 2011. [7] IEEE Recommended Practice for Information Technology—Telecommunications and Information Exchange Between Systems—Local and Metropolitan Area Networks—Specific Requirements Part 15.2: Coexistence of Wireless Personal Area Networks With Other Wireless Devices Operating in Unlicensed Frequency Bands, IEEE Standard 802.15.2-2003.
There was no public comment. Closing The next full CYC meeting will be held January 22, 2018 in Tallahassee, Florida. The next Technology Workgroup meetings will be: Friday, January 12th, 3-5 p.m. Friday, February 23rd, 3-5 p.m. Adjournment The meeting was adjourned at 4:49 p.m.
Expanded Access Mechanism Regulatory Authority Criteria for Use When Can It Be Used? Number of Patients to be Treated FDA Approval Needed? How is FDA Approval Obtained? Patient Protection Measures Emergency Use "Guidance for the Emergency Use of Unapproved Medical Devices" 50 FR 42866 21 CFR 812.35(a) 1. condition‡; 2. No alternative; and 3. No time to obtain FDA approval. Before or after initiation of clinical trial Limited to few patients No; submit report to FDA following device use Not applicable 1. Independent assessment by uninvolved doctor; 2. IRB chairperson's concurrence; 3. Institutional clearance; and 4. Informed consent Compassionate Use 21 CFR 812.35(a) 1. Serious disease or condition and 2. No alternative. During clinical trial Individual patient or small groups of patients Yes IDE supplement with: 1. Explanation of circumstances constituting need for the device; 2. Reasons alternatives not acceptable; 3. Deviations from protocol, if any; and 4. Patient protection measures. 1. Independent assessment by uninvolved doctor; 2. IRB chairperson's concurrence; 3. Institutional clearance; and 4. Informed consent. Treatment IDE 21 CFR 812.36 1. or serious disease; 2. No alternative; 3. Controlled clinical trial; and 4. Sponsor During clinical trial Wide access; depends on patient/physician need Yes Trt IDE supplement with: 1. Intended Use, protocol, and patient selection criteria; 2. Rationale for trt use 3. Methods used to 1. IRB approval and 2. Informed consent.
pursuing marketing approval. evaluate device use and minimize risks; 4. Monitoring plan; 5. Summary of S&E data 6. Instructions for use and device labeling; 7. Commitment to patient protection; 8. Investigator agreement; and 9. Price, if will be sold. Continued Access "Continued Access to Investigational Devices During PMA Preparation and Review" ODE Blue Book IDE Memorandum #D96-1 1. Public health need; or 2. Preliminary evidence that device will be effective and no significant safety concerns. After completion of clinical trial Same rate of enrollment as study Yes IDE supplement with: 1. Justification for extended study; 2. Summary of S & E data and risks posed by the device; 3. Proposed enrollment rate; 4. Clinical protocol; and 5. Progress towards marketing approval. 1. IRB approval and 2. Informed consent. ‡As a matter of practice, FDA has expanded the criteria of "life-threatening condition" to include serious conditions such as sight-threatening and limb-threatening conditions as well as other situations involving risk of irreversible morbidity. For questions or further information regarding the above table, contact the FDA IDE Staff at (301) 594-1190. Downloaded from the FDA website 5/20/2013:
PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment Developing graduate attributed and skills, at any level of HE, is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme. Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important: 4 and 5 Students will be able to demonstrate a knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that (those) area(s) of study. • Awareness and understanding of the Early Years sector Tutor led learning Student initiated learning Group and individual projects A4,5 A1 Level 4 Fd-27.1 Ed-8.1, 8.4 Fd-27.1 Ed-8.2 Written essays Individual projects Reflective assignments SCFD101, of
Updated by: Tracy Gearon Date: 25/05/16 Approved by: HE Operations Date: 25/05/16 Recommended Texts and Sources: SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code. MODULE CODE: SCFD201 MODULE TITLE: Independent Study Module CREDITS: 20 FHEQ Level: 5 JACS CODE: L900 PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y SHORT MODULE DESCRIPTOR: (max 425 characters) The Independent Study Module (ISM) offers an opportunity for a student to investigate and write a report on an agreed contemporary Early Years/Social Care issue identified from within that practice. ELEMENTS OF ASSESSMENT Use HESA KIS definitions] WRITTEN EXAMINATION COURSEWORK PRACTICAL E1 (Examination) % C1 (Coursework) 100% P1 (Practical) % or Pass/Fail (delete as appropriate) E2 (Clinical Examination) % A1 (Generic Assessment) % T1 (Test) % SUBJECT ASSESSMENT PANEL Group to which module should be linked: Saltash Professional body minimum pass mark requirement: N/A MODULE AIMS: To give an opportunity for a student to independently carry out research and explore in detail specific contemporary areas and reinforce the link between theory and practice. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: Identify an area of professional interest. To be able to write in a standard research report style Carry out a relevant literature review. Analyse relevant data. Evaluate the issues surrounding the specific area. DATE OF APPROVAL: 01 Apr 2005 FACULTY/OFFICE: Academic Partnerships DATE OF IMPLEMENTATION: 01 Sep 2004 SCHOOL/PARTNER: Cornwall College DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: Additional notes (for office use only):
