zilongwang/ReadingBank huggingface dataset:
termination, and severance payments that in total equal more than 24 times the average monthly salary of the designated executive. contracts are within the framework requirements. Termination or severance payments that are payable in the event of termination for cause. GRH does not provide payments for termination/severance in the event of termination for cause. Paid administrative leave. GRH does not provide paid administrative leave or payment in lieu of administrative leave GRH does not provide to any its executive a supplementary pension plan or car allowance.
Biographical Sketch Form (cont’d) B. Biographical Sketch ONLY the Principal Investigator and Co-Investigator(s) are required to complete this section. Each of the PI and Co-PIs must provide additional information according to the headings listed below. A maximum of two pages each. Selected Peer Reviewed Publications (if applicable). Please limit list to peer-reviewed publications or manuscripts published or in press only. Do not list those that are in preparation or submitted. List only the most recent or relevant publications if space is an issue. Contributions to your Field. This may include presentations, interviews, or publications (newspaper, magazine, peer reviewed scientific research, etc.). Other Outputs Relative to the Team’s Proposed Research Activities. This may include advisory committees, government reports, clinical practice guidelines, patents, knowledge exchange activities, etc. Research Support. List both on-going and completed research projects for the last five years. List project title, funding source, period of support, amount funded, and your role in the project.
English 1,2,3,4 Math 3 Credits Algebra 1 Geometry Math 4 Credits Algebra 1 Geometry Math Models and Algebra 2 OR Algebra 2 and Advanced Math Science 3 Credits Biology IPC or Chemistry or Physics or Principals of Technology 1 Additional Science Can’t earn credit for both Physics and Principals of Technology 4 Credits Biology IPC or Chemistry or Physics or Principals of Technology 2 Additional Sciences Can’t earn credit for both Physics and Principals of Technology Social Studies 3 Credits World Geography and/or World History (both recommended) U.S. History Government and Economics Physical Education 1 Credit Athletics, Fall Band, Color Guard, PE Second Language 2 Credits Must be the same language3 Fine Arts 1 Credit Art, Band, Choir, Color Guard, Theater Speech Speech Students’ will demonstrate proficiency in speech in all English classes Endorsement and/or Electives 5 Credits 7 Credits See requirements of selected endorsement(s) Total Credits 22 Credits 26 Credits Performance acknowledgement 4 Permission to change diploma plans or endorsements must be agreed to in writing and signed by the student, student’s parent, and a school counselor or school administrator. The foundation diploma plan will not be accepted by 4 year universities. Students graduating on this diploma plan will be required to go to a 2 year college before they can transfer to a 4 year college.
Team Transfer: Online Resources Directions: We are all “team transfer.” Our challenge is to make a difference in the lives of our students, both in person, and online, before they transfer. In groups, come up with 2-3 resources per category that you feel would help students interested in transferring. Major: I have picked my major. Transfer: I know where I want to go. Next steps Resources: Major: I have picked my major. Transfer: I don’t know where I want to go. Next steps Resources: Major: I need a major. Transfer: I know where I want to go. Next steps Resources: Major: I need a major. Transfer: I don’t know where I want to go. Next steps Resources: * Modeled after Northwestern Michigan College’s Academic & Career Advising Center website: https://www.nmc.edu/student-services/advising-center/
SCHOOL SSU SRJC COM Solano Napa Mendocino SFSU USF COURSES Biol 115 Intro Bio X CHEM 105 X GE A3 Critical Thinking X BIO 220 Human Anatomy X Math 165 Stats X GE A2 Fundamentals Of Communication (Speech) X GE C3 Language/Comparative perspectiv X BIO 224 Human Physiology X BIO 240 General Micro X CNA Cert (before start of program) X Nutrition Community Service Application Process on NursingCAS X
Sharing information with employers We will share a learner’s course reports, attendance and assessment results with their employer. We usually do this by adding this information into the learner’s MySkills’ Training Record and providing the learner’s training approver with access to this page. Course reports list courses completed, assessment results, and unit standards gained. These reports include a feedback section completed by the session trainer for comments about learners’ performance including areas where learners are strong or where they need more exposure or experience. What other third parties might we share this information with? We share information with the New Zealand Qualifications Authority, where it is used for statistical research and for the purposes of administering education in New Zealand. We may need to disclose personal information to people who deliver or coordinate training on our behalf or who help us with our software or process our data. There may be times when we also need to disclose information to people authorised to receive it under the Privacy Act. In all other circumstances we will only disclose a learners’ personal information with their consent. How do we protect learner’s personal information? We will keep learners’ personal information secure and hold it in accordance with the Privacy Act. Learners can access it at any time and notify us if it needs to be changed.
Communities Manifests interest in maintaining long-term and changing cultural competence for maintaining continuous communicative competence. Reveals unwillingness to interact with the cultures of others. Does not feel a need to interact with others outside of pre-arranged academic exercises. Demonstrates respect for other cultures. Expresses more than simply surface interest in connectivity with others’ perspectives. Recognizes limitations in remaining within one cultural framework. Demonstrates skill for moving beyond own perspectives. Initiates additional connections with others’ cultures through language. Negotiates meaning and facilitates professional and personal growth through language. Expresses interest in maintaining connections with other cultures.
