zilongwang/ReadingBank huggingface dataset:
Transparency – we will ensure that as far as possible there is openness and clarity in procurement policy and its delivery. Competitive Supply – we will procure using publicly advertised competitions unless there are convincing reasons to the contrary. Consistency - suppliers can expect that NI Water will apply its procurement policy consistently for its goods, services and works requirements. Effectiveness – we will meet the commercial, regulatory and socio-economic goals of Government in a balanced manner appropriate to the requirement being procured. Efficiency – we will carry out all our procurement processes as cost effectively as possible. Fair Dealing – we will treat suppliers fairly including protecting commercial confidentiality where required. We will not impose unnecessary burdens or constraints on suppliers or potential suppliers. Integrity – we will ensure that there is no corruption or collusion with suppliers or others. Informed Decision Making – we will base decisions on complete and accurate information and monitor requirements to ensure that they are met. Legality – we will comply with the Utilities Contracts Regulations where they apply and other legal requirements. Integration – our policies will pay due regard to Government’s other environmental, economic and social policies rather than cut across them. Responsiveness – we will endeavour to meet the aspirations, expectations and needs of the community served by the procurement. Accountability – we will ensure that effective mechanisms are in place to enable the Chief Executive, as Accounting Officer for NI Water, to discharge their responsibilities on issues of procurement risk and expenditure. Your views We will listen and, where appropriate, act upon your suggestions / comments about the way we carry out NI Water’s procurement and how we may improve it. If you have any comments, you should contact us on the email addresses below:- Operational / Integrated Procurement Team – Engineering Procurement Team - If you have a complaint:- We aim to provide a high quality, efficient and professional service but, occasionally, things can go wrong. If you feel we have fallen short of demonstrating our values or meeting first principles in our dealings with you and you do not receive the standard of service or information you expect or consider you are reasonably entitled to, you should immediately raise the matter with the senior member of staff in the team dealing with the particular procurement exercise. This is Stage 1. This should be in writing, either by post or e-mail, briefly setting out the details of your complaint. Where possible your complaint will be dealt with immediately. If an investigation is needed we will
415315/004 415315/006 18+ card Black Samsung flip phone 425340/002 Black Telstra T96 425948/001 425948/002 Silver Apple IPad Multi-coloured bag 425946/001 425946/002 Black ASUS laptop Black Targus computer bag 424164/001 424164/002 424164/003 424164/004 424164/005 424164/006 424164/007 424164/008 424164/009 424164/010 424164/011 424164/012 424164/014 424164/015 424164/016 424164/017 Black puma backpack Black/white backpack 2 caps Cosmetics (Used) 5 pairs sunglasses Purple/silver Nikon camera (Poor condition) Blue IPod (Poor condition) Black audio Sonic CD player (Poor condition) Wood bead necklace Silver smoke roller tin Silver toy handcuffs Green headphones 1 gold earring Cosmetics (Used) Bottle of Tarzan Grip Glue Metal jack piece 424307/001 Blue Case with electrical wire and connectors 425218/001 Black bolt cutters 425555/001 Black box of hand tools 425781/001 Black/pink wallet 425579/001 Black kangaroo wallet 425246/001 425246/003 425246/004 Multi coloured wallet Tasmania licence Commonwealth ATM card 424222/001 424222/002 Black Element wallet People Choice bankcard 425338/001 425338/003 Brown snake skin wallet Medicare card 425160/001 Black wallet 423914/001 Hand held scanner 424066/001 Toyota car key
506260/001 Black Apple iPod 506218/001 Black Samsung S9 mobile 506798/001 White mobile 506044/001 White Telstra mobile 490588/007 1x black Telstra mobile phone, 1 x silver Alcatel mobile phone, 1 x white Samsung mobile phone in clear plastic case, 1 x black Samsung 4G (cracked screen), 1 x black Samsung mobile phone (slide phone), 1 x clip seal bag containing 8 various SIM cards. 487570/001 487570/002 Silver LG mobile Black Oppo mobile 506029/001 Gold Huawei mobile 505980/001 505980/002 Grey Telstra mobile Gold iPhone 505679/001 Black Alcotel mobile 505616/001 Black Dell laptop 505583/001 Black floral bag and contents 505575/001 White Nokia mobile 505568/001 Black Telstra mobile 505554/001 Black Oppo mobile 505434/001 Black iPhone 50513/001 Purple Samsung mobile 505116/001 505116/002 505116/003 505116/004 505116/005 White Lenovo mobile Silver Samsung mobile Black Telstra mobile White iPhone Black Kindle 505116/006 Black Dell laptop 505113/001 505113/002 505113/003 505113/004 505113/005 Gold hard drive White Konka mobile White Telstra mobile White Telstra mobile Black Telstra mobile 505109/001 Black Rusty wallet and contents 505088/001 505088/002 505088/003 505088/004 505088/005 505088/006 Black shoulder bag and contents Black Huawei mobile Black Samsung mobile Grey Telstra mobile Black Telstra mobile Black Telstra mobile 505026/001 Grey HTC mobile 504933/001 Purple Samsung mobile 504930/001 Apple Mac Book Air 506699/001 Black iPhone 504884/001 Black Telstra mobile 504878/004 Grey Telstra mobile 504818/001 Black iPhone 504817/001 Brown Billabong wallet and contents 504816/001 Blue patterned purse and contents
Schedule Adelaide River School Alcoota School Amanbidji School Amoonguna School Areyonga School Barunga School Belyuen School Bonya School Bulla Camp School Bulman School Douglas Daly School Dundee Beach School Finke School Haasts Bluff School Harts Range School Imanpa School Jilkminggan School Kiana School Laramba School Mamaruni School Manyallaluk School Mataranka School M'Bunghara School Middle Point School Milikapiti School Mount Allan School Mutitjulu School Nganambala School Nyirripi School Papunya School Peppimenarti School Pigeon Hole School Pine Creek School Pularumpi School Robinson River School Timber Creek School Tipperary Station School Titjikala School Urapunga School Wallace Rockhole School Walungurru School Watarrka School Watiyawanu School Woolaning School Woolianna School Wugularr School Yarralin School
