zilongwang/ReadingBank huggingface dataset:
Example 1 An account held by Wilma’s Hairdressing (a partnership of Fred and Wilma Parks with TFN 87690012) would be reported as follows in the QTFN report: Note that for formal partnerships the name of the partners MUST NOT be reported in the surname and given name fields. B C D E F G H I J K Account name Entity TFN ABN Surname 1st given name 2nd giv name DOB Filler Non-indiv name Wilma’s Hairdressing P 87690012 FRED PARKS AND WILMA PARKS P = partnership TFN These fields blank for non-individual investor Name of partnership "WILMA’S HAIRDRESSING" would be entered in the Account name field (Column B). Example 2 A joint account held by Arthur and Kerry Smith no partnership entity and the joint account holders have provided their own TFNs would be reported as follows: B C D E F G H I J K Account name Entity TFN ABN Surname 1st given name 2nd given name DOB Filler Non-indiv name ARTHUR AND KERRY SMITH I 987123456 SMITH ARTHUR 12121956 ARTHUR AND KERRY SMITH I 678456123 SMITH KERRY JANE 14101957 Full name of account on the spreadsheet I = individual TFNs of A/c holders Account holder details Blank for individual
PeopleSoft Release (50) 10/2/17 4/27/18 (5pm)-4/28/18 (10pm) 4/29/18 N/A PeopleSoft Monthly Releases N/A Last Thursday (7pm-9pm) Last Thursday of every month N/A CPATH Cloud Migration Discovery and Execution 7/10/17 TBD TBD N/A Bottomline Cloud Migration TBD TBD TBD N/A Escheat Outsourcing In process TBD TBD
Meeting (2) (3) Average of column 4 Has the company disclosed in its Annual Report about the number of meetings of the CSR Committee held during the year and attendance thereat? Yes No (Mention the relevant page number of Annual Report) Does your company organise training sessions for employees to enhance the understanding of Corporate Social Responsibility/Sustainability within the company? Yes No (If yes, provide details) STAKEHOLDER ENGAGEMENT Has the company identified its major stakeholders in terms of its CSR activities? Yes No (Provide a list of identified stakeholders) Are CSR projects/programmes of the company formulated in consultation with the identified stakeholders? Yes No (Elaborate for each focus area mentioned in 1.6 above, in 100-150 words) Does the company have a process to receive the feedback from its stakeholders and mechanism to analyze and act upon it? Yes No
Site Point North latitude West longitude Area (nm2) Tortugas North A 24º 40.0’ 83º 06.0’ B 24º 46.0’ 83º 06.0’ C 24º 46.0’ 83º 00.0’ along the line denoting the seaward limit of Florida’s waters as shown on the current edition of NOAA chart 11438 A 24º 40.0’ 83º 06.0’ 90.0 Tortugas South A 24º 33.0’ 83º 09.0’ B 24º 33.0’ 83º 05.0’ C 24º 18.0’ 83º 05.0’ D 24º 18.0’ 83º 09.0’ A 24º 33.0’ 83º 09.0’ 60.0 Pulley Ridge (area closed to A 24º 58’ 18’’ 83º 38’ 33’’ fishing) B 24º 58’ 18’’ 83º 37’ 00’’ C 24º 41’ 11’’ 83º 37’ 00’’ D 24º 40’ 00’’ 83º 41’ 22’’ E 24º 43’ 55’’ 83º 47’ 15’’ A 24º 58’ 18’’ 83º 38’ 33’’ 103.8 Northern Boundary Southern Boundary Western Boundary Eastern Boundary West Flower Garden Bank 27º 55’ 22.8” 27º 49’ 03.0” 93º 53’ 09.6” 93º 46’ 46.0” 35.5 East Flower Garden Bank 27º 59’ 14.4” 27º 52’ 36.5” 93º 38’ 58.2” 93º 34’ 03.5” 11.0 Stetson Bank 28º 10’ 38.3” 28º 09’ 18.6” 94º 18’ 36.5” 94º 17’ 06.3” 1.4 McGrail Bank 27º 59’ 06.0” 27º 55’ 55.5” 92º 37’ 19.2” 92º 32’ 17.4” 6.0
The following figure compares final course scores for an upper division course “Geology for Engineers/Engineering Gelogy” taught between 2013 and 2016. The course is a required course for juniors/seniors in civil engineering. In 2013 the course included a 50 minute long group activity each week, but none of the activities were based on InTeGrate materials. In 2014 InTeGrate units 1-5 from the Humans’ Dependence on Earth’s Mineral Resources module were introduced into the group activities (InTeGrate based materials comprising 36% of total group activities). In 2015 unit 6 from the Environmental Justice and Freshwater module was added to the group activities (InTeGrate based materials comprising 43% of group activities). In 2016 an adjunct instructor taught the course for the first time using the same group activities, lecture topics and labs as used in 2015. Note that student final scores were comparable in 2015 and 2016, indicating comparable outcomes using InTeGrate materials are possible regardless of the instructor teaching the course. Final scores in Geology for Engineers course 2013-2016. Numbers in brackets indicate total number of students in the course. Classes in 2013-2015 were taught by same instructor. In 2016 an adjunct instructor taught the course for the first time. Classes in 2014-2016 used group activities based on InTeGrate modules.