E.2.3 Are able to establish and evaluate appropriate professional boundaries in their ministerial practice and personal lives. Understand policies and best practice in safeguarding and their application in a variety of contexts. F: LEADERSHIP, COLLABORATION AND RESPONSIBILITY At appointment to an Assistant minister post: Description of Evidence. Reference in portfolio Training Incumbent’s initials F.1 F.1.1 F.1.2 Ordained ministers seek to model their servant leadership on the person of Christ. They: Are able to participate in and lead communities, reflecting on, and being alert to, the use and abuse of power. Are able to lead collaboratively and competently, working as a member of a team within a community, as an ordained person.
G.3.1 G.3.2 Understand the legal, canonical and administrative responsibilities of those in public ministry within a mixed economy of church. Show developed skills as theologically reflective and reflexive practitioners in relatively unsupervised settings, exercising wise and discerning judgement. ORDAINED PIONEER MINISTRY At appointment to an assistant pioneer ministry post: Description of Evidence. Reference in portfolio Training Incumbent’s initials H.1 H.1.1 H.1.2 H.1.3 Ordained Pioneer ministers are particularly flexible, resourceful, innovative and entrepreneurial in their approach to ministry and mission beyond the existing church, thriving in unfamiliar cultures and contexts. They: Are able to plant, lead and mature a fresh expression of church. Are able to inspire and nurture the risk-taking of others.
Name of the assessor: Theme of the group assessed Pros or cons Name of the person assessed Grade for Biology Grade for English Biology side Equal time and equal content for each speaker Unbalanced content or time for each speaker More than one point of view Only one kind of arguments Facts and explanations Only facts Scientific facts related and discussed in front of the issue 15 Well linked scientific facts 12 9 6 3 0 English side Audible Not audible Understandable Not understandable Debate vocabulary used Not used Debate technique mastered Not mastered Grammar and phonology fine Not fine enough 15 13.5 12 9 6 4 2 0 Name of the assessor: Theme of the group assessed Name of the person assessed as Mr or Ms speaker Grade for Biology Grade for English Biology side Theme presented and context presented and relevant Theme or context not presented Science issue clearly raised regarding techniques, needs or beliefs of stakeholders and ethics Science issue not clearly introduced Moderation and conclusion linking facts and explanation, excluding beliefs Only repetition of facts or beliefs All facts and explanations putting together and a relevant conclusion 15 Missing facts or explanations or points of view 12 9 6 3 0 English side Audible Not audible Understandable Not understandable Debate vocabulary used for introducing and concluding Not used Debate technique mastered for moderating Not mastered Grammar and phonology fine Not fine enough 15 13.5 12 9 6 4 2 0
Counseling and Psychological Services ACADEMIC CAREERS: Join a support group, such as the Graduate Women’s Group. OTHER CAREER OPTIONS: Attend CAPS career workshop Finding Your Fit Graduate Access the Grad Center’s Navigating the Classroom, Dissertation and Grant programs and resources. Connect with the Grad Center: weekly email, Facebook, and Twitter. Exploration/Networking: Attend talks and connect with peers from other departments. International Students: Improve your English at language chats. Student Governance such as SASGOV and GAPSA Connect with peers from many departments. Learn about the organization of the University. Sign up for the GAPSA listserv to get updates on University policies. Serve on a University Committee via GAPSA. Student Career Groups Subscribe to “e-lists” of such student groups as Penn Biotech Group, Penn Graduate Consulting Club. Library/Weigle Information Commons Attend an orientation during your first semester. Learn about workshops offered by the libraries. Take advantage of Lynda.com resources to build your technical skills Center for Teaching and Learning Attend teaching workshops. Arrange to have a class observed. Visit to develop teaching skills and ability to talk about teaching. Begin to develop your teaching portfolio. Weingarten Learning Resources Center Make an appointment (215-573-9235) to: Develop a time management system that will balance your academic, professional and social commitments. Reflect on your learning style and study methods to develop additional reading/writing/study strategies Extend preparation strategies for exams. International Students Attend the Academics Plus workshops to develop academic reading, writing, discussion, and listening skills. Marks Family Writing Center Make an appointment with a senior tutor to get guidance and feedback on any stage of your writing. See: International Student and Scholar Services, PennGlobal F-1 and J-1 International Students: Attend orientations to meet other students. Check regularly. Consult ISSS advisors about visa issues if you want to work in US prior to beginning your dissertation
Grid Sheet (EXAMPLE Schedule) Monday Tuesday Wednesday Thursday Friday Saturday 8:00 AM PEIF PEIF PEIF PEIF WORK DEN RADIO X SHOW 9:00 AM WORK DEN RADIO X SHOW 10:00 AM EN 211D JXJ 236 EN 211D JXJ 236 EN 211D JXJ 236 EN 211D JXJ 236 WORK DEN PEIF 11:00 AM PY 100L (lec) JXJ 102 PY 100L (lec) JXJ 102 STUDY PY 100L (lec) JXJ 102 WORK DEN PEIF 12:00 PM PY 100L (lab) GRS 235 STUDY STUDY WORK DEN 1:00 PM PY 100L (lab) GRS 235 STUDY BI 202 (lab) NSF 1204 TRAILCATS MEETING 2:00 PM BI 202 (lab) NSF 1204 STUDY TRAILCATS MEETING 3:00 PM BI 202 (lec) WEST 2904 BI 202 (lec) WEST 2904 BI 202 (lec) WEST 2904 BI 202 (lec) WEST 2904 STUDY 4:00 PM STUDY 5:00 PM WORK DEN STUDY 6:00 PM WORK DEN STUDY SO 101 JXJ 101 STUDY 7:00 PM WORK DEN STUDY SO 101 JXJ 101 8:00 PM WORK DEN STUDY SO 101 JXJ 101 HOUSE GOVT. 9:00 PM WORK DEN HALL GOVT. SO 101 JXJ 101 This document is the property of Northern Michigan University’s Academic & Career Advisement Center. It may not be reproduced without written consent. ()
