zilongwang/ReadingBank huggingface dataset:
institutional effectiveness. instructional hiring process. Results of program review are clearly and consistently linked to institutional planning processes and resource allocation processes; college can demonstrate or provide specific examples. See rows 2 and 3 of this table for details about program review results in planning. Regarding resource allocation, program review includes program plans which generate resource requests. Resource requests are validated according to the strength of their relationship to plans and student learning outcomes, then prioritized by the College’s governance process. Examples of changes from program review leading to improvements are listed in summary reports [Ref. 1-8, 1-9]. Examples of program review leading to funded resource requests are also available [Ref. 1-7]. The institution evaluates the effectiveness of its program review processes in supporting and improving student achievement and student learning outcomes. Program review is formally evaluated every year. Evaluation reports are available for 2010-2011 [Ref. 1-11] and 2011-2012 [Ref. 1-7]; the evaluation has not been completed yet for 2012-2013. Evaluation is focused on how program review supports and improves student achievement and student learning. The evaluation process includes objective outcome measures and more subjective assessments from the Program Review Committee. Program Review Items at Sustainable Continuous Quality Improvement Level Rubric Item College Progress Program review processes are ongoing, systematic and used to assess and improve student learning and achievement. Program review is conducted annually. The process is systematic and well defined for each type of program (instructional, student services, and administrative). It includes assessments of student learning outcomes and achievement measures. The institution reviews and refines its program review processes to improve institutional effectiveness. The program review process is formally evaluated every year [Ref. 1-7, 1-11]. Changes are suggested as part of the evaluation, and changes to the process are implemented by the Program Review Committee. The results of program review Program review results are used annually to inform
MARK CALCULATION BREAKDOWN: Creating & Presenting 40%: The Creative Process & The Elements & Principles of Design Reflecting, Analysing, Responding 10%: The Critical Analysis Process, Understanding Art & Society & Values, & Connections Beyond Classroom (Careers) Foundations 20%: Concepts & Terminology, Contexts & Influences, Responsible Practices (Safety) Culminating Activity 20%: Creating, Presenting, & Foundational Work Culminating Reflection & Foundational Assessment 10%: Foundations, Reflecting, Analysing, & Responding to Artistic Works SCHOOL WIDE SUPPORTS Student Support Team (formerly know as Learning Resource) In-class help Test and exam support Alternate learning environment English Language Learner Support Team Lunch-time help Test and exam support Math lunch-time help Math Homework Help – on-line support Information via school website @ School wide access to password protected wireless network Access to on-line resources Literacy Coaching Literacy @ Lunch Learning Commons @ Lunch Paper and electronic calendars Teacher/department Lunch-time/before/after school help
Drama St. Revision 2016-2017 Increased enrolment through pathway with Boréal; new certificate Sociology Investment 2017-2019 Increased cooperation with other departments at the 4th year level Translation Revision 2016-2018 structural changes to increase enrolment; better promotion; new 4+1 program; new Communications program; enhanced experiential education Economics/Bus. Econ. Investment 2016-2018 New collaboration with EMLyon, better branding; clarification of expectations; new finance professor Environmental & Health St. Investment 2015-2018 Development of MTCU-funded biology program, incl. laboratory International St. Maintenance N/A Maintain its position as one of Glendon’s top performing programs Linguistics Maintenance N/A Maintain its position as one of Glendon’s top performing programs Political Science Maintenance N/A Maintain its position as one of Glendon’s top performing programs Psychology Maintenance N/A Maintain its position as one of Glendon’s top performing programs English Maintenance N/A Turn around decline enrolement 3.0 Graduate Programs Graduate programs are presented in a separate section as the serve a different function. They are part of a strategy to enhance research intensity and they contribute to an institution’s prestige and credibility. To this extent, the Faculty is willing to make some compromises in terms of sustainability, but not in terms of quality. The goal is to have all graduate programs sustainable when considered together with the associated undergraduate program, when applicable. 3.1 MA Translation Studies The MATS offers two fields of academic focus, namely Applied Translation Studies and Translation and Transcultural Studies; this allows students the versatility to pursue a variety of research interests and tracks, and to develop varied career paths (academic, professional). Students value the variety offered by the program, which provides them with opportunities to take theoretical and practice-focused courses, to take courses on-site and online, to complete the program with a thesis, an major research paper (MRP) or course-work only, and to become involved in extracurricular activities. MATS students, as GAs, contribute to other programs at Glendon, including Drama Studies, by translating surtitles—as a result of this collaboration the School of Translation believes it can formalize this cooperation by creating, together with Drama Studies, a Certificate in Translation for the Stage.
