zilongwang/ReadingBank huggingface dataset:
Therapy Area Educational proposal is in the following GSK therapy area(s): Respiratory Vaccines Asthma COPD Pediatric immunization Adult immunization Disease area (if applicable): Diphtheria Haemophilus influenzae B Hepatitis A&B Influenza Measles Mumps Neisseria meningitides Human papillomavirus Pertussis Polio Rotavirus Rubella Streptococcus pneumonia Tetanus Varicella Herpes zoster Across Diseases & Technologies, General Vaccine Science Vaccine Hesitancy Adjuvants Vaccine Education Other; please specify: Identified Healthcare Professional Need What is the educational need or gap in healthcare professional knowledge/competencies that your program addresses? How was this educational need determined? e.g. review of literature, expert interviews, healthcare professional survey data, national census data, regional or national governing body recommendation Educational Design and Outcomes
Educational proposal is in the following GSK therapy area(s): Respiratory Vaccines Asthma COPD Pediatric and adult immunization Diphtheria Haemophilus influenzae B Hepatitis A&B Influenza Measles Mumps Neisseria meningitides Pertussis Polio Rotavirus Rubella Streptococcus pneumonia Tetanus Varicella Herpes zoster Across Diseases & Technologies, General Vaccine Science Vaccine Hesitancy Adjuvants Vaccine Education Other; please specify: Identified Healthcare Professional Need What is the educational need or gap in healthcare professional knowledge/competencies that your program addresses? How was this educational need determined? e.g. review of literature, expert interviews, healthcare professional survey data, national census data, regional or national governing body recommendation Educational Design and Outcomes What is the format of your educational program? e.g. online module, seminar, in-person session
Overview Country or Region: Global Industry: Pharmaceuticals Customer Profile Second largest pharmaceutical company in the world, GlaxoSmithKline supplies a quarter of the world's vaccines and produces some of the leading prescription medicines and consumer healthcare products. Business Situation GlaxoSmithKline needed to improve collaboration with partners, to improve effectiveness in growing markets, to move away from customized solutions, and to lower the cost of operations and investments. Solution GlaxoSmithKline chose to deploy Microsoft Business Productivity Online Suite – including Microsoft® Exchange Online, Microsoft® Office SharePoint Online, Microsoft® Office Communications Online, Microsoft® Office Live Meeting and the Microsoft® Deskless Worker Suite. Benefits Reduce Operational Costs Drive Innovation Improve Collaboration Simplify User Experience “We have chosen Microsoft Online Services because it promises to deliver a simple intuitive Information Workplace that should not only bring value to the company through simplification, but provide an improved user experience and ultimately create a more productive GSK.” Bill Louv, Chief Information Officer, GlaxoSmithKline GlaxoSmithKline (NYE: GSK) is a pharmaceutical industry leader: supplying a quarter of the world’s vaccines, spending over $13 million each day to research new medicines, and providing many of the world’s leading prescription medicines and consumer healthcare products. It is estimated that GlaxoSmithKline makes up seven percent of the world’s pharmaceutical market, and it is one of the few companies committed to researching vaccines for the World Health Organization’s three priority diseases – HIV/AIDS, tuberculosis, and malaria. Yet, an internal strategic review of their IT systems outlined a need to take a new approach to collaboration, support growing markets, and address costs. Illustrating its industry leadership, GlaxoSmithKline found its solution in pioneering Microsoft Online Services solutions.
13756 S. Kildare Ave Crestwood, IL 60445 Phone# 708-385-5793 Fax# 708-844-0257 CARRIER PROFILE Carrier Name: Address: City/State/Zip: Contacts: Phone: Fax: After Hours Contact: ------------------------------ Emergency Contact: Corporate Email: Dispatch Email: Federal ID# ------ MC# ------ USDOT# -------- Equipment/Assets & Quantity Total Power Units Vans 48'---- 53' ---- Reefers 48'---- 53’ Other Haz Mat Authority? Yes/No: Expiration Date: _ If yes, please include a copy of your certificate. Satellite Tracking Capability? Yes/No: --- If yes, what type? _ Operating Lanes: Thank you for taking the time to complete this form.
The Scout Association Northern Ireland Scout Council Adding and Adult to Compass and carrying out the AccessNI online application Checklist In advance of your meeting with the new applicant you need The GSL’s Compass Login Username and Password Invitation Letter (Handout 1) Information Form (Handout 2) A suitable venue with wifi/web access and a computer/laptop to use during the meeting. Make an appointment by talking to the new applicant and by using the Invitation Letter. Ask the new applicant to create an AccessNI NI Direct online account (step by step instructions on page 3). Give the new applicant the Invitation letter and ask them to bring the 7 items as detailed on the Invitation Letter to the meeting. Make sure they know to complete page 2 with details of their Referees. During the meeting with the new applicant at a suitable venue with wifi/web access Step 1 Check the new applicant’s ID documents and if sufficient and appropriate complete PART A of the Information Form (Handout 2) Step 2 Complete PART B of the Information Form (Handout 2) with details of the Referees as provided by the applicant. Step 3 Sit with the new applicant and log on to using the GSL’s username and password. Enter the new applicant’s details and Scouting role onto Compass. Step 4 Before logging out of Compass complete PART C of the Information Form (Handout 2) with the new applicant’s details from Compass. Step 5 This must be carried out immediately after adding the new applicant to Compass. Enter Then Accessni applications, then apply for an enhanced check through a registered body, then green button, apply for an enhanced check through a registered body. Enter the new applicant’s own email address and password that they created themselves prior to the meeting. Complete the AccessNI online application. Step by step instructions are available on Step 1 PIN Number 2 4 9 0 8 6 Step 5 – The Scout Association The new applicant takes a note of the 10 digit case reference number so that they can trace their application on the AccessNI website. The meeting with the new applicant is now finished. Following the meeting with the new applicant Finalise the Information Form (Handout 2) by completing PART D. Email the completed Information Form to your Appointments Secretary. On receipt of the Information Form the Appointments Secretary is aware that the new applicant is on Compass and the AccessNI online application has been submitted. The Appointments Secretary can then contact the applicant and continue the Appointments Process.