Title: RMIT Senior Leaders Review Meeting Date: Chairperson: [Senior Risk Manager, Health and Safety] Location: Distribution: (Inclusive of attendees) Attendees: Apologies: Agenda Item No. Subject Action By Action Date Completed 1.0 Review of Previous Minutes and any actions: [Insert Notes] 2.0 Results of HSW Audits (internal & external) [Insert Notes] 3.0 Customer Feedback [Insert Notes] 4.0 Changes which may affect HSW [Insert Notes] 5.0 Corrective Actions & Non-Conformance Reports [Insert Notes] 6.0 Review of the Corporate HSW Annual Plan [Insert Notes] 7.0 Statistical Review of Trends [Insert Notes] 8.0 General Business [Insert Notes] Meeting Closed: [Time] Next Meeting Date: Venue:
d 8.EE.3 8.EE.4 Student stated their position and provided no explanation to defend it. Student stated their position and provided weak arguments to defend it. Student stated their position and provided a reasonable explanation to defend it. Students stated their position and provided a compelling explanation to defend it. e 8.EE.3 8.EE.4 Student was unable to perform calculation or answer questions. Student performed calculation, but did not write answer in scientific notation. Student provided an explanation for why the new planet would remain a planet by stating it would be the largest. Student correctly performed calculation. Student provided an explanation for why the new planet would remain a planet without reference to calculation. Student correctly stated that the new planet would be largest planet. Student correctly performed calculation. Student provided an explanation for why the new planet would remain a planet, including reference to the calculation performed. Student correctly stated that new planet would be largest planet. 3 a – c 8.EE.3 8.EE.4 Student completed all parts of the problem incorrectly. Evidence that student has some understanding of scientific notation, but cannot integrate use of properties of exponents to perform operations. Student made gross errors in computation. Student completed one part of (a) – (c) correctly. Student made several minor errors in computation. Student performed operations on numbers written in scientific notation, but did not rewrite answers in scientific notation. Student completed two parts of (a) – (c) correctly. Student made a minor error in computation. Evidence that student understands scientific notation and can use properties of exponents with numbers in this form. Student completed all parts of (a) – (c) correctly. Student had precise calculations. Evidence of mastery with respect to scientific notation usage and performing operations on numbers in this form using properties of exponents.
Assessment Task Item STEP 1 Missing or incorrect answer and little evidence of reasoning or application of mathematics to solve the problem. STEP 2 Missing or incorrect answer but evidence of some reasoning or application of mathematics to solve the problem. STEP 3 A correct answer with some evidence of reasoning or application of mathematics to solve the problem, or an incorrect answer with substantial evidence of solid reasoning or application of mathematics to solve the problem. STEP 4 A correct answer supported by substantial evidence of solid reasoning or application of mathematics to solve the problem. 1 a – d 8.EE.1 Student answered 0–1 parts of (a) – (d) correctly. Student was able to complete the table for at least values of 0–5 for part (b). Student was unable to respond to questions or left items blank. Student answered 2–3 parts of (a) – (d) correctly. Student was able to complete the table in part (b) correctly for 5 or more entries, including at least one value on each side of the value given for year 1. Student provided a limited expression of their reasoning in parts (c) and (d). Student answered 3–4 parts of (a) – (d) correctly. Student provided correct answers with some reasoning for making calculations. OR Student had a few miscalculations, but provided substantial reasoning with proper use of grade-level vocabulary. Student answered all parts of (a) – (d) correctly. Student provided solid reasoning for making calculations with proper use of grade-level vocabulary. e – g 8.EE.1 Student answered 0–1 parts of (e) – (g) correctly. Student was unable to relate the pattern in the problem to exponential growth. Student answered 1–2 parts of (e) – (g) correctly. Student was able to relate the pattern in the problem to exponential growth by writing an equation. Student justifications were incomplete. Student answered 2–3 parts of (e) – (g) correctly. Equation given was correct AND student was able to answer questions, but justifications were incomplete. OR The equation given related the pattern to exponential growth, but was incomplete or contained a minor error AND student was able to answer questions using solid reasoning based on the information provided. Student answered all parts of (e) – (g) correctly. Student justified answers and made accurate conclusions based on the information provided in the problem. Student was able to explain limitations of equation when looking ahead in time and back in time.
d 8.EE.1 Student may have been able to rewrite 7-9 as a fraction, but was unable to operate with fractions. Student was unable to show why part (d) was correct, but may have used a property of exponents to state that the given answer was correct. Student answered part (d), but misused or left out definitions in explanations and proofs. Student answered part (d) correctly AND used definitions and properties to thoroughly explain and prove answer. Answer showed strong evidence that student understands exponential notation and can use the properties of exponents proficiently.