Councils Traditional Owners Community representative Ramsar Coordinating Committee to develop and implement annual action plan. CMA DELWP PV Councils Traditional Owners Community representative All Apply the appropriate State and Commonwealth environmental impact assessment processes for activities that have the potential to impact on the Ramsar site and Matters of National Environmental Significance (MNES). DELWP DoEE All Undertake a regular review of the status of the ecological character of the Ramsar site. This review should include new and emerging issues as well as the current listed values and threats DELWP All
GLENGARRY CHILD CARE SOCIETY WEEK FOUR MENU (JR & SR INFANT ROOM CHANGES ARE UNDERLINED) MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY BREAKFAST Cereal Fruit Milk Muffins Milk Cereal Fruit Milk Yogurt Fruit Milk Toast Jam Milk LUNCH Homemade Soup Make your own sandwich Veggie Sticks Cooked Veggies Milk Perogies Kubassa Sour Cream Cooked Veggies Milk Sloppy Joes Buns Cooked Veggies Milk Cheeseburgers Veggie Sticks Cooked Veggies Milk Homemade Soup Make your own sandwich Veggie Sticks Cooked Veggies Milk SNACK Fresh Fruit Yogurt Water Banana Bread Margarine Water Veggies & Dip Crackers Apple Sauce/Goldfish Cr Water Unsweetened Apple Sauce Graham Wafers Water Homemade Cookies Fresh Fruit Water
Glenorchy & Innishail Community Council Weekly Planning – week ending 12th January 2018 Reference: Officer: Telephone: Ward Details: Community Council: Proposal: Location: Applicant: Agent: Development Type: Grid Ref 17/03301/PP Lesley Cuthbertson 01546 605518 05 - Oban North and Lorn Glenorchy and Innishail Community Council Replacement of canvas hall with new recreational hall Craig Lodge, Dalmally, Argyll and Bute PA33 1AR Craig Lodge Trust, Craig Lodge, Family House of Prayer, Dalmally, PA33 1AR Fair Planning & Design, 2 Achaleven, Connel, Oban, Argyll PA37 1PE 10B - Other developments - Local 217911 – 727754
GLENROTHES AMATEUR SWIMMING CLUB Spring Meet 2017 Saturday 18th March 2017. Michael Woods Sport and Leisure Centre, Glenrothes. Licence no: L2/ED/018/MAR17. Meet Information Date Saturday 18th March 2017. Venue Michael Woods Sport and Leisure Centre, Glenrothes, Fife. Pool 8 lane, 25m pool, electronic timing, anti-wave lane ropes, swim down facilities.
• Highly active • Chronically ill • Need behavioural support • Maximising independence 2. How effectively does the school engage with families? Consider: • Transitions • Communication • Training • Support strategies • Developing understandings of learning programs 3. What opportunities does the school provide for education support staff (ESS) to develop deeper understandings and to extend their skills for supporting student learning? Methodology Timeline for the review Date Activity Resources Action officer 28 January 2015 Briefing to whole staff on upcoming review Staff reflective activity: What we are proud of Note pads, pens Principal 10 February 2015 Leadership Team Self Evaluation Day Strategic Plan AIPs School Self Evaluation (SSE) template Principal Assistant Principal Leading Teachers 24 February 3 March Leadership Team Self Evaluation follow up workshops Strategic Plan AIPs SSE template Principal Assistant Principal Leading Teachers 5 March Whole staff self-evaluation meeting: What have we achieved? Why did we achieve? Where to next? Groups and reflective questions Principal 10 March Leadership team analysis and clarification of staff responses Draft document including staff responses Principal Assistant Principal Leading Teachers 16 March School Council meeting focusing on evaluation of school practice and future directions Powerpoint display: Effective schools model School priorities from Strategic Plan Reflective activity What Next activity Principal 20 April Presentation of Self Evaluation Report to School Council report Principal 7 May Initial tour of school and planning for Review Meeting by Reviewer and critical friends Principal Assistant Principal Reviewer 2 Principal Colleagues 27 May Review panel meeting Reviewer
Angel Barry 6938 Michele Lydon 6941 Greg Bost 6955 Karen Maher 6912 Eric Bucci 6901 Joan Martin 6958 Andrew Bugosh 6984 Fern Mathis 6904 Meghan Coyne 6930 Kortne Mazzella 6906 Marianne Dabrowski 6914 Mike McKinney 6980 Jeffrey Davies 6929 Kate Megahey 6928 Stephen Dieter 6932 Melissa Miller 6933 Jaclyn Falzone 6910 Lindsi Morris 6907 Coleen Fickes 6902 Makenzie Omlor 6913 Amy Fizzano 6916 Megan Pashley 6936 Stacy Gallagher 6948 Rachael Pinsley 6946 Crystal Grace-Green 6931 Lora Rigatti 6919 Anthony Grisillo 6944 Lisa Roccia 6940 Betsy Hennessey 6939 Maria Salera 6909 Kathryn Hong 6923 Brittany Scanlan 6945 Diane Imburgia 6917 Theresa Shannon 6937 Patti Jackson 6926 Keith Sharp 6925 Melissa Johnson 6940 Laura Spaulding 6920 Charles Keeler 6947 Susan Taylor 6905 Jeff Leahan 6982 Janice VanEss 6972 Amy Lenton 6903 Jim Walls 6983 Lynn Lista 6908 Erika Yepremian 6907 Table of Contents Absence and Lateness 9
Section 3: Faculty Level - Endorsement and approval HoS & Dean, HoS or HoD Signature Date Name: Faculty Dean Signature Date Name: Please email the completed form to no later than two weeks prior to the closing date for the relevant level. The APU will seek Provost approval and inform the applicant of the outcome via email Section 4: Provost approval Approved - Provost & Deputy Vice-Chancellor Yes No Comments: Professor Stephen Garton Signature: Date:
Proposed activity: CONTACT DETAILS Name Email Telephone Name of (lead) organization Category of organization (please select) Government Non-government Donor organization University or educational institution Community organization Intergovernmental Private sector Media Other, please specify …………………………….. Location of lead organization (country) Address of lead organization
