zilongwang/ReadingBank huggingface dataset:
Greetings From the National President Dear Members and Attendees, Welcome to the 21st administration’s first Leadership Summit. We are honored and excited to host the membership of Chi Eta Phi Sorority, Incorporated. Your participation and attendance is valuable to make this a successful event. We have some surprises that you do not want to miss. The Summit will be inspiring and informative, as relative to the organization’s Financial Vision. We have worked diligently to make this a positive experience for all. So come to learn, laugh and enjoy. Remember everything is done big in Texas! Sincerely, Priscilla J. Murphy, LPCMH, MS, MEd, BSN, RN 21st National President Leadership Workshop Agenda Friday, June 29, 2018 7:00-7:45am Fitness Class-Rob Jones, Adult Fitness and Nutrition Coach, NASM 8:00am Breakfast 9:00am Opening & Welcome-Deborah Stamps, EdD, MS, RN, GNP, NE-BC, 2nd Vice President 9:15am Greetings and Introduction of Board Members-Priscilla J. Murphy, LPCMH, MS, MEd, BSN, RN, 21st National President 9:30am Keynote Address- Eric J. Williams, DNP, RN, CNE, FAAN, President National Black Nurses Association -1.0 Contact Hour 10:30am Break 10:45am Mental Health and Nursing- Tia Crossley, PhD, Clinical Psychologist – 1.0 Contact Hour 11:45am Obtaining your 501C3- Stacey Johnson DNP, MSN, BSN, RN, CCM - 1.0 Contact Hour 12:45-1:30pm Lunch 1:30pm Nurses on Boards Coalition- Laurie Benson, BSN, RN - 1.0 Contact Hour 2:30pm Break
2:45pm Sales Tax Davis and Davis LLC - 1.0 Contact Hour 3:45pm Evaluation 7:00pm Reception Saturday, June 30, 2018 7:00-7:45am Fitness Class-Rob Jones, Adult Fitness and Nutrition Coach, NASM 8:00am Breakfast 9:00am Understanding the Financial Obligations of Chapters- Fayrene Tolbert, RN, BSN, National Treasurer and Erica Underdown-Palmer, RN, BSN, National Financial Secretary - 1.0 Contact Hour 10:00am Break 10:15am Event and Liability Insurance Why We Need It – J. Derrick McGlothin, CMG Insurance Group - 1.0 Contact Hour 11:15am The Checks and Balances of Auditing-Frazier and Gill CPA - 1.0 Contact Hour 12:15-1:00pm Lunch 1:00pm Understanding the Roles of your leaders-Regional Directors Panel -1.0 Contact hour 2:00pm Break 2:15pm Transformational Leadership: Succession Planning-Executive Board of Directors Panel – 1.0 Contact Hour
Financial Plans pages 25-26 Application for Financial Hardship page 27 Authorization for Auto Debt page 28 Consultations page 33 The “Magic” Questions page 34 Exam and Procedures pages 37-42 Report of Findings pages 43-50 First Adjustment page 51 Follow-up Visits pages 52-55 Comparative Reports pages 56-63 Moving Patients to Maintenance page 64 Wellness Care Plan Agreement page 65 Answering the Phone page 66-68 Reminder Calls page 69 Cancelation Calls page 70 Reactivation Calls page 71-73 Tips to Grow Your Practice page 74 Table of Contents Guide 12: Managing by the Numbers for Success Facts or Feelings pages 12-14 Stats and Goals pages 15-19
2. Let be a random sample from an exponential distribution with pdf: , Please derive The maximum likelihood estimator for θ . Is the above MLE unbiased for θ ? Please derive the distribution of the first order statistic and further show whether is an unbiased estimator of θ or not. Please calculate the MSE (mean squared error) of Y, and the MSE of the MLE for θ , which one is smaller? Is there a best estimator (UMVUE) for θ? Please show the entire derivation. Is there an efficient estimator for θ? Please show the entire derivation. Hint: Cramér-Rao Inequality: Let be unbiased for, where is a random sample from a population with pdf satisfying all regularity conditions. Then Solution: The likelihood function is The log likelihood function is Solving We obtain the MLE for Since We know the MLE is an unbiased estimator for Now we derive the general formula for the pdf of the first order statistic as follows: Therefore we have Differentiating with respect to x, and then multiplying by (-1) at both sides leads to: Now we can derive the pdf of the first order statistic for a random sample from the given exponential family. First, the population cdf is: Now plugging in the population pdf and cdf we have:
3. Critical Thinking The student social worker applies critical thinking to inform and communicate professional judgments. Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. Assess the student social worker’s ability to: 3.1 Distinguish, appraise, and integrate multiple sources of knowledge concerning mental illness and chemical dependency, including research-based knowledge and practice wisdom. Proficient Skilled Competent Marginal Not Competent No Opportunity/Not Observed 3.2 Analyze models of assessment, prevention, intervention, and/or evaluation used in working with clients experiencing mental illness/chemical dependency. Proficient Skilled Competent Marginal Not Competent No Opportunity/Not Observed 3.3 Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues. Proficient Skilled Competent Marginal Not Competent No Opportunity/Not Observed 3.4 Demonstrate leadership in interprofessional problem definition and solution concerning challenges related to mental illness and chemical dependency. Proficient Skilled Competent Marginal Not Competent No Opportunity/Not Observed List one or more behavioral examples of how the student social worker has demonstrated competency in critical thinking: 4. Diversity and Difference in Practice The student social worker engages diversity and difference in practice. Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, because of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Assess the student social worker’s ability to: 4.1 Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create/enhance privilege and power for clients experiencing mental illness/chemical dependency. Proficient Skilled Competent Marginal Not Competent No Opportunity/Not Observed
Type of images: REAL images - formed by converging light rays; can be projected on a screen; orientation=inverted VIRTUAL images - cannot be projected on a screen; orientation=upright MONDAY 5/2/16 EOC – NO WARM UP TUESDAY 5/3/16 Choose all the statements that are NOT correct. Red light has a shorter wavelength then blue c. Red light has a longer wavelength than blue Red light has a lower frequency than blue d. Red light has a higher frequency than blue WEDNESDAY 5/4/16 An object in front of a concave mirror inside of F (between F and the mirror) will form what type of image?