ASTM F588-07 “Standard Test Methods for Measuring the Forced Entry Resistance of Window Assemblies, Excluding Glazing Impact” IGCC – Insulating Glass Certification Council – www.igcc.org NFRC – National Fenestration Rating Council – www.nfrc.org NFRC 100-2010 “Procedure for Determining Fenestration Product U Factors” NFRC 102-2010 “Procedure for Measuring the Steady-State Thermal Transmittance of Fenestration Systems” SGCC – Safety Glazing Certification Council – www.sgcc.org ANSI Z97.1-09 “American National Standard for Safety Glazing Materials used in Buildings – Safety Performance Specifications and Methods of Test” 16 CFR 1201 “Consumer Product Safety Commission Safety Standard for Architectural Glazing Materials – codified at Title 16, Part 1201 of the Code of Federal Regulations 2011 Edition” 1.06 SYSTEM DESCRIPTION AAMA Designation: AW-PG100-AP. Windows: 3-1/4" frame depth; extruded aluminum with integral structural thermal break installed by the window manufacturer in the frame and vent members; equal-leg [flange] [prime/nailing fin] frame; exterior and interior finishes applied by the window manufacturer; frames and vents assembled by the window manufacturer. Thermal break: The thermal break separating the exterior and interior aluminum extrusions shall be a mechanical crimp-in-place system utilizing multi-directional glass fiber reinforced polyamide nylon ribbed struts with locking mechanical connections to the aluminum extrusions. The thermal break shall not be compromised by hardware or metal fasteners. Configuration: project in vent; [vent-to-vent with a vertical integral mullion in one master frame;] [vent-to-fixed with a vertical integral mullion in one master frame;] [vent-under-vent with a horizontal integral mullion in one master frame;] with a horizontal integral mullion in one master frame;]
Work on or adjacent to roadway , railway or other traffic corridor * Exposure to traffic hazards Work on or near a pressurised gas distribution mains or consumer piping * Gas explosion , other identified site hazards Regs S 304 Regs S 203 Work on or near a chemical, fuel or refrigerant line * Explosion, rupture of lines, exposure to hazardous substances Regs S 328; S 304 ; Regs S 203 and Work near an exposed energised electrical installation * Prevention of electrical shock, explosion Work in an area that may have a contaminated or flammable atmosphere * Explosion or exposure to hazardous substances Regs S 62 , and ; In an area where there may be artificial extremes of temperature – heat or cold * Thermal hazards causing severe bodily effects Regs S 40 Any other work or jobs likely to pose significant risk to the contractor, University staff or students. University specific hazards likely to significantly affect the contractor, staff or students The QUT project should request a plan or SWMS in these instances. *
<Insert Health and Safety Committee Name> Date Time Location Attendees Management HSRs / DHSRs Guests Apologies Minutes Item Details Action Required By Who By When 1.0 Quorum N/A N/A N/A 2.0 Acceptance of Previous Meetings Minutes N/A N/A N/A 3.0 Standing Action Items 4.0 Actions Arising from Previous Meeting 5.0 DWG Reports Workplace Inspections Incidents Initiatives 6.0 Incident Statistics 7.0 New Business
Where appropriate, library staff are encouraged to expand their library and cross-sectoral networks, and further their professional development by attending courses, conferences, and meetings Comments: The library supports staff work-related study, continuing education and professional activities, including paid work time for attendance, registration fees and travel costs Comments: All library staff (including casual and relief staff) have sufficient training to undertake the requirements of their roles with a minimum of supervision Comments: Formal training is augmented by informal skills transfer and information sessions for staff Comments: Library has an orientation program for new staff Comments: Library provides a staff mentoring program Comments: Library has current position descriptions for all positions Comments: Library has a succession plan for critical positions Comments: Job rotation and staff exchanges are encouraged as an excellent means of ensuring adequate training and development, especially for more isolated staff such as those in small branch libraries Comments: Volunteer help from the community is recruited according to the terms and conditions of a written policy defining the tasks which may be undertaken by these volunteers and clarifying their relationship to library operations and staff Comments: Volunteers are not used as a substitute for appropriately trained and paid library staff. Their role is separate from the day to day operation of the library service, and the tasks they undertake do not comprise core library duties Comments:
_________________________________ _______________________________ 7.2 Apply the dilation D to the polygon with the given vertices. Describe the dilation. 1. D: (x, y) → (1.5x, 1.5y) A(–1, 3), B(2, 2), C(–2, –1) _____________________________________ 2. D: (x, y) → (2x, 2y) P(0, 0), Q(–2, 1), R(3, 3) _____________________________________ ============================================================ 7.3 Explain how you know the triangles are similar, and write a similarity statement. 1. 2. 3. Verify that ABC  MNP.