NAME AND ADDRESS OF EMPLOYER JOB TITLE AND DUTIES C. Organization, City/State: Supervisor: Phone and email From: / MO./YR. To: / MO./YR. Hrs./week: Title: Duties: Reason for leaving: D. Organization, City/State: Supervisor: Phone and email From: / MO./YR. To: / MO./YR. Hrs./week: Title: Duties: Reason for leaving: Explain any period of time greater than six months not accounted for by AmeriCorps, Peace Corps, work, school, or military service. Or, explain why you have no employment history. SKILLS AND EXPERIENCE 18. Listed below are skill areas that some programs find useful and may seek in AmeriCorps applicants. Indicate the skill areas in which you have had training or experience, including volunteer or community service experience, and indicate how you gained those skills. ✓■ Public Speaking – Club President Architectural Planning Business/Entrepreneur Communications Community Org./Development Computers/Technology Conflict Resolution Counseling Education Fine Arts/Crafts First Aid Fundraising/Grant Writing Law Leadership Medicine Public Health Public Speaking Recruitment Teaching/Tutoring Trade/Construction
Do you know or have you studied any language(s) other than English? ■ Yes ■ No Language(s): Number of years studied or spoken: Speaking Ability: ■ Poor ■ Fair ■ Good Writing Ability: ■ Poor ■ Fair ■ Good In the space below or on a separate sheet of paper, provide any additional skills and experience that may be helpful in evaluating your application, including other languages spoken. Do you have a valid driver’s license? ■ Yes ■ No License # State (This is a requirement for some AmeriCorps programs, but not all.)
Compliance and Effectiveness Monitoring Table for this policy Process in the policy Monitoring and audit Key Performance Indicators (KPI)/ Criteria Method Who By Committee Frequency Learning/ Action Plan Timescale for completion of grievance process, including appeal process Acknowledge receipt within 7 days Arrange meeting within 14 days Completion of formal grievance process within 28 days Arrangements for appeal within 14 days Sample audit of grievance case files Senior HR Manager not involved in the case Workforce Committee via the HR Strategy Group Annually Decision Making Consistent decision making Best practice Case reviews/debriefs Head of HR Workforce Committee via the HR Strategy Group On going Sharing good practice Case Review Sessions Management Training
reputational risks, such as complaints, litigation, or operational delays that drive up costs and harm the company brand. When companies operate with a culture of respect for human rights they become brands, partners, investments and employers of choice. This guide sets out the five steps boards should take to satisfy themselves that their companies understand the potential human rights impacts of their activities, take effective steps to mitigate or remedy them, and report on how they do this. This guide also provides advice on how boards can meet the UN Guiding Principles on Business and Human Rights, the global standard, which outline the role of business and governments in respecting human rights. The Guiding Principles do not create any new international legal obligations on companies, but they can help boards to operate with respect for human rights and meet their legal responsibilities set out in domestic laws. They are also supported by the UK Government. The UN Guiding Principles are based on a ‘Protect, Respect and Remedy’ framework which says that: • states have a duty to protect against human rights abuses by third parties, such as business, through their policies, regulation and adjudication • companies have a responsibility to respect human rights, that is, to avoid infringing on the rights of others and to address any infringements with which they are involved, and • states and companies must take steps to ensure that there are effective judicial and non-judicial remedies available to people whose human rights are abused.
($10 purchase, $10 minimum initial load) Bike rack $200 - $500 Changing room equipment Clothes hanging rail Indoor clothes line (drying clothes) Coat hangers Towel rack (to hang up towels) Iron and ironing board Hair dryer Hair straightener $20 $50 $5 - $10 per pack $30 - $40 $60 $40 $40 Sit-stand meeting table $500 Sit-stand workstation $575 Business vehicle refrigerator $200 or more Esky $25 Lunch room appliances and equipment Water dispenser Toaster Sandwich press Kettle Microwave Cutlery (knives, forks and spoons) Plates Bowls Fridge/freezer Table and chairs (workplace to pay for delivery costs) $150 $30 $30 $30 $100 $30 for a range $30 for a range $30 for a range $500 Up to $600 Fruit Box $20 - $30 for one box Quit Smoking Seminar $400 Workplace Food and Drink Audit $500 Education session Healthy eating/nutrition $440
