zilongwang/ReadingBank huggingface dataset:
External Evaluation of FOKUS PROGRAM 1325 - COLOMBIA AND SRI LANKA GET WOMEN TO THE TABLE (2011-2016) TERMS OF REFERENCE General objective To evaluate the FOKUS 1325 PROGRAM, its implementation and results. Locations Norway, Colombia & Sri Lanka. Audience FOKUS staff, implementing partners and donors. Time scope January 1, 2011 to the time of completion. This includes Phase 1 (2011-2013) and Phase 2 (2014-2016). Timeframe The evaluation, including writing of the report, is expected to be finalized by September 9th 2016. Expected outputs A report that describe the evaluation, the evaluation findings, lessons learned and recommendations. INTRODUCTION FOKUS, Forum for Women and Development is an umbrella-organisation consisting of 66 women‘s organisations based in Norway. FOKUS is a knowledge and resource center with an emphasis on the spreading of information and women-centered development cooperation. FOKUS’ primary goal is to contribute to the improvement of women’s social, economic, and political situation internationally. FOKUS builds partnerships with sister organisations internationally to realize women’s rights and improve their situation. Women, Peace and Security is one of FOKUS priority thematic areas. The objective is to strengthen women’s organisations advocacy for peace and increase women’s participation in peace building. FOKUS also aims to create stronger alliances, at both local, regional, national and international level, fostering political influence and pressure on authorities to further implement SCR 1325 and subsequent resolutions. FOKUS considers it crucial to increase women’s organizations’ influence on peace processes, supplementing initiatives implemented by Norwegian authorities to follow up Norway’s National Action Plan on Women, Peace and Security. FOKUS has been implementing a SCR 1325 program in Colombia and Sri Lanka since 2011. The current program ends in 2016. For the end report to donor, and to assist in planning the next phase, we call for an independent assessment of the implementation of the program. DESCRIPTION OF THE PROGRAM FOKUS has supported several projects in both Colombia and Sri Lanka through the years. In 2009, FOKUS got support from the Norwegian MFA, to design a more holistic program in both countries aiming at strengthening women’s organizations knowledge and use of SCR 1325 to improve the situation of war-affected women, promote their participation in peace building and to advocate for the implementation of the Resolution by the state. The program was designed in collaboration with selected partner organizations in both countries.
For Tutor’s Use Assessment Criteria MET NOT YET MET Theme (this criterion MUST be met Demonstrates clear knowledge and understanding of the theological theme. Demonstrates inadequate knowledge or understanding of theological theme. Suitability A good fit between theme and the chosen media option. A poor fit between theme and the chosen media option. Theology Awareness of the connection between this theme and the Bible, Christian tradition and experience. Little sense of any relationship between the theme and the Bible, Christian tradition and experience. Life Clear recognition of the links between the theological theme and contemporary life. Little attention to links between the theological theme and contemporary life. Reflection Clear evidence of theological reflection on this theme and context. Lack of evidence of theological reflection on this theme and context. Structure Item is informative, engaging, and accessible for the expected audience with a coherent structure and sense of purpose. Item lacks coherence or sense of purpose, or is not informative, engaging, or accessible for the expected audience. Depth Theological depth or content of the item are appropriate for the expected audience. Theological depth or content of the item are inappropriate for the expected audience. Length Length or duration of the item is appropriate for the expected audience. Length or duration of the item is inappropriate for the expected audience. Skills The item demonstrates competence in handling the chosen media. Further work required to develop skills in use of this media type in this context. Specific to Media Type A Well-chosen background material and facilitation questions appropriate for the context and the intended participants. Background material and facilitation questions have shortcomings for the context and the intended participants.
For Tutor’s Use Assessment Criteria MET NOT YET MET Theme (this criterion MUST be met Demonstrates clear knowledge and understanding of the theological theme. Demonstrates inadequate knowledge or understanding of theological theme. Suitability A good fit between theme and the chosen media option. A poor fit between theme and the chosen media option. Theology Awareness of the connection between this theme and the Bible, Christian tradition and experience. Little sense of any relationship between the theme and the Bible, Christian tradition and experience. Life Clear recognition of the links between the theological theme and contemporary life. Little attention to links between the theological theme and contemporary life. Reflection Clear evidence of theological reflection on this theme and context. Lack of evidence of theological reflection on this theme and context. Structure Item is informative, engaging, and accessible for the expected audience with a coherent structure and sense of purpose. Item lacks coherence or sense of purpose, or is not informative, engaging, or accessible for the expected audience. Depth Theological depth or content of the item are appropriate for the expected audience. Theological depth or content of the item are inappropriate for the expected audience. Length Length or duration of the item is appropriate for the expected audience. Length or duration of the item is inappropriate for the expected audience. Skills The item demonstrates competence in handling the chosen media. Further work required to develop skills in use of this media type in this context. Specific to Media Type C Clear, succinct, well-structured and engaging article, understandable to a wide readership. Style and vocabulary well-chosen for communication with the chosen audience. Article lacks clear structure, clarity or relevance for chosen audience. Understanding by a wide readership limited by style or Style or vocabulary not for communication with the chosen audience.
