zilongwang/ReadingBank huggingface dataset:
Context ‘Further Education is a critical hinge and interface between different elements of the education system, and a critical bearer of very important social values. • FE is a transition point between schools, Higher Education and work. It is fundamentally about social inclusion, a place for .... a second chance, • FE can be seen as a fulcrum for equality. Dr Chris Jude, Education Consultant, Equality in a Time of Change Conference Papers 2007 – 2009, Equality Authority In 2010, the Further Education Support Service (FESS) published the Equality Action Planning Framework – a resource to support providers in implementing Equality quality assurance requirements. In 2013 FESS was funded by the Equality Authority through the Equality Mainstreaming Unit to further develop this resource and provide additional resources for providers in the area of programme delivery and assessment. Objectives of the project • To equality mainstreaming into the delivery (including the assessment) of the programmes developed through the IVEA / CEEOA National Shared Programme Development Initiative • To ensure the consideration of the 9 grounds when delivering the programmes and assessing the learner • To develop a suite of templates to facilitate providers / tutors to equality proof the delivery and assessment of the programme descriptors (part A) and the associated programme modules.
Return Bus Fares To Harlow Town Centre Gold Pass (using Arriva/TGM Network Buses) Silver Pass (using Arriva/TGM Network Buses) With Arriva Faresaver /Herts Saver Card * SM Coaches (with student pass)** Road Runner (with student pass)** TWH (with student card)** Katherines 31, 1 (£1.00) 555 (£1.00) Church Langley, 10,20 (Free) 10,20 (£1.50) 10,20 (£1.50) Potter Street 20 (Free) 20 (£1.50) 20 (£1.50) 19,21,15 (£1.40) Old Harlow 7,8,8A, 59 (Free) 7,8,8A, 59 (£1.50) 7,8,8A, 59 (£1.50) 511 (£1.00) Staple Tye 2,3 (Free) 2,3 (£1.50) 2,3 (£1.50) 31, 250 (£1.00) Bishop’s Stortford & Sawbridgeworth 510 (Free) 510 (£1.50) 510 (£3.10) 18 (£3.50) 511 (£2.40) Epping Cash Bursary award For SM coaches travel Cash Bursary contribution (£2.00m per day) For SM coaches travel 19,20,21 (£3.50) 19,20,21 (£3.50) 250 (£2.70) Debden & Loughton Cash Bursary award For Tube and SM coaches travel Cash Bursary contribution as above + contribution to Tube 19,20,21 from Epping (£3.50) 250 (£2.70) Ware & Hertford 724 (Free) 724 (£1.50) 724 (£3.80) 524 (£3.50) Stansted 510 (Free) 510 (£1.50) 510 (£3.80) Waltham Abbey 505 (Free) 505 (£1.50) 505 (£3.70) 250 (£2.70) 555 (£3.50) Chingford 505 (Free) 505 (£1.50) 505 (£3.70) *Learners living in Hertfordshire should apply for a Herts saver Card instead of an Arriva Faresaver. Information is to the best of our knowledge and should be used as a guide only. All prices are subject to change.
Learner Supports Yes No Don’t Know Notes/ What I need to do Is the list of supports adequate to facilitate maximum participation? Are processes in place which allow learners to access supports as required? Are learners able to access any supports they need to participate fully? Planning Assessment Yes No Don’t Know Notes/ What I need to do Are there any issues in the timing of assessment which may result in learners being less favourably treated? Programme Descriptor Equality Proofing Checklist
Services for Young Children - Inclusion Policy to Practice: Implementing future childcare needs for SEND Conference 18 November 2017 Feedback from the whole event Presentations and from the workshops delivered Workshop Choice Presenters Room Allocation Presentation Flipchart notes A Shared Care Partnership Model Janet Hoff Tracey Messer Podium break out area near the rest room B SEN Funding and the Grey Book Scott Hickman Claire Campling Ashburton Hall C Peripatetic Model Broadening Support Denise Phillips Marge Dunne Mountbatten room D Workforce Development and CPD Kirsty Stickley Sarah Hunt Mitchell room E Insight back to Practice Rachel Higgins Linda Clarkson Nightingale F Promotion to Parent Natalie Kenward Carey Owen Denning G Ann Van Dyke’s presentation Ann Van Dyke Key Speaker
Yale Business Continuity Planning Important Contacts Worksheet Instructions: List key emergency contacts on the worksheet below. Give a copy to everyone on your emergency team. Important Contacts Worksheet Department / Unit Name: Street Address: Department Chair Name: Email: Business phone: Cell phone: After hours phone: Department Director Name: Email: Business phone: Cell phone: After hours phone: Department Manager Name: Email: Business phone: Cell phone: hours phone: Lead Administrator Name: Business phone: Cell phone: After hours phone: Business Office Manager Name: Email: Business phone: Cell phone: hours phone: Title: Name: Email: Business phone: Cell phone: After hours phone: Title: Name: Email: Business phone: Cell phone: After hours phone: Name: Email: Business phone: Cell phone: After hours phone: Title: Name: Email: Business Cell phone: After hours phone: Title: Name: Email: Business phone: Cell phone: After hours phone: Title: Name: Business Cell phone: After hours phone: Title: Name: Email: Business phone: Cell phone: After hours phone: Facilities Superintendent Name: Email: Business phone: Cell phone: After hours phone: Environmental Health and Safety Advisor Name: Email: Main Number: (203) 785-3550 Cell phone: EMERGENCY: (203) 785-3555 ITS Support Provider Name: Email: Business phone: Cell After hours phone: Yale ITS Help Desk (203)-432-9000