447262/005 Black Telstra mobile 447128/001 Black Alcatel 445635/006 Black Samsung 450239/001 Silver Alcotel mobile 450202/001 450202/002 450202/003 450202/004 450202/005 Blue Telstra mobile White HSPA mobile Black Telstra mobile Red Telstra mobile Black Samsung mobile 450166/001 450166/002 450166/003 450166/004 450166/005 Green iPhone Black Huawei mobile White Samsung mini tablet Silver iPad 4 Blue Odyssey sports bag 435045/001 435045/002 435045/004 435045/008 Car key Registration renewal notice Car key Spirex notebook 435045/005 435045/012 435035/014 USB Apple laptop (broken) Black hard drive and paperwork 444365/021 Black LG mobile 433166/001 Red MP3 player 429461/002 429461/003 Harrington 12g SSB; S/N CAC194886 Boito 12g SSB; S/N 766173 414365/001 414365/002 White Samsung mobile Black Samsung mobile (damaged) 407373/001 407373/002 Red Nokia mobile Black Samsung mobile 428294/012 U Bute gasmate BBQ 449333/001 Black/yellow Huffy 445074/001 Violet Venom 450136/001 Purple/back Southern Star 448866/001 Black/white Diamondback 448778/001 White Dunlop 448640/001 448640/002 Pink Cyclops Blue/black Cyclops 450056/003 450056/004 White/black Specialized Silver Trek 449633/001 Black/pink Metro Vintage 449643/002 Green/black Cyclops Hyperlite 449766/001 Grey/green Huffy Savoy 450040/001 Green Cyclops Vintage 450022/001 Blue Huffy 449567/001 Red Diamondback 449401/001 Black/Red Southern Star Kodiak 448777/001 Silver/blue Madd Scooter 446617/001 Honda trail bike nil plates attached
3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. A plane figure which can be covered without gaps or overlaps by unit squares is said to have an area of n square units. I Can: *Identify what a unit square is and know it can be used to measure area of a figure. * Relate the area to real world objects. *Recognize area as an attribute of plane with a visual model. * Explain area as an attribute of plane These standards call for students to explore the concept of covering a region with “unit squares,” which could include square tiles or shading on grid or graph paper. Based on students’ development, they should have ample experiences filling a region with square tiles before transitioning to pictorial representations on graph paper. 14-1, 14-10 Not good, esp. 14-10. Please do not teach the formula for area for the first week . Let them figure it out as they count squares Zillion Task for NYC Unit 3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). Questar Emphais - 12/57 I Can: *Determine the area of an object by counting the unit squares in cm, m, in., ft., and other units. *Connect counting squares to multiplication when finding area. Students should be counting the square units to find the area could be done in metric, customary, or square units. Using different sized graph paper, students can explore the areas measured in square centimeters and square inches. The task shown above would provide a great experience for students to tile a region and count the number of square units 14-3, 14-6 – OK - Please do not teach the formula for area for the first week. Let them figure it out as they count squares. In 14-6, focus on Learn Zillion Task Activity
Cheerleaders must pay for all uniforms, camp and accessories before receiving them. Installment payments can be made for these items up until May 24, 2017. A cheerleader will not be allowed to cheer if he/she has not paid for these items. Payments can be made to Mrs. Humes at Gatesville Junior High office during regular school hours. Transportation Cheerleaders are required to ride the provided school transportation to the game. A cheerleader may ride home with a parent/legal guardian only after the parent/legal guardian signs a cheerleader out with the coach. Cheerleaders are responsible for ensuring that all accessories are brought to every game/event and returned to the bus. Each cheerleader is responsible for his/her own property. All safety rules will be followed on the bus. The bus will be clean after each event. Cheerleader Requirements: Tryouts Candidates must have passed each 9 grading period for the 2016-2017 school year. Must have an “S” in conduct for the 2016-2017 school year. If a student has been sent to ISS (lunch ISS not included), the student’s disciplinary record will be reviewed by Mrs. Venable, Mrs. Streater, and/or coach. Depending on the violation, the decision will be made as to whether or not the student can try out for cheerleader. Be in good financial standing with the school. Cheerleaders are elected by outside judges. GJH will have one mascot . The highest scoring mascot will be chose. There will be no set number for Junior High cheerleaders. Cheerleaders will be chosen by a natural break by the judges. The candidates will be selected by qualified, impartial judges from outside the district. The score sheet will be divided into 5 categories worth 25 points each: fight song, chant, cheer, jumps and tumbling. If a candidate quits the squad during the school year, he/she is not eligible to try out the following year.
1. Your monthly payment of $amount for your prescription co-pays will be reduced to $amount effective mm/dd/yy based on the reduced monthly costs you provided on mm/dd/yy. 2. Your monthly payment of $amount for a personal incidental and room and board allowance will be reduced to $amount effective mm/dd/yy because of you have had an increase in your countable income. Special Needs Denial 1. You are not eligible to receive a payment for food for your guide dog or special assistance animal because your animal is a companion animal and has not been specifically trained to perform tasks to meet your specific medical needs or specific physical tasks that you are unable to do in order to sustain your independence. 2. You are not eligible for a monthly laundry allowance of $insert amount because: You do not receive SSI and your adjusted income is not below the OSIPM income standard You do not receive OSIPM You do not have proven excessive coin-operated laundry facility costs You have moved to a location where laundry service is provided to you for no charge or you have your own laundry facilities 3a.
Into the Wild Unit Essential Questions Journal Throughout this unit, we will read a range of texts to build a world around Jon Krakauer’s Into the Wild; we will read short stories, poetry, philosophy, journalism, excerpts from works of non-fiction, and more. As we read, you will be expected to keep track of the ways each of these texts relates to the essential questions that guide our thinking. Those questions are: How do we construct identity through our actions, interests, values and beliefs? What is the relationship between nature and American identity? What does it mean to be a rebel? What is the relationship between self and society? What is success? To what extent is community essential to happiness? For each text, you will choose at least two passages (sentences or paragraphs) that you see relating to one of the essential questions. For each passage you choose, you will write out the passage and the page number on which it appears, note the essential question to which it relates, and write a paragraph exploring the ways in which the passage guides your thinking about the essential question. An entry for your Essential Question Journal might look like this: Title Essential Question Passage My Thoughts “Survivor Type” What is success? “I played football in high school. I was the best damn football player my school ever produced. Quarterback. I made All-City my last two years. I hated football. But if you’re a poor wop from the projects and you want to go to college, sports are your only ticket. So I played, and I got my athletic scholarship” (407-408) This passage tells me a lot about Richard Pine: he’s determined to reach his goals, and he must be very to have been so successful on the football field (“I made All-City my last two years” shows his dedication and skill). But he also sounds bitter. When he says, “But if you’re a poor wop from the projects…sports are your only ticket out,” the way he uses an ethnic slur to describe himself makes it sound as though he didn’t like having to succeed on someone else’s terms.