Concave Examples Case 1: A child who is 4 cm tall is standing 9 cm from a concave mirror with a focal length of 4 cm. Di Hi M 1//f =1/do + 1/di ¼ - 1/9 = 1/di 9/36 – 4/36 = 1/di 5/36 = 1/di 36/5 = di/1 7.2 = di M = hi/ho -.8 = hi/4 (-.8)(4) = hi -3.2 = hi M = -di/do M = -7.2/9 M = -.8 RAY DIAGRAM
Case 2: A child who is 4 cm tall is standing 8 cm from a concave mirror with a focal length of 4 cm. Di Hi M 1/f = 1/do +1/di ¼ - 1/8 = 1/di 2/8 – 1/8 = 1/di 1/8 = 1/di 8/1 = di/1 8 = di M = hi/ho -1 = hi/4 (-1)(4) = hi -4 = hi M = -di/do M -8/8 M = -1 RAY DIAGRAM
Convex Mirrors A Toy which is 5 cm tall is standing 4 cm from a convex mirror with a focal length of 8 cm. Di Hi M 1/-f = 1/do + 1/di 1/-8 - 1/4 = 1/di 1/-8 – 2/8 1/di 3/-8 = 1/di -8/3/ di/1 -2.66 = di M = hi/ho .66 = hi/3 (.66)(3) = hi 3.3 = hi M = - di/do M = -(-2.66)/4 M .66 RAY DIAGRAM
MONDAY 5/16/16 Is light a particle or a wave? Light has properties of both a particle and a wave TUESDAY 5/17/16 What is the energy of a photon whose wavelength is 450 nm? c = fΛ E = hf 3x108 = f(450x10-9) E = (6.63x10-34)(6.67X1014) 3x108/450x10-9 = f E = 4.42x10-19 J f = 6.67x1014 WEDNESDAY 5/18/16 THURSDAY 5/19/16 A metal whose work function is 4 eV is struck with light of frequency 6.2 x 1015 Hz. What is the max kinetic energy of photoelectrons ejected from the metal's surface? KE=hf - Ф KE = (4.14x10-15)(6.2x1015) – 4 KE = 22 eV FRIDAY 5/20/16 An electron that was emitted from a photoelectric experiment is measured to have a kinetic energy of 5.4 x 10-19 J. What is the velocity of this electron? KE = ½ mv2 5.4x10-19 = ½ (9.11x10-31)v2 √(2)( 5.4x10-19)/ 9.11x10-31 = v 1.1x106 m/s = v
Consultation to inform Procurement Strategy: Online Discussion paper & Survey – Distributed to 750+ people, 400 + visitors to the online site, 60 downloads of discussion paper, 78 (10% response rate) survey responses Stakeholder meetings – 8 meetings with key stakeholders including Beyond Blue, Sane Australia, Brook RED, Peach Tree and Institute for Urban Indigenous Health. From the engagement activities we identified three key strategy areas for low intensity mental health services needed in the Brisbane North region: access to low intensity psychological services, in a variety of modalities education and support for GP’s and other primary health and community service providers building the evidence base for low intensity services. Collaboration This activity is to be solely implemented by North Brisbane PHN. Discussions are currently underway between Queensland PHNs and the Queensland Department of Health regarding possibilities for future co-ordinated commissioning or co-commissioning of mental health services. In addition the PHN and Metro North Hospital and Health Service have established a joint project to explore how we might more formally work jointly, including around commissioning. Duration January 2017 to 30 June 2018 planning – July to October 2016 procurement – November to December 2016 commencement of service delivery – January 2107. Coverage Whole Brisbane North PHN region. Commissioning method (if relevant) These activities will be wholly commissioned in line with Brisbane North PHN’s Commissioning Framework (see Attachment 2). Needs are identified through an assessment process, involving the analysis of population health data and community consultation. Solutions to meet these needs are designed in partnership with stakeholders.
interpreters or speech to text operators etc. for those people who require this aid to communication. It should not be assumed that people who require these communication aids will book their own. Before booking an interpreter, if possible, check what the deaf person wants e.g. Sign Language Interpreter (BSL or ISL) or Lipspeaker etc. The services need to be booked some weeks/months in advance as the event may have to be rescheduled if these services are not available. Providers should identify any reasonable adjustments needed well in advance. All invitations to meetings and events must include a section requesting particular requirements, e.g. dietary requirements in addition to distributions in accessible formats for people who cannot read standard print. All invitations must clearly state that the venue is accessible and wheelchair friendly. This should include physical accessibility to the entrance and other parts of the building as required, such as ramps and handholds, clear signage, and access to catering, conference and toilet facilities. An audit may be required to ensure the suitability of venues. A suitable time for the meeting, bearing in mind that early meetings may not be suitable for people who need longer to get ready in the morning, and evening meetings may not be suitable for those who rely on public transport or rely on others for transport. Exhibition material to reflect the communication requirements of people with a learning disability and people with visual impairment, (e.g. black ink on white or yellow paper to be used to meet the communication requirements of people with visual impairment). Requirements of the audience to be considered when preparing material for information packs. Introductions by officials and speakers should be conducted in turn, to allow people with a visual disability to be sure where people are seated in relation to themselves. Appropriate signage to be used for directions e.g. fire escape, toilets, etc.