AGE GROUPS Age groups are determined by age on the 30th September each year (i.e. if your child is 9 on 30th September, he/she will be in the Under 10 age group). Your child’s pathway through the Nippers program is summarised in the following table. In addition to the preliminary skills standards listed, Nippers also gain important Surf Awareness and Surf Life Saving skills; includes first aid, CPR, and patrol responsibilities that prepares them to become active patrolling members once they complete their Surf Rescue Certificate. Age Group Preliminary Skills Surf Ed Under 6 From a standing position in waist deep water perform a front glide and recover to a secure position. Perform a back or front float for a few seconds and recover to a secure position. Surf Play 1 Under 7 From a standing position in waist deep water perform a front glide, kick for 3m and recover to a secure position. Perform a back or front float for a few seconds and recover to a secure position. Surf Play 2 Extended skill for U6 and/or U7 From a standing position in waist deep water submerge, open eyes under water and blow bubbles and recover to a secure position (can be with assistance). Age Group Preliminary Skills Timed Ocean Swim Surf Ed Under 8 25 metre swim, (any stroke). 1 minute survivals float. Not required Surf Aware 1 Under 9 25 metre swim, (any stroke). 1 minute survivals float. 150m ocean swim within 12 minutes Surf Aware 2 Under 10 25 metre swim, (freestyle). 1 ½ minutes survival float. 150m ocean swim within 11 minutes Surf Safe 1
Dec 10 Junior Christmas Party Glenelg SLSC Dec 17 Glenelg SLSC Jnr and Snr – Season Breakup Somerton Signature 9am - 12pm Glenelg SLSC Somerton SLSC Dec 17 Club Christmas Swim & Clubby Bar 4pm – ‘til late Swim recommended for U11-U14s competitors Glenelg SLSC 18 Dec Junior Carnival 2 7.45am – 3.30pm Port Elliot Dec 25 President’s Christmas Drinks The Surf Club Bistro Dec 31 New Year’s Eve Fireworks and Festivities 5pm ‘til late The Surf Club Bistro 8 Jan 2017 Senior Carnival 3 8am - 4pm South Coast 7 Jan 14 Jan Junior training returns Club Champs Glenelg Beach 15 Jan Youth Carnival Under 12 – Under 15 8am – 2pm TBC 22 Jan Junior Carnival 3 7.45am – 3.30pm Seacliff 28 Jan Nipperthon West Beach 2-7 Feb TBC Under 14s Camp Ocean Grove 5 Feb Brighton Jetty Classic Brighton Beach 11 Feb Senior Carnival 3 Day 1 9am - 4pm Robe 12 Feb Senior Carnival 3 Day 2 9am - 4pm Robe 25 Feb Junior State Qualifying Carnival 7.45am – 3.30pm Glenelg 26 Feb Senior State Championships Day 1 Glenelg 4 March Under 7 & Under 8s Break Up 1pm – 3.30pm Glenelg Beach 4 March Masters State Championships Day 1 8am - 4pm West Beach 5 March Masters State Championships Day 2 8am - West Beach
Uniform & Merchandise Convenor Nickole Armstrong 0422 494 063 BBQ coordinator Chris Ffrench Resources Surf Life Saving SA: Contacts: Surf Life Saving SA Phone: (08) 8354 6900 219 Henley Beach Road, Torrensville 5031 Email: Surf Life Saving Australia Phone: (02) 9130 7370 Email: Surftrade Phone (02) 9847 4900 Email: SPONSORS Glenelg Nippers would like to thank the following sponsors for their support.
