zilongwang/ReadingBank huggingface dataset:
countries, contributing to poverty reduction alongside existing economic development work undertaken by the Department for International Development and FCO. In this way, the Fund will contribute towards meeting the new Sustainable Development Goals. ODA spend under the Fund will be fully consistent with OECD DAC criteria. Eligibility The Prosperity Fund accepts project proposals from civil society, governments, think-tanks, commercial organisations and other UK government departments. STEP-BY-STEP GUIDE TO MAKING PROJECT PROPOSALS
Invite them to departmental/divisional meetings and events Forward on email communications of broad or general interest Evaluating Performance: Create opportunities for contract faculty to receive feedback Provide opportunities for improvement Review and give feedback on their SFQs Complete a performance review process Things to Review with New Contract Faculty Workspace Primary work area Place for personal belongings Faculty mail Access codes and keys Teaching supplies Kitchen area Photocopiers, printers IT support Employment Terms and Practices: Teaching contract Job description, essential duties and responsibilities and alignment with divisional objectives The division/program goals Performance goals and expectations Teaching resources for duties Professional ethics and confidentiality practices Security information How to handle and report job site accidents or injuries Departmental Structure and Organization Administration and operations (who does what) Procedures, manuals, protocols and forms Peers and other personnel Program Information
5. MANDATORY AUSTRALIAN BALLAST WATER MANAGEMENT REQUIREMENTS 5.1 General Each year about 150 million tons of ballast water is discharged in Australian waters from overseas vessels. Australian scientists have identified over 200 introduced marine species in Australian coastal waters, most of which have been translocated from overseas ports to Australian ports via shipping. A number of these organisms have become harmful to Australia’s marine environment, threatening fisheries, aquaculture, tourism industries and public health. Unlike other major pollutants of the oceans that can eventually be cleaned up, harmful aquatic organisms and pathogens, once established, are virtually impossible to eradicate and can have serious and permanent consequences. The impact from harmful aquatic organisms threatens marine and estuarine environments in Australia and around the world. The shipping industry operates within a highly regulated environment established by the IMO. The International Convention for the Control and Management of Ships Ballast Water and Sediments (BWM Convention) was adopted by a Diplomatic Conference at IMO in February 2004. The BWM Convention aims to prevent the potentially devastating effects of the transfer of harmful aquaticorganisms through ballast water discharge. The BWM Convention will enter into force 12 months after 30 IMO Member States; representing 35 per cent of world merchant shipping tonnage has ratified the Convention. Australia has signed the Convention subject to ratification and as a signatory is obliged to refrain from actions that would defeat the object and purpose of the Convention. Under the BWM Convention, ballast water exchange in the open sea will be progressively replaced by ballast water treatment using on-board ballast water management systems (BWMS). The feasibility of this replacement is related to the effectiveness of the treatment of ballast water and the probability aquatic organisms have of surviving after the treated ballast water is discharged into the sea. In addition, the exchange of ballast is not always feasible in areas that do not meet the requirements of depth and distance from land. It is important that officers and crew are familiar with the procedures for managing ballast, whether that is by exchange or treatment. Regular training must be undertaken with the aim to minimize possible safety hazards, for example during the exchange of ballast water as this operation can directly influence the safety of the vessel. Seafarers involved in ballast water management should be familiar with: the ships Ballast Water Management Plan the method of ballast water management
Student-Athlete Coaches Parent-Guardians HOME Get adequate rest Set team goals Provide a nutritious diet Eat a nutritious diet Organize and use good time management Allow homework time Follow all training rules Keep current all program rules Encourage and support Complete all homework Recognize the positive experience of participating, whether the student is a starter or reserve. Maintain conditioning during off-season SCHOOL Practice good citizenship Have a preseason meeting Follow established procedures when communicating with school or coach Maintain high academci standards Communicate openly with parents Be an active volunteer or join a support organization (when feasible) Promote team accomplishments and those of teammates Be a positive role model Support all academic efforts Take pride in dress and appearance Push to increase your program participation Set academic goals Participate in workshops and clinics Practice Meet all eligibility requirements Display a positive attitude Have transportation when needed in a punctual manner Be there, make a time commitment Organize and plan practices Volunteer Set goals and work to improve Have informal meetings with parents Accept team discipline, support team rules Be prepared to practice, play, listen, and take directions Supervise athletes at all times work cooperatively with coach to encourage work ethics Push self and other to reach full potential Consistently enforce rules about attendance for school and practice Support team goals Model good work ethics through leadership, punctuality, and team goals Be a positive team member Teach skills Follow all practice guidelines Explore avenues to help take athletes to the next level Discipline in an appropriate and consistent manner Recognize contributions by all