with others to produce an event. practice. Effectively manage and self-direct personal and professional learning and FHEQ level: 5 – FdA Event Management WBL Activity Prog Intended LO Related Modules Assessed LO Range of Assessments Project managing and hosting a live event Display a critical knowledge of understanding the application of risk management legal, and regulatory frameworks Write and critique event plans and event strategies which recognise and meet the needs of specific stakeholders. Live Event Project CORC 2227 Evaluate the success/failure of a live event Analyse the need for good administration and organisational skills in event management Evaluation
SUBJECT ASSESSMENT PANEL to which module should be linked: FdA Event Management Professional body minimum pass mark requirement: NA MODULE AIMS This module will enable students to explore the theory and practice of live sound systems through investigating the physics of sound and electrical signals, alongside assessing appropriate transducers and capture techniques. Students will develop and then apply acquired knowledge and skills in sound system operation. An awareness of the Health and Safety issues associated with live sound operation will be developed. ASSESSED LEARNING OUTCOMES: (additional guidance below; please refer to the Programme Specification for relevant award/ programme Learning Outcomes. At the end of the module the learner will be expected to be able to: DATE OF APPROVAL: XX/XX/XXXX FACULTY/OFFICE: Academic Partnerships DATE OF IMPLEMENTATION: Sept 18 SCHOOL/PARTNER: Cornwall College DATE(S) OF APPROVED CHANGE: XX/XX/XXXX SEMESTER: AY
Test % % 100% Coursework % % 100% Practical % % 100% Clinical Examination % % 100% Generic Assessment Pass/Fail REFERRAL ASSESSMENT Element Category Component Name Component Weighting Written exam % % 100% Coursework (in lieu of the original assessment) % % 100%
BioDerm, Inc. FDA Product Listings Proprietary Name: CathGrip Classification Name: ACCESSORIES, CATHETER Product Code: KGZ Device Class: 1 Regulation Number: 878.4200 Medical Specialty: General & Plastic Surgery Registered Establishment Name: BIODERM, INC. Registered Establishment Number: 1063299 Owner/Operator: BIODERM, INC. Owner/Operator Number: 9032576 Establishment Operations: Manufacturer Proprietary Name: BioPlus Sterile Classification Name: BANDAGE, LIQUID Product Code: KMF Device Class: 1 Regulation Number: 880.5090 Medical Specialty: General Hospital Registered Establishment Name: BIODERM, INC. Registered Establishment Number: 1063299 Owner/Operator: BIODERM, INC. Owner/Operator Number: 9032576 Establishment Operations: Specification Developer Proprietary Name: BioPlus Skin Wipe Classification Name: BANDAGE, LIQUID, SKIN PROTECTANT Product Code: NEC Device Class: 1 Regulation Number: 880.5090 Medical Specialty: General Hospital Registered Establishment Name: BIODERM, INC. Registered Establishment Number: 1063299 Owner/Operator: BIODERM, INC. Owner/Operator Number: 9032576 Establishment Operations: Specification Developer
Figure : Framework for Higher Education Qualifications Link Tutor Each programme has an identified link tutor from its validating partner University whose role it is to support the Weston team and students. The link tutor for your programme is Name Position Email Darren Hoad (outgoing – tbc) Faculty member of Business Management D.hoad@bathspa.ac.uk Course Structure Year 1 of study Level Title Credits Status 4 BM4601-40 Understanding Tourism Geographies 40 Compulsory 4 BM4602-40 Work-based Research 40 Compulsory 4 BM4603-20 The Business of Tourism 20 Compulsory 4 BM4604-20 Investigating Attractions Management 20 Compulsory Year 2 of study Level Title Credits Status
Will be internationally networked: either by studying abroad for part of the their programme, or studying alongside students from overseas Tourism Management enables students to understand and engage with both touristic and business issues both within in the UK and on a global basis. The curriculum presents an international perspective on both global and sustainability issues. Students will have the opportunity to participate in national and international study visits associated with the modules as well as having guest speakers with an international focus. Will be creative thinkers, doers and makers This course enables your knowledge and understanding of education, but it also gives you opportunities, through placements, study visits and creative assessments, to develop your practice and your professionalism. Will be critical thinkers: able to express their ideas in written and oral form, and possessing information literacy The development of critical thinking skills are embedded within the curriculum. Debates are used to both discuss and identify solutions to both business and sustainability issues that businesses face in a globalised economy. The modules will encourage you to consider issues from a range of perspectives and will develop your skills to express your ideas clearly in oral and written form. You will also develop skills to understand, critically assess and conduct educational research.