FINA ULTRAMARATHON SWIM SERIES 2018 SANTA FE, ARG – Date (04/02/18) - CORONDA FINAL ACCOMMODATION FORM FEDERATION: ………………………………………………………………………………………………………………………………… CASTELAR HOTEL, Santa Fe, ARG. Official arrival date: 1 February, 2018 (hotel check-in from 8:00 AM) Official departure date: 6 February, 2018 (hotel check-out till noon) NAME(S) CHECK-IN CHECK-OUT ROOM TYPES Name of National Federation Representative Position Signature and Stamp of National Federation Date Please, return to: Federation: CADDA through OC (Marcelo Micocci) Address: Hipòlito Irigoyen 3190, Santa Fe ARG. Tel: + 54 9 342 5 009 258 ( mobile) E-mail: . Account information: Name -------- Bank name: ---------- Bank address: --------- SWIFT Code: ---------- Acc.nr. ----------- IBAN: ----------- PLEASE, RETURN THIS FORM TO THE ORGANIZING COMMITTEE NO LATER THAN JANUARY 22nd, 2018
35. - 36. Write a 2 Column Proof. Given: AB ED; AB ∥ ED 1. AB ED 1. Given Prove: BC DC 2. AB ∥ ED 2. Given 3. ∠CAB ∠CED 3. AIAT 4. ∠ACB ∠ECD 4. VAT 5. ACB ECD 5. AAS 6. BC DC 6. CPCTC 37. - 38. Write a Flow Proof. Given: PQRS; ∠RPQ is a right angle. Given Given Prove: PQR RSP by LL opp. ∠s are Reflexive LL 39. - 40. Assign coordinates to each vertex and write a coordinate proof. Given: square ABCD Prove: AC BD (0, a) (a, a)
10 – 10:15 AM Break 10:15 – 11:30 AM CSA: A Field Perspective Chris Rotondo, New Jersey Division Administrator, FMCSA David Yessen, Federal Program Manager, NJ Division, FMCSA 11:30 AM – 1 PM Lunch [on your own] 1 – 2:45 PM General Discussion Mary Jo Ammon, Facilitator 2:45 – 3 PM Public Comment Period* * Should all comments be exhausted before the end of the comment period, it will close.
Section C – Project Outcomes and Results – Outcomes Based Accountability (OBA) (35 Marks available) The PCSP will be looking for your project to achieve results through utilising an “Outcomes based Accountability” method working from “ends to means” in identifying the desired outcomes, achieved indicators and measurable performance. The project should be showing evidence of: what did we do? how much did we do? and is anyone better off?
Measuring Sorting Textures Weights Use of 5 Senses Creativity Imagination Problem-Solving Properties of Matter Textures How Things Work Independence Pride in my Work Cooperation Taking Turns Creativity Coordination Sequence Time Confidence Following Rules Position Safety Traffic Signs Color Shape/sorting Spatial relationships Sharing Cooperation Counting New Words Balance and Gravity Size and shape Eye-Hand coordination Pride Design Numbers Creativity words Counting Phrasing Following directions Taking turns Creativity Auditory discretion Expression Rhythm
iJlbTJJ A foundation of f aith and excellence. St.Joan°tArc stjoan.net CATHOLIC SCHOOL 22415 Overlake Street • Saint Clair Shores • MI • 48080-3881 Tel: 586.775.8370 • Fax 586.447.3574 • Website: • Email:
SprClnUp Brandon Bearor* $1,273.14 SprClnUp Zachary Irizarry $150.00 SprClnUp Tate Ray $300.00 Transfer Kathryn Oak* $30,443.15 Transfer Lydia Fisher* $6,941.86 Transfer Dennis Mazurkiewicz $9,907.52 Transfer Stephen Turner $606.25 Transfer Norman Lowe $5,625.74 Total Municipal Salaries $804,758.62 Water Dept Stephen French $52,462.14 Water Dept Anthony Corey $37,811.80 Water Dept Michelle Emery $16,737.39 Water Dept Jacob Verrill $13,738.48 Total Utilities Salaries $120,749.81 Total Municipal Salaries $804,758.62 Total Utilities Salaries $120,749.81 Total Municipal & Utilities Salaries $925,508.43 SprClnUp Brandon Bearor* $1,273.14 (*) Indicates an employee received payment from more than one department – Payment from Rescue - Payment from Fire Department – Payment from Safety and Health Compliance - Payment from Election Clerk - Payment from Code Enforcement
Tel Dates Email From: To: Name Reason for leaving Address Tel Dates Email From: To: Name Reason for leaving Address Tel Dates Email From: To: Name Reason for leaving Address Tel Dates Email From: To: Name Reason for leaving Address Tel Dates Email From: To: Current studies If you are studying either on a part-time or full-time basis, please complete the details below. Please note that we may request a reference from your place of study. Name of course College/University College/University address Tel Postcode
Please tell us of any specific areas that you would be interested in working in using the boxes below. It is not necessary to complete this section for office based roles. London Boroughs Surrey Kent East Anglia/Cambridgeshire Shropshire We aim to attract and recruit potential employees who have the relevant skills, qualifications and experience to make a positive contribution to the work of Avenues. We pride ourselves as an equal opportunities and fair treatment employer. We oppose unlawful and unfair discrimination on the grounds of sex, age, race, religion or belief, marriage or civil partnership status, sexual orientation, gender reassignment, disability, pregnancy or maternity or any other irrelevant factor.