1. Dr. D.N. Mishra Professor 263162 2. Dr. Milind Parle Professor 263324 3. Dr. D.C. Bhatt Professor & Chairperson 263580 4. Dr. S.K. Singh Professor 263314 5. Dr. Neeru Vasudeva Professor 263565 6. Dr. Sunil Sharma Professor 263333 7. Dr. Sumitra Singh Professor 263554 8. Dr. Dinesh Dhingra Associate Professor 263582 9. Dr. Munish Ahuja Associate Professor 263515 10. Dr. Sandeep Jain Associate Professor 263527 11. Ms. Archana Kapoor Assistant Professor 263315 12. Dr. Meenakshi Bhatia Assistant Professor 263188 13. Dr. Sunil Kumar Assistant Professor 263581 14. Dr. Ashwani Kumar Assistant Professor 263584 15. Dr. Vikramjeet Singh Assistant Professor 263580 16. Dr. Rekha Rao Assistant Professor 263580 17. Dr. Manoj Kumar Assistant Professor 263580 B. Department of Physiotherapy Sr. No. Name Designation Telephone No. 1. Prof. Milind Parle Professor & Chairperson 263169 2. Ms. Shabnam Joshi Assistant Professor & Incharge 263541, 263169 3. Ms. Jaspreet Kaur Assistant Professor 263517 4. Dr. Kulandaivelan. S. Assistant Professor 263541 5. Sh. Manoj Malik Assistant Professor 263353 6. Ms. Kalindi Assistant Professor 263334 C. Department of Applied Psychology Sr. No. Name Designation Telephone No. 1. Dr. Jyotsana Professor 263168 2. Dr. Sandeep Singh Professor & Chairperson 263368 3. Dr. Rakesh Kumar Behmani Assistant Professor 263377 4. Dr. Manju Assistant Professor 263533 2.6 HARYANA SCHOOL OF BUSINESS Dean: Prof. Usha Arora Sr. No. Name Designation Telephone No. 1. Dr. M.S. Turan Professor 263163 2. Dr. Harbhajan Bansal Professor 263510 3. Dr. Usha Arora Professor & Director 263307
36. MBA-International Business 30 37. MBA- Part Time (Evening) 40 38. M.Com. 50+1 CHAPTER– 8 FEE STRUCTURE 2016—2017 Column Name of the courses Nature of Fee/ Fund payable Ist semester Fees + Security / Caution money etc. i) to v) 2nd semester Fees Admission/ Continuation Fee Development Fund Tuition Fee Exam. Fee Other Charges TOTAL Fee Per Annum* A All M.Sc. Courses. (Except for the students of M.Sc. Microbiology & M.Sc. Biotechnology 1000 4000 3500 2000 9500 20000 10000.00 10000.00 B M.Tech. (Comp. Sc. & Engg.,) & M.Tech. (Env. Sc. & Engineering) 1000 8000 10000 3000 33000 55000 27500.00 27500.00 C MCA 1000 7000 10000 3000 23000 44000 22000.00 22000.00 D MBA 1000 15000 25000 3500 10500 55000 27500.00 27500.00 E M.Com. 1000 15000 10000 3500 9000 38500 19250.00 19250.00 F B. Pharmacy 1000 7000 7000 2000 21500 38500 19250.00 19250.00 G MBA Part-Time (Evening) 1000 12000 10000 3500 4500 31000 15500.00 15500.00 H All B.Tech. Courses 1000 7000 30000 2000 15000 55000 27500.00 27500.00 I Master of Pharmacy 1000 9000 41000 3000 6000 60000 30000.00 30000.00 J Master of Physiotherapy 1000 3000 40000 3000 13000 60000 30000.00 30000.00 K Bachelor of Physiotherapy 1000 2000 18000 2000 10000 33000 16500.00 16500.00 L M.Tech. (Electronics & Communication Engineering), M.Tech. (Mechanical Engineering), M.Tech. (Printing Technology), M.Tech. (Nano Sc. & Technology), 1000 8000 10000 3000 33000 55000 27500.00 27500.00
assisting to prepare for a significant event, for example being supported to make a hat for an Easter bonnet parade, or a card or gift for Father’s day celebrate significant cultural and commemorative events at community, school and home observing the construction and use of a class calendar that counts down and commemorates the events of students, their family and the community How stories about them and their family can be communicated, for example in photographs and digital media (ACHHK004b) sharing own family stories assisting in the construction of personal and class texts about events, celebrations and family by selecting images or objects to be used in text viewing text and retelling about significant personal, commemorative and cultural events viewing stories about the families of their peers Historical Skills Chronology, terms and concepts Elaborations Recognise a significant event from images, photographs, or objects (ACHHS015b) exploring objects associated with significant events and activities exploring events and the sequence of activities that occur during it viewing stories of significant events and activities identifying objects in photos that represent major artefacts for that significant event, for example cake, flag experiencing the use of chronological language to discuss events and activities such as ‘finish’, ‘next’, ‘then’, ‘past’, ‘present’, ‘finished’, ‘now’, ‘then’ recognise a photo, image or object from a recent event or activity Indicate what event was first in a routine daily event (ACHHS016b) following simple now and then schedule identifying what is next in a familiar regular routine or classroom visual schedule, for example pointing to the image that represents the next activity following and assisting to construct simple timetables using images or objects that reflect regular daily events completing regular daily routine events in sequence, such as unpacking a bag, getting a lunch box out for morning tea Historical questions and research Elaborations Answer questions about their immediate family using sources provided (ACHHS017b) answering simple questions about their immediate family and self by indicating an object or image from a field of two to three choices answering simple ‘yes’ or ‘no’ questions about their immediate family using objects and images Analysis and use of sources Elaborations Explore a range of sources about the present (ACHHS018b) assisting to create and view various multimedia texts related to them, their family, recent events experiencing a range of sensory texts that explore