If I subsequently become resident in a different country, within the five full tax years following payment of my transfer to the QROPS named in this document, I confirm that, within 60 days of the change of residence I will inform XXXX Pension Fund. Must pay any tax due to HMRC and provide information relating to taxable transfers Formal election to transfer my pension rights under the LGPS to a QROPS I elect to have the cash transfer sum of my pension rights under the LGPS in the XXXX Pension Fund, including any additional voluntary contributions I made, transferred to the QROPS I have named on this form. I understand that: The benefits the transfer value buys in the QROPS may not be equal or equivalent to those I or my dependants may otherwise have become entitled to from the XXXX Pension Fund It is my responsibility to ensure that the benefits the cash transfer sum buys in the QROPS are suitable for me and my family and that no responsibility for this rests with the XXXX Pension Fund, the LGPS administering authority or my former employer. On payment of the cash transfer sum I will be entitled to no further benefits from the XXXX Pension Fund in respect of the rights to which the cash transfer sum relates. Neither I nor my dependants will have any further claim in any circumstances or in any form on the XXXX Pension Fund, the LGPS administering authority or my former employer for or in relation to any rights to which the cash transfer sum relates. To the best of my knowledge and belief, I declare the information given on this form is correct and complete. Signed Date
9 Present status Please tick the appropriate box: I am currently married; I am currently in a civil partnership; I have a co-habiting partner; Or None of the above apply (for example, you are single, a widow or widower, divorced, etc) Notes: If you are married or in a civil partnership and have not previously sent the Marriage or Civil Partnership Certificate to us, please attach the Certificate to this form. The Certificate will be treated confidentially and returned promptly. If you are cohabiting with a partner please attach the following so we can verify that the cohabitation conditions for entitlement to a survivor’s pension have been met [Administering authority to enter information required by the administering authority to verify that the cohabitation conditions have been met for 2 years as at the relevant date] 10 Full name & address of the registered occupational pension scheme & scheme administrator (if different) to which you want your LGPS rights in the XXXX Pension Fund to be transferred (if more than one scheme please give second scheme details on separate sheet and indicate in what proportions you would like the transfer payment to be split between the schemes) Post code
Cereal grains (barley, quinoa, etc.) Breakfast cereals (cooked)5, 6 Bulgur or cracked wheat Macaroni (all shapes) Noodles (all varieties) Pasta (all shapes) Ravioli (noodle only) Rice (enriched white or brown) 1 oz. eq. = 1/2 cup cooked or 1 ounce (28 g) dry GROUP I OZ EQ FOR GROUP I Ready to eat breakfast cereal (cold, dry) 5, 6 1 oz. eq. = 1 cup or 1 ounce for flakes and rounds 1 oz. eq. = 1.25 cups or 1 ounce for puffed cereal 1 oz. eq. = 1/4 cup or 1 ounce for granola 1 The following food quantities from Groups A-G must contain at least 16 grams of whole-grain or can be made with 8 grams of whole-grain and 8 grams of enriched meal and/or enriched flour to be considered whole grain-rich. 2 Some of the following grains may contain more sugar, salt and/or fat than others. This should be a consideration when deciding how often to serve them. 3 Allowed only as dessert at lunch as specified in §210.10. 4 Allowed for desserts at lunch as specified in §210.10 and for breakfasts served under the SBP. 5 Refer to program regulations for the appropriate serving size for supplements served to children aged 1 through 5 in the NSLP and meals served to children ages 1 through 5 and adult participants in the Child and Adult Care Food Program. Breakfast cereals are traditionally served as a breakfast menu item but may be served in meals other than breakfast. 6 Cereals must be whole-grain or whole grain and enriched or fortified cereal.