denial, anger, bargaining, depression, and acceptance. Those states maybe visited and revisited without following any pattern. Someone in the acceptance stage may find themselves facing anger again because of a trigger to their memory. Feelings of grief cannot always be controlled. They are healthy, necessary feelings that must be expressed in order for us to heal emotionally everyone grieves differently. Look at Peter, John and Mary. Notice how differently each of them reacted to the empty tomb. Mary saw the stone had been moved and assumed the body was gone without even looking inside. She ran to tell Peter and John, who both ran to see for themselves. John outran Peter and got there first. He needed slightly more proof than Mary did, so he stuck his head in the door and saw the linen strips, but did not enter the tomb. Impetuous Peter investigated further by entering the tomb and taking note of both the linen strips and the burial cloth that had been wrapped around Jesus’ head. Peter came out and perhaps said something to John that made him want another look, because he went into the tomb himself. Here the gospel tells us that he saw and believed, but believed what, exactly. Did he believe Mary’s testimony, that the body had been stolen? Or did he believe that the vacant tomb had more to do with the word of God than the work of men? The gospel is clear. They did not yet understand that He must rise from the dead. We can assume what both men believed was that the body had indeed been taken or moved. Their response to this information was to simply go home. Not only was their grief interrupted, it was almost nonexistent. They did not weep, they did not wail, they did not go searching or investigate. Their response was acceptance. But Mary was different. She didn’t leave. She stuck around. I’m not going to speculate that because men and women grieve differently she stayed. I don’t think her devotion to Jesus was any greater than that of the disciples what seems clear is at that moment, her grief was stronger. She was unable to
a grievance meeting may be adjourned to allow matters that were raised during the meeting to be investigated by the sub-committee. The appeal If an employee decides that his/her grievance has not been satisfactorily resolved by the sub-committee, he/she may submit a written appeal to the staffing committee. An appeal must be received by the Council within five working days of the employee receiving the sub-committee’s decision and must specify the grounds of appeal. Appeals may be raised on a number of grounds, eg: a failure by the Council to follow its grievance policy the decision was not supported by the evidence the action proposed by the sub-committee was inadequate/inappropriate new evidence has come to light since the grievance meeting. The Appeal will be heard by a panel of three members of the staffing committee who have not previously been involved in the case. There may be insufficient members of the staffing committee who have not previously been involved. If so, the appeal panel will be a committee of three Council members who may include members of the staff committee. The appeal panel will appoint a Chairman from one of its members. The employee will be notified, in writing, within 10 working days of receipt of the appeal of the time, date and place of the appeal meeting. The meeting will take place within 25 working days of the Council’s receipt of the appeal. The employee will be advised that he/she may be accompanied by a workplace colleague, a trade union representative or a trade union official. At the appeal meeting, the Chairman will: introduce the panel members to the employee explain the purpose of the meeting, which is to hear the employee’s reasons for appealing against the decision of the staffing sub-committee explain the action that the appeal panel may take. The employee (or his/her companion) will be asked to explain the grounds of his/her appeal. The Chairman will inform the employee that he/she will receive the decision and the panel’s reasons, in writing, within five working days of the appeal meeting.
If all parties agree, the time limits referred to in this procedure may be modified. Where a grievance is raised as a result of a proposed course of action normally the action will not be implemented until the grievance procedure is complete. However, the status quo cannot over ride health and safety and other statutory obligations. Nor can it disadvantage other employees or produce major disruption to the workings of the University. Last Reviewed: November 2009 Date for review: November 2011
E0016 EMPIRE PV Plant A 04/07/2017 IFI - Issued for Information MRSB ABME ABME ACT Rev. Date (dd/mm/aa) Issue Purpose / Description Prepared Checked Approved Accepted Client: Al Ambaratouria Li Taka Shamsia Document Title Contractor Contractor´s Doc. No. (for internal use) E0016-PM-PMT-GE-MA-00G001 Official Document Number (for official use) Rev. Code
attempting to resolve problems at work or grievances informally with management (usually the line manager, although if the complaint is about that person, it may be raised with the line manager’s manager) where appropriate attending investigation meetings and hearings as required by the Investigating Officer and/or responsible managers exercising their statutory rights to secure a representative who is a Trade Union Representative or work-place colleague if they wish to be accompanied at formal meetings, carrying out their normal duties whilst the grievance is under investigation. However, if the grievance itself means that it is not possible for the individual to carry out their normal duties this should be discussed with the manager dealing with the grievance Keeping matters confidential, only discussing issues with relevant people such as a line manager, investigating officer, HR and their representative. The chosen representative or companion may: take notes confer with the employee address the meeting respond on behalf of the employee to any view expressed at the meeting The chosen representative or companion may not: answer questions on behalf of the employee address the meeting if the employee indicates that he or she does not wish the companion to do so 4.3 Human Resources are responsible for: briefing and advising managers on the implementation of these policies and procedures ensuring that appropriate documentation is provided to the employee appointing an investigator ensuring panels as convened as necessary and arranging the managers to sit on them keeping a record of meetings attending panels to provide advice and guidance providing impartial advice to manager throughout the proceedings. 5. Informal Resolution 5.1 It is good practice and usually more effective to deal with issues as close to the point of origin as possible and as informally as possible. However, informal action should be an integral part of normal management practice and not regarded as an additional step in the process.