Assessment Criteria MET NOT YET MET Theme (this criterion MUST be met Demonstrates clear knowledge and understanding of the theological theme. Demonstrates inadequate knowledge or understanding of theological theme. Suitability A good fit between theme and the chosen media option. A poor fit between theme and the chosen media option. Theology Awareness of the connection between this theme and the Bible, Christian tradition and experience. Little sense of any relationship between the theme and the Bible, Christian tradition and experience. Life Clear recognition of the links between the theological theme and contemporary life. Little attention to links between the theological theme and contemporary life. Reflection Clear evidence of theological reflection on this theme and context. Lack of evidence of theological reflection on this theme and context. Structure Item is informative, engaging, and accessible for the expected audience with a coherent structure and sense of purpose. Item lacks coherence or sense of purpose, or is not informative, engaging, or accessible for the expected audience. Depth Theological depth or content of the item are appropriate for the expected audience. Theological depth or content of the item are inappropriate for the expected audience. Length Length or duration of the item is appropriate for the expected audience. Length or duration of the item is inappropriate for the expected audience. Skills The item demonstrates competence in handling the chosen media. Further work required to develop skills in use of this media type in this context. Specific to Media Type D Clear, well-structured essay demonstrating critical engagement with the issue, coherent argument, consistent referencing and persuasive conclusions. Demonstrates awareness of different viewpoints and sources. Lack of clarity, structure, coherent argument or clear evidence of critical engagement with the issues. Little evidence of awareness of different viewpoints or sources, or inadequate referencing.
Assessment Criteria MET NOT YET MET Theme (this criterion MUST be met Demonstrates clear knowledge and understanding of the theological theme. Demonstrates inadequate knowledge or understanding of theological theme. Suitability A good fit between theme and the chosen media option. A poor fit between theme and the chosen media option. Theology Awareness of the connection between this theme and the Bible, Christian tradition and experience. Little sense of any relationship between the theme and the Bible, Christian tradition and experience. Life Clear recognition of the links between the theological theme and contemporary life. Little attention to links between the theological theme and contemporary life. Reflection Clear evidence of theological reflection on this theme and context. Lack of evidence of theological reflection on this theme and context. Structure Item is informative, engaging, and accessible for the expected audience with a coherent structure and sense of purpose. Item lacks coherence or sense of purpose, or is not informative, engaging, or accessible for the expected audience. Depth Theological depth or content of the item are appropriate for the expected audience. Theological depth or content of the item are inappropriate for the expected audience. Length Length or duration of the item is appropriate for the expected audience. Length or duration of the item is inappropriate for the expected audience. Skills The item demonstrates competence in handling the chosen media. Further work required to develop skills in use of this media type in this context. Specific to Media Type J Interesting, engaging and accessible for all ages present, appropriate item for an act of worship as part of a transformative encounter with God. Item unlikely to engage people of all ages present, or seems to be focussed on one particular age group. Unlikely to encourage an encounter with God in the context of worship.
Assessment Criteria MET NOT YET MET Theme (this criterion MUST be met Demonstrates clear knowledge and understanding of the theological theme. Demonstrates inadequate knowledge or understanding of theological theme. Suitability A good fit between theme and the chosen media option. A poor fit between theme and the chosen media option. Theology Awareness of the connection between this theme and the Bible, Christian tradition and experience. Little sense of any relationship between the theme and the Bible, Christian tradition and experience. Life Clear recognition of the links between the theological theme and contemporary life. Little attention to links between the theological theme and contemporary life. Reflection Clear evidence of theological reflection on this theme and context. Lack of evidence of theological reflection on this theme and context. Structure Item is informative, engaging, and accessible for the expected audience with a coherent structure and sense of purpose. Item lacks coherence or sense of purpose, or is not informative, engaging, or accessible for the expected audience. Depth Theological depth or content of the item are appropriate for the expected audience. Theological depth or content of the item are inappropriate for the expected audience. Length Length or duration of the item is appropriate for the expected audience. Length or duration of the item is inappropriate for the expected audience. Skills The item demonstrates competence in handling the chosen media. Further work required to develop skills in use of this media type in this context. Specific to Media Type K Engaging, well-structured and accessible, with clear focus and direction and coherent engagement with biblical and theological material. Appropriate for an act of worship as part of a transformative encounter with God. More work required on structure, focus and direction of sermon, or coherent use of biblical or theological material. Sermon unlikely to engage intended listeners or to encourage a transformative encounter with God.
Assessment Criteria MET NOT YET MET Theme (this criterion MUST be met Demonstrates clear knowledge and understanding of the theological theme. Demonstrates inadequate knowledge or understanding of theological theme. Suitability A good fit between theme and the chosen media option. A poor fit between theme and the chosen media option. Theology Awareness of the connection between this theme and the Bible, Christian tradition and experience. Little sense of any relationship between the theme and the Bible, Christian tradition and experience. Life Clear recognition of the links between the theological theme and contemporary life. Little attention to links between the theological theme and contemporary life. Reflection Clear evidence of theological reflection on this theme and context. Lack of evidence of theological reflection on this theme and context. Structure Item is informative, engaging, and accessible for the expected audience with a coherent structure and sense of purpose. Item lacks coherence or sense of purpose, or is not informative, engaging, or accessible for the expected audience. Depth Theological depth or content of the item are appropriate for the expected audience. Theological depth or content of the item are inappropriate for the expected audience. Length Length or duration of the item is appropriate for the expected audience. Length or duration of the item is inappropriate for the expected audience. Skills The item demonstrates competence in handling the chosen media. Further work required to develop skills in use of this media type in this context. Specific to Media Type L Engaging and accessible item, with appropriate style and use of language and clear evidence of insight into the item in its cultural setting. Insightful theological reflection on the item in context, prompting further reflection by the reader. More work required to demonstrate insight into the item and its context, and engage the reader. Insufficient evidence of theological reflection on the issues raised by the item, or engaging the reader in this reflection.