Problem Probable Reasons Available Solutions 1. cannot dial for alarm no arming alerting phone unsetted parts improperly installed code no match SIM card overdue do arming operation re-set according to the specification coordinating the location of parts re-coding 5. pay to the SIM card 2. cannot long-distance operation password input wrongly ( or forgotten ) retry password or reset password 3. no record indication when alerting voice message not recorded record voice message 4. remote control (keyfob) out of order coding un-matched with the Panel insufficient battery power battery pieces poor contact or voltage un-matched with Panel re-learn the remote control change battery to correct type contact the local dealer to change the matched remote control (keyfob) 5. infrared detector out of order low power change to the same type battery 6. siren without sound siren plug or jack in short circuit or broken-line siren out of order closed siren by command positive and ground wires of siren reversed repair or change plug or jack change the jack line activate siren by command use another siren to double check reverse the wires to try 7. the transmission distance of detector to panel shorten a nearby emitter is sending code Panel receiver stoppage standby battery of the Panel insufficient move one detector next to panel and try identify the interfering source and eliminate it check Panel power whether plugged well 8. the signal LED blinking quickly SIM card un-loaded SIM card is setting PIN code GSM signal weak reload SIM card cancel PIN code of SIM change to place with strong signal
Social Media Marketing Learning Activities 12 February 2016 Presenters: Anthony Basiel, Sam Koolmon For today’s workshop there will be three Social Media Marketing activities: Learner-generated quiz Peer-to-peer customer testimonial YouTube video Student voting review Business Scenario – analysis and discuss At the end of these activities learners will be applying these concepts: From the content provided in the PowerPoint presentations students will make 3 multiple choice questions which will be used as a learner-generated review at the end of the lesson. Use YouTube to generate a web video testimonial for their business Provide a critical review the web videos presented in class Discuss and analyze a business scenario to provide an action plan for the company Related resources: Online Poll or Voting: Respond at PollEv.com/anthonybasie822 Text ANTHONYBASIE822 to 020 3322 5822 once to join YouTube: Record your own YouTube Videos Some examples:
IT Technical Requirements Regardless of the whether the solution is used on an Application Service Provisioning basis, (ASP), SAA owned, internally or external hosted, it must meet the following SAA IT services minimum requirements: o The solution must be based on open and flexible software platform easy to integrate with existing applications and systems; o Hard-coding will not be accepted, the solution must allow definable user templates that will enable the SAA system or business units administrators to easily tailor the system to their requirements; o The solution must be user friendly WEB browser enabled and also be able to support rich client interface for our distributed "power users" or a periodically disconnected mobile workforce; o The solution must be accessible globally, regionally and domestically where SAA offices are present; o The solution must integrate to SAA messaging infrastructure and SAP (HCM) Human Resource system; o The solution must be easily adaptable or configurable to the changing SAA business requirements; o The solution must provide meaningful reporting inclusive of Executive Dashboards across the regulatory compliance framework; o System must be in alignment with SAA Architectural Footprint; and o System must be capable of supporting multi tenancy to support the SAA Group requirements. IT Security The solution must meet the following minimum SAA baseline security standards: o Audits trails and logs enable; o Automatic notifications (Work Flow capabilities) according to SAA defined rules for any regulatory changes, updates; etc. o Generate exception reports for administrators; o Logical Access Managed (through Username(pension no) and password (complex); o The systems must come with system specification and procedures; and o Regardless of where the solution is hosted, the solution provider shall adhere to SAA security policies.
Assessment Security component and Executive Report Report Review Certificates Authority and Key Management Annually Certificates and Key Management High Technical and Executive Report Full Report Annually 15 days per annum: CA Practices Review, Service Integrity Review and CA Environmental Controls Review Vendors achieving a score of 80% and above will be evaluated in the next level (Phase 3)
PART 4 PRICING SCHEDULE Requirement Frequency Affected Components Priority Rating Report Format Reported VPMG PCI Scope Addresses or IPs Unit Cost Annual Cost External Vulnerability Scan Weekly External Internet Facing Infrastructure Critical Technical Report Critical / High Issues Daily Scan 50 IPs Internal Vulnerability Scan Quarterly Internal network High Technical and Executive Report Critical / High Issues Monthly Scan 50 IPs Network Filtering Review Annually Zones of Different Trust High Technical Report Critical / High Issues Quarterly 8000 firewall access rules and 20 firewall instances Wireless Security Scan Quarterly Wireless Network Critical Technical Report Critical / High Issues Quarterly Site surveys; network reconnaissance, wireless infrastructure device security testing; Wireless Intrusion Prevention Systems and exploitation of identified vulnerabilities External Penetration Test Annually External Internet facing infrastructure High Technical Report Critical / High Issues Annually Externally Facing IP Addresses, Remote Access Devices, Web Servers with Dynamic Content and SOAP/XML/Web Services Servers based on the scope Internal Penetration Annually Internal internet facing High Technical Report Critical / High Issues Annually Automated vulnerability scans and basic validation on 1000
Test infrastructure internal systems Security Assessment Annually Application and exposed to Internet Critical Technical Report Critical / High Issues Annually 5 Web application Independent biannual IT Risk Assessment Bi-annually Governance, Critical Security component High Technical and Executive Report Full Report 10 days per annum Review Certificates Authority and Key Management Annually Certificates and Key Management High Technical and Executive Report Full Report Annually 15 days per annum: CA Practices Review, Service Integrity Review and CA Environmental Controls Review Professional Fees Internal Security Assessor Pricing Schedule Professional fees x 8hrs x3days x4weeks x12months Total Cost
ACTIVITY NAME RACE W/B GENDER M / F DISABLED? YES / NO * LIVING IN RURAL AREA? Y/N FINANCING DECISIONS Cheque Signing Acquisition of lines of credit Sureties Major Purchase or Acquisitions Signing Contracts BLACK EQUITY OWNERSHIP NAME GENDER M / F DISABLED? YES / NO * I.D. NUMBER NATIONALITY % BLACK OWNERSHIP List the four largest contracts/assignments completed by your firm in the last three years. Please provide projects that are similar to SAA’s requirement. Work performed For whom Contact person and telephone number Contract fee/amount * Payment transactions:
of the key criteria for adult learning. (If you compare the General Scoping website to the DEIS website, you can see how Dr. Murphy and I have internalized the principle of self-selection—General Scoping gives the visitor a choice of two paths, but once he is on a path, there is no meandering allowed. “Find It” in the second website invites people to pop around wherever they wish.) In a bottom-up web design, the idea is to let people “berry pick,” watch the trails that form as they browse for the information they want, and design accordingly. In the DEIS timeframe, we cannot do this, but what we were able to do is to use the decision framework as the “bottom up” design. The was developed over a long period of time with the public, in interviews, public meetings, and online, with many iterations and with complete fidelity on the part of the Supervisor. Thus we hoped it would create visitors actually wanted (Figure 14). We succeeded. The other important potential in web design and transparency is the ability to juxtapose key information. It is important to emphasize: even paper provides good opportunity for such display of information: But the most rudimentary web approaches allow for much more than paper can provide. We offered numerous graphical comparisons of the alternatives, each massively hyperlinked so that people could dig deeper as they chose (Figure 15). We also provided head-to-head comparisons (Figure 16 ). If the comparisons piqued curiosity, hyperlinks would invite the visitor to hop to explanatory text about the alternatives, the ratings of the alternatives, or the rationale for the ratings. Figure 15. (note there are 42 hyperlinks in the table alone--note also how consistently well Alternative F does).