The Holton-le-Clay Neighbourhood Development Plan 2017 Vision, Objectives and Policies Revision History Revision Date Comments Author Approved 0.1 24/4/16 Presented to ELDC Planning Policy HLC NDP Team 0.2 10/5/16 Updated with Anne Shorlands’ comments Bob Bolton 0.3 2/6/16 Final Update prior to Health Check Barry Clifton 0.4 20/10/16 Update with Andy Booths Health check HLC NDP Team 0.5 4/1/17 Update with Andy Booth’s Comments HLC NDP Team 0.6 15/5/17 Updated with Anne Shorlands’ comments HLC NDP Team
6 Clay Lane Paddocks / Equestrian Facilities The paddocks at the end of Clay Lane provide equestrian facilities as well as open green views to be enjoyed by walkers along Clay Lane or the disused railway line. Situated at the north end of the village on Clay Lane This pocket of land is used as an equestrian centre. This triangle of land forms a bookend for the development at the north end of the village 7 Railway Line The disused railway lines runs roughly north to south through the village and in addition to providing a green corridor has the potential to provide the spine for the development of footpath network. The Old Railway Line North/ South through the village. From Waithe on the southern village boundary to New Waltham on the Northern Boundary. Parish Council own a section of the line on the East side of the 8 Acre Field and have right of access on the section running south from the 8-acre field to Station Road. The northern section from Tetney Lane to the New Waltham is a permissive footpath Connecting footpath from Holton-le-Clay to New Waltham and forms part of a village circular footpath. Which connects to the ancient “Meet and Greet” footpath from St Peter’s Church to St Peter’s Church, Humberston. 8 Planted Woodland Public Footpath to Planted Woodland from the southern entry to the village. The woodland extends from the southern entry to the village, running eastwards for Woodland is important in creating links between scattered areas of wooded habitat in the wider
Mature Trees and Wide Ditch From Clay Lane corner to Railway. Wide ditch and mature trees which contains wildlife, faurna and flora. 16 Mature Hedgerow From Clay Lane corner to Church Lane. Wide hedge which contains which contains wildlife, fauna and flora. Table 2: Aspirational Key Green Features Feature – Description Location Why a Key Feature 1 Safe Roads Crossing of A16 Southern entry/exit to village from A16 to Cheapside Safe cycle/pedestrian crossing of A16 from village to Cheapside to connect to wider cycle routes and public footpaths. A16 is a 60mph road at this junction and the Y junction is complicated and hazardous. This creates a significant safety issue for pedestrians and cyclists crossing the A16; particularly for cyclists turning right across the traffic flow. 2 Safe Roads Crossing of A16 Southern entry/exit to village at “Y” junction Safe cycle/pedestrian entry/ exist to the village at the existing complicated. A16 is a 60mph road at this junction and as such
Department ____________________ Department_______________________ Nomination Narrative (No more than 400 words detailing the ways in which the nominee fulfills the criteria.)
PAEP Table 1 Type Category Here Type Project Title Here Project Goals Desired Outcomes Output Indicators Outcome Indicators Measurement Tools and Methods Targets Who, what, by when, & how? What do you want by the end of your project? The desired outcome should be achievable, measurable, and as tangible as possible. The desired outcome should be able to be met by reaching your goal stated. However, you may have multiple desired outcomes per goal. What things will be produced as a result of working toward you goal? And what are your measurement units for measuring these things produced? The units should be general quantitative units of output. Output Indicators can be an indirect measure of your goal. What quality, social, behavioral, or environmental condition, will be changed to indicate that the goal will be met? And what are the general measurement units for measuring these changes? Outcome indicators should be units to measure your goal directly. Tools – What will you use as a ruler to measure the target? Methods – What is the name of the scientific method being used? Can it be sited from somewhere or explained? Will it be in your QAPP or Monitoring Plan? What is the specific measurement you would like to reach by the end of your goal deadline that will indicate you have reached your desired outcome? Note: The measurement units should match the measurement units stated in the Outcome Indicator Column, and be measured using the tool and method stated in the Measurement Tools and Methods Column. There may be multiple targets for each goal& desired outcome.