DV-Bonus applicants only (18 – 20): 18. Do you have a client-level database that is capable of meeting HUD’s Annual Performance Reporting requirements? (see document on GLHRN website for clarification) Yes______ No _______ 19. What are the issues facing DV survivors in accessing local CoC permanent housing assistance programs? Support your response with local data. 20. How do you address/improve safety for the DV populations you serve? For further information, please see the HUD Notice of Funding Availability at: Part III: Budget Budget may also be submitted in an Excel Spreadsheet – contact HRCS for document. HUD CoC Expenses PH: PSH PH:RRH TH SSO HMIS Rental Assistance Leasing Supportive Services* Operating Costs HMIS Total Admin Sub Total Cash Match (all line items except Leasing) In-Kind Match (all line items except for Leasing) Grand Total Shaded areas not eligible for funding in designated categories. Match should total 25% *Supportive Service breakdown Program Income* Source Amount Salaries Fringe Benefits Contractual services Total Travel Supplies/materials Utilities Repairs/Maintenance Financial assistance to clients Total
OWIS Teaching staff OWIS is an international school, offering an international curriculum to international children. All our teachers come from a variety of cultures and we recognise the unique values they bring. OWIS teaching staff are qualified, experienced and dedicated to our students’ pastoral wellbeing and academic progress. Along with OWIS’s continuous professional development programme, this helps to ensure that your child receives an excellent international education. Grade Level Teaching staff Email Early Childhood 1/2 Teacher: Reema Monk Teacher Assistant: Ellie De Silva monkr@owis.org Preparatory Teacher: Francesca MacAlpine Teacher Assistant: Gowri Kannan macalpinef@owis.org Grade 1 A Lesley Polson Michelle Dickinson Teacher Assistant: Ramapriya Rajagopalan polsonl@owis.org dickinsonm@owis.org Grade 1 B Carly Pearlman Teacher Assistant: Ramapriya Rajagopalan pearlmanc@owis.org Grade 2 Mandy Ritchie ritchiem@owis.org Grade 3 A Myles Chapman chapmanm@owis.org Grade 3 B Genevieve De Santis desantisg@owis.org Grade 4 Gary Holland hollandg@owis.org Grade 5 Alice Nixon nixona@owis.org Specialist Teachers Mandarin (Coordinator) Pan Caifeng caifengp@owis.org Mandarin Yulin Zhang zhangy@owis.org Art Kerry Hacking hackingk@owis.org Music James Felix felixj@owis.org Physical Education Glyn Martin marting@owis.org Library Anjana Sarda sardaa@owis.org English as an Additional Language Niluka Rooke rooken@owis.org One World International School | 5
OWIS Teaching staff OWIS is an international school, offering an international curriculum to international children. All our teachers come from a variety of cultures and we recognise the unique values they bring. OWIS teaching staff are qualified, experienced and dedicated to our students’ pastoral wellbeing and academic progress. Along with OWIS’s continuous professional development programme, this helps to ensure that your child receives an excellent international education. Grade Level Teaching staff Email Early Childhood 1/2 Teacher: Reema Monk Teacher Assistant: Ellie De Silva monkr@owis.org Preparatory Teacher: Francesca MacAlpine Teacher Assistant: Gowri Kannan macalpinef@owis.org Grade 1 A Lesley Polson Michelle Dickinson Teacher Assistant: Ramapriya Rajagopalan polsonl@owis.org dickinsonm@owis.org Grade 1 B Carly Pearlman Teacher Assistant: Ramapriya Rajagopalan pearlmanc@owis.org Grade 2 Mandy Ritchie ritchiem@owis.org Grade 3 A Myles Chapman chapmanm@owis.org Grade 3 B Genevieve De Santis desantisg@owis.org Grade 4 Gary Holland hollandg@owis.org Grade 5 Alice Nixon nixona@owis.org Specialist Teachers Mandarin (Coordinator) Pan Caifeng caifengp@owis.org Mandarin Yulin Zhang zhangy@owis.org Art Kerry Hacking hackingk@owis.org Music James Felix felixj@owis.org Physical Education Glyn Martin marting@owis.org Library Anjana Sarda sardaa@owis.org English as an Additional Language Niluka Rooke Niluka Rooke One World International School | 5
and identifying flips, slides and turns Perform operations using place value up to thousands Create nets for cuboids Demonstrate and understanding of fairness in a game through investigation Multiply and divide two digit numbers by a one digit number using a variety of tools Describe personal locations and give directions, using simple maps Conduct an investigation using an inquiry model, pose more complex questions and answer them; gather, sort and display category Represent, compare and order decimals to tenths, using a variety of tools Sort two- and shapes, considering the presence and/or absence of features simultaneously and whole-number data’, communicating their findings based on the data Addition/subtraction of fractions with like denominators Complete and describe designs and pictures of images that have a vertical, horizontal, or diagonal line of symmetry One World International School l 16
Organizes ideas in a logical sequence Can discuss a newspaper report and tell how the words and pictures work together to convey a particular message Uses appropriate punctuation to support meaning Realizes that visual presentations have been created to reach out to a particular audience and influence the audience in some way; discuss the effects used and how they might influence the audience Can identify and describe elements of a story—setting, plot, character, theme Can identify who makes media texts One World International School l 15