Graduate Research and Innovations Fund Successful Candidates, Autumn 2017 The most recent round of the College of Social Sciences and Law Graduate School’s Graduate Research and Innovation Fund awardees are listed below: Ms Angela Gissi (Geography) is awarded €200 towards expenses incurred attending the Middle Eastern Studies Network workshop in University of Exeter, July 2017; Mr Jose Gutierrez (Sociology) is awarded €250 to present at the European Social Science History conference in Belfast, 4-7 April 2018; Ms Claire Howlin (Psychology) is awarded €341-98 towards expenses incurred presenting at the European Society for the Cognitive Sciences of Music, Ghent, 31 July – 4 August 2017; Ms Ashley McCall (Archaeology) is awarded €750 towards costs of presenting at the American Association of Physical Anthropologies in Austin, Texas, 11-14 April 2018; Mr Jack McCarthy (Geography) is awarded €750 in order to present at the Association of American Geographers, New Orleans, 10-14 April 2018; Ms Cliodhna O’Connor (Psychology) is awarded €750 for costs towards a poster presentation at the Association of Behavioural & Cognitive Therapies conference in San Diego, 16-19 November 2017; Ms Aine Rickard (Geography) is awarded €500 to present at the Adventure Tourism Research Association in Segovia, 31 January to 3 February 2018; Ms Cinzia Ruggeri (Philosophy) is awarded €60 towards expenses incurred presenting at the Science of the Consciousness conference in San Diego in June 2017; Mr David Stone (Archaeology) is awarded €250 towards his poster presentation at the Association of Environmental Archaeologies in Edinburgh, 1-3 December 2017; Mr Wang Zizhen (Social Policy, Social Work and Social Justice) is awarded €456.09 towards expenses incurred presenting at the Labour Market & Economic Perspectives on Large-scale Migration in Sociology, Mannheim, 17-18 November 2017 October 2017
GRIFCO Model 58015F (L/R), Fire Shutter Operator for Spring Balanced Roller Shutters up to 28m² in size. Supplied with a 1.0Hp 3ph 0.75kW (1.95A) Motor and Purpose-designed Gearbox for High Cycle (30% run time) applications. Complete with Mechanical Limit System and Automatic Chain-Engage Mechanism (ACEM). Rated IP44 and Certified to AS/NZS 60335.2.103. Compatible with Optional Controller Upgrade Model GLMe2 - eDrive +2.0 Logic Upgrade with Key Switch and Mounting Plate Model MP001. Made in Australia.
GRIFCO Model MH103MF (L/R), mDrive Operator for Spring Balanced Roller Shutters up to 36m² in size. Supplied with a 1.0Hp 3ph 0.75kW (1.95A) Motor and Purpose-designed Gearbox for High Cycle (30% run time) applications. Complete with Mechanical Limit System, Flameproof (EXD) Certification and Automatic Chain-Engage Mechanisim (ACEM). Rated IP55 and Certified to AS/NZS 60335.2.103. Compatible with Optional Controller Upgrade Model RG374-LB3E007-EX - Reversing Starter, Up / Stop / Down Control, Dust Ignition Proof and Mounting Plate Kit Model SK1018 (inc. Mounting Plate, 10B Sprocket, Drive Chain and 8m Hauling chain). Made in Australia.