2 Data Frames, 2 Rasters, 1 Shapefile (.ai) Creates 2 Layers w/ an independent shapefile and multiple sublayers. 2 Data Frames, 2 Rasters, 1 Shapefile (.tif) Creates 1 Layer with 2 images and shapefile flattened, no sublayers. Reference Box (optional)
Taking Informed Action: 5. Supporting Question: What is informed action? How can students take informed action to create positive change? Formative Tasks: Students will work in small groups to develop plans of informed action that will create real, positive change for the people of Puerto Rico. Students will work in groups to do one of the following: 1) create an informational video informing people of the tragedy affecting Puerto Rico, 2) create flyers/posters to publicize the needs of the people of Puerto Rico, or 3) collect supplies to send to meet the needs of the people of Puerto Rico. Sources: Action - Communities Rebuild After Irma, Maria, and Harvey - Youtube video Informed - Definition retrieved from
unevenly and/or creates documents restatement of the theme Score of 3 all aspects of the task with little depth or develops most aspects of the task in some depth *Is more than analytical (applies, may analyze and/or evaluate relevant information from some documents limited relevant outside *Includes some relevant facts, & details; may include some minor *Demonstrates a satisfactory plan of organization; includes an introduction & a conclusion that may be a restatement of the theme Score of 2 develops all aspects of the task or develops some aspects of the task in depth *Is primarily may include faulty, weak, or isolated or analysis limited relevant information from the documents or consists primarily of relevant information copied from the documents little or no relevant outside *Includes few relevant facts, & details; may include some *Demonstrates a general plan of organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction an/or an conclusion
Score of 1 develops some aspects of the task *Is may lack or analysis *Makes vague, unclear references to the documents or consists primarily of relevant & irrelevant information copied from the documents no relevant outside *Includes few relevant facts, or details; may include *May demonstrate a weakness in organization; may lack focus; may contain digressions; may not clearly identify which aspect of the task is being addressed; may lack an introduction and/or a conclusion Score of 0 *Fails to develop the task or may only refer to the theme in a general way; OR includes no relevant facts, or details; OR includes only the historical context and/or task as copied from the test booklet; OR includes only entire documents copied from the test booklet; OR is illegible: OR is a blank paper
The developmental structure of the OPD Pathway for women does pay some attention to the structural problems that contribute to the dysfunctional lifestyles and social disadvantage of many women offenders. There is, for example, some demonstration, most notably through the women’s access to independent mentoring and advocacy services, of a broader sociological conception of the challenges women face and the services they need. The notion of an integrated approach that facilitates the continuation of services beyond release acknowledges the connection between pro-social decision-making and access to systemic support. The OPD Pathway for Women also addresses the inherent risk of disempowerment that derives from an individual’s engagement in corrective programming. By following good practice in other jurisdictions it is expected that women participants will engage in all elements of programme design, delivery and review (Laishes 2002; Stathopoulos 2012). The aim is to ‘acknowledge a woman’s expertise in her own ‘story’’ and to allow women to identify their own needs (d’Cruz 2015:35). However, giving women a ‘voice’ in their engagement with rehabilitative services is particularly challenging in prison settings, and made even more difficult to achieve in the context of an illness-based approach to trauma that perpetuates ‘the notion that clients are deficient and disordered’(Pollack 2005:81).
Learning Plan ELA 1 Learning Objective Course objectives/ANMC competencies Resources, Strategies, Activities Time-line Evidence Outcome What are you going to learn? Include knowledge/skills/attitude To which course objective/s, ANMC competencies does your learning objective relate? How do you plan to learn? When and where do you plan to learn? How will you demonstrate your learning? What evidence will be included in your portfolio? Did you achieve your objectives? Acknowledgement: This resource is based upon previous material compiled by A. Gardner (2011).
Daily attendance record Student Name: _______________________________________ Date Venue Area Hours of attendance RM/ MO Signature & Date University facilitator signature & Date
Daily attendance record Student Name: _______________________________________ Date Venue Area Hours of attendance RM/ MO Name, Signature & Date University facilitator signature & Date
2018 Cumulative record of portfolio requirements Student’s name: ___________________________________________ Student’s ID: __________________ TOTAL required Achieved ELA 1 Achieved ELA 2 Achieved ELA 3 Achieved ELA 4 Achieved ELA 5 Running Total (update in pencil only) Final TOTAL Antenatal Care Antenatal episode of care 100 100 Abdominal palpation 10 10 Complex antenatal care 15 15 Intrapartum Care Labour and spontaneous vaginal birth 30 30 Active care 1st stage labour 10 10 Vaginal examination 10 10 Complex intrapartum care 15 15 Postpartum Care Postnatal episode of care 100 100 Complex postpartum care 10 10 Neonatal Care Physical examination of the newborn 20 20 Complex neonatal care 10 10 Continuity of Care Experiences Commenced 15 15 Completed 15 Learning tools University lecturer name, signature and date evidence reviewed and assessed as complete
2.11 Incurred Costs The Proponent participates in this RFP process at its sole discretion and risk. The Proponent is solely responsible for all costs of preparing and submitting its Proposal and any other prior or subsequent activity associated with the RFP process, including Proponent presentations, meeting attendance, due diligence and/or contract negotiations, regardless of whether or not the utilities, on behalf of the TEC, enters into a Services Agreement with the Proponent. No honorarium or reimbursement shall be provided to any of the Proponents. 2.12 Governing Law The relationship of Proponent and the TEC and the members of the TEC group will be governed by the laws of the Province of Ontario and the laws of Canada applicable therein. 2.13 Addenda The RFP may only be amended by addendum (an “Addendum” and collectively, the “Addenda”) which will become part of the RFP. Clarification or information provided orally by the any member of the TEC group, the Primary Contact or any other person is not binding on the any member of the TEC group and should not be relied on by any Proponent unless a confirming Addendum is issued. Proponents shall submit with their Proposal written confirmation of the receipt of all Addenda during the RFP period.