SITE INFORMATION LIST SPONSOR NAME ADDRESS CONTACT PERSON/PHONE # SITE NAME ADDRESS PHONE BEGIN DATE (1) END DATE (2) DAYS, TOTAL (3) MEAL TYPE (4) AVERAGE MEALS/DAY (5) TOTAL MEALS (6) DELIVERY TIME (7) BREAKFAST AM SUPPLEMENT REFRIG ALL MEALS LUNCH YES NO PM SUPPLEMENT SUPPER BREAKFAST AM SUPPLEMENT REFRIG ALL MEALS LUNCH YES NO PM SUPPLEMENT SUPPER BREAKFAST AM SUPPLEMENT REFRIG ALL MEALS LUNCH YES NO PM SUPPLEMENT SUPPER BREAKFAST AM SUPPLEMENT REFRIG ALL MEALS LUNCH YES NO PM SUPPLEMENT SUPPER BREAKFAST AM SUPPLEMENT REFRIG ALL MEALS LUNCH YES NO PM SUPPLEMENT SUPPER
18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed Level Module Code Module Title Core (C), Compulsory (COMP) or Option (O) Programme Learning Outcomes Knowledge and understanding Subject-specific Skills Thinking Skills Other skills relevant to employability and personal development A1 A2 A3 A4 A5 B1 B2 B3 B4 B5 C1 C2 C3 C4 C5 D1 D2 D3 LEVEL 5 CI 2601 Policy and Practice for Children and Young People C * * * * * CI 2602 Promoting the Welfare of Children and Young People C * * * * * * CI 2603 Frameworks, Transitions and the Child C * * * * * * * CI 2604 Managing the Professional Role in Practice C * * * * * * LEVEL 4 CI 1601 Children, Young People and their World C * * * * * * * CI 1602 Difference and Diversity C * * * * * * CI 1603 Self and Study C * * * * CI 1604 Aspects of Learning and Development C * * * * * * * * * Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks
VO2004 VO2005 Plus 2 from the following: Volunteering in the EU Youth Led regeneration Or 1 Elective 20 20 Level 1 V01001 V01002 V01004 V01006 VO1008 V01009 VO1010 Citizenship and Cohesive Communities Volunteering and Safety Management Community Culture Plus 3 from the following: Volunteering and Community Action Peer Led Outreach Education Gang and Gun Culture Bullying Interventions Or 1 Elective 20 20 20 20 20 20 20 Foundation Certificate Requires 120 credits 15. Personal Development Planning Students will be supported in PDP in the following ways: There are opportunities of gaining externally accredited awards in addition to their Degree, including: V Impact Award Youth Platinum Award Youth Achievement Awards Duke of Edinburgh (Service) First Aid (Compulsory) Child Protection Training (Compulsory) Sports Coaching All students develop the following key skills: Communication Working with Others Literacy ICT Problem Solving Organisation Managing Self 3. Students are expected to complete action plans for project work 4. Students are expected to keep a reflective diary 5. Students will be expected to produce a CV and letter of Application as part of a compulsory module. 6. Students will have regular tutorials where progressions to employment or further opportunities are discussed. 16. Admissions criteria
18. Curriculum Skills Map Ticks indicate where individual Programme Learning Outcomes will be assessed Level Module Code Module Title Core (C), Compulsory (COMP) or Option (O) Programme Learning Outcomes Knowledge and understanding Subject-specific Skills Thinking Skills Other skills relevant to employability and personal development A1 A2 A3 A4 B1 B2 B3 B4 C1 C2 C3 D1 D2 5 LS2518 Research Development COMP LS2521 Coaching for Golf COMP LS2524 Golf Coaching Observation and Analysis COMP LS2525 Sports Event Management COMP LS2607 Talent Identification and Golf Development COMP MR2200 Work Project COMP 4 LS1515 Applied Golf Coaching COMP LS1604 Golf Coaching Principles and Practice COMP LS1610 Introduction to the Science of Golf COMP LS1614 The Delivery of Sport COMP LS1617 Training and Conditioning in Golf COMP MR1200 Work Skills Development COMP Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks
Notes to programmer: Plot against actual time since last dosing, if possible. Otherwise, use protocol times. For multiple dose trials, display the entire time course or split into different panels by dosing occasion, as most appropriate For multi-period trials, display overlay treatments separately for each analyte Scale of Y axis may be either identical across all subjects or subject-specific, as most relevant. SPONSOR/PROTOCOL/PRODUCT INFO (page x of x) Figure 14.2-x.x [Arithmetic/Geometric] mean (SD) concentration-time plot per treatment (overlaying) and analyte (separately) Analysis Set : PK analysis set - Values <LLOQ were considered as [zero;missing;LLOQ; LLOQ/Z;…]. PATH DATA/PROGRAM/OUTPUT PRODUCTION STATUS/RUN DMMMYYYY: HHMM Figure 85. Shell for overlaying PK concentration-time profiles Annotations: It is customary to produce arithmetic mean plots for PK data. Given the In some particular multi-arm trials, all groups receive the same treatment but they differ by other characteristics (such as gender, disease status or stage, administration with food, etc…). In these cases, data are reported according to the groups and not the treatment. A footnote indicates how BQL values are managed for the computation of the statistics.
Task 1 (outcome P3) Select three businesses that operate in different sectors, name the businesses and state which sector they operate in. State what the nature and scope of the business is. At least one of the businesses should be one that operates in a variety of countries, ie it is ‘multi-national’. Describe what the legal structure of each business is. You need to state the name(s) of the owners of each business. You should prepare this information in the form of a table. Task 2 (outcome m2) Write your report for the publication examining and explaining how the economy of Herefordshire has changed over time. You can include references to the entire history of the county but should focus more intently on the last 50 years. Compare these changes with the changes which have occurred in the nation as a whole. What business activities have become more popular, which have become less popular? Have any died out altogether? You should support your explanation with tables or charts showing figures. Ensure that you credit your data with appropriate referencing.