For Tutor’s Use Assessment Criteria MET NOT YET MET Theme (this criterion MUST be met Demonstrates clear knowledge and understanding of the theological theme. Demonstrates inadequate knowledge or understanding of theological theme. Suitability A good fit between theme and the chosen media option. A poor fit between theme and the chosen media option. Theology Awareness of the connection between this theme and the Bible, Christian tradition and experience. Little sense of any relationship between the theme and the Bible, Christian tradition and experience. Life Clear recognition of the links between the theological theme and contemporary life. Little attention to links between the theological theme and contemporary life. Reflection Clear evidence of theological reflection on this theme and context. Lack of evidence of theological reflection on this theme and context. Structure Item is informative, engaging, and accessible for the expected audience with a coherent structure and sense of purpose. Item lacks coherence or sense of purpose, or is not informative, engaging, or accessible for the expected audience. Depth Theological depth or content of the item are appropriate for the expected audience. Theological depth or content of the item are inappropriate for the expected audience. Length Length or duration of the item is appropriate for the expected audience. Length or duration of the item is inappropriate for the expected audience. Skills The item demonstrates competence in handling the chosen media. Further work required to develop skills in use of this media type in this context. Specific to Media Type M Criteria to be agreed between Tutor and Student, with advice from Regional Training Officers if required. Criteria to be agreed between Tutor and Student, with advice from Regional Training Officers if required.
06 July 2017 The Fold Legal Pty Ltd ABN 13 106 708 856 ASIC Enforcement Review Financial System Division The Treasury Langton Crescent PARKES ACT 2600 By Email: L4, 16 O'Connell Street SYDNEY NSW 2000 02 8353 6605 02 8569 2064 jaimel@thefoldlegal.com.au Dear Sirs, I enclose the attached submission on Position and Consultation Paper 3 “Strengthening ASIC’s Licensing Powers”. Yours sincerely Jaime Lumsden Kelly The Fold Legal are financial services specialists – highly regarded for our industry knowledge and for strategic, pragmatic advice that addresses clients’ commercial needs. The Fold’s licensing specialists have prepared over 500 Licence Applications, Variations, Responsible Manager appointments and Key Person Condition Removals since 2003 and is one of the top three firms managing applications to ASIC nationally. Our Managing Director, Claire Wivell Plater, is a member of the Business Advisory Committee to ASIC’s Licensing Division and the Federal Government’s FinTech Advisory Committee, which gives us unique insight into and the ability to contribute to regulatory policy development. Claire A
IV in 250 mL NS over 90 minutes Approximate rate = 167 mL/hr fluorouracil 400 mg/m2 = mg Other: mg/m2 = mg IV IV bolus then fluorouracil 2400 mg/m2 = mg (1200 mg/m2/day = mg/day) Other: mg/m2 = mg ( mg/m2/day = mg/day) IV in D5W over 46 hours If total does is less than or equal to 4400 mg, to a volume of 92 mL by continuous infusion at 2 mL/hr via Baxter SV2 Infusor If total dose is greater than 4400 mg, to a volume of 230 mL by continuous infusion at 5 mL/hr via Baxter LV5 Infusor Date (mm/dd/yy) Initials Last Revision Date: 1 June 08 PPO Code: LYCHOPR0032 Continued Post-medications (Strikeout to exclude) loperamide 2 mg caplets 4 mg PO at first onset of diarrhea then 2 mg PO every 2 hours until diarrhea free x 12 hours. May give 4 mg PO every 4 hours during the night. Mitte: 48 caplets. atropine 0.3 to 0.6 mg SC PRN
Foldables Rubric 4 3 2 1 Total Points Earned Includes 4 different text features Four different text features are included, one on each flap. Three different text features are included. Two different text features are included. 0-1 text features are included. 2.5 x __ = __ Includes where text feature is found Accurate page number is provided on where to locate each text feature. Accurate page number is provided on where to locate at least three text features. Accurate page number is provided on where to locate at least two text features. Accurate page number is provided on where to locate 1 text feature, or no page numbers are provided. 10 x __ = __ Includes how text feature support comprehension Accurate explanation provided on how each text feature helped them understand the text. Mostly accurate explanation provided on how each text feature helped them understand the text. Partially accurate explanation provided on how each text feature helped them understand the text. No explanation or an incorrect explanation was provided on the text feature helped them understand the text. 10 x __ = __ Grammar/Conventions (Sentence Structure, Punctuation/ Capitalization, Spelling) Includes use of grammar, conventions, and spelling with few to no errors. Includes use of grammar, conventions, and spelling with some errors. Includes use of grammar, conventions, and spelling with several errors. Includes use of grammar, conventions, and spelling with many errors. 2.5 x __ = __ Total Points Earned A – 100-90, B – 89-80, C – 79-70, D – 69-60; Anything below a 60 will need to be redone.
learning about and engaging with diverse cultures in ways that recognise commonalties and differences, create connections with others, and cultivate mutual respect developing skills to relate to and move between cultures acknowledging the social, cultural, linguistic and religious diversity of a nation, including those of Aboriginal and Torres Strait Islander societies in Australia recognising the challenges of living in a cultural diverse society and of negotiating, interpreting, and mediating difference. Proposed Research Topic: Relevant examples of aspects of the Intercultural understanding capability selected from or added to the list above (from the Subject Outline) How might this capability be relevant to my research question?