Accounts Payable Feeders or Interfaces WebTA/Payroll (Employee Payments) GovTrip (Govt Travel) SmartPay 2 (Purchase Cards) WEX (Fleet Cards) PROP (Property) IAS (Procurement) Ameresco (Utilities) Metel (Telephone) Manual Entries IPAC* VADRs* ePRES (foreign payments) SPS (same day payments) Employee Reimbursements (SF-1164s) eFABS (Allowances) Misc Pay BSE Coop Agreements EEO Payments Training (SF-182) Fee Basis Grants Honorariums Indemnities Patent Royalties Postage Tort Claims Transportation UPS Contracts Adjustments Accounts Receivable Feeders or Interfaces Lockboxes VS User Fee System Manual Entries ACH FedWire IPAC Pay.gov Lockbox Rejects Sales Orders Billings (non-SO related) Modifications Transfers Refunds Write Offs SO Jobs FOB Runs Overhead RRB Billing *Feeders being developed
STEP 11: Click Yes and the report will automatically open in Microsoft Excel STEP 12: To enable editing, click the box Enable Editing shown Over Budget Issues Common Over Budget Issues Cannot post additional expenses OH (indirect expenses) will not post Direct expenses will not post Cannot close SO or associated master data elements Reasons and Resolutions for Over Budget Issues (“Budget Exceeded” errors) SO BP line amount has been reduced (check Display SO, Doc Flow, and/or manually recalculate AVC Tables) Request change of SO BP line amount to (where justified) Expenses overspent or posted to wrong account (check ROR, manually recalculate ZR AVC Tables, LIACR and/or Payroll Detail Report) Modification of Agreement, Expenditure Adjustment for direct expenses, or Request Additional Collection(s), as warranted OH (indirect expenses) overspent (can be any associated OH account) (manually recalculate ZR AVC Table, check LIACR and/or SOF PTD) Expenditure Adjustment for indirect expenses Open Unneeded Obligations absorbing budget (check ULO or SOF PTD) Deobligate unnecessary open obligations Accruals not reversed Follow up on non-reversed accruals ROWA, additional reasons/resolutions: Collection not received (check Doc Flow, ROR, and/or Daily Collections)
From these interviews, seven topic areas for wider Delphi expert review were generated: Roles that reporting systems can achieve Roles reporting systems cannot fulfill Methods to maximize learning and feedback from reporting systems The role of national and local data collection and safety solutions Voluntary versus mandatory data collection Investigation of incidents and accountability Staff training in reporting and investigating incidents Delphi survey From 60 experts invited for the broader Delphi survey, 30 agreed to participate (50%). Of these 30, 90·0% had greater than 10 years expertise in incident reporting and 86.7% had been involved in the development of an incident reporting system. The median number of papers in the respondent group of experts was significantly greater than the non-respondent group (Median=4, Interquartile range: 3, vs. Median=3, Interquartile range 1) (p value= 0·003). There were significantly more experts from English speaking countries than not in the respondent group (100%) versus the non respondent group (86·7%) (p value = 0·038). After the first round, experts recruited reached consensus on 25 statements regarding the purpose and remit of national PSRS. All 58 statements including the consensus statements were incorporated into the second round to check for consistency of response and to increase levels of consensus. After the second round of individual feedback 26/30 (86·7%) experts responded with their revised opinions. From the 58 questions: 40 statements reached consensus and formed the expert-derived guidelines (Table 2). A further seven statements achieved
12:30 P 2:30-4:00 P 4:00 P 6:30-8:30 P Walking tour of Yanai town Lunch: Marukami Udon Visit to the Sweet making factory, “Hatokonoumi” Back to hotel to change for dinner (Business casual) Pick up the luggage Meeting with the host families Welcome party hosted by Yanai Rotary Club Entertainment by Children Taiko group Homestay lodging Mon May 20 (Day 5) Mon 5/20 9:00 A 9:30-11:30 A 12:00-1:30 P Breakfast with host family (Casual attire) Gather at the Yanai Cruse Hotel (Charter bus) Calligraphy workshop by Mr. Yamamoto Lunch at Tofu place, “Mameyoshi”
3:44 P 4:10 P 5:30 P Arrival at Osaka Shinkansen Station Transfer to a local train to go to Osaka Station Arrive at the hotel Buffet dinner at the hotel Hotel New Hankyu Osaka Thu May 23 (Day 8) Thu 5/23 7:00 A 7:45 A 8:45 A ~1:00 P ~1:40 P 7:00 P Breakfast at the hotel (Casual attire) Depart from the hotel. (Short walk to train station) The Group presentations and exchange with Kinki University students. Lunch with students in cafeteria (on your own) The Group presentations and exchange with Kinki University students. Dinner with University students (on your own) Back to the hotel by train as a group Hotel New Hankyu Osaka
7:30 A 8:30 A 9:00 A 9:30-11:30 P 11:45:-1:00 P 1:30-2:45 P 3:30-4:40 P Breakfast at the hotel (Casual attire) Depart for the Ikenobo (via subway) Visit to Rokkakudo Ikebana workshop Lunch at Tawawa in Shinpukan 3 Visit to Kiyomizu (take bus) Visit to Sanjyusangendo (take bus) Free time in Kyoto Dinner (on your own) Kyoto EL Inn (Eruin) Mon May 27 (Day 12) Mon 5/27 7:00 A 8:00 A Breakfast at the Hotel (Business casual) Depart for the train station
3.2 – Funding requested for 2016/17 Total Police Knowledge Funding requested: £ Activity Cost Resource/Capital £ £ £ £ £ £ £ £ 3.3 – Existing funding in support of the proposed collaboration If this bid is for ‘top-up’ / additional funds to support a collaboration with funding from other funding bodies please provide details of the existing funding stream(s) and set out how this proposal will support additional delivery against one or more of the three core objectives of the Knowledge Fund. 3.4 – Opportunities for matched funding If relevant, please provide details of opportunities for matched funding that you may explore to support this funding stream.