Forestry Development Council Urban and Community Forestry Committee List Company Name Name Chair & Illinois Arborists Association, FDC appointee/Village of Algonquin Steve Ludwig American Public Works Association, IL Chapter FDC appointee/City of Urbana Public Works Mike Brunk American Society of Landscape Architects, Illinois Chapter Vacant Association of Soil & Water Conservation Districts Urban Manual Rep. Matt Hanauer Chicago Wilderness Not for profit Todd Degner Environmental Education Association of IL Vacant IL Dept. of Natural Resources State Forester Tom Wilson IL Dept. of Natural Resources U&CF Coordinator Reinee Hildebrandt IL Dept. of Natural Resources GPSI Intern Sravya Pamulapati Illinois Forestry Association FDC appointee/IFA Stephanie Brown Illinois Landscape Contractors Association Scott Grams Illinois Municipal League Vacant Municipal Forestry of Oak Park Rep. (NE IL) Vice Chair/FDC appointee Rob Sproule Municipal Forestry Rep. (Southern IL) City of Macomb Tim Howe Openlands Not For Profit Daniella Pereira Society of Municipal Arborists SMA, USDA AHIS (retired) Bob Benjamin Southern Illinois University Urban and Regional Development and Planning Derek Reiking The Morton Arboretum Not For Profit & CRTI Lydia Scott The Morton Arboretum Not For Pofit Beth Corrigan
The Morton Arboretum USDA APHIS - IL Forest Pest Outreach Not For Profit Tricia Bethke The Morton Arboretum Research Arborist Not For Profit Jake Miesbauer Trees Forever Not For Profit Debbie Fluegel U.S. Forest Service Ex-officio/U.S. Forest Service Drew Hart U.S. Forest Service Ex-officio/U.S. Forest Service Jill Johnson University of Illinois Extension Master Gardener Program Coordinator Sandra Mason Urban Forestry Consultants Natural Path Forestry Consultants Mark Duntemann Utility Representative Vacant Western Illinois University President of WIU Forestry Club Zach Woodbury Wheaton Park District IL Parks and Recreation Assoc. Rob Sperl
YEAR 3 THAMES EXPLORER TRIP – 3R 5th March, 3M 9th March Please return to Mrs Foot in the office by Thursday 1st March I give permission for ………………………………………………………………………………………. in class 3…………. to attend the trip to the Thames Explorer in Isleworth. I have paid £8.00 via ParentPay I am able to help on the day of the trip. Signed: ……………………………………………………………..……………….. Date …………………………………………….
Date Preparatory work Homework for the next lesson Lesson 2 (Date) Read Story 1 Practice Vocabulary ( Do the following tasks: (link) Lesson 3 (Date) Read Story 2 Practice Vocabulary Do the following tasks: (link) Lesson 4 (Date) Read Story 3 Practice Vocabulary Do the following tasks: (link) Lesson 5 (Date) Read Story 4 Practice Vocabulary Do the following tasks: (link) Example lesson plan for lessons 2,3,4,5: time content interaction materials 2‘ greeting, info on the topic – story title Teacher none 5‘ presentation – the story‘s country of origin Student 1 group 1 laptop / beamer depending on the student‘s requirements 5‘ presentation – the author of the story Student 2 group 1 laptop / beamer depending on the student‘s requirements 5‘ introducing the new vocabulary Student 3 group 1 Vocabulary list prepared by the student, laptop / beamer depending on the student‘s requirements 5‘ checking the comprehension Student 4 group 1 laptop / beamer 10‘ discussing the main issues of the story group / pair work based on the excersises in the book or others prepared and moderated by the teacher book, handouts 5‘ the results of the group work summarised in plenum class discussion moderated by blackboard / whiteboard / flipchart
Table: 1 A Descriptive Review of Literature related to the impact of FDI Studies Shan et al. (1998) Agosin and Mayer (2000) Alarm (2001) Chowdhury and Mavrotas (2003) Hansen and Rand (2003) Hansen et al. (2003) Panayides et al. (2003) Sharma (2003) Mathiyazagan (2005) Lumbila (2005) Lan (2006) Jallab et al. (2008) Paolino, M. (2009) Tiwari and Mutasku (2011) Das and Das (2012) Mehra (2013) Gaikwad (2013) Sample Size China Africa, Asia and Latin America 2 developing countries Chile, Malaysia and Thailand 31 developing countries 5 Asian countries China India India 47 African Countries 61 Provinces MENA Countries China 23 Asian Countries India India India Period of Study (1969-2000) (1990- 2001) (1990- 2001) (1990- 2001) (1990-2001) Variables taken GDP (+ve)* - (+ve)* (+ve)* (+ve)* - (+ve)* - NR - (+ve)* (+ve)* (+ve)* (-ve)* (+ve)* (+ve)* Domestic Investment - (+ve)* (+ve)* - - - - - - - (+ve)* (+ve)* Agriculture - - (+ve)* - - - - - - - Industry - - (+ve)* - - - - - - Imports - - (+ve)* - - - - - - - Exports - - (+ve)* - - - - (+ve) NR - Employment - - - - - - - - - NR Openness - - - - - (+ve)* - - - - Low Geographical Distance - - - - - - (+ve)* - - --