record group health education. VIII. REFERRALS Information on internal referrals, i.e. to providers within the SBHC, is not needed by the Office of Public Health for the purpose of data collection. Sites can choose to track internal referrals for their own purposes, but they do not have to be reported to OPH. The following apply to external referrals only. If additional referral categories are needed, please contact the OPH-ASHP Office. They will assign these in order to keep them uniform throughout the state. After School Program: This category covers any referral to a program that takes place after school such as Big Brothers/Big Sisters. After School Tutoring: Referral to a tutoring program that takes place after school. Some SBHCs sponsor after school tutoring programs as a service to the school system. : This is to be used only for referrals to a Community Health Center (CHC) which is specified as a and when no other referral applies. For example, if you refer a child to the CHC for a hearing test, please record the referral as hearing only and not as both hearing and the CHC. Child Protection: A referral to Child Protection is made when the suspected perpetrator of abuse is the caretaker inside the home. When the suspected perpetrator of abuse is outside the home, a referral to law enforcement must be made. Dental: Referral made to a dentist or dental hygienist for dental problems. Diagnostic Tests: Examples of diagnostic tests include x-ray, ultrasound, CAT scan, and upper and lower GI procedures. Hearing: Referral made to further evaluate hearing. Emergency Room: Referral to the Emergency Room. Vision: Referral made to further evaluate vision. Family Support: Referral for family support such as Medicaid, etc. In School Programs: Referral to a program that takes place during school hours such as Peer Helpers. This category includes Child Welfare and Attendance. Lab Tests: Use this referral when a person is sent to another facility to have lab work done. The specimen collection is performed at another facility, not at the SBHC. Law Enforcement: Referral to a law enforcement agency. For example, when abuse is suspected by a person outside the student's home. Mental/Behavioral Health - offsite: Referral made to a mental health provider outside the school-based health center, e.g. psychiatrist, psychologist, etc.
Name: Hospital / Practice Name: Educational Supervisor: Name: Email: Tel No: Speciality: Clinical Supervisor: Name: Email: Email: (do not use trust email) Grade: Training Programme Director: Name: Email: GMC Number: GPVTS if applicable: Other relevant contact details: Area of Concern Concern Y/N Supporting and specific evidence must be provided Comment/Cross-over with other areas Excellence should also be identified GMC Good Medical Practice Framework domain
where evident Clinical performance, knowledge and skills (please provide specific examples) Domain 1- Knowledge, Skills and Performance Domain 2 – Safety and Quality Identified concerns with one or more aspects of the consultation process. These may include concerns with history taking, clinical examination, diagnostic skills and decision making, developing/implementing management plans and documentation, written and electronic. Concerns should be related to the expected level of achievement for the stage of training Apply knowledge and experience to practice Ensure that all documentation (including clinical records) formally recording your work is clear, accurate and legible Not responding effectively in emergency situations. This may also be reflected if the trainee is frequently unavailable/ does not respond to bleeps The trainee may show a lack of situational awareness, especially when under pressure Apply knowledge and experience to practice Clinical complaints or critical incidents that have involved the trainee The trainee should have the opportunity to have a debrief following critical incidents in order to reflect and identify learning opportunities Contribute to and comply with systems to protect patients Respond to risks to safety Treat patients and colleagues fairly and without discrimination Repeated exam failure This should be related to expected achievement at level of training, and may reflect a number of the key areas Maintain your professional performance Identified concerns with technical skills, particularly in craft specialties Concerns should be related to expected standard for current level of training Apply knowledge and experience to practice Area of Concern Concern Y/N Supporting and specific evidence must be provided Comment/Cross-over with other areas Excellence should also be identified GMC Good Medical Practice Framework domain
The CP player controlling AH units also controls the use of AH RPs. The other CP player controls the use of GE and CP-A RPs. During a turn’s Strategy Card Draw Phase, each CP player draws cards from the CP Draw Pile until he holds 4 cards, including cards remaining from his previous hand. If Austria-Hungary collapses, then the CP player controlling GE units plays the other CP player’s cards in addition to his own. If there is just one AP player opposing two CP players: The AP player starts the game (either the full Campaign Game or the shorter scenarios) by making a Draw Pile from the designated AP Strategy Cards. If playing the Campaign Game or the shorter “Mobilization to Limited War” scenario, he makes a Draw Pile from the AP Mobilization cards. If the game begins with the Summer 1914 Turn (Turn 1), the AP player next takes Drive on East Prussia or Galicia Offensive from the Draw Pile If playing “Brusilov Offensive and Beyond”, he makes a Draw Pile from AP Strategy Card Nos. 3, 5, 9, 16, 19, 26, 31, and 36-55. Then, he takes The Brusilov Offensive from the Draw Pile. After that, he shuffles the cards and deals himself 7 more from the AP Draw Pile. During each turn’s Strategy Card Draw Phase, the AP player draws cards from the AP Draw Pile until he holds 8 cards, including cards remaining from his previous hand.