4 3 2 1 Colors Used a wide variety of bold colors. (7-8) Colors go well together. Used a small variety of bold colors (5-6). Colors mostly go well together. Used some dull, boring colors. Colors don’t go well together. Only used two colors. (1-2) Design Incorporated a wide variety of Mexican folk art designs that flow well together(flowers, geometric patterns). Incorporated a small variety of Mexican folk art designs. Designs do not reflect Mexican folk art. Did not include any designs. Radial Symmetry Excellently shows radial symmetry in both the mirror and the mosaic. Shows adequate radial symmetry in both the mirror and the mosaic. Attempted to show radial symmetry, but it is not effective. No effort to show radial symmetry; no radial symmetry is present. Craftsmanship of Mirror Repousse mirror is neat and precise. Properly used the techniques of repousse and chasing to create a crisp design. Repousse mirror is relatively neat and precise. Used the repousse and chasing techniques adequately. Attempted to use the repousse technique, but did not use the chasing technique to create a crisp design. Put no effort at all into repousse. Metal looks more like it was folded and wrinkled, not drawn on with repousse and chasing. Craftsmanship Of Mosaic Mosaic design is neat and organized. No messy glue marks; no pieces falling off. Paid close attention to direction of mosaic pieces. Mosaic design is relatively neat and organized. No messy glue marks or pieces falling off. Paid attention to direction of mosaic pieces. Mosaic is not neatly put together. May be glue smudges and/or pieces falling off. Paid a little attention to direction of mosaic pieces. No effort into mosaic; incomplete; all pieces have fallen off. Paid no attention to direction of mosaic pieces. Creativity Mirror design is original and not copied from another student or the power point. Some parts of the design are copied, but not everything. Most of mirror design is copied. Mirror design is a direct copy from somewhere else. Signed Name Name is signed neatly and visibly on the back of mirror. Name is sloppily written on back of mirror. Name cannot be read on the back of mirror. No name on the mirror.
Please consult the INSTRUCTION SHEET before completing this form and limit your answers to the space provided. Please type. Name Mailing address Telephone E-mail Alternate E-Mail Project Location Planned dates of project / to / mm yyyy mm yyyy Title of project 1. PROJECT SUMMARY Summarize your project briefly (in 200 words or less) and tell us how it will realize at least one of the three main goals of the program: deepen the skills of master artists, perpetuate traditional skills and/or encourage a broad public awareness of Scandinavian folk cultures and traditions. 2. PROJECT DESCRIPTION Please attach a project description (of 1000 words or less) that provides details about the activities that will take place during the fellowship period. Who will be involved? What will they do? How will they contribute to the goals of the project? Who will benefit from the project? How will they benefit? How will you assess the success of your work? What is your timeline/work plan? Please see the application instructions for more information regarding your project description.
SCANDINAVIAN FOLK ARTS AND CULTURES IN THE UPPER MIDWEST Grants for Public Programs and Community Projects THE AMERICAN-SCANDINAVIAN FOUNDATION – 58 Park Avenue, New York, NY 10016 – grants @amscan.org – Please consult the instructions before completing this form and limit your answers to the space provided. Please attach to this application form the following items: a project description; detailed project budget; history or background of the organization; biographies for relevant participants; description of publicity strategy/audience and proof of organization’s non-profit status. 1. Organization Name: 2. Primary Contact Name: 3. Position: 4. Address: Street City State Postal Code Country 5. Telephone: 6. Email: 7. Fax: 8. Website: 9. Project Title: 10. Total Project Budget: 11. Amount Requested: (Must not exceed $50,000) 12. Project Dates (From/To): 13. We are a nonprofit institution; documentation is attached. (please tick to confirm) 14. We will observe visa obligations if the project involves bringing Scandinavian citizens to the (please tick to confirm) 15. Project Summary Please provide a brief project summary (no more than 200 words) in the space below: Signature: ____________________________________ Date: _________________________________
line, Don’t feel like waiting! shoes Ask parents, teachers, etc. for permission for everything at home When people ask you how was your day, tell them about your whole day Wearing different shoes Sit in other students desks in class (not ours) Eye Contact, never make with teachers or friends Look up all the time Don’t fill in uncomfortable pauses in conversations Answer the phone and wait for the other person to talk first I love you when ending a conversation even with friends
Interviewees were then asked, “How happy are you with the action taken to address this consideration?” Interviewees were asked about the satisfaction of the outcomes for each individual consideration reported and addressed. This question was answered on a 1-10 scale, with 1 representing Very Unhappy and 10 representing Very Happy. Living Arrangement Overview: The 56 respondents live in 9 different living arrangements.