Gross Fixed Capital Formation - - (+ve)* Investment Climate - - (+ve)* Infrastructures - - (+ve)* Stable Macro Environment - - (+ve)* Government Expenditure - - - (+ve)* Growth of Labour (+ve)* Exchange rate (+ve)* NR *indicates the significance of variable; NR indicates no relationship
Herrero A.G. and Simon D.N. (2003), “Determinants and Impact of Financial Sector FDI to Emerging Economies: A Home Country’s Perspectives”, prepared for CGFS Working Group on Financial FDI, BIS Committee of the Global Financial System. Jallab, M.S., Gbakou, M.B.R. and Sandretto, R. (2008), “Foreign Direct Investment: Macroeconomic Instability and Economic Growth in MENA Countries”, Working Paper No. 08-17, Groupe d Analyse et de Théorie Economique (GATE), Centre national de la recherché scientifique (CNRS), University Lyon. Kueh, P. (1992), “Developing with Foreign Investment: ”, The Australian Economic Review, Vol. 76, No. 12, PP. 679-703. Lan, N.P. (2006), “Foreign Direct Investment and Its Linkage to Economic Growth in : A Provincial level Analysis”, www.unisa.edu.au/commerce/ events/.../abstract%20lan_nguyen. Lo, D. (2007), “Foreign Direct Investment and ’s Economic Development: A First Look”, Working Paper No. 200701001E, Renmin University of China. Ma, X. (2009), “An Empirical Analysis on the Impact of FDI on 's Economic Growth”, International Journal of Business and Management, Vol. 4, No. 6, PP. 76-80. Mathiyazhagan, M.K. (2005), “Impact of Foreign Direct Investment on Indian Economy: A Sectoral Level Analysis”, ISAS Woking Paper No. 6, of Asian Studies, . Mehra, N.(2013),” Impact of FDI on Employment and GDP in India”, International Journal of Economic Research,Vol.414,PP. 29-38. Mottaleb, K.A. (2007), “Determinants of Foreign Direct Investment and Its Impact on Economic Growth in Developing Countries”, No.9457, Munich University, Germany. Nagaraj, R. (2003), “Foreign Direct Investment in in the1990s”, Economic and Political Weekly, Vol. 68, No. 5, PP. 1701-1712.
18. Curriculum Skills Map Ticks indicate where individual Programme Learning Outcomes will be assessed Level Module Code Module Title Core (C), Compulsory (COMP) or Option (O) Programme Learning outcomes Knowledge and Understanding Subject-specific skills Thinking Skills Other skills relevant to employability and personal development A1 A2 A3 A4 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 D1 D2 D3 D4 4 MR1009 Business Management O MR1025 Animal Science COMP MR1033 Animal Health COMP MR1038 Breeding and Care of Nonmammalian Species COMP MR1050 Introduction to Animal Behaviour and Welfare COMP MR1105 Behaviour of British Wild Mammals O MR1131 Introduction to Animal Collections O MR1301 Animal Health Care Management O Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks
Describe the task(s) in which your students will be engaged. What misconceptions or difficulties do you think they might experience? How will they demonstrate their understanding of the concept? How will you gather your assessment data (e.g., checklist, anecdotal records)? What extension activities will you provide? The students will be engaged in creating a leprechaun trap. Students may experience challenges collaborating ideas with peers. Students will demonstrate their understanding when they successfully complete a trap and are able to describe what they created, to the whole group. Assessment data will be collected through observations and anecdotal records. CONSOLIDATION: Reflecting and Connecting During this phase, the teacher may: • bring students back together to share and analyse strategies; • encourage students to explain a variety of learning strategies; • ask students to defend their procedures and justify their answers; • clarify misunderstandings; • relate strategies and solutions to similar types of problems in order to help students generalize concepts; • summarize the discussion and emphasize key points or concepts. During this phase, students may: • share their findings; • use a variety of concrete, pictorial, and numerical representations to demonstrate their understandings; • justify and explain their thinking; • reflect on their learning. How will you select the individual students or groups of students who are to share their work with the class (i.e., to demonstrate a variety of strategies, to show different types of representations, to illustrate a key concept)? What key questions will you ask during the debriefing? All students will be given the opportunity to share their creations. Questions asked: What materials did you use? What worked well? What was the most challenging? How could your group improve? What was your favourite part of the challenge?