Section 4 – Delivery 4.1 – Delivery plan Please provide a delivery plan setting out key outputs and milestones, the specific role of partners, including days contributing to the delivery of these milestones, and proposed governance arrangements. 4.2 – Risks and mitigations Please provide details of key risks to delivery (including likelihood and impact), with details of existing/proposed mitigations. 4.3 – Skills and experience of applicants Please include evidence (where relevant to this Fund) of applicants’ previous experience in setting up collaborations; published or other independent assessment of their impact on practitioners; and, evidence of research quality.
Seat Deposit Information All students accepting offers will be required to pay a $100 deposit to secure a position in the entering cohort for the Master of Science in Speech-Language Pathology program. Clinical Hours Requirements (DE and On-Campus) The Clinical Hours Requirements pertain to students in the speech-language pathology emphasis; it is not part of the non-clinical communication sciences emphasis. This pertains to both the On Campus and DE programs including AK & AZ. Each graduate student in the speech-language pathology track of the Master’s degree in Communication Sciences & Disorders is required to accrue clinical clock hours through clinical courses. There are slightly different requirements for the different types of students in the program: On-Campus (OC), Distance Education (DE), and Alaskan Distance Education (AKDE) and Arizona Distance Education (AZDE)
INSTRUCTIONS Please review the entire re-accreditation application. If there is a section of the application that is unclear, please email for clarification. All application materials must be submitted electronically in English as a PDF portfolio. Submissions must contain the complete application and all required attachments. The program must continue to effectively address all accreditation standards. Electronic documents should be sent to . The program must submit the $1,000 accreditation fee payable to “ATTUD”. Payments should be mailed to: Board of Councilors of the Council for Tobacco Treatment Training Programs, 2424 American Lane, Madison, WI 53704 Summary of Program Growth
3. COMMENTS AND SUGGESTIONS OF CONSULTANTS ON THE TERMS OF REFERENCE AND ON DATA, SERVICES AND FACILITIES TO BE PROVIDED BY THE CLIENT. On the Terms of Reference: 1. 2. 3. 4. 5. On the data, services and facilities to be provided by the Client: 1. 2. 3. 4. 5. 21
Core Skilled Supervisory 4.1 Encouraging improvement, creativity and innovation Thrives to be creative in their work and generate new ideas in order to assist the best outcomes for service users Obtains and acts on service user feedback and experiences to develop new and existing services Is confident to make their own suggestions and ideas for improvement and innovation to managers and colleagues Likewise, must be open to other suggestions even if they conflict with their own ideas Uses evidence from a range of sources, both positive and negative, to identify options and solutions Appraises options, plans and takes action to implement and evaluate improvements 4.2 Facilitating transformation Understands the need for change and continually improving Acts positively and confidently to propose and make changes Questions the status quo in order to facilitate the organisation to continually grow and develop Considers change as an opportunity and understands the importance of change Is open, supportive and flexible in their work as well as when presented with change Acts as a positive role model for innovation, creativity and change Articulates the need for innovation, creativity and change and its impact on people and services Motivates and focuses a team to accomplish innovation, creativity and change 4.3 Making Decisions Acts in a manner consistent with the values and priorities of CWSX Mind Contributes their unique perspective to team, department, system and organisational decisions Where appropriate, be decisive after considering service users views and feelings Uses information to challenge existing practices and processes Carries out analysis against an evidence-based criteria set to make effective decisions
Annex 1 – 24 Nov 2016 Application Form Applicant info Name of the contact person: (For joint-proposals, please indicate only 1 contact person) Organisation(s): Address: Email: Telephone: Select one □ Concurrent Session □ Exhibition Booth Description of Concurrent Session Title: Description of the session and key issues/questions/topics to be addressed (in 200 words). Please indicate if the session is Debate/Workshop/Town-hall meeting. Speaker(s)/Expert(s)/Resource persons: Moderator/leader: Speakers’ language of delivery (English and/or French):