and down to tenths using a grid system axis Represent, compare and order whole numbers to hundredths and thousandths, using a variety of tools Describe locations and give directions, using grid references and points of the compass Conduct an investigation using an inquiry, model - gather, sort, and display multivariate category and whole-number data and simple time-series data to answer questions -communicating findings, using data displays Read, represent, compare and order whole numbers to 10 000, decimal numbers to tenths, and simple fractions, and represent money amounts to $100 Describe locations and give directions, using grid references and points of the compass Solve problems involving the addition, subtraction, multiplication, and division of single- and multi-digit whole numbers, and involving In sorted two- and three-dimensional shapes, consider the presence and/or absence of features simultaneously and justifying the decisions made the addition and subtraction of decimal numbers to tenths and money amounts, using a variety of strategies Create and analyse symmetrical designs by reflecting a shape using a variety of tools and be able to identify the congruent shapes in the designs ** Multiply and divide two digit numbers by a two digit number using a variety of tools Represent and describe the results of reflection, rotation, and translation on shapes Compare fractions to the benchmarks of 0, ½ and 1 Creating circles by finding points that are equidistant from a fixed point (the centre) One World International School l 17
Supply Responses: Implications for Climate Change Effects on Global Food Markets.” Climate Change Economics 5(4). Machado, L. and M. Margarido. 2004. “Evidences of Seasonal Price Transmission in Soybean International Market.” La Economia Aplicada 8(1):127-141. Margarido, M., F. Turolla and C. Bueno. 2007. “The World Market for Soybeans: Price Transmission into Brazil and Effects from the Timing of Crop and Trade.” Nova Economia 17(2):1-19. Miranda, M. and J. Glauber. 1993. “Estimation of Intra-Seasonal Demand for Fall Potatoes under Rational Expectations," American Journal of Agricultural Economics 74: 104-112. Miranda, M. and P. Fackler. 2002. Applied Computational Economics and Finance. Cambridge, MA: MIT Press. Mundlak, Y. and D. Larson. 1992. "On the Transmission of World Agricultural Prices." The World Bank Economic Review. 6(3): 399-422. OECD-FAO. 2014. OECD-FAO Agricultural Outlook 2014-23. Available at http://www.agri-outlook.org/publication.html Ravallion, M. 1986. Testing market integration. American Journal of Agricultural Economics 68(1):102–9. Samuelson, P. 1952. "Spatial Price Equilibrium and Linear Programming." American Economic Review 42(3):283–303. Takayama, T. and Judge, G. 1971. Spatial and Temporal Price Allocation Models. Amsterdam: North-Holland. U.S. Department of Agriculture (USDA). 2015. 2015 International Long-Term Projections to 2024. Available at Williams, J.C. 1986. The Economic Function of Futures Markets. Cambridge: Cambridge University Press. Williams, J.C. and B.D. Wright. 1991. Storage and Commodity Markets. Cambridge: Cambridge University Press. Table 1—Base case parameters Parameter US South America Rest of World (ROW) 0.167 0.111 0.222 -0.029 -0.025 -0.045 0.010 0.010 ---
GLIDER PILOT CHECKRIDE Name: ______________________________________________________________ Date: _______________________________________________________________ Pilot Certificate: E-mail: Address: Phone: Driver’s License /Passport Number: Applicant FTN Number: Application ID Number: Medical: Date: Aircraft Make and Model: Aircraft N number: Aircraft, Certificate, Equipment, Logs: IACRA 8710-1 or 8710-11 Signed: Knowledge Test Results: Location: Date: Endorsements: Certificates and Ratings: Retest: Special Considerations/Drug Convictions: Aero Tow Launch: Winch Launch: Have you schedule a tow pilot and ground launch crew?
􀀀 At least 3 flights with instructor for practical test preparation 􀀀 2 hours of solo flight with at least 10 launches and landings. For people with over 40 hours of logged flight experience the FAA requires at least 3 hours of flight time. Those 3 hours of flight time must include: 􀀀 10 solo flights 􀀀 At least 3 flights with instructor for practical test preparation § 61.109(f) 􀀀 Test Standards In order to complete a private pilot glider license, a student must complete 2 or 3 exams depending on the individual’s experience. *Commercial Pilots-Glider - Aeronautical Experience: § 61.109(a) 􀀀 Must be at least 18-years of age 􀀀 Pass a written FAA examination 􀀀 Hold a Private Pilot license with 25 hours of flight time in gliders and 100 glider flights as pilot-in-command, or a total of 200 hours of flight time in heavier-than-air aircraft including 20 glider flights as pilot-in-command. 􀀀 3 hours or ten flights training in a glider, and five solo flights in a glider and pass a flight test. The exams are the written, the oral, and the practical exams. Written exams are required if you do not have a private pilot’s license. Practice written exams can be found on the internet. The oral and practical exams are somewhat combined. Fortunately, the FAA publishes what the student will need to know in the following sections of § 61 of the FAR's. FAR § 61.105: Aeronautical Knowledge: FAR § 61.107 Flight Proficiency: FAR § 61.109 Aeronautical Experience. The practical test standards from the FAA can be found in Advisory Circular § 61-131 or § AC61-131. Required Endorsements: 􀀀 Initial solo endorsement: § 61.87(I) 􀀀 Initial xc endorsement: § 61.93(b) 􀀀 Aeronautical knowledge test: §§ 61.35(a)(1), 61.103(d), and 61.105 􀀀 Flight proficiency/practical test: §§ 61.103(f), 61.107(b), and 61.109 􀀀 Prerequisites for practical test: §§ 61.39(a)(6) and 61.109(a)(4) 􀀀 All other required for type of solo flight performed Required Equipment:
DOCDATA PLT_ACTI_ACTIVITY.DEL – Administrative information associate with activities PLT_ACPL_ACTI_PLAN.DEL – FLW and LTO Plan Data PBLLAND PLT_PBLL_PBLLAND.DEL – PBL Land Data PLT_PBFR_PBLL_FRTI.DEL – PBL Freehold Land Data and Text PLT_PBCR_PBLL_CRTI.DEL – PBL Crown Land Data and Text PLT_PBEX_PBLL_EXCE.DEL – PBL Exception Land Data and Text PLT_PBGR_PBLL_GERE.DEL – PBL General Remarks PLT_PBAC_PBLL_ACTI.DEL – PBL Linkage to Activities PLT_SUPL_SUBD_PLAN.DEL – Subdivision Plan Data SPLT_SURM_SUPL_REMARKS.DEL – Subdivision Plan Remarks PLT_SUPB_SUPL_PBLL.DEL – PBL Linkage to Subdivision Plans With the monthly data file the XREF.zip file contains the codes files use for both monthly and daily data.. XREF_MONTHLY GEOA.DEL – GeoAdmin Area Type CLTY.DEL – Crown Title Type EXCO.DEL – Exception Condition Code ADIN.DEL – Surface Administration Code SPPU.DEL – Special Purpose Code CLTY.DEL – Client Type Code ENST.DEL – Encumbrance Status Code PSTA.DEL – Posting Status Code PLTY.DEL – Plan Type Code GEOA_FULL.DEL – GEO Admin Code RECO.DEL – Restriction Code PUCO.DEL – Purpose Code ACTY.DEL – Activity Type Code Formerly there were separate tables for Surface, Reservation, Encumbrance and Posting activities but now all activity type codes are contained in ACTY SSTA.DEL – Status Code Formerly there were separate tables for Reservation, Subdivision, Address and Client statuses but now all use SSTA or contact Crown Land Data at 780-422-1395 (call toll free 310-0000) E-mail:
Year 5 Include additional rows as appropriate Section 5: Key Collaborations Patient and Public Involvement (up to 400 words) You must consult with brain tumour patients in the design of this trial through The Charity’s Research Involvement Network. What feedback did you receive and what changes did you make in response? What are your plans for continued PPI in the management, delivery and dissemination of the trial? NCRI Clinical Studies Group (CSG) (up to 200 words) What interaction have you had with the NCRI CSG in relation to this trial? If you have a letter of support from the CSG Chair, please submit it with your application. Clinical Research Networks (up to 200 words) How many Clinical Research Networks will be involved in each of England, Northern Ireland, Scotland and Wales? List the staff time that will be required and the outcome of any discussions with the Cancer Network Leads for the regions involved in the trial. Working with The Brain Tumour Charity during the grant period (up to 200 words) How will you work with The Charity and its supporters to promote its work and the impact of your research over the course of the grant and subsequently? Please note all trial participants must be informed of the option to join The Charity’s databank BRIAN during the consent process, and trial data collection must be in a format enabling straightforward transfer of trial data to the Databank. Pharmaceutical Companies (up to 200 words) Is the CI or CTU in negotiations with any pharmaceutical company about this application? If so, please give details. Section 6: Current funding and publications Current funding For the Principal Applicant and all co-applicants: List all current research funding and funding obtained in the last 5 years. State the name of the funding body, title of project, amounts awarded and start and end dates of support. For current grants, indicate the number of hours per week that are spent on each project.
Post Name Salary Year 1 (£) Salary Year 2 (£) Salary Year 3 (£) Salary Year 4 (£) Salary Year 5 (£) Total (£) TOTAL: Include additional rows as appropriate Breakdown of cost per patient recruited Total TOTAL: Include additional rows as appropriate Breakdown of material and consumables costs please set out any per unit cost for biobanking samples Total TOTAL: Include additional rows as appropriate Breakdown of travel costs TOTAL: Include additional rows as appropriate Breakdown of miscellaneous costs TOTAL: Include additional rows as appropriate Justification for costs associated with the project Please provide a brief justification for the costs requested for this project including any milestones or thresholds against which payments will be made. Salaries Material and Consumables Per patient costs
small contractor, the distributors, and the dealers specializing in fenestration replacement on home improvement projects where no other improvements are contemplated. Rationale [Provide an explanation of why you would like this Proposed Modification to the Florida Building Code.]: The current provisions fall within the glitch criteria because they create a conflict within the code. Chapter 1 at Table 101.4 Note d incorporates statutory language defining renovations. The language of Note d limits the application of the energy provisions of the code to alterations to the building envelope to those exceeding 30 percent of the assessed value of the structure over a 1-year period. Section 402.3.6 requires all replaced fenestration to meet the current energy provisions of the code. The change has a Florida specific need to allow conformance with the definition and requirements for renovated buildings as renovations relate to energy code compliance contained in Chapters 553.902(3) and 553.906, Florida Statute “(3) “Renovated building” means a residential or nonresidential building undergoing alteration that varies or changes insulation, HVAC systems, water heating systems, or exterior envelope conditions, provided the estimated cost of renovation exceeds 30 percent of the assessed value of the structure.” “553.906 Thermal efficiency standards for renovated buildings.—Thermal designs and operations for renovated buildings for which building permits are obtained after March 15, 1979, shall take into account insulation; windows; infiltration; HVAC, service water heating, energy distribution, lighting, energy managing, and auxiliary systems design and equipment selection and performance. Such buildings shall not be required to meet standards more stringent than the provisions of the Florida Energy Efficiency Code for Building Construction. These standards apply only to those portions of the structure which are actually renovated” (Emphasis provided.) The impact on small business if this glitch is allowed to stand will be a chilling effect on the fenestration replacement market for small contractors, distributors, dealers specializing in fenestration replacement, and some window manufacturers. In the current state of the economy, requiring the upgrade of replacement fenestration to meet the criteria for new construction will increase the cost by estimates ranging from 15 percent to 45 percent and more. The fragile market for the small businesses specializing in alterations involving the replacement of fenestration cannot withstand any increase.