Volunteer Application Fond du Lac County Department of Social Services 87 Vincent Street Fond du Lac, WI 54935 Phone: (920) 929-3448 Theresa.Menting@fdlco.wi.gov Contact Information Last First MI Name Street Address City/ State/ ZIP Code Home Phone Cell Phone Social Security Number Birth Date Driver’s License Number E-Mail Address Interests Tell us in which areas you are interested in volunteering (Please indicate by checking the appropriate boxes below): Mentor Program – A formal matching of a young person in need of guidance and companionship with a responsible and supportive adult. Clerical – Assist with office assignments as needed. Legal Guardian – To assist persons who, because of their mental disability, are not able to adequately provide for their own care or custody. Foster Care Relief – To give relief to foster parents so that they may meet their own personal needs Transportation – Providing transportation to Fond du Lac County clients Youth Tutor – Assist area youth who are struggling with their education. Friendly Visitor – Offering clients friendship and encouragement on an individual basis to meet family needs. Student Intern – Programs designed for college age students to facilitate necessary experience in the Human Services field. Food Pantry – Filling food requests and delivering food to the main office or client homes for families in need. (Must be able to lift 25 lbs.) Other (Please Specify): May we share your telephone number(s) with other Fond du Lac County volunteers and/or departments for volunteer scheduling purposes? Yes No
11.3 Requested grants (all sources - include this application – include other grants for this project) INCLUDE IN CHRONOLOGICAL ORDER. YEAR ID NO. TITLE OF GRANT CHIEF INVESTIGATORS TIME COMMITMENT of each investigator (hrs/week and %) PERIOD OF SUPPORT FUNDS for each year
14.5 Ethical implications of the research on animals 16.6 Conflicts of interest: Please refer to the ANZCA Conflict of Interest Policy () and declare all relevant conflicts of interest and explain how these will be managed. 15 Progress Report on Current ANZCA Grant(s) Please attach a copy of the project summary for each application currently being supported by ANZCA. Please include summary reports for ANZCA grants terminating in the year prior to this application.
In signing this page, you certify that all details given in this application are correct and you agree to carry out the research in strict accordance with the current ANZCA grant agreement terms and conditions and acknowledge that the research material contained herein and the associated assessor and reports may be used for internal ANZCA quality assurance reviews and evaluations. Signature Date A B C D Certification by head of department / Head of research committee: I certify that appropriate general facilities will be available to the applicant if successful, and that I am prepared to have the project carried out strictly in accordance with the current ANZCA grant agreement terms and conditions. In the event of a grant being terminated due to the CIA leaving the institution before the expiry of the grant, I will notify the College CEO and return any unexpended grant balance to the College. Title Initials Surname Department Signature Date Certification by Head of Administering Institution (Head of Institution or nominee): I certify that this request satisfies all the requirements of this institution, and that this institution has established administrative processes for assuring sound scientific practice in accordance with the NHMRC Australian code for the responsible conduct of research. (Document available from NHMRC) Title Initials Surname Appointment Department (if applicable) Institution Signature Date CHECK LIST FOR FUNDING APPLICATIONS This sheet MUST be completed and attached as the last page of the application only Check list of application requirements Chief Investigator A
Oregon Women, Infants and Children (WIC) Program Farm Direct Nutrition Program (FDNP) Review Tool — Compliance Findings Agency and clinic locations visited: Reviewer: Contact: Date: Program area Compliant? Citations Findings/comments Yes No N/A A. Are all FDNP recipients eligible to receive FDNP checks? State Policy — Local Program Responsibilities, ¶2.0–¶2.1 (a) — Eligible recipients B. Were the appropriate number of FDNP checks issued, per policy? State Policy — Local Program Responsibilities, ¶2.0–¶2.1 (a) — Eligible recipients C. Can the local program account for receipt of FDNP checks from the State WIC program? State Policy — Local Program Responsibilities, ¶1.0–¶1.4 (f)(1) — Control of FDNP checks D. Is the FDNP check register filled out correctly (including issue date and participant ID)? State Policy — Local Program Responsibilities, ¶13.0 (f)(1) — Control of FDNP checks E. Are the FDNP checks signed for by the participant? State Policy — Local Program Responsibilities, ¶13.2 and ¶13.2.1 (f)(1) — Control of FDNP checks F. Is the original FDNP check register retained in the clinic for three (3) years? State Policy — Local Program Responsibilities, ¶13.3 (a)(1), (2) — Recordkeeping requirements
G. FDNP check security Are the FDNP checks kept in locked storage? State Policy — Local Program Responsibilities, ¶11.0–¶11.1 (f)(2) — Control of FDNP checks State Policy — Local Program Responsibilities, ¶12.0 Is a physical inventory conducted at least once during the FDNP season or issuance period? State Policy — Local Program Responsibilities, ¶11.0–¶11.1 (f)(2)—Control of FDNP checks State Policy — Local Program Responsibilities, ¶12.0 H. Nutrition education Is nutrition education concerning the consumption of fresh fruits and vegetables made available to FDNP participants? State Policy — Local Program Responsibilities, ¶4.0–¶4.2 (a) — Nutrition education, Goals Is this nutrition education documented? State Policy — Local Program Responsibilities, ¶4.0–¶4.2 (a) — Nutrition education, Goals I. Do all participants receiving FDNP checks also receive an orientation to the program, including required elements ¶3.0–¶3.6 of State Policy 1100? State Policy — Local Program Responsibilities, ¶3.0 (i) — Instructions to recipients State Policy — Local Program Responsibilities, ¶3.0–¶3.7 and ¶5.0