Material flows analysis The CBA presented in the Decision RIS considered both the economic impacts (costs and benefits) as well as relevant subset of financial (distributional) impacts. This approach reflects the fact that all costs and all market benefits associated with options will have a financial impact on one or more stakeholder group. However, financial transfers between stakeholder groups have been excluded from the CBA because they do not result in a net economic cost or benefit. To achieve this disaggregation required integration of the CBA model with a material flows analysis, noting that the physical flow of packaging waste ultimately drives many (although not all) of the costs, benefits and distributional impacts of the options (see Figure 8). Costs and benefits that have been assessed in the CBA are set out in Table 25. Categorisation of costs and benefits is not rigid and, in practice, a number of the variables listed as costs will present in the analysis as avoided costs (i.e. benefits) for at least some options. Table 25: Costs and benefits Costs Benefits Administration costs government regulation development, administration and enforcement scheme administration avoided administration costs Recycling and litter infrastructure and operating costs recycling infrastructure and operations recycling and waste collection and transport MRF processing litter programs Participation costs households engaged in recycling businesses engaged in recycling community engaged in cash for cans beverage and retail industry costs compliance and transition costs producer surplus impacts Consumption related consumer surplus costs Avoided landfill costs garbage collection and transport landfill operating costs landfill externalities Avoided costs of litter Value of recovered material/recyclates paper/cardboard glass plastics steel cans (Thirst for Good only) aluminium cans Employment benefits Health and harm to others
YOUTH FOR HUMAN RIGHTS NAMIBIA DECLARATION: THE PREVENTING OF SEXUAL VIOLENCE IN CONFLICT We the Youth For Human Rights Namibia having participated in a Model United Nations summit on the Preventing Sexual Violence in Conflict, jointly organized by the British High Commission, the Human Rights and Documentation Centre of the Law Faculty of the University of Namibia and the United Nations agencies in Namibia, ahead of the global summit on Ending Sexual Violence in Conflict in London, 10th – 13th June 2014; Having gathered here on the 7th of June 2014, at the University of Namibia, where twenty-one delegates came together to represent the Nations of the world in order to negotiate, debate and resolve concerns identified with violence of a sexual nature in conflict. Recalling the SECURITY COUNCIL’s resolutions 1889, 1325, 1960, 2106/2122 Further Recalling the Geneva Conventions, the UNITED NATIONS Convention on the Rights of the Child, the Protocol to the African Charter on Human and Peoples’ Rights on the Rights of Women in Africa and the African Charter on the Rights and Welfare of the Child, Noting with concern that violence against women and children is often used as a weapon of war, Expressing deep concern on the escalating statistics of sexual violence in war torn countries, Recognizing the urgent need to bring an end to sexual violence in conflict, Deeply concerned that gender based violence has reached endemic proportions in Namibia Reaffirming the role of regional and sub-regional organizations in the maintenance of international peace and security as set out in Chapter VIII of the Charter of the UNITED NATIONS.
Transitional support funding BSWAT Wage Supplementation and Case Management 6.861 2.400 26.390 52.807 42.737 131.195 New Wage Tool (Varied SWS) 0.978 15.322 7.754 7.777 0.000 31.831 Business Improvement 8.986 6.014 1.008 1.014 0.000 17.022 Total 180.048 Supported employment funding Currently ADEs are funded for a capped number of places, with a price per place for each person with a disability. This case-based funding is paid monthly in arrears to the ADE while the supported employee remains in employment. Current case-based funding core fees – 2017-18 Amount (GST exclusive) Intake Fee $634 Employment Assistance Fee (or Fee) (per month, for up to 12 months) $634 (up to a maximum of $7,608) Employment Maintenance Fee Amount Per Month Amount Per Annum DMI Level 1 $375 $4,500 DMI Level 2 $634 $7,608 DMI Level 3 $953 $11,436 DMI Level 4 $1,264 $15,168 There are a number of supplementary payments to ADEs, which are additional to case-based funding. Current Rural and Remote Service Supplement ARIA Classification: Amount Per Month Amount Per Annum Highly Accessible: Nil. Nil.