Department of General Services – Administration Division OBAS CONSTRUCTION CONTRACT REQUEST FORM FORM C (REV 12.3.13) TYPE OF REQUEST: New Contract Contract Amendment Construction Change Order ABMS Encumberance/Disencumberance Closeout Contract CONTRACT TYPE BID AUTHORITY BID TYPE OFFICE NAME REQUESTER Name: Phone: Fax: AMENDMENT or CHANGE ORDER INFORMATION Contract Number: Reason for Amendment: Adjust Funding by: $ Change Admin or Insurance Requirements (attach written details) Change Scope (attach written details) Extend Term to: Name and/or Address Change Change Order for Time/Materials (attach written details) Cell: Email: Backup Contact: Name: Phone: Fax: Cell: Email: BRIEF DESCRIPTION OF REQUEST (max of 72 characters including punctuation and spaces. Note: a complete scope of work must be attached.) BID METHOD BID DETAILS License Requirement: Asbestos/DOSH cert req. CSLB/DCA license not req. DSA LEA cert required Technician Certification Bid Opening Date: Bid Opening Location: PREBID DETAILS Mandatory Non-Mandatory None Date: Time: Location: Contract Staff Attendance requested Security Clearance required at job walk CONTRACT DETAILS Desired Start Date: Desired End Date: Through Completion of Construction Rebid # Term of Service (calendar days): Option to Extend Term: Fiscal Agent Needed: Security Clearance Required PAYMENT METHOD RETENTION % withheld % advance N/A for this request PROJECT INFORMATION (Match to project title used in the project manual.) FUNDING TYPE (Check all that apply): Federal Minor Capital Outlay Special Repairs Major Capital Outlay Support Other: Bond If bond funded, is it a 2006 Infrastructure Bond? Full name of the bond/fund (source): Project Title: Client Agency: Description: City/County: Physical Address: Project Number: FISCAL USE ONLY: Estimated or Actual Cost: $ Proof of State’s estimate (recently dated) must be attached. Fund Source: ARF SRF Fund Number: Funding Document: ABMS Task Number: Item Number: Project Number: # Billing Code: Fiscal Year: Exp. Account Code: SRF Cost Center: Statute: Other: Multi-Region Cost Center: Chapter: Release Amount: Budget Analyst (Print Name):  Date PROGRAM APPROVAL By signing, I confirm I have reviewed this submission & supporting documents for completeness, accuracy & required approvals. (Original signatures required) Requestor Submitting Form (Print Name):  Date Manager/Supervisor (Print Name):  Date
This document is a formal request for additional top-up funding for the child / young person who has special educational needs (SEN). All schools are required to fund the first £6000 to meet identified SEN. Pupil, Parent/Carer and School details School: Name and Address Email: Tel: Name of child / young person: UPN: Date of birth: Year group: Gender: M / F Parent/Carer Names (Parent 1) (Parent 2) Parent/Carer contact details Address E-mail: Tel: Date of request: School admission date: Attendance (last 12 months): Is this child/young person on your SEN register? Yes No If yes, when identified (Date): Ethnicity EAL GRT Forces Child Post Adoption Is child LAC? Name of funding authority Does the pupil receive other additional funding, e.g. pupil premium? Yes No If yes, attach details to evidence how this is used. Amount £ Brief description of the special educational needs
Request to commence negotiations per Public Contract Code § 6611 For use on qualifying information technology (IT) Goods and Services and Non-IT Goods acquisitions. Requesting Department Information Agency: Department (Includes Boards, Commissions, and Associations): Institution (if applicable): Department Contact Information Contact Name: Street Address: Telephone: ( ) FAX: ( ) Mailing Address: E-Mail: Description of the Procurement Base(s) for negotiations (see page 2), check all that apply PCC 6611 (a): 1 2 3 4 If using PCC 6611 (b) check this box: Check type of procurement: IT Goods and Services Non-IT Goods Describe the procurement, how it meets the state’s needs and justify all the Bases for negotiations checked above. (Use additional pages if needed, approval signatures must remain on this page). Estimated Contract Amount $ Term of the Contract Department ___________________________________________________ Signature of Agency Secretary or Department Director or PCO and Date ___________________________________________________ Print or Type Name and title of Signatory Department of General Services _____________________________________________________ Signature of Deputy Director, Procurement Division _____________________________________________________ Print or Type Name and Title of Signatory and Date Remit completed form to: Department of General Services Procurement Division Attn: Intake and Analysis Unit 707 Third Street, 2nd Floor, MS: 201 West Sacramento, CA 95605