Lodge: No. District Located at: _ DISTRICT DEPUTY GRAND MASTER WITH INPUT FROM ASSISTANT GRAND LECTURER / DISTRICT RITUAL INSTRUCTOR REVIEW PAGES NINE THROUGH FOURTEEN ARE TO BE COMPLETED BY DECEMBER 31, WITH PAGE 9 PROVIDED TO THE DDGM AND PAGES NINE THROUGH FOURTEEN PROVIDED TO THE GRAND LECTURER Overall Evaluation of the Ritual Presentation and Related Education Ritual (page12) Floor Work (p 13) Education (p 14) OVERALL Rating Needs Improvement (1 – 3) Average (4 – 7) Strong (8 – 10) Ritual generally delivered by line officers without feeling and with numerous errors and frequent prompting Past Masters or guest officers often fill in by holding primary offices during the first section and by delivering lectures and charges Candidates are not instructed in the meaning of the ritual or its application to their lives The Lodge does not have an Education officer, and does not use the Ritual Instructor’s Manual, Pollard Plan booklets and candidate instructional videos Ritual generally delivered by line officers with some errors and prompting Past Masters or guest officers occasionally fill in by delivering lectures The Lodge regularly uses at least one of: the Ritual Instructor’s Manual, Pollard Plan booklets or candidate instructional videos Education officer not assigned but Lodge officers and members strive to provide a moderate level of ritual related education Ritual is delivered by line officers with great feeling and minimal errors or prompting The source and meaning of sections of the ritual, and their application to a Mason’s life are regularly explained when holding candidate lessons and during Lodge meetings The Lodge has an Education officer, and uses the Ritual Instructor’s Manual, Pollard Plan booklets and candidate instructional videos Rating based upon the following observations (Also factor in the review reflected on pages 10 through 14): ________________________________ __________ ________________ Assistant Grand Lecturer / DRI District Date
Calvera, Anna. 2005. ‘Local, Regional, National, Global and Feedback: Several Issues to be Faced with Constructing Regional Narratives’ Journal of Design History 18(4): 371-383. Cittàslow. 2014. ‘Cittàslow List’. Accessed January 20th, 2015. Clemm, Sabine, 2005. ‘“Amidst the Heterogeneous Masses”: Charles Dickens’s Household Words and the Great Exhibition of 1851’, Nineteenth-Century Contexts 27 (3): 207-230. Douglas, Susan. 1994. Where the Girls Are, New York: Times Books. Drefuss, Henry. 1955. Designing for People. New York: Simon and Schuster. Drefuss, Henry. 1960. The Measure of Man: Human Factors in Design. New York: Whitney Library of Design. Edwards, Brian T. and Dilip Parameshwar Gaonkar, eds. 2010. Globalizing American Studies. Chicago: University of Chicago Press. Flinchum, Russell. 1997. Henry Dreyfuss, Industrial Designer: The Man in the Brown Suit, New York: Rizzoli. Fry, Tony. 2008. Design Futuring: Sustainability, Ethics and New Practice. Oxford: Berg. Fuad-Luke, Alistair. 2009. Design Activism: Beautiful Strangeness for a Sustainable World. London: Earthscan. Gold, Lorna. 2004. The Sharing Economy: Solidarity Networks Transforming Globalization. Aldershot: Ashgate. Hamilton, Richard. 1960. ‘Persuading Image’, Design magazine134: 28-32 Haskell, Barbara. 1999. The American Century: Art and Culture, 1900-1950. New York: Whitney Museum of American Art and W. W. Norton & Company. Huppatz, Daniel J. 2005. ‘Globalizing Corporate Identity in Hong Kong: Rebranding Two Banks’. Journal of Design History 18 (4): 357-369. Klein, Naomi. 1999. No Logo: Taking Aim at the Brand Bullies. Toronto: Alfred A. Knopf. Latouche, Serge. 1993. In the Wake of the Affluent Society. London: Zed Books.