NHS Workforce updated figure According to the latest figures (June 2018), 1420 individuals directly employed by the NHS in Wales identified themselves as EU nationals on the Electronic Staff Record. This equates to 1.6% of the total workforce. This is a significant number of trained, qualified and dedicated staff who could not be replaced in the short term – for example the percentage of medical and dental professionals working in the Welsh NHS is a higher percentage at 6.1%. Number of directly employed staff identifying as EU National September 2016 % of total directly employed workforce Excluding Unknown % June 2018 % of total directly employed workforce Excluding Unknown % Add Prof Scientific and Technic 49 1.6% 2.8% 66 2.1% 3.2% Additional Clinical Services 162 0.9% 1.6% 185 1.0% 1.7% Administrative and Clerical 95 0.5% 0.9% 96 0.5% 0.8% Allied Health Professionals 110 1.8% 2.9% 124 2.0% 3.1% Estates and Ancillary 104 1.2% 2.1% 110 1.3% 2.3% Healthcare Scientists 31 1.5% 2.8% 37 1.8% 3.1% Medical and Dental 410 5.8% 7.1% 434 6.1% 6.9% Nursing and Midwifery Registered 352 1.4% 2.5% 368 1.4% 2.5% NHS Wales 1,313 1.5% 2.5% 1,420 1.6% 2.5% Conclusion The Welsh NHS Confederation, on behalf of our members, will continue to highlight the possible implications of Brexit on NHS Wales with the Welsh Government, Assembly Members and our stakeholders. In addition, as a member of the Cavendish Coalition and the Brexit Health Alliance, we will ensure that the impact for Wales is being made clear at a UK level by highlighting the likely effects on Welsh policy and legislation.
Columnist Analysis Following a Columnist: Select ONE columnist who is affiliated with a reputable, major news organization—no sports or entertainment columnists or bloggers. Here are some to choose from that I recommend: Leonard Pitts Gail Collins Paul Krugman Kathleen Parker George Will Thomas L. Friedman Steve Blow Thomas Sowell Charles Krauthammer Nicholas Kristof David Brooks Ross Douthat Maureen Dowd Georgie Anne Geyer Eugene Robinson I would suggest reading a few from several before making a decision. If you don’t like any of these, go to any major newspaper and hit the “Opinion” or “Columnist” or “Viewpoints” button and start reading. Some of these people blog, too, but I want you to read their newspaper work as it is the style I want you to analyze. You will write your analysis of the columnist’s columns on your “Analysis” Weebly tab. In addition, you will follow at least two of your peers’ blogs and comment on their posts. To begin: Go to your Analysis tab New Post – bottom right-hand corner Post Title – Change to name of article and date Drag “text” over from “blog editor” on left-hand side “Click here to edit” and start your analysis and response Here are some of the items that you need to include when posting your blog entries: Précis paragraph – see directions on next page The web address where we can find the column – link this in your post by doing the following: highlight the name of the article click on the chain link image Paste the website’s url in the first box and check “open link in new window” Look at the “Developing an Analytical Voice”, “Rhetorical Analysis”, and “Precis Paragraph” notes in your composition notebook. Complete the following activities as you read. You may need to print out the column so that you can annotate directly on the passage. Identify DIDLS (diction, imagery, details, language, syntax) Identify SOAPSTone – be sure to discuss some of these in the introduction and body paragraphs Identify the “abstract associations”: tone, appeals, themes, social issues, etc. Identify the “relationships”. What is the main strategy that connects the entire column: repetition, contrast, shift, juxtaposition?
Workshop Output Follow Up Tests Protocol Task The task group identified the following tests and procedures as appropriate in the first phase of testing a change in process of the organisation accountable for ordering and completion. Notes 1. Pre-op clinics bloods e.g. PSA – SRFT phlebotomy clinic 2. Post pneumonia CxR/Repeat CxR post “shadow” >2/52 – GP <2/52 – SRFT 3. Post Discharge Bloods >2/52 – GP <2/52 – SRFT Who? DN if housebound Phlebotomy clinic at SRFT or in community (e.g. DN clinics) 4. Immuno-deficient SRFT until stable Agreed next steps To write up the task outcomes into a protocol for implementation To test implementation – including developing measurements and data collection to measure impact of the protocol
Follow-up Report II for the participants in the Grant for networking to facilitate the participation of EaP countries in EU Brokerage Events Name of the Grant holder: Organisation, Country: Title, date and place of the BE: Concrete results of Brokerage Event networking – Bilateral contacts Some months after the BE you participated, do you have any communication with any contact made during the BE? (Yes/No) If yes, please name the contact details (name, surname, email, research organisation) Do you have any cooperation with any contact made during the BE? (Yes/No) If yes, please name the contact details (name, surname, email, research organisation) What type of cooperation? Training, exchange, project, other? Concrete results of Brokerage Event networking – participation in Horizon2020 call, submitted proposal
Period (date of appearance) The number of publications, monographs supported by the project, appeared in international and national professional journals The number of scientific communiqués supported by the project, appeared in international and national professional journals 2015.06.05 – 2015.12.29. 2015.12.30 – 2016.06.04 2016.06.05 – 2016.12.29 2016.12.30 – 2017.06.04 2017.06.05 – 2017.12.29 2017.12.30 – 2018.06.04 Date: Signature Signatory's name in block letters
Vertical fixed roof tank The matrix below shows the information required for each tank type regarding the size and condition of tank is required prior to using TANKS 4.09d to estimate emissions: Table 1 Essential tank information required for use of TANKS 4.09d External floating roof tank Horizontal Tank Internal floating roof tank Underground horizontal tank Vertical fixed roof tank Shell length Tank diameter Tank volume Turnovers per year Note that TANKS requires inputs in imperial units. See Section 5 for further details. The table below lists the default values that should be used in TANKS if no information is available. While these variables do affect the outcome of the report the extent is marginal when compared to the parameters above. Table 2 Default variables for input into TANKS 4.09d External floating roof tank Horizontal Tank Internal floating roof tank Underground horizontal tank Vertical fixed roof tank Internal Shell Condition Gunite Lining N/A Gunite Lining N/A N/A External Shell Colour/Shade White/White White/White White/White White/White White/White External Shell Condition Good Good Good Good Good Roof Colour/Shade N/A N/A White/White N/A White/White Roof Paint Conditions N/A N/A Good N/A Good Roof Type Pontoon N/A N/A N/A Cone Roof Fitting Category Typical N/A N/A N/A N/A Is tank heated No No No No No Vacuum Vent Setting N/A -0.03 N/A -0.03 -0.3 Pressure Vent Setting N/A 0.03 N/A 0.03 0.3 Primary Seal Liquid Mounted N/A Liquid Mounted N/A N/A Secondary Seal Rim mounted N/A None N/A N/A Deck Type Welded N/A Welded N/A N/A Deck Fitting Category N/A N/A Typical N/A N/A Location Information As discussed in Section 3, NPI has provided a database that lists the meteorological information for many major cities and regions around Australia.