Determining Needs Question: What is the priority content and learning that is expected/needed? Element Description Criteria Needs Assessment What is the biggest learning challenge(s)? Identifies priority content and learning based on current students’ abilities and/or trend data (strategic) Focuses on appropriate knowledge/skill for the course, grade level and student population Uses data to identify student needs and identifies sources of information about students (e.g., test scores/performance from prior years etc.) Rationale Why is this topic/focus important/priority? How is it essential to present and future content learning? Provides a clear explanation why the content is an appropriate focus and/or area of need (relevant) Explains how identified priorities align with school/district goals Aligned Standards Need/focus is aligned to the following standards… Represents big ideas or essential skills students need to attain for success at the next level Focuses on standards-based enduring skill which students are expected to master Goal Setting and Development of S.M.A.R.T. Goal Question: Where are the students at the beginning of instruction with respect to the goal? Element Description Criteria Baseline Data or Information What information is being used to inform the creation of the SLG and establish the amount of growth/achievement that should take place within the time period? Data about current student performance is included (measurable)(includes trend data, if appropriate/available) Summarizes the educator’s analysis of the baseline data by identifying student strengths and weaknesses (specific)
21. Employment Records: Starting with your present or most recent post, list in reverse order every employment during the last ten years (if possible) and any significant experience not included in that period which you believe will be helpful in evaluating your record. Years of Service Name and Place of Employer/Organization Title of Position Responsibilities From To 22. Reference No Name Title Institution Email 1 2 23. I certify that the statements made by me in reply to the foregoing questions are true, complete and correct to the best of my knowledge and belief. If selected as a participant into the Training Programme, I confirm that I understand and accept the followings: To conduct myself at all times in a manner compatible with my responsibilities as a participant of the Training Programme and abide by the rules of the training institution and institutions in which I undertake training; To refrain from engaging in political or commercial and any activities other than those governed by the Training Programme; To not use my office, knowledge or confidential information gained from the Training Programme for private gain, financial or otherwise, or for the private gain of any third party, including family, friends and those I favour. Nor to use the above-mentioned information for personal reasons to prejudice the position of those I do not favour; To provide all necessary information in a timely manner to the host institution and institutions to be visited so as to ensure the normal administration of the Training Programme; To comply with the reporting requirements as stipulated by the Training Programme; The International Seabed Authority accepts no responsibility for the medical and life insurance of the trainee or financial and any other responsibilities arising from injury, illness, missing or death that may occur to the trainee during the training period. Applicant’s Name (in print): ____________________________ Signature: _________________________________________ Date:___________________________
ADULT TRAINING FOR VOLUNTEERS Times and dates for all trainings are listed on the website: www.GSRI.org/volunteers/adult trainings or check the Council Calendar on the home page. TYPE OF TRAINING ALLOWS LEADERS TO: 1. New Leader Training Girl Scouting 101 Session A: Online training (1.5 hours) Session B: Organizing a Troop (3 hour face-to-face session) 1. Start a troop. 2. Organize troop meetings. 3. Buy badges. 4. Attend Council sponsored events. 5. Borrow program materials from Council. 6. Participate in magazine and cookie sales. 7. Call on Council staff for support and information. Session C: Outdoor Day 1. Schedule a Troop Outdoor Day at a GSRI camp. 2. Hold a troop activity that includes fire building. 2. First Aid/CPR training (check the website for training dates and locations.) 1. Recommended for all troop leaders. 2. Recommended for all troop trips. 3. Required by Safety Activity Checkpoints for some activities. 4. Required for Troop Camping. 3. Troop Camp Training Two classroom sessions (3 hours each) An overnight from Saturday morning to Sunday afternoon. 1. Required for Troop Camping at GSRI sites. 2. See Trip Approval Chart for trips and/or camping to non-GSRI sites. 4. Troop Camp Refresher Course (2 ½ hours) 1. For leaders whose Troop Camp Training was more than five years ago. 2. For experienced leaders who have transferred into GSRI from another Council where they received Troop Camp Training. 5. Age Level Change Workshops: Daisy to Brownie (2 ½ hours). 1. Required of all experienced leaders transitioning from Daisy troop leader to Brownie troop leader. 6. Troop Trips II (2 ½ hours) 1. Required for all overnight trips (including Museum overnights) or any activity requiring an Intent-to-Travel form. 2. Recommended for Brownie and Junior level leaders. 7. Advanced Trips (2 ½ hours) 1. For Cadettes, Senior and Ambassador level leaders who are planning extended trips (3+ days) or geographically distant trips. 2. Especially recommended for troops planning on extensive fund-raising activities. 8. Program Aide Training for Adults Program Aide Training for Girls Program Aide trains Cadette Scouts ( 7th and 1. Allows Cadette level girls to work with younger Girl Scouts and gain leadership experience.