Submit a revised FFR (expenditure data) through the eRA Commons if the total outlays previously reported on the FFR are reduced as a result of the balance due to the NIH. through the eRA Commons if the total outlays previously reported on the FFR are reduced as a result of the balance due to the NIH. Recipient can work this out with their PMS account representative. Include the full grant number(s) and the total amount(s). Refund of Federal funds obligated from an Annual Appropriation not within 5 years of current Fiscal Year (e.g., obligated in FY 2012 and current FY is 2018) Make no adjustment to the Federal Financial Reports (SF425) (cash disbursement and expenditure data reports). Make no adjustment to the Federal Financial Reports (SF425) (cash disbursement and expenditure data reports). Repayment is made via Intergovernmental Payment and Collection (IPAC). Include the full grant number(s) and the total amount(s). AWARD RECIPIENT: CONTRACTOR OR SUBRECIPIENT Fiscal Year (FY) of Award from which Funds need to be Repaid NON-SNAP Award SNAP Award Method of Repayment
C. Warranty: Provide Manufacturer's Limited Thermal Warranty for extruded polystyrene insulation. D. UL 1715 or NFPA 286 Compliance: Submit third party report showing compliance. 1.04 QUALITY ASSURANCE A. Source Limitations: Obtain exterior building insulation through one source from a single manufacturer. 1.05 FIELD CONDITIONS A. Application Temperatures: Comply with Manufacturer's recommendations for product applications. PART 2 PRODUCTS 2.01 APPLICATIONS A. Insulation Covered at Interior of Walls: Extruded Polystyrene Board. 2.02 FOAM BOARD INSULATION MATERIALS A. Extruded Polystyrene Board Insulation: Extruded polystyrene board; ASTM C578; with either natural skin or cut cell surfaces, and the following characteristics: Basis of Design: Dow Chemical Company; STYROFOAM™ Square Edge [OR] Scoreboard; www.dowbuildingsolutions.com Type: , Type IV - 25 PSI. Flame Spread Index (FSI): Class A - 0 to 25, when tested in accordance with . Smoke Developed Index (SDI): 450 or less, when tested in accordance with . R-value (RSI-value); 1 inch (25 mm) of material at 72 degrees F (22 C): 5 (0.88), minimum. Panel Size: [Thickness in inches] thick by 48" wide by 96" long. Board Edges: Square. Recycled Content: Average of 20% pre-consumer certified by UL Environment Inc. Sustainability: Third party listed Environmental Product Declaration certificate. 2.03 ACCESSORIES A. Board Insulation Bonding Adhesive: Provide product as recommended by insulation manufacturer that will not damage insulation or substrates. 1. Acceptable Products: a. The Dow Chemical Company; GREAT STUFF PRO™ Wall & Floor. b. The Dow Chemical Company; ENERBOND™ Pro Adhesive. B. Roof/Wall Juncture 1. Maintain continuity of air barrier by sealing the roof/wall juncture. 2. Acceptable Products: a. The Dow Chemical Company; FROTH-PAK™ Foam Insulation (Class A). PART 3 EXECUTION 3.01 EXAMINATION A. Verify that substrate, adjacent materials, and insulation materials are dry and that substrates are ready to receive insulation.
07 2100 Ultra Wall System with CAVITYMATE™ Ultra Insulation + Air + Water Barrier Wall System Guide Specification DISCLAIMER: The manufacturer has reviewed the product information contained in this short form specification. The information is organized and presented to assist the specification writer working on a construction project to select the appropriate products and to save time in writing the project specification Section. The specification writer is responsible for product selection as well as the use and application of this information, and should contact the manufacturer to ensure that all options are available and that the associated specification information is valid and correct. SPEC NOTE: Insert the required paragraphs into the Section under the noted Articles, and make any required selections. Where selection is indicated with an [OR] statement, select the appropriate paragraph and delete the inappropriate statement. Delete all SPEC NOTEs and [OR] statements prior to final printing. 01 4100: CONTINUOUS ENVELOPE AIR SEALING PART 1 GENERAL 1.01 SECTION INCLUDES A. Administrative and procedural requirements to create an airtight building enclosure that controls infiltration / exfiltration of air. The Prime Contractor shall ensure that the continuous air barrier around the building enclosure is achieved with the following characteristics: It must be continuous, with all joints, penetrations, and air paths sealed. It must be structurally supported. It must be connected and continuous between foundation & walls, walls & windows/doors, different wall systems, wall & roof. 1.02 RESPONSIBILITIES A. Prime Contractor Responsibilities: Unless otherwise indicated, the Prime Contractor shall provide coordination of the trades, and the sequence of construction to ensure continuity of the air barrier system joints, junctures and transitions between materials and assemblies of materials and products, from substructure to walls to roof. PART 2 – PRODUCTS – [not used] PART 3 – EXECUTION – [not used] END OF SECTION 07 2100
Purpose: This tool will help your team align your institution’s multiple mathematics pathways to its programs of study. Specifically, the outcome of this tool is to develop an inventory of your institution’s mathematics courses, which will help your leadership team do the following: List all programs of study. Identify math course requirements for each program at your institution. Compare math course requirements at primary transfer institutions. Facilitate discussions with program leads and department chairs across campus. Improve alignment of mathematics preparation with needs of the programs over time. Provide clear and consistent information for advisors and faculty. Users: Administrators, math department chairs, math faculty, advisors Process-at-a-Glance: This tool is comprised of three parts. Part I Current Program Requirements Part II Review External Recommendations Part III Action Steps to Maximize Scale pp. 2-6 pp. 7-10 pp. 11-13 Purpose Gather current information about math course requirements and advising practices Inform changes possibly made to course requirements and advising practices Identify short- and-long term action steps to scale math pathways implementation Who Is Involved Leadership team, with input from partner discipline leads or department chairs Leadership team Leadership team Necessary Resources Template for Alignment of Mathematics Pathways Inventory Sample Math Pathways List Engaging Partner Disciplines: Multidisciplinary Discussion Tools Institutional Transfer Data State-Level Math Inventory Guide (if available) Program of Study Briefs (multiple briefs available) Alignment of Mathematics Pathways Inventory Part I: Current Program Requirements