Guided Lecture Notes, Chapter 24, Disorders of Cardiac Function Learning Objective 1. Characterize the function of the pericardium. Describe to the students the general anatomy of the pericardial sac and list its functions. Use “fist in a water balloon” as an example of the positioning of the pericardium. (Refer to PowerPoint slide 2.) Learning Objective 2. Compare the clinical manifestations of acute pericarditis and chronic pericarditis. Describe the manifestations of acute versus chronic disease process. Emphasize the immediacy of the acute onset versus the silence of the chronic presentation. (Refer to PowerPoint slides 3 to 5.) Learning Objective 3. Describe the physiologic impact of pleural effusion on cardiac function and relate it to the life-threatening nature of cardiac tamponade. Explain how the effusion puts pressure on the heart and restricts the contractile ability, but does not affect the electrical activity. It results in pulse electrical activity. (Refer to PowerPoint slides 5 and 6.) Learning Objective 4. Describe blood flow in the coronary circulation and relate it to the determinants of myocardial oxygen supply and demand. Describe the anatomy of coronary vessel arrangement, emphasizing the points on the heart where each artery feeds the muscle. Relate this to the site of blockage as the determinate of tissue damage. (Refer to PowerPoint slides 7 to 10.) Learning Objective 5. Define the term acute coronary syndrome and distinguish among chronic stable angina, unstable angina, non–ST-segment elevation myocardial infarction, and elevation myocardial infarction in terms of pathology, symptomatology, ECG changes, and serum cardiac markers. Briefly review the normal physiology of ECG. Base the lecture discussion on what the ECG shows the clinician and then what abnormalities can demonstrate. Then, correlate
Global Ambassadors Session 2 Date Activity Description Jan 31 Preparing for the International Dinner Workshops – Event Planning /Music, Décor, help assignments, chart for custodians, brochures for guests China Workshop Greenleaf February 6 International Dinner We will need volunteers to help with this large school and community event All Ambassadors are invited to attend with their families Feb 14 Ronald Mc Donald House Trip Ronald McDonald House – Cooking Dinner(6 students) China Workshop Greenleaf/Random Acts of Kindness Feb 28 Group One-China Workshop Greenleaf Group Two- Teambuilding Workshop March 7 Ronald Mc Donald House Trip Ronald McDonald House – Cooking Dinner(6 students) China Workshop Greenleaf March 14 Ronald Mc Donald House Trip Ronald McDonald House – Cooking Dinner(6 students) China Workshop Greenleaf March 21 OVERNIGHT April 4 Ronald Mc Donald House Trip Ronald McDonald House – Cooking Dinner (6 students) China Workshop Greenleaf/ Choices April 11 Group One-China Workshop Greenleaf Group Two- Advice for incoming 6th graders JUNE 6 End of Year Party/Reflections CULMINATING ACTIVITY FOR ALL AMBASSADORS Feb 6 International Dinner Ambassadors will join the Language department and Foundation for the Advancement of International Studies for this event March 21 Travel Around the World OVERNIGHT All Ambassadors are invited to spend the night at EASTVIEW and travel around the world by videoconferencing with friends, family and fun places.
How would you describe your discipline e.g. epidemiology, clinical research, community research, laboratory science, policy development: Please provide 5 keywords that demonstrate areas you would be happy to review e.g. maternal health: Please write below a short statement explaining how you think your experience and skills match those needed for this role. Max 1,000 words Any other information you feel is relevant and not captured above:
6.5A If you answered “No” to question 6.5, where did you obtain the translation(s) from:? Centre Name: Collaborators Name & email address: 6.6 If you answered “Yes” to question 6.5, was the translator familiar with asthma and allergy terminology?: Yes No 6.7 Were the local community approached to help with difficult words and concepts?: Yes No 6.8 Were other centres in the country or region involved in preparation of the translated questionnaire?: Yes No 6.9 If you answered “Yes” to question 6.8, please list the other centre(s):
Critical Thinking and Problem Solving Takes risks in thinking and creating Cultivates emotional intelligence to understand self and others Solves meaningful, real-life, complex problems Makes discoveries through inquiry research Adapts to change and shows resilience to adversity Takes concrete steps to address issues Pursues new ideas to meet a need of a community Manages various aspects of life – physical, emotional, spiritual, and mental well-being Designs and manages projects Leads and motivates with an ethical entrepreneurial spirit Collaboration Acquires, processes, interprets, and analyses information to make informed decisions (critical and digital literacy) Learning to Learn / & Self-Directed Learning Participates in teams; establishes positive relationships Engages in an inquiry process to solve problems Learns the process of learning (metacognition) Learns from, and contributes to, the learning of others Makes connections and transfers learning from one situation to another Believes in the ability to learn and grow (growth mindset) Co-constructs knowledge, meaning, and content Innovation, Creativity, and Entrepreneurship Perseveres and overcomes challenges to reach a goal Assumes various roles on the team Contributes solutions to complex problems Self-regulates in order to become a lifelong learner Manages conflict Enhances a concept, idea, or product Reflects on experience to enhance learning Networks with a variety of communities/groups
Generic Math Rubric Name ________________________________Date______ Total Score_________ Topic: 4 points 3 points 2 points 1 points Demonstrates a thorough understanding of the main concepts. Demonstrates an understanding of the main concepts. Demonstrates a partial understanding of the main concepts. Demonstrates little understanding of the main concepts. Well organized with correct answers. Organized and most answers are correct. Organization needs to improve, some correct answers. Very weak evidence of organization, a few correct answers Mathematical terms and symbols are used appropriately and are often elaborated upon. Mathematical terms and symbols are used appropriately. Some mathematical terms and symbols are used correctly. Mathematical terms and symbol use are weak, not enough references to mathematical terms are used. Thorough analysis of the problem with accurate solutions. Analysis of the problem is evident, considerable accuracy. Analyzes the problem with some success, accuracy needs to improve. Very little evidence of analysis. Some educated guesses. Accuracy is weak.