7.3 Notes: Modelling Data Using Exponential Functions Terms to Know: p.456 exponential growth function p.458 exponential decay function Exponential Regression The value of a $100 share in a company is tracked for 5 years. Use exponential regression to find a function that approximates the value of the share growing over time. Time (yrs) 0 1 2 3 4 5 Value ($) 100.00 104.50 106.00 111.50 113.00 120.00 FOM12 7.4 Notes: Characteristics of Logarithmic Functions, base 10 and base e Terms to Know: p.474 logarithmic function
NATIONAL INSTITUTE OF TECHNOLOGY RAIPUR G.E. Road, Raipur – 492010 (C.G.) Website: , email: ______________________________________________________________________________________________________________________ PROPOSAL FOR RELEASE OF ASSISTANTSHIP FOR THE MONTH OF________________________ FOR THE DEPARTMENT OF_____________________________________________________________ SL No. Name of Research Assistant & Date of joining Project Name & Funding Agency Project No. Contract Period up to Days Payable Sunday & Saturday Payable Holiday Absent /LWP CL Payable Days for Award Performance (not satisfactory /satisfactory ) Rs. Per Name & Signature of PI 01 02 03 04 05 Certificated that Contract period of above employees is / are in place. Forwarded to Accounts Section for release of consolidated pay to employees concerned. Recommended/ Not Recommended (Head of the Dept.) Approved/Not Approved Dean(R&C)
1.2 Homework Name _______________________________________ Given that point A lies between points C and T, find each missing value. (Hint: Draw and label a diagram for each problem.) CA = 6 AT = ? CT = 15 CA = 5.2 AT = 4.8 CT = ? CA = ? AT = 5 CT = 10 CA = 22 AT = ? CT = 35 For each figure, find x and the indicated segment measure. Show all work on your own paper! B is the midpoint of . AB = 4x – 3 BC = x AC = ? E is the midpoint of . DF = x + 6 DE = x – 1 EF = ? bisects . WB = x + 5 TW = 4x + 5 TB = ? bisects at point O. CO = 2x + 1 OT = x + 7 CT = ? Use the Segment Addition Postulate to solve the following problems. Be sure to draw a diagram first! If W is between R and S,, and , 9. Solve for n. 10. Find RS. 11. Find WS.