For Institutional ORUs the lead Sponsoring Faculty is expected at a minimum to support the development of the ORU in collaboration with the Office of the VPRI by promoting membership in the ORU, supplying a decanal representative to serve as Vice-Chair of the ORU Board, facilitating selection and approval of Directors for the ORU, and integrating ORU objectives into Faculty planning on complement, graduate and fellow recruitment and training, advancement opportunities, and other relevant areas. Applications for Institutional ORUs must also be followed by a letter of support from the Dean or designate of at least one other Participating Faculty. B Budget Provide a 5 year budget proposal for the ORU including a detailed budget for the first year. The Budget should itemize estimated expenses and the anticipated sources of revenue to cover those expenses, including supports confirmed from the Faculties and any support requested from the VPRI. Please contact Chandra Persaud, Budget Officer in the Office of the VPRI, for assistance in developing the budget. C Other attachments The plan which formed the basis for the ORU’s last charter application Reports from the most recent Senate review or interim review (i.e. any reviewer report, any response from the ORU) annual reports for the ORU for its past two years
ASCII codes: 0 .. 31 Symbols for arithmetic operators: ( ) - + / ^ = < > Spaces and the symbols: ' . , % " : ; $ # @ It is not allowed to choose a number as the first character of a name. By placing a name between square brackets the above restrictions do not apply. The first character of the name will be "[" and the last character "]", e.g. [2r] is allowed as a variable name. Reserved words Some words have a special meaning. You are not allowed to use them as names of constants, variables, procedures or functions. These words are listed on the next page. Abs And ArcCos ArcSin ArcTan Becomes Bit ClearData Column Cos Count Counter Delta Do Domain Derivative DerivativeSmooth DerivativeSecond DerivativeSecondSmooth Else EndDo EndFunction EndIf EndRedo EndProcedure Entier Exp Fac Filter Function If Interval Level Ln Log Max Min Not On Off Once Pi Print Procedure Pulse Rand Redo Repeat RepeatedPulse Reset ResetAbsolute ResetCounters Round RunningTime SaveData Set SetLevel SetAbsolute Sign Sin Sound Sqr Sqrt Stop Stopwatch Tan Then Until Wait Latched Unlatched While
An individual shall be ineligible for participation in an intercollegiate sport if he or she ever has agreed (orally or in writing) to be represented by an agent for the purpose of marketing his athletics ability or reputation in that sport. However, you can use a recruiting service or family advisor to help promote you and guide you through the proper recruiting processes as long as your advisor does not receive any financial gain once you leave college. When Should I register for the Eligibility Center? Ideally, you should register with the Eligibility Center sometime during your Junior year of High School. A transcript that includes six semesters of grades should be sent to the Eligibility Center form your high school. Additionally, you should request all SAT and/or ACT test scores be forwarded directly to the Eligibility Center. This can be done at the time of registration for the SAT by entering code “9999” as a reporting selection. How Do I Register for the Eligibility Center? – Go to: 5. NATIONAL LETTER OF INTENT: The National Letter of Intent (NLI) is the name of the document that formalizes an athletic scholarship. It is a binding agreement between a student-athlete and a university. Under an NLI, the university agrees to provide financial aid for one academic year in exchange for the student-athlete’s agreement to attend the university for one academic year. FINANCIAL/ ATHLETIC AID: US College Hockey On-Line www.uscho.com College Hockey Inc www.collegehockeyinc.com NCAA www.ncaa.com NCAA Eligibility Center www.web1.ncaa.org/ECWR2/NCAA_EMS/NCAA.jsp USPHL www.usphl.com
details of interest in the welfare of the child/young person (where applicable) NOTE: Before granting leave the Court will consider: the nature of the application the age of the child/young person the length of time the child/young person has been with the current carer the plans for the child/young person whether the applicant has an arguable case matters concerning the care and protection of the child/young person that are identified in a section 82 report or section 85A report. 4 Application for contact order Contact order Section 86 Any person who is a party to the care application Any person who considers that they have sufficient interest in the welfare of the child/young person The application must specify: the reasons for making the application the reasons for leave being granted, in particular, details of any significant change in any relevant circumstances since the order was made details of interest in the welfare of the child/young person (where applicable). 5 Application for PCO PCO Section 91A FaCS The application must specify: details of the deficiency in parenting capacity that has the potential to place the child/young person at risk of significant harm that it is reasonable and practicable to require the parent or care-giver to comply with the order why the applicant believes the parent or care-giver is unlikely to attend or participate in programs unless a PCO is made. 6 Application for variation or revocation of a PCO Revoke or vary PCO Section 91H Any person who is a party to the PCO The application must specify: the reasons for making the application, in particular, details of any significant change in any relevant circumstances since the order was made details of the change requested. 7 Application for assessment order Assessment order Sections 53 & 54 FaCS Child/young person Parent Any other person who is a party to the proceedings The application must specify: why the assessment is being requested and why the information cannot be obtained elsewhere the specific issue/s or person to be assessed. The list of documents to be provided to the clinician. NOTE: Where the Court makes an assessment order Registry staff will forward Form 43 – assessment order