Where does your organisation work? Which businesses (if any) provide a similar service locally? Please describe who your main customers are and where they are based If applicable, what’s your charity number? How many people are involved in the organisation? (inc. staff and owners) How many staff do you employ? How many staff do you employ? How many seasonal staff and contractors do you employ? Section 2: Financial information What’s your organisation’s main source of income? Total turnover from last available accounting year? (New organisations: projected income in first year) Total Profit/Loss figure from last available accounting year? (New organisations: projected profit/loss in first year) Current reserves (Net Assets) £ £ £ Why can’t your reserves be used for this project? Have you applied to the fund before? If yes please give amount awarded and details Section 3: Grant application
Non-Hodgkin’s Lymphoma Transition Committee, Children’s Oncology Group, 1999-2000 Non-Hodgkin’s Lymphoma Committee, Pediatric Oncology Group, 1997-1999 Member, Pediatric Oncology Group, 1991-2000 Primary Study Chair, Children’s Oncology Group Protocol #ANHL0121 Primary Study Chair, Pediatric Oncology Group Protocol #9517 Study Committee Member, Children’s Oncology Group Protocol #ANHL06P1 Study Committee Member, Children’s Oncology Group Protocol #ADVL0013 Study Committee Member, Pediatric Oncology Group Protocol #9917 CURRENT COMMUNITY SERVICE ACTIVITIES Board of Directors, David D. Hunting Branch, YMCA of Grand Rapids Volunteer Physician, Sunshine Kids Foundation MEMORIAL HEALTH SYSTEM ACTIVITIES Memorial Health System Foundation Board of Directors, 2009-2010 Medical Director, Pediatric Hematology/Oncology 2008-2010 Transfusion Committee 2008-2010 COOK CHILDREN’S HEALTH SYSTEM ACTIVITIES Board of Directors (Chairman) Cook Children's Physician Network, 2001-2003 Executive Committee (Chairman), Cook Children's Physician Network, Executive Committee (Vice Chair), Cook Children's Physician Network, Board of Directors, (Vice-Chair), Cook Children's Health Care System, Cancer Committee (Chairman), Cook Children's Medical Center, 2001-2006 Medical Director, Department of Hematology/Oncology, 2001-2006 H/O Management Council (Chair), Cook Children's , 2001 – 2006 Board of Directors (Vice Chairman) Cook Children's Physician Network, Credentials Committee (Vice-Chairman), Cook Children’s Healthcare System, 1999 - 2000 Board of Trustees (Vice-Chairman), Cook Children’s Health Plan, 1998-2000 Managed Care Committee (Chairman), Cook Children’s Health Care System, 1997-2000 Board of Directors, Cook Children’s Physician Network, 1997-2003 Finance Committee, Cook Children’s Physician Network, 1997-2000 Board of Directors, Cook Children’s Health Care System, 1997-2005 Ethics Committee (Chairman), Cook Children’s Medical Center, 1995-1998 Medical Subspecialties Division (Chief), Cook Children’s , 1997 – 1998
Sample Menu: We observe cultural and religious preferences. Monday Tuesday Wednesday Thursday Friday a.m. snack cinnamon toast apple juice water oatmeal porridge milk orange juice water Cheerios and blueberries milk orange juice water Banana muffins Cheese Orange juice water French toast grape juice water Lunch Chili Green salad Corn bread water milk grapes Salmon burgers Apple coleslaw Peas bread water milk apples Whole Roasted Chicken Mashed potatoes Whole green beans water milk bananas Lentil Soup Hard boiled eggs Whole wheat buns cheese water milk watermelon Italian Tofu Pizza Raw vegetables water milk oranges p.m. snack yogurt trail mix milk water Mini Wheats Unsweetened apple sauce milk water fresh bread & butter fruit spread milk water granola bars milk apples water Oatmeal cookies Milk Apples water
ROLES AND RESPONSIBILITIES The supervisor/designate will be responsible for: Conducting the orientation process, using the orientation checklist; Developing the expectations, roles and responsibilities of the students and volunteers; • Assigning a mentor/staff member to supervise students and volunteers; • Update the parent handbook statement to include information on students and volunteers; • Inform parents/guardians of volunteers and students in placement at the Centre; • Training for mentors/ staff members on their roles and responsibilities when supervising students and volunteers; and • Monitoring the behaviour guidance practices of students and volunteers. The supervising mentors/ staff members will be responsible for: • Reviewing the expectations, roles, and responsibilities with the students and volunteers; • Supervising the students and volunteers; • Fulfilling the administration requirements of such placements; and • Communication with other staff members and the operator. The students and volunteers will be responsible for: • Reviewing and signing off on all policies and procedures relevant to this placement; • Adhere to the policies and procedures of the Centre; • Fulfilling the objectives and responsibilities of their role; and • Fulfilling administrative requirements of such placements.