RUBRIC Item Possible Points Earned Points Comments Cat Face – Construction drawing on unlined paper complete shows construction marks in a different color from picture marks construction marks labeled with A-F neat 20 Cat Face – Colored Picture traced accurately colored attractively 15 Rough Draft drawing on unlined paper picture is a recognizable object shows construction marks in a different color from picture marks construction marks labeled with A-F neat creative 25 Final Version – Construction drawing on unlined paper shows construction marks in a different color from picture marks construction marks labeled with A-F incorporates feedback from rough draft neat creative 25 Final Version – Colored Picture traced accurately colored attractively 15 Total Points 100
RUBRIC Item Possible Points Earned Points Comments Cat Face – Construction drawing on unlined paper complete shows construction marks in a different color from picture marks construction marks labeled with A-E neat 20 Cat Face – Colored Picture traced accurately colored attractively 15 Rough Draft drawing on unlined paper picture is a recognizable object shows construction marks in a different color from picture marks construction marks labeled with A-E neat creative 25 Final Version – Construction drawing on unlined paper shows construction marks in a different color from picture marks construction marks labeled with A-E incorporates feedback from rough draft neat 25
8 Riley, Kara 8 Vernon, Leann 9 Waite, Isabella 9 Wallace, Katelynn 10 10 Wright, Lauren CABIN #3 CABIN #5 MISS DAILEY MRS. GILLIAND & MRS. REYNOLDS 1 Crawford, Josie 1 Baker, Erin 2 Hall, Ari 2 Bair, Natalie 3 Hunley, Rori 3 Fields, Lanie 4 Lauck, Abbey 4 Horner, Michaela 5 Lecklider, Maddie 5 Jackson, Katlyn 6 Markley, Sophie 6 Niswonger, Katie 7 McAdams, Cyrena 7 Preston, Sydney 8 Nosker, Morgan 8 Slone, Grace 9 Paton, Bridget 9 Walker, Cassidy 10 Richters, Annie 10 11 Woodard, Gabby 11 BOYS’ CABIN ASSIGNMENTS CABIN #6 CABIN #7 MR. RUSSELL NORMAN 1 Bensman, Adam 1 Blackford, Jeffrey 2 Bevan, Andrew 2 Harlow, Seth 3 Caudill, Stevee 3 Kirby, Tyler 4 Gilbert, Carter 4 Laycox, Tyler 5 Gregory, Ben 5 Paff, Garrett 6 Lozano, Caleb 6 Sutherly, Jimmy 7 Moore, Timmy 7 Waddy, Jayden
DECISIONS OF THE BOARD OF EXAMINERS – PG 8.1 All decisions of the Board of Examiners – PG must be communicated in writing by the Chair to the PGME Dean and copied to the Program Director and the Resident. 8.2 The Resident’s copy of the decision should include a copy of the procedures of the Faculty of Medicine Appeals Committee. APPEALS 9.1 A Resident may appeal a decision of the Board of Examiners – PG. 9.2 If the Resident wishes to appeal the decision of the Board of Examiners – PG, notice should be given in writing, within 30 business days, to the Faculty Administrative Lead for BOE-PG. Appeals will be heard by the Faculty of Medicine Appeals Committee following the procedures of that Committee. 9.3 In the even that a Resident’s appeal is rejected by the Faculty of Medicine Appeals Committee, a Resident may appeal to the Academic Appeals Board of the Governing Council, in accordance with its guidelines and procedures. 9.4 The terms and conditions of the Board of Examiners –PG decision, including any applicable Remedial Period, will begin following the disposition of the Appeal. FINAL ASSESSMENT When a Resident is assessed by the RPC at the end of the Residency Program as having met the prerequisites for certification by the Royal College or the CFPC, the PGME Dean will notify the Royal College or the CFPC of this in the required manner.
ADDICTION INFORMATION RESOURCE FAIR South Milwaukee Performing Arts Center January 23, 2017 Agenda 6:00 – 6:30pm Resource vendor browsing 6:30 – 6:35pm Welcome by SM Mayor Erik Brooks 6:35 – 7:30pm Presentations followed by questions Prescription medications and addiction by Dr. Michael McNett, Medical Director for Chronic Pain Aurora Healthcare GMS Community Involvement by Jon Rivamonte Journey through addiction by SM resident 7:30 – 8pm Resource vendor browsing Resource Vendors: Tobacco Free Suburban Coalition Starting Point Franklin Area Parents and Students Unite SM Fire Department SM Police Department Aids Resource Center of WI MKE Co. Behavioral Health Aurora Health Care Beyond Addiction South Milwaukee Unite Against Drug Abuse Coalition PLANNING PARTNERS South Milwaukee Health Department South Milwaukee Police Department South Milwaukee Library South Milwaukee Fire Department South Milwaukee Human Concerns South Milwaukee Clergy South Milwaukee Citizens Alliance for Wisconsin Youth – SE Region
"Priestly commensality and the boundaries of religious behaviour: the case of the Roman cena aditialis" 4.00 – 5.00 pm Fred Naiden (UNC/Chapel Hill), “Criminal Acts of Sacrifice” 5.00 – 5.30 pm Coffee Panel IV: PG presentations (Chair: Sondra Hausner) 5:30 – 6:30 pm Marek Sullivan, (Oxford, Oriental Studies): “Mindful Tofu: Food Ethics in the Plum Village Tradition” Priya Sury (Oxford): “What is the place of food in the Ayurvedic tradition?: An analysis of the Caraca Samhita and Sushruta Samhita (sections on food prescriptions) and their practical implications for epidemic obesity?” Laura Frude (Bristol) 7.00 pm Dinner Friday 21st March 2014 Panel V: Food Rituals in S and SE Asia - Part I (Chair: David Gellner) 9.00 – 10:00 am Astrid Zotter (Heidelberg), “Divine dishes and human gods: Food and food transactions in Nepalese marriage rituals” 10.00 – 11:00 am Barbara Schuler (Hamburg), “Food and Emotion in Ritual: Some Observations” 11:00 – 11:30 am Coffee Panel VI: Food Rituals in S and SE Asia - Part II (Chair: Ulrike Roesler) 11.30 – 12.30 pm Patrice Ladwig (Max-Planck Institute Halle), “Ritual economies, sticky rice and the candy-bar flood. Food in Lao Buddhist monasteries between vinaya and modern practices” Round table discussion (Chairs: Sarah Hitch and Rita Langer) 12.30 – 1.30 pm All participants: Conclusions 1:30 pm Lunch and finish