Appendix IV Sample Call Center/Registration Form Appendix V Sample of Request for Clinical Research Center Support Request for Clinical Research Center Support Instructions: To inquire regarding support of the Baylor St. Luke’s Medical Center (BSLMC) Clinical Research Center (CRC), please complete this form and email to . A member of the CRC team will contact you to schedule a feasibility meeting. IRB of record #: Principal Investigator: Study funding source: Industry Non-industry Expected/requested CRC start date: Estimated study duration (years/months/days): Anticipated total number of subjects to be seen at CRC: Anticipated total # of CRC visits per subject: List each visit you wish to have conducted at the CRC, including the anticipated day of the week, start time, and number of hours/visit. Completed Attach the study schedule of events and clearly indicate which procedures will be performed by CRC nurses and which by study staff. Study supplies and equipment
The application for the Restricted CTE teaching license consists of the items on the right side of the cover page. A check box for each section needs to be completed for the application to be complete and considered for licensure. Applicants will work with their Regional Coordinator to complete the application. Currently, ODE accepts CTE licensure applications only from Regional Coordinators. This guide will discuss each section of the application and what is suggested as evidence of a complete application. A complete Application will include: Completed ODE application submitted by a Regional Coordinator includes ALL of the following: The Instructor Appraisal Committee’s (IAC) recommendation for licensure on an approved ODE form, including any course restrictions related to the recommended endorsement(s), unless waived by ODE; A copy of the signed CTE Professional Development Plan (PDP) indicating the expectations for the educator over the next three years of the license; Evidence of the co-applicant school district’s ODE-approved Program of Study in the requested CTE endorsement area; or evidence that the district has submitted an application for approval of the CTE program to ODE; The name and credentials of the identified CTE mentor; Transcripts of an associate degree or higher (or the ODE waiver); AND Industry work experience documented as listed below. For TSPC (to be completed after approval of above) Completed TSPC application submitted directly to TSPC by applicant will include ALL of the following: A signed and dated TSPC and the appropriate fees; furnished in the manner prescribed by the commission and satisfactory responses to the character questions contained in the commission’s licensure application; AND Proof of a passing score on a commission-approved test of knowledge of . What to include in a First Restricted CTE Application to the Oregon Department of Education Business and Industry Experience or Experience Waiver CTE licensure places an emphasis on occupational experience and is designed for teachers in high school CTE programs preparing students for specific career areas. To qualify for a Restricted CTE license or a CTE endorsement, applicants must show recent and relevant knowledge of a significant portion of the industry they wish to teach. To accomplish this, the current recommendations for industry experience are:
actions taken by the person to avoid crime in the target area; and recent victimisation in the target area. In addition, it will be necessary to obtain demographic information from survey respondents, including their age, sex, language spoken, living arrangements, education and employment status. These are important because they have been shown to influence people's perceptions of crime and safety. Survey templates have been developed for you to use in surveying the community pre- and The surveys for the two time periods are similar in content, to allow you to measure change by repeating the same questions at two time points. Questions have been organised into modules, so that you can select which questions are most relevant to your project. See for more information and an easy template for you to use to survey the community before and after you implement your project. How should you administer the survey? There are various options for administration of the survey including via telephone, in paper format, online or face-to-face by pedestrian intercept. The pros and cons of each approach, along with some useful things to consider in choosing how you might conduct a survey, are presented in Table 6. Table 6 Different options for conducting community safety surveys Mode Pros Cons Things to consider Telephone survey Council workers are not required to go into the field to collect the data The same group of participants can be targeted for participation pre and post-implementation There may be challenges in gaining access to phone numbers of potential participants How will the telephone contact details of potential participants be accessed? Does Council have the time and resources required to conduct surveys via telephone? Paper-based survey Nearby streets can be easily identified and selected for inclusion in the sample by referring to a map of the local area The same group of participants can be targeted for participation pre and post-implementation After the initial letterbox drop, the time and resources required to administer the survey is limited The onus is on the individual to respond to the survey and post the completed form back to Council, which may limit response rate What are the staffing and resourcing implications associated with the letterbox drop? What are the costs associated with printing surveys and providing reply paid envelopes to respondents?