DAILY MENU *We observe cultural and religious preferences Monday Tuesday Wednesday Thursday Friday Morning Snack 8:15 – 9:15 Rice Krispie cereal Blueberries Cinnamon toast Cheese slices bananas Apple & cinnamon oatmeal raisins Scrambled eggs Toast peaches Fruit yogurt granola Lunch 11:30 – 12:30 for bambini and casa Chicken, broccoli and rice casserole carrots Beef chili cornbread Hamburger Soup Grilled cheese sandwiches cucumbers Turkey & stuffing Mashed potatoes & gravy Carrots Cranberry sauce Fish sticks Fries Mixed veggies Fruit: apples oranges melon pears oranges Afternoon Snack 2:30 – 3:15 Blueberry cake melon Fruit tray arrowroots Pudding bananas Rice cakes Jam apples Cheese, crackers pickles Substitutions (when required) Soy cheese slices Grilled soy cheese sandwiches Dairy free yogurt Soy cheese Late day snack (5:00) – crackers and water To drink: milk and purified water are provided with both snacks and with lunch Herbal tea and home-made smoothies are provided occasionally All baking home made using vegan margarine and rice milk. Whole wheat bread from Current River Bakery. Changes may occur to the posted menu to reflect the following: Availability of ordered produce and groceries Ripeness of produce Responsible use of food
W. J. GRIFFIS CHILDREN’S CENTRE INDIVIDUALIZED PLAN FOR A CHILD WITH MEDICAL NEEDS This form must be completed for a child who has one or more acute* or chronic** medical conditions such that he or she requires additional supports, accommodation or assistance. Child’s Full Name: Child’s Date of Birth: (dd/mm/yyyy) Date Individualized Plan Completed: Medical Condition(s): Diabetes Asthma Seizure Other: Prevention and Supports Symptoms and Emergency Procedures Additional Information Related to the Medical Condition (if applicable):
Griffith Award for Academic Excellence Approving authority Deputy Vice Chancellor (Academic) Approval date 11 October 2018 Advisor Scholarships Manager | Scholarships Office | Student Success | (07) 373 54187 Next scheduled review 2023 Document URL http://policies.griffith.edu.au/pdf/Griffith Award for Academic Excellence.pdf TRIM document 2019/1002042 Description The Griffith Award for Academic Excellence is designed to recognise and promote high levels of academic achievement by students enrolled at Griffith University as non-award, undergraduate or postgraduate students, who have completed at least 40CP of courses over two teaching periods. Related documents [] [] Eligibility Griffith Awards for Academic Excellence are awarded to students enrolled with Griffith University as non-award, undergraduate or postgraduate students, including those enrolled through Open Universities Australia, who maintain a high level of academic achievement based on the successful completion of at least 40CP within the academic year. To be eligible for the award: A student must have been enrolled in the same career level (non-award, undergraduate or postgraduate), and have undertaken study in at least two teaching periods in the academic year; and The student's academic record over the academic year will include no Fail grades (3, 2, 1, Fail No Assessment Submitted, Withdraw with Failure), no unfinalised grades and include only graded course results (7, 6, 5, 4,) for at least 40CP of courses. To receive the award, a student must achieve a cumulative career GPA of at least 6.0, calculated over the academic year excluding non-graded passes and any credit applied. As the award is based on the academic year, a student may receive the Griffith Award for Academic Excellence a number of times during their program of study at the University. Procedures for Award The University's Undergraduate Scholarships and Prizes Officer administers the award scheme. Determination of eligibility is carried out on an annual basis, in respect of the year's study. The award takes the form of an annotation on the student's official academic transcript, e.g. "Griffith Award for Academic Excellence Year X".
Name School/Department Section 3 – Endorsement Name Check this box to confirm endorsement of EOI received (signature not required) Project Leader Head of School/Dept Section 4 – Project Proposal Expressions of Interest should not exceed 2 pages and should include the following information: Project title Rationale and aims of the project Approach the project will take Deliverables and outcomes Estimated budget APPENDIX Please append a current Curriculum Vitae for the Project leader (maximum of three pages)
Example Module Title: 1 – Introduction to 21st Century Art Part Why include this Student action Resource Student to content Student to teacher Student to student Module 1 introduction Prepare student for learning Read Text in course site Module learning outcomes Progress checklist Topic 1.1: A young era Provides context for what has already occurred in the 21st Century View Online article: YouTube video: Yammer discussion Topic 1.2a: Early influencers - Picasso Identify links to previous leaders in art Read Online article on Topic 1.2a: Early influencers - Picasso Identify links to previous leaders in art View Short topic video by convenor PowerPoint presentation Topic 1.2b: Early influencers – Women’s movement Identify links between art and social movements View YouTube video on Topic 1.2b: Early influencers – Women’s movement Identify links between art and social movements View Short topic video by convenor PowerPoint presentation Online classroom Review Topics 1.1 and 1.2 Identify other influencers Participate Blackboard Collaborate PowerPoint presentation Self-check or reflection Reinforce learning Reflect Discuss 3 short answer questions (Topic 1.1 x 1; Topic 1.2 x 2) Yammer discussion Module summary Confirm learning from this module and link to next module Complete Unmarked quiz: Self-check against module learning outcomes
Support Requirements For additional inclusions for amendments to GSM: Contact the IT Service Centre to log a ticket (07) 3735 5555 Log a ticket to the GSM Administration Team by using the following details to classify ticket Service: Business Application Category: Griffith Service Manager Subcategory: Enhancement Source ‘Cherwell Service Management Online Help’ (Cherwell): ‘ITIL 2011 Glossary’ (Axelos): Online resources Visit the Service Management Office website: http://intranet.secure.griffith.edu.au/computing/service-management for self-help resources and reference guides Prepared by: Service Management Office, Digital Solutions Email Last modified: 5 September 2018