They explain plans for simple budgets. Students order decimals and unit fractions and locate them on a number line. Students add and subtract fractions with the same denominator. They find unknown quantities in number sentences and continue patterns by adding or subtracting fractions and decimals. 7 Draw me a whole Can determine the whole when given a part which is less than one and a part greater than one. (12, 13) 3 Number and Algebra Students count and order numbers to and from 10 000. They recognise the connection between addition and subtraction, and solve problems using efficient strategies for multiplication with and without the use of digital technology. Students recall addition and multiplication facts for single-digit numbers. They represent money values in various ways and correctly count out change from financial transactions. Students model and represent unit fractions for halves, thirds, quarters, fifths and eighths, and multiples of these up to one. They classify numbers as either odd or even, continue number patterns involving addition or subtraction, and explore simple number sequences based on multiples. Fractions and Decimals Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole Also involves representing a whole given a part
5 Fractions on a Number line Can correctly locate a fraction (proper and improper) on a number line. (9, 10) 4 Number and Algebra Students locate familiar fractions on a number line, recognise common equivalent fractions in familiar contexts and make connections between fractions and decimal notations up to two decimal places. Students continue number sequences involving multiples of single-digit numbers and unit fractions, and locate them on a number line. Fractions and decimals Count by quarters halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line This task also includes representing improper fractions on a number line 6 Pizza Has an appropriate strategy for a sharing-type situation. (11) 4 Number and Algebra Students locate familiar fractions on a number line, recognise common equivalent fractions in familiar contexts and make connections between fractions and decimal notations up to two decimal places. Students continue number sequences involving multiples of single-digit numbers and unit fractions, and locate them on a number line. Number and place value Develop efficient mental and written strategies and use appropriate digital technologies for multiplication and for division where there is no remainder In this task, there is no remainder strictly, because each share is described as a fraction
Table 2: Format table ICSR analysis ICSR risks for project and/or project chain Mitigation measure ICSR Activity Result Status of activity (not Monitoring/ management Communication Status of ICSR risk [ please specify the ICSR risk to which the activity relates] [please specify the mitigation measure to which the activity adheres to] [1. please specify the activity to be implemented] [please specify to which result(s) the activity/measure will be beneficial/risk mitigating] [please indicate the status of the activity: (not [Please indicate how the effect of the activity is to ensure the risk is mitigated?] [please indicate if the activity resulted in communication on ICSR and what was the target group of this communication?] [ please indicate the status of the ICSR risk: mitigated/not mitigated] Etc. Etc. # 2 etc. Etc. Etc. Etc.
50% blue 0.333… red 1/6 green 2) 0.25 blue 33.3…% red 5/12 green 3) 0.75 blue 1/12 red 16.6…% green 4) 50% blue 0.25 red 1/4 green 5) 1/3 blue 33.3…% red 0.333… green 6) 5/12 blue 33.3…% red 0.25 green Mixed sixteenths: Shade each of these carpets in the colours shown: 1)
Fractions, Decimal, and Percent Menu Project 1 Write at least 5 word problems where the solution requires the conversion of fractions, decimals, and/or percents. 3 Develop a PowerPoint Presentation on fractions, decimals, and percents. Be sure to include all important information. (Ex. How to convert each one, picture examples if possible, definition of each word, problems solving examples, etc) 2 Create a poster that lists the steps for converting fractions, decimals, and percents. 2 Create a fraction, decimal, and percent puppet. Make a short speech for the puppet that explains how to convert between fractions, decimals, and percents. Student Choice (Must be approved by your teacher) 3 Create a game your classmates can play that will help them practice converting fractions, decimals, and percents. Be sure to include clear directions on how to play and win. 3 Write a story or a play from the point of view of a fraction that is being converted to a decimal or a percent. Be sure to include all elements of a story. (Ex. Characters, setting, rising action, climax, falling action, conclusion) 3 Create a children’s book, with pictures, that includes the conversion of fractions, decimals, and percents. Be sure to include all elements of a story. (Ex. Characters, setting, rising action, climax, falling action, conclusion) 2 Create a set of flashcards that help when practicing fractions, decimals, and percents. Example: On the front could be a fraction and on the back the equivalent decimal and percent. You should have a least 12 cards. At the top of each assignment there is a number. You need a total of 6 points or more to receive full credit. You will be graded on: neatness, creativity, math facts, and hard work!
EASTERN REGIONAL COMMITTEE NATIONAL COUNCIL FOR TEACHER EDUCATION BHUBANESWAR 15, Neelakanta Nagar, Nayapalli, Bhubaneswar (Odisha) – 751012 Phone: (0674) 2563156, 2563252, 2562793 Fax: (0674) 2564873 FDR DETAIL FORMAT FOR SUBMISSION BY RECOGNISED INSTITUTIONS 1 2 3 4 5 6 7 8 9 10 State ERC File Code No. Name of the Institution and address Course FDRs No. Amount (Rs.) Bank Name with full Address Date of issue of FDR. (DD/MM/YY) Date of Maturity of FDRs (DD/MM/YY) Joint Name Endowment fund Reserve fund (Note: Duly filled in format by authorised person of the management along with soft copy attachment in word document may be sent through Email: )