Functional Relationships & Relationship Skills: Key internal and /or external contacts Nature of the contact most typical Externally: EU representatives Internal/external auditors and EU PROTEGE implementing partners heads of files and other contractors) Administrations of the countries and territories involved in the project Email and telephone in English and French Mainly emails and regular meetings (for training/follow-up at the time of reporting) Negotiation, strengthening cooperation, reporting, assistance, advice Dialogue, explanation, collaboration, clarification and support Internal: PROTEGE team (11 persons) CCES Programme Team, including the Director and his/her assistant SPC services (finance, purchases, travel, IT, translation/interpreting, publications/printing, mail, library) and services finances appropriate divisions, where appropriate. Exchange of information, dialogue, advice, facilitation, explanation, courtesy Mels: requests/sending forms — daily collaboration by email and telephone, in English and French Direct exchanges (on the spot with staff based in Nouméa) Participation in training, meetings and seminars Level of delegation: The jobholder has no power under the SPC Manual on delegation of power. Personal specification This section is designed to capture the expertise required for the role at the 100% fully effective level. (This does not necessarily reflect what the current position holder has.) This may be a combination of knowledge / experience, qualifications or equivalent level of learning through experience or key skills, attributes or job specific competencies Qualifications Very important Desirable • Bachelor degree in accounting, audit or financial management or related field • Post Graduate in accounting, auditing or financial management • Certificate or diploma in business administration
Funding Request: $ Total Project Cost: $ CCC Grant Total Match/ Other Funds (Source #1) Match/ Other Funds (Source #2) Total (LCP Grant Funds + Match/ Other Funds) LABOR COSTS County/City Staff Labor Task 1 – Task name Task 2 – Task name Task 3 – Task name Task 4 – Task name Task 5 – Task name, etc. Total Labor Costs DIRECT COSTS County/City Staff Project Supplies A B, etc. Total County/City Staff Travel In State Mileage Hotel, etc. Total Consultants Consultant A Task 1 – Task 1 Name Task 2 – Task 2 Name Task 3 – Task 3 Name Consultant B, etc. Task 1 – Task 1 Name Task 2 – Task 2 Name Task 3 – Task 3 Name Total Total Direct Costs OVERHEAD/INDIRECT COSTS Total County/City
Who wants to play with a troll? (Word families: wig, jam, shop, hay) The Spell Shell (Word families: swim, crab, knot, bell) Appendix 3 - Sound/Blend/ Word and Rhyme Primary 3 As we are all aware children learn at their own pace. The following is a guideline for the majority of children in your class. Sounds/Blends to be covered (highlight sounds to be covered each block) Revisit/Revise (from P2) (children should now be attempting more accurate spellings using rules below) ai/ay/a-e oa/ow/o-e ue/ew/u-e ie/y/igh/i-e ee/ea oi/oy ou/ow au/aw Others all e.g ball, fall, small.. alk e.g walk, talk, chalk… wa e.g was, wanted, water… Common word endings y(i)/y(I) e.g. happy/shy ly e.g. slowly, happily ing e.g. singing, working le e.g. little, candle s/es e.g. birds/glasses ed e.g. shouted, walked er e.g. faster, longer est e.g. fastest, longest (P3 Continued) Silent Consonants
Moving Forward Continue to further develop the LO offer, ensuring its content reflects local need. Focus on maintaining accurate, current data by supporting services to register with our website to enable them to ‘self serve’ and manage their information independently, wherever possible. Regular annual audit of schools & services Further consultation with young people is an area that we are keen to progress. We hope to engage with a SEND group affiliated to Garth Hill College, as well as the BOOM (Because Our Opinions Matter) and students at Kennel Lane over the coming months. Connections with the primary and secondary SENCO forums have been made, with plans to present the LO at coming forum meetings.
Incubation models Typologies of incubation programmes It is difficult to create a typology that fits all incubation programmes because there is much heterogeneity. But many reports have some sort of categorisation incubation to enable understanding of the different models that exist. Key differentiating characteristics for incubation programmes that are pulled out by the literature are the: Broad incubator type (Grandi and Grimaldi, 2005) Overall goals (Bergek and Norman, 2008) Funding model (Dee et al, 2015; Miller and Stacey, 2014). Funder (Clarysse et al, 2015). Programme’s objectives (Clarysse et al, 2015). Stage or type of start-ups in the programme (Dee et al, 2015; Lewis et al, 2011). Services provided (Miller and Stacey, 2014). Sector (Lewis et al, 2011). Propensity to screen applicants against a balanced set of criteria (Pompa, 2013). Dee et al (2015) have developed a simple yet effective typology which manages to capture most types of incubation programmes whilst also highlighting some trade-offs and characteristics required by the different incubation models. Based on the broad definition of incubation programmes as "a collection of techniques that can be used to prove an idea, develop a team and de-risk ventures for later stage investors”, it differentiates programmes along two inter-linked characteristics: when programmes intervene in the start-up journey: pre-start-up, start-up, early stage, later stage how they make money: growth-driven, fee-driven or income independent of There are various stages of starting a business. Dee et al (2015) separate the stages into: start-up, early stage and late stage. Incubation programmes often focus on system
Production roles for actors Name Role Date needed Needed for Simon Browne Interviewee 15th Speaking his story Locations used (please attach recces to this document with photographs of locations) Location Address of location Permission needed Y/N Date at location Simons house London road, High Wycombe Y 15th
[TABLE 2 ABOUT HERE] Whilst the exosystem is conceptualized as being outside of the learner’s direct agency, it has implications in the context of an ecology of inclusive education given it includes aspects such as the curriculum policies of the educational setting, budget allocations in a given year to support children and young people with particular types of needs. With reference to the ‘ecology of inclusive education’ Anderson et al (2014) report that this system includes ‘school leadership structures, teaching and non-teaching staff, school culture, values and ideology, authority and collaborative patterns (leaders, staff, students, parents, community), support structures, resource allocation, school rituals, school policies and procedures and the student cohort. Table 3 provides examples of support strategies provided by visiting teachers in the exosystem for facilitating curriculum access that reflect the ‘access to learning’ and ‘learning to access’ approaches. [TABLE 3 ABOUT HERE] The macrosystem captures the current key drivers for change in inclusive education at national and international levels and includes for example, the prominence given to inclusion as part of an international broader ‘rights’ agenda, a focus on learners with special educational needs in national contexts being actively engaged in decisions about their future. As such it provides scope for examining and comparing different national as well as international agendas and policy developments. As Anderson et al. (2014) note in relation to an ‘ecology of inclusive education’, this system ‘encompasses the varying contexts in which the school exists – social, political, historical and global – as well as other factors such as the education system or systems, current agendas (standardisation of student achievement and professional performance; increased accountability), and, if applicable, a mandated curriculum.’ (p30). Specialist teachers may not engage directly within this ‘system’ on a regular basis. They may however have opportunities to do so through feeding in on behalf of, as well as providing opportunities for, children and young people to input to, for example regional and/or national consultations on provision for children and young people with particular types of educational need (e.g. McCracken and McLinden, 2014).