Quadratic Equations – Rubric 9th - 10th Grades Name ________________________________Date______ Total Score_________ 4 points 3 points 2 points 1 points Demonstrates a thorough understanding when interpreting graphs of quadratic functions. Demonstrates an understanding interpreting graphs of quadratic functions. Demonstrates a partial understanding interpreting graphs of quadratic functions. Demonstrates little understanding interpreting graphs of quadratic functions. Very capably and independently manipulates algebraic expressions as they relate to quadratic functions. Independently manipulates algebraic expressions as they relate to quadratic functions. With some assistance, manipulates algebraic expressions as they relate to quadratic functions. With limited accuracy manipulates algebraic expressions as they relate to quadratic functions. Independently determines the relationships between the graphs and the equations of quadratic functions. Determines the relationships between the graphs and the equations of quadratic functions. Some effectiveness evident when determining the relationships between the graphs and the equations of quadratic functions. Requires assistance to determine the relationships between the graphs and the equations of quadratic functions. With complete accuracy, factors polynomials using the common factors, factors the difference of squares and factors trinomials of the form x2 + bx + c. With considerable accuracy, factors polynomials using the common factors, factors the difference of squares and factors trinomials of the form x2 + bx + c. With some accuracy factors polynomials using the common factors, factors the difference of squares and factors trinomials of the form x2 + bx + c. With minimal accuracy, yet some understanding, factors polynomials using the common factors, factors the difference of squares and factors trinomials of the form x2 + bx + c.
_____ Peace and Conflict Prevention/Resolution _____ Disease Prevention and Treatment _____ Water and Sanitation _____ Maternal and Child Health _____ Basic Education and Literacy _____ Economic and Community Development Describe how the activity(ies) will address the goal(s) of the Area of Focus. Section E – Project Outcomes What are the immediate and long term outcomes of the activity(ies)? Explain how all involved parties will act to ensure the sustainability of the activities and/or outcomes. Section F – Budget (1) Currency / Exchange Rate Name of Local Currency: Current Exchange Rate: Date Exchange Rate Entered: Budget Details Budget Item Supplier/Vendor Amount in Local Currency Amount in USD
APPLICATION FOR Anesthesiology Global Health Fellowship INSTRUCTIONS: Type or print legibly in ink. Each part should be answered completely and accurately. If a question is not applicable, enter “N/A”. An incomplete application may delay action or disqualify you. Please do not enter "see CV". These are the required documents to complete your application: Application form Current Curriculum Vitae Letter of intent/personal statement Reference letter from residency program director or current director, and two other current references Copy of medical school diploma Copy of residency diploma In-Service Training Exam Scores Current medical license (U.S. or other) Documentation of all three steps of USMLE ECFMG certificate (if applicable) Scanned electronic applications via email in .pdf, .jpg. or .docx format are the preferred submission mode, but faxed or mailed material will be accepted. For application purposes, emailed references are acceptable. Signed originals must be provided on acceptance into the program. or it may be faxed to: 615-936-6493 Applications will also be accepted by mail at: Regina Bailey, Senior Administrative Assistant Global Health Fellowship Department of Anesthesiology Vanderbilt University 1301 Medical Center Drive 4648 TVC Nashville, TN 37232-5614 OF One-year fellowship Two-year fellowship PERSONAL INFORMATION Family Name (surname) First Name Middle Initial Mailing Address Email Address Cell Phone Fax Other Phone Are you a U.S. citizen? Are you a Permanent U.S. Resident? If not a U.S. citizen, type of Visa Visa number YES NO If a graduate of foreign medical school, are you ECFMG certified? ECFMG number YES NO Are you licensed to practice medicine? In which states or countries? Washington state license number: DEA number: NPI Number: YES NO Anesthesiology Other Specialty A
THE DOMINICAN REPUBLIC. (70 MULTIPLE CHOICE/TRUE/ FALSE QUESTIONS) GEOGRAPHY QUIZ # 2 EUROPE, THE MIDDLE EAST AND CENTRAL ASIA (60 MULTIPLE CHOICE TRUE/FALSE QUESTIONS) GEOGRAPHY QUIZ # 3 AFRICA, SOUTHEAST ASIA, AND AUSTRALIA (70 MULTIPLE CHOICE/TRUE/FALSE QUESTIONS) GEOGRAPHY- PRACTICE MAPS
Situation Analysis (Sitan) should provide this information Verify that capacity does exist to meet the minimum standing level of readiness Confirm that collaborative agreements have been established with partners, governments, clusters/sectors - ECD will have to be built into this before the emergency Rapid Assessments - pre-preparedness plan – ECD data should be known beforehand Key Lessons Be Prepared! Know who will be responsible for implementing which activities in an emergency Identify if there are contingency stocks or LTAs for Kits Be Strategic Ensure that basic key data is collected – the data you need to know to make important decisions Integrate ECD activities into broader programmes from the onset Ensure coordination between all sectors working on ECD ECD programming serves many purposes – ways of integrating, holistic approaches ECD Kits are a part of UNICEF’s larger response strategy – warehouses should be stocked and suppliers identified prior to emergencies Nutrition in Emergencies – How it Can Link to Emergencies Baby Tent Project In Haiti, it was found that infant feeding practices were poor prior to the earthquake Baby tents were set up to improve and educate mothers on feeding practices and used as a referral center This also provided an opportunity for ECD interventions as other children were coming with the parents to the centers Questions 1) In areas that are very poor, Kit acquisition is difficult…what should be used? There is no mandatory push for the ECD kits – it would be good to have them but there is no requirement ECD Kit is a kickstart – a good way to start the process but everyone is encouraged to create their own locally made materials for training and play ECD Kit can also be used as an emotional push for the children but the next step if the Kit is not available is to utilize local materials