Draft, write, learn about applications to the IRB Program Management Skills Check yes/no on the following program management skill sets. If you respond yes please describe how and when you have learned and used these skills. This could include experience in daily use, class, job, volunteer work, etc. No Yes Description Develop, manage, or implement a program Community service: actively participate, organize, or lead an event/activity Administration Skills Check yes/no on the following administration skills. If you respond yes please describe how and when you have learned and used these skills. This could include experience in daily use, class, job, volunteer work, etc. No Yes Description Participate and/or lead in student, community or professional organization Develop/demonstrate oral communication skills Database management
community. Maintains confidentiality with sensitive student information (if applicable). Ability to communicate effectively, even though times of conflict. Ability to maintain proper boundaries and professional relationships with students. Strengths in this Area: Items for Improvement in this Area: Student Affairs Assistantship Expectations Specific Expectation BE ME EE Responds appropriately to changes in work assignments or programmatic responsibilities. Respects and follows supervisory lines as a first resource for information. Ability to professionally represent self and office to constituents on and off campus. Communicates effectively and appropriately with staff and other graduate assistants. Maintains appropriate levels of privacy and/or confidentiality. Develops and maintains proper and professional relationships with peers. Responds to incidents in a pertinent, timely and professional manner. Demonstrates professionalism through actions, attitude and appearance. Shows initiative to learn about the student affairs field and acquire understanding of theory to practice. Is dependable, punctual, honors time commitments Strengths in this Area: Items for Improvement in this Area:
(9) A representative from the State Board of Optometry; and (10) The consumer member appointed by the Governor to the State Board of Pharmacy pursuant to subsection (b) of Code Section 26-4-21. (c) Each member of the advisory committee shall serve a three-year term or until the appointment and qualification of such member's successor. (d) The advisory committee shall elect a chairperson and vice chairperson from among its membership to serve a term of one year. The vice chairperson shall serve as the chairperson at times when the chairperson is absent. (e) The advisory committee shall meet at the call of the chairperson or upon request by at least three of the members and shall meet at least one time per year. Five members of the committee shall constitute a quorum. (f) The members shall receive no compensation or reimbursement of expenses from the state for their services as members of the advisory committee. HISTORY: Code 1981, § 16-13-61, enacted by Ga. L. 2011, p. 659, § 2/SB 36. § 16-13-62. Rules and regulations The agency shall establish rules and regulations to implement the requirements of this part. Nothing in this part shall be construed to authorize the agency to establish policies, rules, or regulations which limit, revise, or expand or purport to limit, revise, or expand any prescription or dispensing authority of any prescriber or dispenser subject to this part. Nothing in this part shall be construed to impede, impair, or limit a prescriber from prescribing pain medication in accordance with the pain management guidelines developed and adopted by the Georgia Composite Medical Board. HISTORY: Code 1981, § 16-13-62, enacted by Ga. L. 2011, p. 659, § 2/SB 36. § 16-13-63. Liability Nothing in this part shall require a dispenser or prescriber to obtain information about a patient from the program established pursuant to this part. A dispenser or prescriber
Identified the specific long-term outcomes of the activity (e.g., increase in breast feeding in Hospital A, increase knowledge of folic acid use among teens surveyed by PRAMS, expanded coverage of health care for low income women using Title X clinics, etc.)? If a measurable long-term outcome is not presented, have you included plans to monitor or evaluate the impact of the described activity so that a long-term outcome can be documented in the future? Avoided use of broad, sweeping statements such as: “There was a noticeable increase in breast feeding rates” or “Significant amount of money was saved”? 7. Story Abstract: Provide a short 1-2 paragraph summary of your story and the outcomes SELF-CHECK – Have you: Summarized the problem, program/activity, and outcomes? Provided conclusions that effectively wrap-up the story? 8. Check if any of the following are being submitted to complement your STORY: (Check all that Apply) Testimonials Quote from Partner/Participant Sample of Materials Produced Press Release Promotional Materials Photo(s) of Project Video/Audio Clip Other (Explain: ) 9. How would you categorize the data to action example/success story? (Check all that apply) Appropriation of funds Policy change
Permissions The signatures below consent that GSEP has permission to share the information provided on the GSEP Gold Award Recognition Form, the GSUSA Gold Award Final Report, and the GSEP Gold Award Final Report Attachment. Information may be shared with government officials so that we can order official certificates of commendation, reporters/press for publicity, at the Gold Award Ceremony, and/or in printed, electronic, or other GSEP materials. Girl Scout Name: Girl Scout Signature: Parent Name(s): Parent Signature(s): Helpful Links Find your 9-digit ZIP Code at Find your Service Unit name and Number at Find your Pennsylvania State Representative at Find your Pennsylvania State Senator at Find your United States Representative at Find your United States Senator at
Name: ___________________________ Date: _________________ Geometry A U8D5 Working Backwards from Proofs WARM UP: Directions: For each set of properties name/sketch all the quadrilaterals that is could be. Choices (7-up): Kite, Trapezoid, Isosceles Trapezoid, Square, Rectangle, Rhombus, Parallelogram 1) At least one pair of parallel sides 2) Both pairs opposite sides parallel 3) Both pairs of opposite sides parallel & diagonals perpendicular. 4) All sides equal 5) consecutive sides perpendicular 6) All sides equal and 2 consecutive sides perpendicular. 7) Exactly two pairs consecutive sides congruent 8) One pair opposite congruent, the other pair parallel 9) Diagonals congruent & one pair opposite sides not parallel.