Lake bed geomorphology and sedimentary processes in glacial lake Windermere, UK Helen Millera*, Jonathan M. Bulla, Carol J. Cotterillb, Justin K. Dixa, Ian J. Winfieldc, Alan E. S. Kempa, Richard B. Pearcea. Lake bed geomorphology and sedimentary processes in glacial lake Windermere, UK. Journal of Maps. 9: 299-312. Doi: 10.1080/17445647.2013.780986 a School of Ocean and Earth Science, University of Southampton, National Oceanography Centre, European Way, Southampton, SO14 3ZH, UK. b British Geological Survey, Murchison House, , , , . c Centre for Ecology & Hydrology, Lancaster Environment Centre, Library Avenue, Bailrigg, Lancaster LA1 4AP, UK. * Corresponding Author Email (author order): , , cjcott@bgs.ac.uk, J.K.Dix@soton.ac.uk, , aesk@noc.soton.ac.uk, r.pearce@noc.soton.ac.uk
Figure 7: Backscatter and lake bed environments: (A) gravel and fine sand facies; (B) exposed bedrock. Red crosses on the upper backscatter panel indicate the location of the corresponding facies. The location of 7A and 7B is shown in Figure 6. Grain Size Analysis
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not disclose Confidential Information in relation to the Peer Review Panel to third parties or any Training Provider Personnel. The Peer Review Panel will submit any report, recommendation, finding or other document to the Department. For the avoidance of doubt, the Department is under no obligation of any kind by reason of this VET Funding Contract or otherwise to adopt, recommend, publish, release or refer any material provided by the Peer Review Panel. COMPLAINTS HANDLING The Training Provider acknowledges and agrees that it will respond to and co-operate in good faith with any complaints handling mechanism or process established by the Department from time to time, for the purpose of resolving student complaints or other issues in relation to the Training Provider’s delivery of Training Services. CONFIDENTIALITY AND PRIVACY The Training Provider must not, without the prior written approval of the Department, disclose (or permit the disclosure of) information regarding this VET Funding Contract (including details of the Funds being provided by the Department in respect of any individual) or any Confidential Information of the Department or the State, except: to the extent required under this VET Funding Contract; to the extent required by Law; to its solicitors, barristers and/or other professional advisors in order to obtain advice in relation to its rights under this VET Funding Contract, the Training Services or the Funds and provided such advisors are under a duty of confidentiality; to the extent necessary for the registration or recording of documents where required; and/or to the extent required in connection with legal proceedings, and then only to the extent strictly necessary for that purpose. The Training Provider acknowledges and agrees that: the Department may disclose or otherwise make available (whether to the public generally or to any particular person or group of persons) any and all information relating to the Training Provider and this VET Funding Contract (including Confidential Information of the Training Provider), including: course and qualification details; government subsidised fee information; details of the Funds paid; the contents of any surveys in which the Training Provider participates pursuant to Clause 4.5(j) or any employer surveys;
auditor’s recommendations, the management action plan and this VET Funding Contract. Internal Audits The Training Provider must conduct an internal audit of its compliance with this VET Funding Contract during each calendar year in accordance with any requirements of the Department. The internal audit must be: completed six months from the Commencement Date; signed off by the CEO of the Training Provider; and provided to the Department, or its auditors or reviewers, on request. If an internal audit conducted in accordance with Clause 11.4 reveals non-compliance with this VET Funding Contract, the Training Provider must: develop a rectification plan within a reasonable timeframe to rectify any with this VET Funding Contract within a reasonable timeframe; and provide the Department, or its auditors or reviewers, with a copy of the rectification plan on request. Peer Review Panel The Department may convene a Peer Review Panel at any time to consider any matter that comes to its attention that: is relevant to the conduct, advertising or pricing of the Training Services; or otherwise is relevant to the operation of the government subsidised VET market in Victoria, including competition, price, and the quality of training outcomes. If the Department convenes a Peer Review Panel as contemplated by this Clause 11, the Training Provider must, on receipt of at least one month's prior written notice by the Department, make its CEO or an alternative representative approved by the Department available to participate in and assist with a Peer Review Panel. For the purpose of Clause 11.7: the Training Provider must make its CEO or alternative representative available at least once per calendar year for up to three Business Days; and 'participate in and assist with' means participating in discussions with other members of the Peer Review Panel, and contributing to the preparation of any report, recommendation, finding or other document to be submitted by the Peer Review Panel to the Department. The Training Provider must ensure that, as required by the Department, its representative on the Peer Review Panel signs, as a condition of participation: a confidentiality deed; and a terms of reference document. The Training Provider agrees and acknowledges that, in addition to its obligations under Clause 13.1, the Training Provider must ensure that its CEO or other representative does