R Shiny 1.5 International Bar How to build data science capability and not go mad in the process Data science at MoJ Tom Ewing (DFT) Jon Roberts (MoJ) 15:00 - 15:30 Platinum Suite Break/Exhibition Stalls Parallel Session 2 15:30-16:30 2.1 1889 Suite Using data science to transform research and innovation policy Combining information in multiple spatial datasets to produce estimates and standard errors of population areas Juan Mateos-Garcia (NESTA) Alan Brewer (National Forest Inventory) 2.2 Platinum Suite Machine learning in production: transforming visa casework and identifying potential victims of trafficking Exploring mental wellbeing from prisoner case-notes using text mining Tom Wakeford (HO) Jo Lee (MoJ) 2.3 International Bar Integrated Data Enabling Analysis and Statistics (IDEAS): A new data model for integrating data Household statistics from a future administrative data census Becky Tinsley (ONS) Peter Jones (ONS) 2.4 Directors Boardroom Refreshing the Code Penny Babb (ONS) 2.5 Legends of the Lane GSS Good Practice Team: capability building Random Forest Analysis: the prediction of fragile A&E systems Martin Ralphs (ONS) Ed Beake (DH) Keynote Session 2 16.30 – 17:30 Platinum Suite Making Sense of Big Data
3.3 International Bar The ‘Data’ Science of Where - the role of Geospatial analysis in Data Science and Statistics Disaggregating statistics using spatial techniques Steve Croney (ESRI) Chris Gale (ONS) 3.4 Platinum Suite DCLG’s analytical work in the immediate aftermath of the Grenfell Tower fire Sandra Tudor (DCLG) 3.5 1889 Suite Data ethics for statistics and research Better Scraping, Better Statistics? Using web-scraped data in statistical outputs Petros Saravakos (UKSA) Matthew Greenaway (ONS) 11:30 - 11:45 Platinum Suite Break/Exhibition Stalls Parallel Session 4 11:45 – 12:45 4.1 International Bar Improving data communication, 90+ tables to an API The use of Data Science to improve the way we process and disseminate data Hiren Bhimjiyani (BEIS) Tom Davies and Mark Burley (DWP) 4.2 Platinum Suite The Dissemination Game: How to communicate official statistics to users Understanding crime in prisons: the problem Hannah Thomas (Gov Wales) Jack Tattersall (MoJ) 4.3 Legends of the Lane Cracking address matching: Why it matters & why it’s not easy Use of the VAT data within ONS, in collaboration with the ONS Data Science Campus Alistair Calder (ONS) Andrew Sutton (ONS) 4.4 1889 Suite Global GSS: International priorities, preparing for Brexit, and International Development Emily Poskett (ONS), Robert Bumpstead (UKSA), Will Laffan (UKSA) and Ian Cope (ONS) expert
Ray Browne Conference on Cultural and Critical Studies: February 21-23, 2014 at BG. Abstracts are due December 6, 2013 and can be submitted at: . You can register for the conference at: . This is an interdisciplinary conference to talk about the convergence of culture, open to graduate and undergraduate students. Philosophy – Friday and Saturday of next weekend, Philosophy is holding a conference on Ethics in 121 West Hall. All are welcome. PD Chair – Nov. 16th 6-9pm. ISA Senator has tickets for the Diwali Mela event, which will have Indian food and dancing. Tickets are $12, $15 at the door – convince your department to get tickets in bulk. Adjournment – GCA motioned to adjourn the meeting, HEADS seconded. Unanimous vote to adjourn at 4:20 pm.
Please see report. Personal Well-being – Silvia Manclossi The team have been conducting user engagement with stakeholders interested in Personal well-being and collected user feedback from an online survey to see how the data is used. The main feedback received is that the team focus on headline results and don’t provide enough in-depth information for example for Policy teams to act on the information provided. Going forward, planning to add further resources to provide more information and review the frequency of publication. The next publication is next week. For further information please see the report. Social Capital – Silvia Manclossi on behalf of Georgina Martin Please see report. 9.0 Any Other Business None raised. 10.0 Next Meetings Date of the next meetings is: 7th November 2018, 1100 to 1330 hrs at ONS Drummond Gate ANNEX A ACTIONS FROM THE NSHG MEETING – 3rd July 2018 No Para Action Responsible Status 1 2.0 Harmonisation Team to organise Harmonisation Inductions for all new Topic Leads Harmonisation team On-going 2 3.0 Becki to circulate the update from Julie and any relevant meeting minutes to NSHG members Becki Aquilina 3 3.0 Steve Ellerd-Elliott to provide information relating to the ‘Analysis Function’ Steve Ellerd-Elliott Complete 4 3.0 Call for comments regarding BETA GSS website All NSHG members 5 3.0 Members to consider suggestions of conferences/workshops where harmonisation could be promoted All NSHG members 6 3.0 Becki to contact Gareth Clancy regarding the ‘Analysis Function’ and harmonisation promotion Becki Aquilina 7 5.0 Any members who wish to be involved in further stakeholder engagement, please ensure that the Harmonisation Team are aware of your interest All NSHG members 8 6.0 Ed Humpherson’s report to be circulated to members Harmonisation team Complete 9 8.0 Michelle and Jamie to share their findings from the Canada Census and the Scottish Housing Survey Michelle Monkman and Jamie Robertson