HYMN WRITERS – A CELEBRATION 2008, 22 I ILL-HEALTH RETIREMENT [see RETIREMENT, ILL HEALTH] INCAPACITY PROCEDURE 2006, 62-63; 2007, 62-63, & 65-66; 2008, 68, 70/73; changes – Part I 2010, 48; 2012, 9/10 crcws 2007, 65 ratification – Part I 2008, 68 ratification – Part II 2007, 64; 2008, 70 indemnity 2008, 73 introduction 2005, 38 rules of procedure 2008, 70 standing panel – appointment of 2008, 73 structure - amendments to 2005, 38; 2007, 64 INCLUSIVE LANGUAGE 1984, 22; 2014, 15/24 INCOME LIMITS, CPSF and CPWF 1973, 27; 1975, 22; 1976, 19 INCORPORATED ASSOCIATIONS appointment of directors by synods 1994, 24 INDEMNITY FOR DISCIPLINARY PROCESS AND INCAPACITY PROCEDURE [see DISCIPLINARY PROCESS, INCAPACITY PROCEDURE] INDUCTION questions 1986, 22 INDUSTRIAL MISSION 1974, 24 INFORMATION SHARING 1998, 51 INTER-CHURCH PROGRAMME 1985, 17; 1989, 17; 1990, 22 INTER-FAITH RELATIONS activity, local 2000, 22 committee 1998, 37; 1999, 11; 2000, 22; 2001, 26/36; 2005,35; 2007, 56 committee established 1996, 16; 2001, 36; 2003, 35 guests 2004, 39; 2007, 08; 2010, 27; INTERIM MODERATOR 1973, 28 INTERMEDIATE LEVEL ECUMENISM 1995, 41 INTERNATIONAL DEBT 1989, 20
12) What is your political affiliation? Age Race Gender Frequency Percent 18-29 30-44 45-64 65+ White African American Hispanic / Latino Other Male Female Republican 178 40.0 27.3% 28.5% 43.7% 52.9% 55.1% 11.8% 50.0% 11.1% 42.7% 37.7% Democrat 146 33.0 43.2% 38.2% 32.2% 24.5% 15.1% 70.1% 55.6% 27.7% 37.7% Independent 120 27.0 29.5% 33.3% 24.1% 22.5% 29.8% 18.1% 50.0% 33.3% 29.6% 24.7% Total 444 100.0 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
Committee for Academic Affairs met and discussed withdrawal policy; typed a memo where grad students voices were heard effectively. Treasurer- Christina Wright – Absent Student Affairs Chair- Sherry Early – Absent Multicultural Affairs Chair- Leo Pinheiro – Absent International Student Affairs Chair- Anton Petrov Fees: International Orientation Fee: $100 and goes towards helping international students to adjust to BG community; Fee was introduced as part of the International Orientation program International Fee -$50 (since Fall 2010), charged 50$ per semester, get in touch with Paul Hoffman if students are being unfairly charged; Crucial thing about fee is it covers service fee, software, tax preparation software, many international students get advice on taxes Study Abroad Students – Students who go abroad for a year are still paying fees for Stroh Center, raises the question of why students should be paying for usage of buildings that they are not using during their time abroad No questions were asked of Anton by GA senators Graduate Allocations Representative- Jared Brown Representative-at-Large- Lingxiao Ge Representative-at-Large- Aaron Davis Professional Development Chair – Hoping to have a professional development day on February 11th, 2012. Shanklin Awards – April 19th, 2012. Issues and Concerns Problems and concerns with new Falcon Mail System. Can easily forward Falcon Mail to old BGSU account. John Ellinger has been made aware of the issue according to Jeff. Next Meeting- December 1st (Thursday) December 2nd meeting is being moved to December 1st- McFall Gallery- same time Meeting Adjourned at 4:34 P.M.
* © Copyright Commonwealth of Australia, 2015. The Green Army Round Four Project Guidelines are licensed by the Commonwealth of Australia for use under a Creative Commons Attribution 4.0 Australia licence with the exception of the Coat of Arms of the Commonwealth of Australia, the logo of the agency responsible for publishing the report, content supplied by third parties, and any images depicting people. For licence conditions see: This report should be attributed as ‘Green Army Round Four Project Guidelines, Commonwealth of Australia 2015’. The Commonwealth of Australia has made all reasonable efforts to identify content supplied by third parties using the following format ‘© Copyright, [name of third party] ’. Cover image: Green Army participants, Paul Rymer & Taigan Grenfell at Killalea State Park, New South Wales – Campbell Page. Photography credit Michael Kai Photography 2015.