Shakespeare play: Shakespeare, William. Othello, the Moor of Venice. The Complete Works of William Shakespeare, edited by David Bevington, 5th ed., Pearson Education, 2004, pp. 1150-1200. Article in a journal (30): Baron, Naomi S. “Redefining Reading: The Impact of Digital Communication Media.” PMLA, vol. 128, no. 1, Jan. 2013, pp. 193-200. Article retrieved from a database (32): Goldman, Anne. “Questions of Transport: Reading Primo Levi Reading Dante.” The Georgia Review, vol. 64, no. 1, 2010, pp. 69-88. JSTOR, wwwjstor.org/stable/41403188. Article on a Web site (28): Hollmichel, Stefanie. “The Reading Brain: Differences between Digital and Print.” So Many Books, 25 Apr. 2013, somanybooksblog.com/2013/04/25/the-reading-brain-differences- between-digital-and-print/. Article with a DOI number (48): Chan, Evans. “Postmodernism and Hong Kong Cinema.” Postmodern Culture, vol. 10, no. 3, May 2000. Project Muse, doi: 10/1353/pmc.2000.0021. E-mail (29): Boyle, Anthony T. “Re: Utopia.” Received by Daniel J. Cahill, 21 June 1997. TV show (30): “Hush.” Buffy the Vampire Slayer, created by Joss Whedon, performance by Sarah Michelle Gellar, season 4, episode 10, Mutant Enemy, 1999. Conference paper or public lecture (52): Atwood, Margaret. “Silencing the Scream.” Boundaries of the Imagination Forum. MLA Annual Convention, 29 Dec. 1993, Royal York Hotel, Toronto. Address. Introduction or preface (106): Felstiner, John. Preface. Selected Poems and Prose of Paul Celan, by Paul Celan, translated by Felstiner. W. W. Norton, 2001, pp. xix-xxxvi. Cross-referenced text (115): Agee, James. “Knoxville: Summer of 1915.” Oates and Atwan, pp. 171-75.
Our team Our doctors Dr Jackie Muir (Partner) - GMC number 3108712. Qualifications MBChB 1985 MRCGP 1992. Specialist interests include - Child Protection / IUCD fitting / Drug Dependency Dr Jyoti Ravikumar (Partner) – GMC number 6051521. Qualifications MBBS 1999 MRCGP 2011 DCH DRCOG DFS RH. Specialist interests include – Prescribing Dr Caroline Dunmore (Salaried GP) - GMC number 3407150. Qualifications MBBS 1989 MRCGP 1994. Specialist interests include - IUCD fitting. Please note that Dr Dunmore does not have her own patient list. Dr LP Koratamaddi (Salaried GP known as Dr LP) – GMC number 4331919. Qualifications MBBS 1983 MD 1991 MRCP 1994. Specialist interests include – Care of the Elderly and has responsibility for Chilton Meadows Nursing Home. Dr Prasad does not have his own patient list. Ms Rachel Clarke Senior Nurse Practitioner Qualifications BSC RGN SN Dip FP CHD Independent Nurse Prescriber Rachel supports the Partners and is able to see all patients in the first instance. Denise Farrow Nurse Practitioner Qualifications BSc RGN Independent Nurse Prescriber Denise joined the practice in July 2015 and is a prescribing nurse practitioner and will be working alongside Rachel and Andrew Andrew Toogood Emergency Care Practitioner Qualifications Emergency Care Practitioner Programme Diploma Andrew also joined us in July 2015 and will be seeing all emergencies, walk in patients and doing home visits. Our nursing team Our highly qualified nurses deal with a range of conditions and health concerns.
Wool Bay 5575 Yorke Peninsula Woolpunda Loxton Waikerie Woolshed Flat Clare & Gilbert Valleys Woolsheds Light Wooltana (Station) Outback Areas Woolumbool Naracoorte Lucindale Woolundunga Flinders Ranges Woomera 5720 Outback Areas Worlds End Goyder Worlds End Creek Goyder Worrolong Grant Wrattonbully Naracoorte Lucindale Wudinna 5652 Wudinna Wunkar Loxton Waikerie Wyacca Flinders Ranges Wye Grant Wynarka 5306 Karoonda East Murray Wynn Vale 5127 Tea Tree Gully Wyrie Wattle Range Yabmana Franklin Harbour Yacka 5470 Northern Areas Yadlamalka Outback Areas Yadnarie Cleve Yahl 5291 Grant Yalanda Kimba Yalkuri Coorong Yallunda Flat Tumby Bay Yalpara Orroroo Carrieton Yamba Renmark Paringa Yandiah Mount Remarkable Yandra Outback Areas Yanerby Streaky Bay Yaninee 5653 Wudinna Yankalilla 5203 Yankalilla Yantanabie Streaky Bay Yanyarrie Orroroo Carrieton Yaranyacka Tumby Bay Yarcowie Goyder Yardea Outback Areas Yarrah Flinders Ranges Yatala Port Adelaide Enfield Yatala Vale 5126 Tea Tree Gully Yatina Orroroo Carrieton Yattalunga 5115 Playford Yednalue Flinders Ranges Yeelanna 5631 Lower Eyre Peninsula Yelta Copper Coast Yiddinga Murray Bridge Yinkanie Loxton Waikerie Yongala 5493 Peterborough Yongala Vale Goyder Yorke Valley Yorke Peninsula Yorketown 5576 Yorke Peninsula Younghusband Mid Murray Yudnapinna Outback Areas Yumali 5261 Coorong Yundi Alexandrina Yunta 5440 Outback Areas Zadow Landing Mid Murray
Concept focus: Climate change adaptation Sustainable energy Both Project type: Type 1 – 200,000 Euro maximum budget Type 2 – Maximum budget is the country allocation Total requested budget: Duration of project: Contact point: Give contact details for the liaison person in the country responsible for the concept note, including name, position, organisation, e-mail, phone number. An alternate contact person may also be included. Support for PDD development: This section enables countries to utilise an allocation of up to 30,000 Euro from the country allocation for the engagement of consultant(s) or organisation(s) to assist in PPD(s) development. Yes, consultant(s) or organisation(s) to be engaged: …………………………………………………………………. No Undecided Concept Note – Description (4 pages maximum) Project title Background and rationale (max ¾ page) Provide a short paragraph that includes background information relevant to the specific concept note. This background information should be brief, concise and project specific. Avoid including general background information on the country (ies). Include a short description of the problem the project is trying to address including the nature and extent of the problem. Briefly mention relevant previous studies and their results, if available. Briefly describe how the project responds to national development policies, strategies and/or goals and national CCA and/or SE or other sectoral policies or goals. Provide justification as to why this issue is a priority. If required include links to relevant information.