+OP STOCK OF FINISHED GOODS COST OF GOODS AVAILABLE -CL STOCK OF FINISHED GOODS COST OF GOODS SOLD +SELLING & DISTRIBUTION OH COST OF SALES +PROFIT SALES PRODUCTION A/C To op stock of rm Purchase of rm Freight/carriage To rm consumed Direct labour Direct expense To prime cost To factory oh To dep on P &M To Gross factory cost To opening stock of wip To factory cost To office & administration oh By rm consumed By cl stock of rm By prime cost By gross factory cost By closing stock of wip By factory cost By cost of production
5.Bath scheme 6.bedeaux system 7.Gantt task & bonus system 8.emerson plan 9)taylor’s differential rate system <=83% 100%straight wage >83%-100% 110% >100% 120% Total earnings = ^(std hrs*hrs worked) *hrly wage rate Total earnings=total no. of B’s*wage rate per B Wage rate per B =wage per minute Total no. of B=total minutes worked+75%minutes saved Level of efficiency total wages <100% time wages 100% time wages+20%bonus >100% straight piece wage rate+20%bonus Total earnings=time wages + bonus (x% of time wages) Level efficiency bonus <=662/3% NIL >662/3%-100% x% increase in steps & comes to maximum Level of 20% at 100 % Efficiency >100% 20%+1% addition for Every 1%additional efficiency in excess of 100% Total earnings=actual output*differential piece rate Differential piece rate means Level of efficiency differential piece Rate Upto 100% 80%/83%(choice of company) of straight piece rate 100% or more 120/125%(as per the choice of company) Calculation of earnings
Normal wages +overtime wages +DA/Bonus =gross wages earned by worker -deduction from wages (a) employees contribution to PF/ ESI =net LABOUR COST PER HOUR Normal wages +DA +bonus +employer’s contribution to PF/ESI +leave salary +expenditure on amenities Total labour cost /working hrs= labour cost/hr CONTRACT ACCOUNT To plant or stores sent to site To material purchased To wages+accrued wages To miscellenous expense & oh To direct expense To cost of contract to date b/d To notional profit To P & L To reserve (WIP) By plant/store/material c/d(closing balance) By cost of contract to date( b/f) By contractee a/c (escalation clause) By wip Value of work certified Value of work uncertified By notional profit b/d
MARCH March 9,10,11: State Basketball (GBB/BBB) March 10: PWHS hosts JROTC Drill Meet March 20-24: Spring Break APRIL 6: Large Group Band Competition at PWHS April 11: SAT/PSAT April 12: PARCC testing/9th grade ELA April 13: PARCC Math/CMAS testing/9th and 11th grade April 13/14th: Large Group Choir at PWHS April 22: PROM (Pueblo Community College Ballroom) MAY May: AP/IB testing May 15th: Westpies at 6:30 pm May 23rd: Graduation Rehearsal at Pueblo Events Center 12:00 pm May 25th: Graduation at Pueblo Events Center 7:00 pm
PropVariantInit(&lightLevel); // Get the sensor reading from the ISensorDataReport object pNewData->GetSensorValue( SENSOR_DATA_TYPE_LIGHT_LEVEL_LUX, &lightLevel); // Extract the float value from the PROPVARIANT object luxValue = lightLevel.fltVal; // Normalize the light sensor data double lightNormalized = ::log10(luxValue) / 5.0; // Handle UI changes on the normalized lux data // which ranges from 0.0 - 1.0 for a lux range of // 0 lux to 100,000 lux, this method represents such a // handler that would be implemented in your application UpdateUI(lightNormalized); PropVariantClear(&lightLevel); return S_OK; } Light Sensor Data Types Three common light sensor data types may be exposed by typical ambient light sensors. These sensor data types for ambient light sensors are based on the definitions in the ACPI 3.0b specification for ambient light sensors (section 9.2). The following is a brief overview of the common light sensor data types, and how they are defined in the Windows 7 sensor platform. Illuminance Illuminance is a measure of the overall magnitude of the ambient light level. The units for illuminance are lux. The sensor platform definition for illuminance is: SENSOR_DATA_TYPE_LIGHT_LEVEL_LUX Color Temperature Color temperature is a measure of the warmth or coolness of light. Color temperature corresponds to the color of light given off by a black body radiator heated to a particular temperature. The corresponding units for color temperature are degrees Kelvin. The sensor platform definition for color temperature is: SENSOR_DATA_TYPE_LIGHT_TEMPERATURE_KELVIN Chromacity (also known as Chromaticity) Chromacity is a spectral characteristic of light based on a 2D coordinate system (CIE Yxy color model). For more information about chromacity, see the ACPI specification. The sensor platform definition for chromacity is: SENSOR_DATA_TYPE_LIGHT_CHROMACITY
Paul on Lake Windsor Soccer team – “Mars” Refer to neighbors by the type of house they live in Sinkhole a miracle for Paul Paul wouldn’t want Erik to die yet Tangerine Middle is tough; hallways are dangerous Discussion over whether football practices should be moved Everything mentioned in the above!