using basic one-to-one correspondence Explore the concept of ‘none’, ‘one’ and ‘more’ (ACMNA003b) recognising a change in a collection’s size within the context of familiar, everyday objects, for example a group of cars, toys, lollies, fruit, vegetables, coins, books, materials or tools demonstrating an understanding of one by selecting, giving or taking one object responding to questions about group composition (for example ‘Which group has more?’ ‘Which group has none?’) verbally or by indicating through augmentative and alternative communication, actions or eye gaze Make comparison between items using appropriate language such as ‘same’ or ‘different’ (ACMNA289b) comparing two collections using one to one correspondence within the context of everyday situations responding to questions about group comparison for example ‘Are they the same?’ ‘Or different?’ verbally or by indicating through augmentative and alternative communication, actions or eye gaze Participate in everyday situations involving ‘adding’ and ‘taking away’ (ACMNA004b) combining two groups of objects to make ‘more’ within the context of familiar everyday situations participating in everyday situations that involve moving objects to make ‘less’ or ‘more’, for example dragging an object to or from a group, using a switch to initiate the action or augmentative and alternative communication to communicate the action required Patterns and algebra Elaboration Participate in the comparing of objects, using language such as ‘same’ and ‘different’ (ACMNA005b) recognising patterns through the concept of ‘same’ and ‘different’ objects within the context of everyday situations repeating rhythm patterns (with movement or sound) making simple patterns by stacking and lining up objects sorting everyday familiar objects during shared experiences, for example, when cooking, playing sport or playing with toys such as blocks Measurement and Geometry Using units of measurement Elaboration Compare objects using direct comparison (ACMMG006b) exploring objects in structured situations based on length matching objects that are from a small field and identical in length showing recognition or preference for an object based on its mass, capacity or length within a range of situations Recognise and participate in familiar events that happen on a daily basis (ACMMG007b) recognising the sequence of familiar events, for example ‘first and then’, with the support of schedules understanding and using environmental cues such as equipment, staff and location to predict and
Claim Visual blemish clearing within 1hour & eliminating 90% within 24hours Only personal acne clearing device with IPL Clinically proven to clear acne within 24 hours The most advanced acne fighting technology The most powerful anti-acne skin care device available at home use. TV 2010 “The new secret” weapon in the war against pimples.” N/A N/A 2012 “Treat yourself at home with a quality manufactured device.” Print N/A Keep calm and Live Carefree N/A N/A Online YouTube Videos YouTube videos Reviews Facebook Twitter Blog Website YouTube videos Facebook Twitter Blog Website YouTube videos Facebook Twitter Blog Website Others N/A N/A N/A Celebrity Endorsement Mario Lopez and Germaine Table 1: Competitor communication analysis The results of the communication analysis can be interpreted in the following ways: 1. In the acne market, there are similar products that are difficult for consumers to clearly distinguish from one brand’s features to another. 2. Acne products do not use traditional media actively. They use online and social media rather than television and print media. 3. In regards to advertisements in the acne industry, there is no unique positioning or messaging points. Competitor messages show similar trends to each other.
Table of Contents Attendees NMPG First Name Last Name Institution = Present AT Mr. Stefan Ribisch Unicredit AT Ms. Karin Wachter Unicredit BE Ms. Veronique Peeters BNY Mellon CH Mr. Michael Blumer Credit Suisse Excused DE Mr Schaefer Daniel HSBC DK Ms Ravn Charlotte VP Securities A/S ES Ms. Cinta Cristobal BBVA ES Mrs Diego Garcia DB FI Ms Rask Sari Nordea Bank Plc FR Mr Jean-Pierre Klak Statestreet GR Ms. Angela Katopodi Eurobank HK Ms Yu Yek Ling HSBC Excused IT Ms Deantoni Paola SGSS spa JP Mr Hideki Ito Mizuho Bank JP Mr Hisashi Hotta Mizuho Bank Co-Chair LU Mr. Bernard Lenelle Clearstream MDPUG Mr. Peter Hinds MDPUG / Interactive Data Excused MDPUG Ms. Laura Fuller Telekurs NL Mr van der Velpen Ben ING Bank N.V. Excused NO Mr. Hans Martin Aulie DNB Bank Excused NO Mr. Alexander Wathne Nordea PL Mr. Michal Krystkiewicz CSD Of Poland (KDPW S.A.) Excused RU Ms Elena Solovyeva ROSSWIFT RU Ms Sofia Prokofeva Rosbank Co-Chair SE Ms. Christine Strandberg SEB SG Mr. Jyi-Chen Chueh SC Excused