2 hour consultation held in meeting room Advisors or project managers, more senior staff, include at least 1 key decision maker Half-day consultation held in meeting room Mix of junior & senior staff include 1+ advisors & key decision makers. 1-day consultation with experts in meeting room Junior level (technical) agency employees + advisor or someone connected to LEADers 1-day consultation with general audience (e.g. introducing theconcept to interested parties) General public officials; local communities or provincial/ municipal level bureaucrats + include a technical fisheries person
Appendix 3 – Guidance for the Apprenticeship ‘Apprentice Handbook’ and the ‘Employer Handbook’ [these may be replaced with templates) Apprenticeship ‘Apprentice Handbook’ The Apprenticeship ‘Apprentice Handbook’ should be written as a companion document to the Course Handbook for the HE Award in instances where the Course is already approved and may be undertaken by students outside of the apprenticeship. Where a new course is approved solely for the purposes of the Apprenticeship, a combined Course and Apprenticeship Handbook may be written which includes clarity of information related to the HE award and the apprenticeship programme, with links to both the Programme Specification (for the HE Award) and to the Apprenticeship Specification (for additional requirements for the Apprenticeship). Sections Comment/further details Introduction and welcome Some standard/editable text welcoming the apprentice to the apprenticeship programme. It should explain that this is a companion document to the course handbook (unless the course is developed solely for the purpose of the apprenticeship in which case the two may be combined) Key contacts Will these be different in any way from those listed in the course handbook e.g. are we anticipating lead employer roles, work place mentors? What is a Higher level/Degree Apprenticeship? What they are and what benefits they have in principle, can be standard. Then what is specific to this apprenticeship and any distinctive features. Apprenticeship Agreement and Commitment Statement Clarify what these are, their purpose and who signs them. Induction Identify anything that is above and beyond or different from typical UW induction, particularly in relation to work place mentoring. Elements of the Higher level/Degree Apprenticeship Explain that there are two elements to an apprenticeship; the academic award and the meeting of the Apprenticeship Standard and that these are mapped. Can be standard text with hyperlinks to the Programme Specification and the Apprenticeship Specification. Include the Apprenticeship Standard (or a link) and then link to the mapping in the apprenticeship specification.
delegate disappear discretion graffiti immediately implement incredible interesting irritate mysterious observant opportunity professional representative relative relevance separate statutory simultaneously successful tolerance whether deligate dissappear discresion graffitti/grafiti imediately impliment incredable interisting iritate misterious observent oppertunity proffessional representitive relitive relavence seperate statutary similtaneously / simultanuously sucesfull / succesful / sucessful tolarance wheather / wether III. The Faculty’s referencing guidelines Introduction The purpose of referencing is essentially twofold: To acknowledge the intellectual property rights of others;
DESIGN COORDINATION CONSTRUCTION PROGRESS REVIEWS ANY OTHER BIM MEETINGS THAT OCCURS WITH MULTIPLE PARTIES Model Delivery Schedule of Information Exchange for Submission and Approval Document the information exchanges and file transfers that will occur on the project. INFORMATION EXCHANGE FILE SENDER FILE RECEIVER ONE-TIME or FREQUENCY DUE DATE or START DATE MODEL FILE MODEL SOFTWARE NATIVE FILE TYPE FILE EXCHANGE TYPE DESIGN AUTHORING - 3D COORDINATION STRUCTURAL ENGINEER DESIGN TEAM BIM MANAGER WEEKLY DATE STRUCT REVIT .XYZ .XYZ .ABC DESIGN AUTHORING - 3D COORDINATION MECHANICAL ENGINEER DESIGN TEAM BIM MANAGER WEEKLY DATE MECH REVIT .XYZ .XYZ .ABC 11: Approved BIM Software for USF Projects The University of South Florida has adopted Autodesk Revit software platforms as its standard BIM software. The USF-BIM-EP shall address all software to be used on the project as needed. Any other software applications, such as Third Party Applications shall be approved by USF before use. The Autodesk Revit products currently used by USF are:
students in Metro Melbourne to experience Dialogue in the Dark. This experience will teach students about diversity, empathy and understanding. To vote for this project: 1. and set your location to 29 – 31 Star Crescent, Docklands, 3008. 2. Find the project and add it to your shortlist. 3. Browse other interesting projects near Dialogue in the Dark, and add three to your shortlist 4. Once you have selected your three projects, follow the prompts to vote. Happy voting, Team GDV and DiD NOTE: Pick My Projects website is run by The Department of Premier and Cabinet and endeavours to conform to level AA of the World Wide Web Consortium (W3C) If you have any difficulties with the website’s accessibility, or have any suggestions on how we can improve the accessibility of this website, please Shining Through the Darkness – GDV client Steph Agnew invites you to her inaugural speaking event Steph is a tenacious 31-year-old woman sharing her story of losing her sight but gaining her determination in