Frequency of meetings Committee to meet quarterly with attendance in person preferred. If a member is unable to attend it is expected that they will approach their constituency contact as a temporary replacement. 2017 meeting dates Monday 20 March 2017 – Drummond Gate, London Tuesday 27 June 2017 – Drummond Gate, London Wednesday 20 September 2017 – Drummond Gate, London Tuesday 12 December 2017 – Drummond Gate, London Minutes are sent to: Committee members and representatives in each government department. Review These terms of reference will be reviewed annually by the committee. Members (as at December 2016) Membership: Julie Brown (Chair) – DfT Tegwen Green – GSS Good Practice Team Jeremy Barton – DCLG Hiren Bhimjiyani – BEIS Peter Antoniades - BEIS Gregor Boyd – SG Glenn Goodman – DfT Bethan Evans - VOA Jamie Jenkins - ONS Laura Dewis – ONS Dawn Fagence – DH Niall Goulding - DCMS Libby Hughes – DWP Madeleine Watson – NHS Digital (replaced Kate Croft from September 2016) Amy Brockett – MOD (new member as from June 2016) Sub group membership – as at December 2016 GOV.UK Sam Hall (Chair) – ONS Gemma Brand – DfT
Shawn Weekes - DfT Niall Goulding - DCMS Jen Allum – GDS Amy Khan – GDS Helen Sleight – DCLG Amy Everton - HO Danielle Ryan – DCLG David Duncan-Fraser – SG Sarah Evans – ONS Laura Wilson - ONS Kate Sweeney – PHE Dawn Leyman – HRMC Tracie Kilbey – MoJ Liam Cavin – BEIS Robin Jahdi – NHS Digital Paul Ainsworth – DWP Julia Edwards - MOD Neil Marsden – NISRA Vikas Dhawan – Ofqual Tegwen Green – GSS Good Practice Team Open Data Gregor Boyd (Chair) - SG Darren Barnes – ONS Laura Dewis – ONS Steve Peters – DCLG John Joseph – DEFRA Paul Gaught- HO (joined Oct 2016) Gavin Thompson – HSE Christopher Hutchins – NHS Digital Samantha Grant – Ofsted John Wilkins – DfT (joined Oct 2016) Jay Khamis – BEIS Julian Shaw – BEIS David Dawson – MOJ Gemma Kirk – DWP Johanna Hutchinson – HMRC Kate McDermott – DfID Rhiannon Caunt – WG Vikas Dhawan - Ofqual Gillian Hall - DWP Sarah Lasher – DCMS (joined Nov 2016) Statistical Presentation Jamie Jenkins (Chair) – ONS GSS presentation champions – all departments
GSS Presentation & Dissemination Committee WHAT’S NEW? DASHBOARD – August 2017 UPDATE Progress has been made in the following areas this time (July – August 2017). Please see Annex A for who to contact in each Department for more information and Annex B for the detailed returns. Publishing VOA starting to use APIs to produce stats release NHS Digital GP data hub ONS migration DIT internal Core Stats Book and Country Fact Sheets NHS Scotland A&E 4 hour DEFRA html and accessible data Content/Commentary NHS Digital SG and NHS raised CivTech challenge to improve user experience finding stats about Scotland. Training and workshops DWP developing self-serve training website HSE and DoH/NHS England hosted GPT training DFID self-service MI tool GPT ran scrums with OFSTED, WG and DCMS Social Media NHS England developing chart template to create tweetable charts using viz best practice DCMS increasing their Twitter presence GPT PDC symposium Tweeting! Dashboards, Infographics & charts DWP blogs and Kibana HSE chart template in development Reviews/Strategies/Groups ONS Shared GSS Data Landscape ONS attended Stats User Forum NHS Scotland seeking user feedback OSR Consultation on the new Code DCMS internal and external consultations Guidance OSR Investigate what guidance will support the new style Code GPT revising RAG rating criteria for publication reviews Other DCLG new data collection system BEIS Data Science working in a multi-disciplinary team structure Software DfE Rmarkdown CURRENTLY TRENDING Automation of publications: DCLG, VOA, DIT Up-skilling staff on data visualisation CHAMPION OF CHAMPIONS NHS Digital for pulling GP data into one place but more importantly, the use of plain English to simply describe the reports, including “What you can find out” and “What the report can’t tell you” ANNEX A – List of Presentation Champions and PDC Representatives Below is a list of each Department’s Presentation Champions and PDC Representatives. If you would like to find out more about the work being carried out that is highlighted on the dashboard, please contact the colleagues listed below. If there are any changes required to the list, please let the Good Practice Team know and keep the information in your “What’s New?” return up-to-date. A list is also kept at the following link:
Vacancy Job Title Organisation Location(s) Closing date Civil Service jobs reference number Minimum salary £ Maximum salary £ Grade Role Type Apprenticeship Permanent Loan Sandwich placement Fixed Term Secondment Vintage Fast Stream Other (please specify) Summary Please give a one sentence description of your item that sells it to the reader Keywords Please provide up to 5 keywords separated with commas that users would associate with your content. This will help us set up website search so that your item is found more easily Feature image Please provide a relevant image for your content (attach to your email submission with this form) Date and time Please state the date and time you want this to be published Main body text Please remember that all acronyms should be expanded when they are first used and please adhere to standards.