There are a number of offset methodologies available, but none specifically refers to G. parviflora subsp. parviflora and in practice, offsets are generally negotiated. The NSW BioBanking Assessment Methodology is applied extensively as a benchmark for determining offset ratios. For G. parviflora subsp. parviflora two issues arise in the use of this method: 1. Counting of stems of clonal plants cannot differentiate plants and no accurate indication of separate plants can be derived to provide a reasonable basis for calculating offsets. 2. The methodology assumes that the number of plants can be increased by management actions. This assumption appears incorrect in relation to G. parviflora subsp. parviflora management actions will stop loss of plants, but will not increase plant numbers. It is therefore recommended that the Office of Environment and Heritage review the credit calculator for G. parviflora subsp. parviflora, the appropriate survey methods to be used, and the species credits that can be achieved by certain management actions. 5.5 Regional Strategic planning objectives Planning objectives document and provide the basis for implementation of planning measures. Objectives are helpful for clarifying desired outcomes and for incorporating in strategic planning documents. In the absence of good scientific knowledge, interim objectives for the species within Lake Macquarie LGA are appropriate to support consistent decision-making. The Lower Hunter Regional Conservation Plan (Department of Environment and Climate Change 2009) applies the agreed national and state JANIS (Commonwealth of Australia 1997) targets for forested environments to the Lower Hunter as follows: • A general principle of 15% reservation of the pre- 1750 distribution of each forest ecosystem. • Where forest ecosystems are recognised as vulnerable, then at least 60% of their remaining extent should be reserved (e.g. endangered ecological communities listed under the TSC Act 1995). • All remaining occurrences of rare (geographic range of <10,000 ha, total area of <1,000 ha in region or path sizes of generally <100 ha), endangered and vulnerable (approaching 70% reduction in area) forest ecosystems should be reserved or protected by other means as far as is practicable. 5.6 Implementation mechanisms Mechanisms for planning implementation include biodiversity offsets, acquisition of conservation reserves, recovery plans, legal conservation/planning agreements, development assessment requirements, and management frameworks (including monitoring). Interim Lake Macquarie Grevillea par viflora subsp. par viflora Planning and Management Guidelines – June 2013 19
98. Melinda, a marketing executive, is trying to explain customer relationship management (CRM) to her parents. She explains that CRM is a way of that translates into __________ to identify and build long-term relationships with her customers. 99. The goal of customer relationship management is to: 100. Firms and organizations use customer relationship management to:
121. Over the four marketing eras, how did the emphasis on the four Ps change? List the four eras and describe which of the four Ps were emphasized during each era. During the production-oriented era, obviously the focus was on the product. During the sales-oriented era, the emphasis was on promotion, particularly selling and advertising. During the market-oriented era, the emphasis was producing and providing (place) what customers wanted. In the value-based marketing era, all four Ps are equally important to delivering customer value. AACSB: Analytic Blooms: Analyze Difficulty: 3 Hard Learning Objective: 01-01 Define the role of marketing in organizations. Topic: Marketing Helps Create Value 122. How does value cocreation provide additional value to customers? Value cocreation not only involves the customer; it also offers the opportunity to explain unmet needs the firm can address. Within the broader framework of value-based marketing, the customer will probably gain greater benefits from the product or service since it will meet more of the customer's needs. AACSB: Analytic Blooms: Understand Difficulty: 2 Medium Learning Objective: 01-01 Define the role of marketing in organizations. Topic: Marketing Helps Create Value 123. Suppose that your university creates a position of vice president for marketing and promotes your professor to the position. What activities will the new vice president of marketing probably be involved in? Be specific; this is a university. Answers will vary depending on the institution but should include the four Ps. AACSB: Analytic Blooms: Apply Difficulty: 3 Hard
GREY COUNTY LIVESTOCK 2018 May 16th, 2018 - Deadline for Membership lists and Membership fees to be handed to any director or bring to Grey Ag. Services 7-9:00pm. PAIForms: Are to be completed online at Assist Expo – link will be emailed to each Leader. https://www.assistexpo.ca/4-hontario Entering online at Assist Expo: Please refer to the leaders/members instructions enclosed in the livestock package. Please make sure the members fill in the CLUB NAME consistently. If members are registering on their own send them the club name they should use. Encourage the members to remember the deadline. June 1, 2018 @ midnight. If members are entering more than one commodity they must log out and back in again for the next commodity. Families can enter all members with one log in if they wish. New members – in the ID box use the temporary code 12018 Members showing more than one animal in a commodity need to ensure which one will be their multi-county project and which will be a local project. This is a mandatory filled this year. NEW – Dairy has a space to list premise ID along with the address. We encourage everyone to fill it out. Other information: Replacement tag, there is a form to be completed. http://www.4-hontario.ca/youth/policies.aspx Please make your members aware of the Animal Health and Safety Best Practices. http://www.4-hontario.ca/livestock
“Building on previous National Academies of Sciences, Engineering, and Medicine workshops that explored how safe and healthy communities are a necessary component of health equity and efforts to improve population health, the Roundtable on Population Health Improvement wanted to explore how a variety of community-based organizations came together to achieve population health. To do so, the roundtable hosted a workshop in Oakland, California, on December 8, 2016, to explore multisector health partnerships that engage residents, reduce health disparities, and improve health and well-being. This publication summarizes the presentations and discussions from the workshop.” Source: National Academies Press Communities in Action: Pathways to Health Equity “Health inequities are in large part a result of historic and ongoing poverty, structural racism, and discrimination. Yet these inequities can be mitigated by policies and community action in powerful ways. A report from the National Academies of Sciences, Engineering, and Medicine offers promising approaches for promotion of health equity.” Source: National