Face-to-face planning meetings with a LAC, the participant and an NDIA planner to finalise their NDIS plan. Participants being able to see a working version of their plan as it is being developed and having the opportunity to ask questions and provide feedback during the planning meeting, to allow for any queries to be discussed and addressed before the plan is finalised. Ongoing initiatives include: A simpler and quicker process to make minor changes to a plan Providing participants with the option to allow their providers to view their plan in the portal so providers can better understand their goals and tailor their services accordingly. You can also find more information about the new NDIS participant and provider pathway on the , including information in Easy English. If you are eligible for the NDIS and it has rolled out in your area, but you haven’t felt up to facing the planning process yet, then 2018 might be the time to give it a go. And don’t forget we offer FREE pre-planning support, every step of the way. Clients who go on the NDIS do say it is worth it, and it’s your right to get the support you need.
Editor’s update Brrrrr, it’s certainly getting chilly all of a sudden! Winter is well and truly here so it’s a good time to grab a cuppa and sit down for a read through On The Move. This month we introduce 2 exciting new Group Programs – Public Transport for Families – All Aboard! for parents & grandparents who want to build their skills and confidence getting around on public transport with the little ones, and: Stop & Shop Southland – get to explore the new Southland Station & even get some Christmas Shopping in…yikes, it’ll be here before you know it! We are always looking to try different and interesting programs focused on things you want to try, so if you have any suggestions please get in touch. Remember, we are your Guide Dogs Victoria! Also below, meet Amy our new Graduate O&M. In our Tech section find out about the App 'Eye-D'; and for our Guide Dog Handlers there are tips on keeping your Guide Dog snug this winter. Enjoy the read, and stay warm! Sophie Wild Bulletin Editor
There are two other new staff members to welcome, opening up a new Orthoptist service for Guide Dogs Victoria to offer clients. Kate Clark and Khoa Nguyen are Orthoptists with a combined 20 years of experience in low vision who have started at GDV this week. Kate and Khoa will be providing functional vision assessments, low vision aids and strategies to assist our clients utilise remaining sight. They will be working with clients of all ages and across a variety of settings including; homes, schools, workplaces and in the clinic at GDV Kew. Kate and Khoa are passionate about their profession and are excited to share their expertise and experience to support staff and clients of GDV. As with all our services, the Orthoptists service is available to all our clients as required and at no charge, unless you are eligible for NDIS or My Aged Care Funding in which case it can be covered under these programs. If you are interested in accessing our Orthoptist programme please email . (picture: new GDV Orthoptist Kate) (picture: new GDV Orthoptist Khoa)
#3 Narrative Writing Creative Writing. Poetry Stories, etc… Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. #4 *PARCC Literary Analysis Task (LAT) Combination of informative/explanatory writing and argumentative writing. Students will read literature selections, answer a series of questions from each text and synthesize in order to write to the provided prompt. These tasks are writing to show reading comprehension tasks. Student’s writings must show comprehension of key ideas and details as well as written expression and knowledge of language and conventions. The PARCC Writing Rubrics should be used to evaluate these writing tasks. These rubrics can be found at Choose PARCC Resources to view the rubrics as well as a practice tests and other PARCC tools. #5 *PARCC Research Simulation Task (RST) Possible combination of informative/explanatory writing and argumentative writing. Students will analyze an informational topic presented through several articles or multimedia stimuli. The first text will be an anchor text that introduces the topic. Students will engage with texts, answer a series of questions from each text and synthesize the information from these sources in order to write two analytic essays. #6 *PARCC Narrative Tasks (NT) Writing a narrative. After reading a literary or informational selection, students will be asked to respond in writing to a prompt that asks them to continue a narrative story or write a narrative description. Plan a scope and sequence to include all writing necessary in the seventh grade school year. For example: Quarter 1 Quarter 2 Quarter 3 Quarter 4 7th Grade PARCC Writing Sample Prompts The Literary Analysis Task will have students analyze multiple texts and synthesize their findings in essay form. Before reading the selection, students should read the bolded statement above the passage. This gives students a clear message as to what they are to pay attention to in the text in order to write to the prompt. After they have read and answered questions, the 2nd part of the prompt may read something like this:
Introduction In 2003 the County Court of Victoria began accepting most documents filed within the civil jurisdiction of the Court via electronic transmission (eFiling). The Court has engaged CITEC Confirm to provide the web services to enable eFiling of documents. CITEC Confirm provide a similar service for the Magistrates' Court of Victoria and the Supreme Court of Victoria. As of 1 August 2016 the County Court is making eFiling mandatory for most documents within the civil jurisdiction. Any reference to the "Rules" or "Rule of Court" in this guide is a reference to the County Court Rules of Procedure in Civil Proceedings 2008. Who can eFile? Until further notice, eFiling will be limited to legal firms whose Solicitors’ have been issued with a Solicitor code from the Victorian Legal Services Board. How to eFile with the County Court Registration details and instructions for eFiling are available from the CITEC website at CITEC provides training at solicitors offices and reference guides are available on request from CITEC. CITEC can also be contacted on their enquiry line on 1800 773 773 or at their Melbourne Office on 96388100 or at Cost The usual Court fees apply and are payable via CITEC. In addition an administration fee is charged per document lodgment by CITEC. There are certain documents (eg certifications) which do not attract an administration fee and which CITEC enables you to file free of charge. A full list of fees and charges are available at Documents which may be eFiled From the 1st of August 2016, all documents that are available for filing via CITEC must be filed electronically. For a full list of documents that can be filed electronically please see page 14.
2AIN Answers to Interrogatories filed N N N 2NOAI Appearance filed - Instruments Act Y Y N 2AOE Application for Attachment of Earnings Order Y Y Y 2ALP Application for Leave to Proceed filed Y Y N Code Document Name RC CS PHD TAM3 Application for transfer to Magistrates Court-Part 3 Y N N TAM5 Application for transfer to Magistrates Court-Part 5 Y N N TAS3 Application for transfer to Supreme Court-Part 3 Y N N 2CJI Certificate of Judgment filed Y Y N 2COR Certificate of Readiness filed Y N N 2CWEO Commonwealth S29, S73 Exclusion Order Y Y Y 2LIT Consent to Act Litigation Guardian N N N 2CND Counterclaim - New Defendant Y Y N 2CCF Counterclaim filed Y N N 2DAI Default in Answering Interrogatories N N N 2NDD Default in Making Discovery N N N 2DCF Defence & Counterclaim filed Y N N 2DEF Defence filed N N N 2CCD Defence to Counterclaim filed N N N 2SUB eFiled 42A Subpoena Issued Y Y N 242EF eFiled 42AA Subpoena to Registrar Issued Y Y N 3EJF1 eFiled-First day jury fee paid Y N N 3ESDT eFiled-Setting down trial fee Y N N 2FPN Fourth party notice filed Y Y N 2FBP Further & Better particulars filed N N N 3HF10 Hearing Fee 10th day (and subsequent days) N N N 3HF2 Hearing Fee 2nd - 4th day N N N 3HF5 Hearing Fee 5th - 9th day N N N 2S15 Infant Compromise filed Y N N 2IAF Interlocutory application filed Y Y Y
6.2 Approved funding Provide in Annex F a summary of approved funding. Indicate whether the approved funding is from an internal PA or EA or from a client department. Is the funding part of existing corporate plans? If so, provide the reference (for example, provide the TB minute number). See . 7.0 Change management 7.1 Technical side of change 7.1.1 Scope management Describe the tools, techniques and approach to be taken to control changes in scope, to determine who will have authority for such change, to identify who will pay for additional fees/costs, and to monitor the impact on other aspects such as the budget, schedule, and risks associated with the approved changes. Note that in the preliminary project plan, this section may not be highly developed. 7.1.2 Time management Following the scope management process, any approved changes to scope must be included in the project schedules and narratives and approved by the project team. 7.1.3 Cost management The project team must ensure that any approved scope changes following the scope management process must be documented accordingly and any impact on the cost has to be evaluated and reflected in the project cost plan. 7.2 People side of change In the case of projects that may have effects on employees, such as Workplace 2.0 fit-up or activity based workplace (ABW) projects, base building, and renovations, the project team is encouraged to communicate with the project change manager (from the PSPC project team in the case of a PSPC project, or from the client department project team in the case of an OGD project) and with the PSPC change management advisor (from the PSPC Workplace Solutions Change Management Unit) assigned to the project, regarding all change-related matters that will affect employees. See . 8.0 Risk management Risk analyses and plans are to be prepared following TB guidelines and the NPMS risk management knowledge area. Include a summary of the major risks identified and their potential impacts relative to cost, schedule, quality and political objectives of the project. Describe the planned responses to mitigate, minimize or avoid impacts on costs, schedules and quality. The complete risk analysis and risk management plan are to be included as an annex (Annex G) or a reference document. The potential impact costs associated with the risk analysis should also be included in the cost estimates shown in the Cost management section. Review the risk management plan periodically and amend the risk management plan to include new risks as they appear throughout the life of the project.