› Right forearm and hand › Entire right arm › Left hand › Left forearm and hand › Entire left arm › Abdomen (tummy) › Chest › Neck and shoulders › Face Don’t forget, if you’re a leftie, you can start with your left side if it feels more comfortable. When you’ve completed this process, your muscles should be much more relaxed. The more you practice it, the more relaxed your muscles will be able to become over time: Finishing a session When you’ve finished your last tensing pattern, › Relax with your eyes closed › Count slowly backwards from 5 to 1. › Get up slowly. If you get up too quickly the drop in blood pressure could cause you to fall down again or feel dizzy. If you’re having trouble Progressive muscle relaxation training can be really hard, particularly at first. People have trouble staying focused. The main thing to remember is that the more you practice, the easier it will become. It can be really frustrating to get over the initial hurdle, but don’t be discouraged. You may also find it easier if you have someone to call out the steps to you, so that you don’t have to remember in your head which muscle group to move to next. Try and find a video or audio track which uses progressive muscle relaxation techniques if you think it might help. References and further information: Michelle Hynson Secondary School Health Promotion Nurse clk2sell app Laverton P-12 College is excited to introduce a fantastic new app that has been created solely for the purpose of selling and buying second hand school uniforms, textbooks and musical instruments. It’s as easy as going into your app store, search and download clk2sell. When you are ready to sell just upload a pic of the items you wish to sell, or if you are looking for an item to buy browse through for second hand items to be purchased. We encourage all parents and families to utilise this app when looking for second hand and affordable school items.
BRIDGE RATING SUMMARY Bridge Name: Bridge Number: SID Number: Span Types: Bridge Length: Design Load: Rated By: Checked By: Date: Inspection Report Date: Rating Method: Overlay Thickness: Substructure Condition Deck Condition Superstructure Condition Truck RF  Controlling Point AASHTO 1 AASHTO 2 AASHTO 3 NRL EV2 EV3 OL-1 OL-2 NBI Rating RF  Controlling Point Inventory (HL-93) Operating (HL-93) Remarks:
make the report of its own and the other’s External Examiner available to the students. A response to the External Examiners’ reports will be made in consultation by the joint Chairs of PMB, and made available to students at both Universities. Academic Appeals, Complaints and Disciplinary Procedures An academic appeal against a decision of an Examination Board will be made using the procedure of Kent for Level 4 and 5 Boards and of CCCU for the Level 6 Board. A student may make a complaint using the procedure of Kent while studying at Level 4 and 5 and of CCCU at Level 6. If the complaint refers to a module delivered by the other University, then that University’s procedure will be used. Disciplinary action may be taken against a student using the procedure of Kent for a student studying at Level 4 and 5 and for CCCU at Level 6. If the action refers to a module delivered by the other University, then that University’s procedure will be used. Where there is uncertainty regarding which University’s appeal, complaint and/or disciplinary procedure should be used, the joint Chairs of PMB will be consulted. Their decision is final. Where any Panel is convened, the panel will comprise staff from each University. The Chair will be from the University under which procedure is in use. Each University will inform the other, through the joint Chairs of PMB, of each stage of all appeals, complaints and/or disciplinary procedures, and will share materials as appropriate where there is a joint interest. Programme Management Board The Programme Management Board will receive summary reports of the outcome of any appeal, complaint or disciplinary action as a standing agenda item. The Programme Management Board will ensure that student feedback information is shared between Universities in a timely manner.
Periodic Trends Which statement best describes Group 2 elements as they are considered in order from top to bottom of the Periodic Table? The number of principal energy levels increases, and the number of valence electrons increases. The number of principal energy levels increases, and the number of valence electrons remains the same. The number of principal energy levels remains the same, and the number of valence electrons increases. The number of principal energy levels remains the same, and the number of valence electrons decreases. What is the total number of valence electrons in an atom of boron in the ground state? 1 3 7 5 What is the total number of valence electrons in an atom of xenon, Xe? 0 8 2 18 The elements calcium and strontium have similar chemical properties because they both have the same atomic number mass number number of valence electrons number of completely filled sublevels On the Periodic Table, all the elements within Group 16 have the same number of protons neutrons valence electrons energy levels An element with a partially filled d sublevel in the ground state is classified as a halogen a transition metal an alkali metal an alkaline earth metal Which electron configuration represents a transition element? 1s22s22p5 [Ar]3d54s2 [Nel3s2 [Ar]3d104s24p6 Which element in Period 5 is a transition element? Sr Ag Sb Xe Which of the following atoms has the largest atomic radius? Na Mg K Ca Which noble gas has the highest first ionization energy? radon neon krypton helium
93. Social Neuroscience ,Ed J. Cacioppo and G. Berntson, Psychology Press ,2005 94. Warren S. Brown, 'The Brain, Religion and Baseball. Comments on the Potential for a Neurology of Religion and Religious Experience', Chapter in The Neurology of Religious Experience, Patric Macnamare, ed., Prager 2006. 95. C.S.Lewis, Reflections on the Psalms, p.43, Bles. London. 96. David Booth, 2007, 'Biological and cultural inheritance of the image of God and of original sin.' Lecture at the CiS/ASA Conference, Edinburgh. 97. Bulletin of the Scottish Branch of the British Psychological Society , Nov. 2007. 98. Fraser N.Watts, Neuropsychological Perspectives on Emotion, L. Erlbaum, 1993. 99. Fraser N. Watts and Mark Williams, ibid. 100. F.N. Watts, Jesus and Psychology, Darton, Longman and Todd, 2007. 101. Richard Bauckham, 2006, Jesus and the Eyewitnesses: The Gospels as Eyewitness Testimony, Eerdmans, Grand Rapids 102. R.Hooykaas, ibid., p.122 103. B.F.Skinner, ibid. 104. G.W.Allport, ibid. 105. F.C.Bartlett, ibid. 106. Joseph Ratzinger, 2007, Jesus of Nazareth, Bloomsbury, London. p.xxiii. 107 P.Miller, ibid. 108. The Times, Nov.10th 2007. 109. MacIntosh and Anstey , ibid. ©Professor Malcolm Reeves, Gresham College, 23 February 2008 _____