Herbicide gas gun Hoe Indigenous culture resources kit Jute matting Labels Loppers Maps Mesh Mulch Nest boxes Netting Path toppings Pig traps Pitch fork Plant collection materials Plant guards and stakes Planting tubes Plants Pole saw Posthole auger Potting materials Potting media Propagating materials Propagating mix Rake Resource books Rubbish pick-up sticks Sand bags Saws Scales Scientific survey equipment Seed collection tools Seedlings Seeds Shovel Signage Signage design and manufacturing Sleepers Synthetic geofabrics Tie wires Timber Tree poppers Trees Tubestock Vegetation species guide Water quality testing kit Weed bags (woven) Wire spinner Woven polypropylene bags
Expedited information gathering efforts, including regulatory tracebacks, may be needed to more formally document the distribution of implicated products. The determination of what regulatory response is appropriate is made on a case-by-case basis and is often based on several factors including but not limited to: The certainty of the evidence, the severity of the disease, the potential for ongoing exposure, and the availability of effective control measures that could prevent additional illnesses and/or deaths. Epidemiological Investigation Deciding when to initiate an Investigational Traceback Whenever possible, these investigations should be closely coordinated with partner agencies. In addition to the factors identified in and , there are also a number of conditions that, when some or all occur, indicate that an investigational traceback may be warranted: 1. Linked cases occur in multiple locations or jurisdictions (particularly if they occur in multiple states); 2. A vehicle cannot be clearly implicated with traditional epidemiologic, laboratory, and environmental investigation methods alone; 3. More information is needed to determine if similar food items from different establishments/stores/firms can be linked to a distributor or processor. The decision to conduct an investigational traceback should be influenced jointly by the public health and regulatory agencies. Joint epidemiology and regulatory meeting Review and discuss epidemiology data If an epidemiologic investigation meets the above criteria to initiate an investigational traceback, the appropriate regulatory agency(ies) – most likely Georgia DPH – should be contacted. If GDA has any details about the outbreak (such as number of cases, earliest/latest dates of onset, points of exposure, symptoms, geographic distribution of cases, etc.), a summary report should be given to DPH for review. DPH will work with the CDC to gather additional data, such as case interviews, line list of cases, case-control study results (if conducted), and an epi curve (if applicable). DPH should be requested, if/when making contact with new potential cases in the investigation, to: Identify any cases with product available for testing (with permission for regulatory agency to contact the individual and obtain samples). Product description: type of food (as specific as possible), brand name, labeling, lot codes, and any other unique identifiers that might be available – UPC, PLU, etc.).
Legislator Name DC Phone Official Webpage Scheduler Name/Email/Key Committee Assignments Senator David Perdue (R, GA) (202) 224-3521 Gabriele Forsyth (gabriele_forsyth@perdue.senate.gov) -Senate Budget Committee -Senate Judiciary Committee Senator Johnny Isakson (R, GA) (202) 224-3643 Stefanie Mohler (stefanie_mohler@isakson.senate.gov) -Senate Health, Education, Labor & Pensions Committee -Senate Finance Committee Representative E.L. “Buddy” Carter (R, GA-01) 202-225-5831 Brooke Miller (brooke.miller@mail.house.gov) -House Education and the Workforce Representative Sanford D. Bishop Jr. (D, GA-02) 202-225-3631 Whitney Woods (whitney.woods@mail.house.gov) -House Appropriations Committee Representative Drew Ferguson (R, GA-03) TBD TBD Representative Henry C. “Hank” Johnson Jr. (D, 202-225-1605 Alem Tewoldeberhan (alem@mail.house.gov) -House Judiciary Committee Representative John Lewis (D, 202-225-3801 David Bowman (david.bowman@mail.house.gov) -Ways and Means Committee Representative Tom Price (R, 202-225-4501 Meghan Dugan (meghan.dugan@mail.house.gov) -House Budget Committee -House Ways and Means Committee *Rep. Price has been nominated to serve as Secretary of Health and Human Services, it confirmed he will no longer be a Member of Congress. Representative Robert Woodall (R, GA-07) 202-225-4272 Kelley Kurtz (kelley.kurtz@mail.house.gov) -House Budget Committee Representative Austin Scott (R, 202-225-6531 Haley Dorval (haley.dorval@mail.house.gov) -No key committees for mentoring
Georgia Legislator name DC Phone Official webpage Scheduler name/email/key committee assignments (only key committees listed) Senator David Perdue (R, GA) (202) 224-3521 Lindsey Maxwell (lindsey_maxwell@perdue.senate.gov) -Senate Budget Committee -Senate Judiciary Committee Senator Johnny Isakson (R, GA) (202) 224-3643 Stefanie Higgins (stefanie_higgins@isakson.senate.gov) -Senate Health, Education, Labor & Pensions Committee Representative E.L. “Buddy” Carter (R, GA-01) 202-225-5831 Phillip Fordham (phillip.fordham@mail.house.gov) -House Education and the Workforce Representative Sanford D. Bishop Jr. (D, GA-02) 202-225-3631 Haley Fulford (haley.fulford@mail.house.gov) -House Appropriations Committee Representative Lynn A. Westmoreland (R, GA-03) 202-225-5901 Cason Hightower (cason.hightower@mail.house.gov) -No key committees for mentoring Representative Henry C. “Hank” Johnson Jr. (D, GA-04) 202-225-1605 Glenn Miles (glenn.miles@mail.house.gov) -House Judiciary Committee Representative John Lewis (D, GA-05) 202-225-3801 David Bowman (david.bowman@mail.house.gov) -No key committees for mentoring Representative Tom Price (R, 202-225-4501 Cheyenne Foster (cheyenne.foster@mail.house.gov) -House Budget Committee -House Education & the Workforce Committee Representative Robert Woodall (R, GA-07) 202-225-4272 Kelley Kurtz (kelley.kurtz@mail.house.gov) -House Budget Committee
Educational/Professional Development - Please indicate potential educational and professional benefits offered by the assistantship. Mission - Please describe how this assistantship will contribute to the mission and objectives of the College, your department or office. Scheduling – Graduate Assistants are required to complete 150 hours of work per semester according to a mutually agreeable schedule. Below please indicate any specific scheduling requirements of your proposed position. Additional Information - Please provide any additional information you wish to be considered. Agreement & Signature By submitting this application, I affirm that I understand the following: I must provide my GA 150 hours of work assignments per semester, all hours must be completed within the academic calendar and according to the timeline provided by Graduate Admissions, the GA position is an academic-year award; therefore, it is my responsibility to choose a GA who is available for the entire year. If my GA leaves at mid-year for a foreseeable reason, such as student teaching or internship placement, my GA position will be replaced at the discretion of the Office of Graduate Admissions; and I have read and agree to abide by the Graduate Assistantship Program Guidelines for Supervisors Supervisor Name: Supervisor Initials: Date: Return application to: Cris Murray at .