Academies Press Health of Older People “Preventing Cognitive Decline and Dementia: A Way Forward assesses the current state of knowledge on interventions to prevent cognitive decline and dementia, and informs future research in this area. This report provides recommendations of appropriate content for inclusion in public health messages from the National Institute on Aging.” Source: National Academies Press “[The] handbook sets out to explore what constitutes good community care for people with dementia and to develop a concise overview of the knowledge-base that should ground future development and reorganization of community-based care arrangements for people with dementia.” Source: European Centre for Social Welfare Policy and Research “This inquiry was undertaken to review the current frameworks under which aged care providers recruit, train and retain their workforce, and to anticipate the impact of current and expected changes to the aged care service sector, and the workforce which will be needed to deliver those services in the years to come.” Source: Senate Community Affairs References Committee “To better understand the magnitude of this issue, current interventions and ideas for future solutions, [the authors] conducted 50 interviews with experts from six countries and representing a variety of disciplines. We gained unique insights from this global group of medical professionals, social workers, academic researchers, technologists, consumer and
Gestation is between 9 –12 months (Gilmore et al. 1983). Conservation assessment Nationally, there have been major declines reported for this species, recognised in the ascription of vulnerable and endangered status to the west and east coast populations respectively. However, in the NT waters, very little is known of grey nurse shark populations. Anecdotal evidence suggests that it is naturally rare, and the population is much smaller than in either the east or west coasts. It is also unknown whether the Northern Territory population consists of breeding individuals or comprises nomadic individuals from larger temperate zone populations. Little is known of the size of, or trends in, the population in the Northern Territory. There are no records of the species being caught by shark fisheries and it appears that it is rarely caught as bycatch from commercial fishing operations in the Northern Territory, a factor that has contributed to dramatic population declines in other areas. The species is classified as Data Deficient due to lack of information on population trends in the NT and its likely natural rarity. Threatening processes The most likely potential threatening process in Northern Territory waters is incidental capture by commercial fishing operations or by illegal fishers. Populations in southern waters have declined dramatically due to fishing (spearfishing, commercial fishing and recreational fishing) and beach protective shark meshing. Conservation objectives and management A national recovery plan for this species was established in 2002 (Environment Australia 2002). This plan includes a range of recommended research and management measures, including habitat protection, development of monitoring programs, and ameliorative measures for fisheries management. The managing authority for this species in the NT is the Fisheries Section of the Department of Primary Industries, Fisheries and Mines. Currently there is no management program for the grey nurse shark in the Northern Territory. The research priorities are to: (i) determine the status of the population in the Northern Territory; and (ii) undertake an assessment of the impacts of bycatch in commercial fishing operations. The management priorities are to: (i) reduce bycatch in commercial fishing operations; and (ii) enhance the control and policing of illicit shark-fin fishing. Compiled by Simon Stirrat Helen Larson [November 2006]
Personal details Contact details Gender Title First name Surname Previous surname(s) Date of Birth NHS Number Town and country of birth Marital Status Ethnicity First language Interpreter required? Home Address Postcode Home Telephone Mobile Telephone Are you happy for the surgery to contact you via text message? Yes No Email Address Previous Address in UK Previous postcode If you are arriving from abroad and have never Previous GP details been registered with a GP in the UK before: Name of previous GP Address of previous GP Date you first came to live in UK If you are returning from the armed forces: If you are returning from living abroad: Date of enlistment Date of leaving Service or Personnel number Date of leaving UK Date of return to UK NHS Organ Donor registration I want to register my details on the NHS Organ Donor Register as someone whose organs/tissue may be used for transplantation after my death. Please tick the boxes that apply. Any of my organs and tissue or Kidneys Heart Liver Corneas Lungs Pancreas Any part of my body NHS Blood Donor registration I would like to join the NHS Blood Donor Register as someone who may be contacted and would be prepared to donate blood. Please tick the boxes that apply. I consent to inclusion on the NHS Blood Donor Register I have given blood in the last 3 years Signature of patient Signature on behalf of patient ………………………………………………………… Date ____/____/________ Office use only ID Seen NPC Booked NPC Date………………………
Domestic Animals Act Code (integrating specific policies) Other significant documents relating to greyhound welfare GRV/GRNSW Joint Animal Welfare Strategy ‘On track for a greater future – Strategic Plan 2014 – 2019’ Animal Welfare Penalty Guidelines Hidez compression suit and Thunder Jacket policy Hot weather policy Trialling policy during race meetings Transportation of greyhound policy Swab sampling policy and procedures Breeder’s education package Trainer’s competency packs Level 1 - Attendant Level 2 Trainer Level 3 – Public Trainer 4 x Animal welfare factsheets 5 x Animal welfare initiatives GRV/GRNSW Joint Animal Welfare Strategy Heat policy Heat policy Veterinary services policy Hot weather policy Catching pen policy Satisfactory trial policy None Animal Welfare policy Veterinary policy Testing and training policy Factsheets Management and care document Compilation of welfare policies (no governance) Heat policy Welfare policy Recreational drugs policy Australasia strategy Greyhounds Australasia Greyhound Welfare Strategy
3.03 Field Quality Control See Section 01 40 00 – Quality Requirements for additional requirements. 3.05 Cleaning See Section 01 74 19 – Construction Waste Management and Disposal for additional requirements. 3.06 Closeout Activities See Section 01 78 00 – Closeout Submittals for closeout documentation requirements. See Section 01 79 00 – Demonstration and Training for additional requirements.