Curcumin or turmeric 100 Cyclamate or calcium cyclamate or sodium cyclamate 952 Dextrin roasted starch 1400 Diacetyltartaric and fatty acid esters of glycerol 472e Dioctyl sodium sulphosuccinate 480 Disodium-5′-ribonucleotides 635 Disodium-5′-guanylate 627 Disodium-5′-inosinate 631 Distarch phosphate 1412 Dodecyl gallate 312 Enzyme treated starches 1405 Erythorbic acid 315 Erythritol 968 Erythrosine 127 Ethyl lauroyl arginate 243 Ethyl maltol 637 Fatty acid salts of aluminium, ammonia, calcium, magnesium, potassium and sodium 470 Fast green FCF 143 Ferric ammonium citrate 381 Ferrous gluconate 579 Flavoxanthin 161a Fumaric acid 297 Gellan gum 418 Glucono δ-lactone or Glucono delta-lactone 575 Glucose oxidase 1102 L-glutamic acid 620 Glycerin or glycerol 422 Glycerol esters of wood rosins 445 Glycine 640 Gold 175 Green S 142 Guar gum 412 4-hexylresorcinol 586 Hydrochloric acid 507 Hydroxypropyl cellulose 463 Hydroxypropyl distarch phosphate 1442 Hydroxypropyl methylcellulose 464 Hydroxypropyl starch 1440 Indigotine 132 Iron oxide 172 Isobutane 943b Isomalt 953 Karaya gum 416 Kryptoxanthin 161c L-cysteine monohydrochloride 920 L-Leucine 641 Lactic acid 270 Lactic and fatty acid esters of glycerol 472b
Please complete all sections of the form as advised. Your organisation's details Company name Company name as you would like it to appear (FDF Website, case studies, Awards ceremony…) – if different from above Company address Postcode Contact information (we will use it to inform you about the progression of your entry) Title (Mr, Mrs, Ms, Miss, Dr…) First name Surname Job title Email address Phone no. Size of organisation (please delete as appropriate) Small/medium – 249 employees or less Large - 250 or more employees Where did you hear about the FDF Awards? (please delete as appropriate) FDF email FDF Newsletter At an Event Word of Mouth Social Media (Twitter/Linkedin) Leaflet or Brochure Other (please specify)
WHS FORM WHS08 SAFE OPERATING PROCEDURE Refer WHS Guideline: Safe Operation Procedure (SOP) Development Workplace: School of PMB Commercial Kitchen P7-15 Safe Operating Procedure developed by: Judith Lukas Approved: Date: 4.5.2016 TASK/OPERATION: Prepare a 200ppm Sanitiser working solution from a 60g/L stock Solution of “Agar” Quaternary Ammonium Compound Food Grade Sanitiser for sanitizing food processing equipment. 100mL of 60000ppm solution diluted in 30L of water gives a 200ppm solution Review Date: 4.5.2016 Resources/Preparation: eg PPE: Gloves, Safety Glasses, decanting tub (to catch spills), access to a sink Environment, cleanup and waste disposal Wash away with water Emergency procedures and shutdown Nil Legislative references: Risk Assessment prepared for handling the stock solution. Sequence of job steps (What to do in the right order, seek to contain within 10 broad steps, where possible.) List potential risks of each step Recommended risk control measures in the Safe Operating Procedure (What to have in place to do each step safely) Personal Protective Equipment (Be specific) Obtain the stock solution 60g/L from storage Container may spill Place in a shallow tub during decanting to catch spills. Glasses, Gloves, apron Decant xmL into a small jug for easy handling Spills, skin/eye contact due to splashes Smaller volume means less to spill Glasses, Gloves, apron Add 33mL to every 10L tub of water placed on each sink. Spills, skin/eye contact due to splashes Pour carefully into the water and mix Glasses, Gloves, apron Place food equipment in the working solution, leave equipment for 2 minutes before removing to drain. Sanitiser with lots of food residue becomes ineffective Wash first in detergent to remove all food residues, then rinse in water prior to placing in sanitiser Glasses, Gloves, apron Waste dilute sanitizer can be discarded down the drain Containers are too heavy to lift Position tubs on sinks to ensure tipping and emptying is easy to manage Glasses, Gloves, apron Definitions: ppm – parts per million, or mg/L
Food Guide for Women Amounts Per Day Breads, Grains & Cereals 6 to 8 of these choices Bread, tortilla, roll, pancake – 1 Bagel, English muffin – ½ Dry cereal – 1 cup Noodles, rice, cooked cereal – ½ cup Crackers – 4 Eat more whole grain foods (like whole wheat bread, oatmeal, corn tortillas, brown rice). Vegetables 3 cups of these choices Cooked vegetables Raw vegetables Eat a dark green or orange vegetable every day, like carrots, broccoli, spinach, greens, sweet potato, or squash. Fruits 2 cups of these choices Fresh fruits Canned or frozen fruits Juice – ¾ cup Eat a good vitamin C fruit every day, like orange, strawberries, melon, mango, papaya, or WIC juices (only 1 serving of juice). Milk Products 3 to 4* of these choices ( * 4 for teens) Milk – 1 cup Cheese – 1½ ounces Cottage cheese – 2 cups Yogurt, pudding or custard made with milk – 1 cup Frozen yogurt, ice cream – 1½ cups Choose mostly nonfat or lowfat milk products. Protein Foods 6 of these choices Animal Protein Meat, chicken, turkey, fish – 1 ounce Egg – 1 Vegetable Protein Cooked dry beans, peas, lentils – ¼ cup Peanut butter – 1 tablespoon Tofu – ¼ cup Eat some vegetable protein foods every day!