APPENDIX 1 RSPO Board of Governors 2018 Name Membership Sector Position in RSPO Board Company Email Dato' Carl Oil Palm Growers Co-Chairman MPOA Chew Jit Seng Oil Palm Growers Alternate Member MPOA Elizabeth Clarke Environmental NGOs Substantive Member WWF Agus Purnomo Oil Palm Growers Vice President II Golden Ltd apurnomo@goldenagri.com.sg Jose Roberto Montenegro Oil Palm Growers Vice President III Agrocaribe Olivier Tichit Oil Palm Growers Alternate Member SIPEF Group Audrey Lee Oil Palm Growers Alternate Member Olam International Limited audrey.lee@olamnet.com Tim Stephenson Processors & Traders Treasurer AAK Caroline Westerik Processors & Traders Alternate Member AAK Jonathan Horrell Consumer Goods Manufacturer Substantive Member Mondelez International Daphne Hameeteman Processors & Traders Substantive Member Wilmar International Limited daphne.hameeteman@eu.wilmar-intl.com Dr. Belinda Howell Retailers Substantive Member Retailers’ Palm Oil Group Geraldine Lim Bank & Investors Substantive Member Rabobank Ian Hay Bank & Investors Substantive Member HSBC Johan Verburg Social NGOs Substantive Member Oxfam International Paul Wolvekamp Social NGOs Substantive Member Both ENDS Anne Rosenbarger Environmental NGOs Substantive Member World Resources Institute
Peru Philippines Seychelles Tajikistan ** Committees having partially paid their membership fees (remainder still due) ICOMOS individual members from places where there is no National Committee (or a Committee under creation) Afghanistan Algeria Angola Antigua and Barbuda Azerbaijan Bhutan Botswana Burkina Faso Cameroon Cape Verde Central African Republic Chad Comoros Democratic Republic of the Congo Republic of the Congo Côte d'Ivoire Egypt El Salvador Ethiopia Gabon Ghana Grenada Guinea Guyana Iraq Jamaica Jordan Democratic People’s Republic of Korea Kenya Kosovo Libya Malawi Maldives Mauritania Mozambique Namibia Niger Palau Palestine Rwanda Saint –Lucia Saint Kitts and Nevis Saint Vincent and the Grenadines Sao Tome and Principe Sierra Leone Somalia Suriname Swaziland Syria Tanzania Togo Turkmenistan Uganda Uzbekistan Venezuela Vietnam Yemen Zambia Zimbabwe
timetabling TEACHING - Assessment - 2.1.4 examinations, conduct of TEACHING - Assessment - 2.1.4 exchange (student) STUDENT ADMINISTRATION - Student exchange - 1.4.1 exemptions (student) STUDENT ADMINISTRATION - Admission, enrolment and progression - 1.1.1 expert witness COMMERCIAL ACTIVITIES AND SERVICES - 6.0.1 extension requests STUDENT ADMINISTRATION - Results and graduation - 1.2.1 faculty (handbooks) TEACHING - Curriculum development & approval - 2.4.1 fees (student) STUDENT ADMINISTRATION - Admission, enrolment and progression - 1.1.1 fellowships STUDENT ADMINISTRATION - Scholarships, Prizes, Fellowships & Awards - 1.3.0 field work reports (student) TEACHING - Assessment - 2.1.2 financial assistance services (student) SUPPORT SERVICES - Student support services - 5.2.2 genetically modified organisms (research) RESEARCH - Research management - 3.4.3 genetically modified plants (research) RESEARCH - Research management - 3.4.3 governance GOVERNANCE - 4.0.0 by laws, policies and procedures GOVERNANCE - By laws, policies and procedures - 4.1.0 elections GOVERNANCE - Elections - 4.2.0 licencing/accreditation GOVERNANCE - Licencing/accreditation - 4.3.0 grading STUDENT ADMINISTRATION - Results and graduation - 1.2.1 graduates (register) STUDENT ADMINISTRATION - Results and graduation - 1.2.3 graduates, lists of STUDENT ADMINISTRATION - Results and graduation - 1.2.7 graduation order of proceedings STUDENT ADMINISTRATION - Results and graduation - 1.2.7 student STUDENT ADMINISTRATION - Results and graduation - 1.2.0 graduation, arrangements STUDENT ADMINISTRATION - Results and graduation - 1.2.7 graduation, notification STUDENT ADMINISTRATION - Results and graduation - 1.2.7 graduation, programs STUDENT ADMINISTRATION - Results and graduation - 1.2.7 grant administration (research) RESEARCH - Grant administration - 3.3.0 grievances research RESEARCH - Research management - 3.4.0