Accessible: $1,509 $18,108 Moderately Accessible: $3,017 $36,204 Remote: $4,526 $54,312 Very Remote: $6,029 $72,348 Work-based personal assistance also attracts an additional fee for services. Work Based Personal Assistance (2015-2018) Either: $35 per hour where the work based personal assistance is provided by an Approved Support Worker from within the Outlet or $45 per hour where the work based personal assistance is purchased from a second agency, and is provided up to a maximum of 10 hours per week. Key differences between the current operation of open and supported employment in Australia Supported Employment – Australian Disability Enterprises ADEs receive funding to assist directly employing people with disability and particularly to provide the supports those people need at work. ADEs act as a link, helping people with moderate to severe disability gain training and experience to confidently step into open employment or to continue in supported employment if they choose. ADEs create employment opportunities through designing jobs around the individual abilities of people with disability. ADEs provide significant workplace modifications to accommodate the abilities of their workforce. The majority of an ADE’s workforce has a disability. Once placed in an ADE, a supported employee generally immediately commences in a job role. An ADE will adjust a supported employee’s daily job tasks to suit their abilities, meaning an equivalent open employment job role may not be completed by one ADE employee. A supported employee will often receive daily access to employment and personal care supports by support staff embedded within (and employed by) the ADE. This allows for a greater intensity and frequency of support that can be provided to individuals. Open Employment – Disability Employment Services DES providers are not funded to directly employ people with disabilities looking
Read the text below then sign ONLY in front of a notary Signed at (City): on (Date): State of Tennessee, County of (MM/DD/YYYY) (Name of County Where Notarized) I know that Tennessee has laws against lying on purpose (perjury). I swear and affirm that: As far as I know, the information on this form is true. My request for divorce is serious. My spouse and I have agreed not to lie about the information in this divorce. As far as we know, we meet all the rules to use these forms. SWORN to and SUBSCRIBED before me, on (date): Signed at (City): State of Tennessee, County of By (Name of Person Filing for Divorce): (Signature of Person Filing for Divorce) Signature of Notary Public, State of Tennessee My commission expires: MM/DD/YYYY (NOTARY’S SEAL)
 Employment: If you are working now, fill out below. If you are not working now, check here: Employer’s Name: Employer’s Address and telephone number: Street Address City State Zip Telephone number How much do you earn after taxes are taken out? $ Each (Check One): Other Income: List any other income that you get now or expect to get. Source of Income How much do you get? Source of Income How much do you get? Families First $ / month Unemployment $ / month Social Security $ / month Worker’s Comp. $ / month Retirement $ / month Other* $ / month Disability $ / month SSI $ / month *Explain Sources of Other Income Here: Assets: List all assets that you own separately, with your spouse, or with someone else: Asset Type: Fair Market Value (what it’s worth now) - Money still owed = Balance 1. Car, truck, or other vehicle $ 2. Other car, truck, or other vehicle $ 3. House, condominium, land $ 4. Other house, condominium, land $ List all bank/financial institution names below: Bank name. Do not put account number. Balance 1. $ 2. $ Cash $ Total: $ Other:
State of Tennessee Court County (Must Be Completed) (Must Be Completed) Both Parties’ Personal Information- To Be Filed Under Seal (Form 2) File No. (Must Be Completed) Division/Part (Large Counties Only) Plaintiff (Name: First, Middle, Last of Spouse Filing the Divorce) Defendant (Name: First, Middle, Last of the Other Spouse) This form asks for the personal contact information and Social Security Number of both spouses. To protect your personal information, follow these steps: Fill out this form. Put the form in an unsealed envelope. Write this information on the envelope: Names of both spouses, and Case Number of your case. Give it to the clerk when you file your other court forms. The court clerk will keep this information secret. Plaintiff’s Information Name: Address: First Name Middle Name Maiden Name Last Name (now) Street Address City State Zip Telephone Number: Social Security Number: Birth Place (State or Foreign Country): Birth date (MM/DD/YYYY): Defendant’s Information Name: Address: First Name Middle Name Maiden Name Last Name (now) Street Address City State Zip Telephone Number: Social Security Number: Birth Place (State or Foreign Country): Birth date (MM/DD/YYYY):
 Employment: If you are working now, fill out below. If you are not working now, check here: Employer’s Name: Employer’s Address and telephone number: Street Address City State Zip Telephone number How much do you earn after taxes are taken out? $ Each (Check One): Other Income: List any other income that you get now or expect to get. Source of Income How much do you get? Source of Income How much do you get? Families First $ / month Unemployment $ / month Social Security $ / month Worker’s Comp. $ / month Retirement $ / month Other* $ / month Disability $ / month SSI $ / month *Explain Sources of Other Income Here: Assets: List all assets that you own separately, with your spouse, or with someone else: Asset Type: Fair Market Value (what it’s worth now) - Money still owed = Balance 1. Car, truck, or other vehicle $ 2. Other car, truck, or other vehicle $ 3. House, condominium, land $ 4. Other house, condominium, land $ List all bank/financial institution names below: Bank name. Do not put account number. Balance 1. $ 2. $ Cash $ Total: $ Other:
The converter’s efficiency was also a determining factor for choosing diodes. Schottky diode selection was based on the reverse-leakage and forward voltage drop characteristics. The diode’s forward voltage became an issue with a decreasing output voltage drop. For this system though, the output voltage ideally remains constant, therefore eliminating this issue. To further increase efficiency of the system, a Schottky diode could be placed in parallel with the synchronous rectifier. This diode would conduct while the switch is off. This provides a smaller and cheaper method than what a simple circuit requires. PCB Grounding Ground wiring can often limit the performance of the system of components placed onto the printed circuit board. In the designers application where efficiency is vital, proper layout techniques must be understood to leave as little unused power as possible. Learning improved methods helped avoid PCB layout problems as well as improved overall system performance. A layout concept known as “star grounding” was introduced, explained and utilized. Ground is used as a reference for linear circuits and as a return for power systems. Elements such as power amplifiers and switching regulators use ground as a return. The ground could also be used as a shield to prevent electromagnetic noise propagation. As a result of all these various uses the ground serves, the method used in laying out the circuit played an important role in preventing interference across areas of the board. The finite parasitic ground resistance of the path between components carries a voltage drop when the connection carries a current. Due to this voltage drop between components and different areas of the boards, element placement was proven again to be important. Figure 33 below displays a block diagram of the circuit placement. Figure - Common Circuit Placement Because of the voltage drop that is created across the connections, the local ground assumes a voltage other than zero. The voltage drop across the parasitic resistance in the case of a power component such as a switching regulator which is time varying, noise creates and accumulates across the board which affects overall voltage accuracy and desired output voltage. Current and resistance are directly related and since the ground resistance is generally low, large inductively induced currents were easily created. These induced currents accumulated into large loop currents and respectively stimulated noise.