Leaps & Bounds Important Dates And Holiday Closings for 2018 Please note that if you misplace this sheet you can access this information on our web site . It will be posted on the same page as your child’s monthly calendars. January 1/2 New Year’s Day CENTER CLOSED February 2/14 Valentine’s Day Party Wear pink or red 2/19 President’s Day CENTER CLOSED 3/16 St. Patrick’s Day Party Wear Green 3/29 Easter party 3/30 Good Friday CENTER CLOSED April 4/20 Earth Day Celebration Wear Green May 5/11 Mother’s Day Luncheon 12 Noon 5/28 Memorial Day CENTER CLOSED June 6/8 Pre K Graduation Tentative date 6/15 Father’s Day Lunch 12 Noon July 7/4 4th of July CENTER CLOSED September 9/3 Day CENTER CLOSED 9/4 Learning Program Begins for new school year 9/14 Grandparent’s Lunch 12 Noon October 10/31 Halloween Party November 11/9 Thanksgiving Day 12 Noon 11/22 Thanksgiving Day CENTER CLOSED 11/23 Day Thanksgiving CENTER CLOSED December 12/24 CENTER CLOSES AT NOON Christmas Eve 12/25 Christmas Day CENTER CLOSED 12/26 Day after Christmas CENTER CLOSED 12/31 CENTER CLOSES AT NOON NYE January 1/1 New Year Day Observed CENTER CLOSED
15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 1 2 3 4 5 6 7 8 9 10 11 AP TEST – 7:45 & THE TOO! 12 % Each is on the Test: Period 1 – 5% Period 2 – 10% Period 3 – 12% Period 4 – 10% Period 5 – 13% Period 6 – 13% Period 7 – 17% Period 8 – 15% Period 9 – 5% DBQ: You will write 1 Document Based Question from Periods 3-8 LEQ: You will write 1 Long Essay Question Option 1 – Periods 1-3 Option 2 – Periods 4-6 Option 3 – Periods 7-9 SAQ: You will write 3 Short Answer Questions. Question 1 – Periods 3-8, Question 2 – Periods 3-8, Question 3 – Choose between Periods 1-5 or Periods 6-9
November 2017: 8 – 9:00 a.m. to 11:00 a.m. Webinar Topic to be Announced 9 – 10:00 a.m. to 12:00 p.m. Webinar Topic to be Announced (repeat of 11/8) 30 – CRMCS Information needs to be Entered/Updated December 2017: 1 – HCC Governance Structure Document Due to KDHE 5 – 9:00 a.m. to 11:00 a.m. Webinar Topic to be Announced 6 – 1:30 p.m. to 3:30 p.m. Webinar to be Announced (repeat of 12/5) 31 – End of Quarter 2 January 2018: 1 – Implement HCC Governance Structure 25- 2:00 p.m. to 3:30 p.m. Webinar Topic to be Announced 30 – 9:00 a.m. to 10:30 a.m. Webinar to be Announced (repeat of 1/25) February 2018: 15 – Quarter 2 Workplan and Affidavits due 21 & 22 – FOA Overview and MYTEP in Topeka (More details to follow) March 2018: 30 – HCC Preparedness Plan Draft Due to KDHE
April 2018: 30 – All Exercises must to be Conducted 30 – Coalition Surge Test must be Conducted May 2018: 30 – Supporting Documentation regarding Coalition Surge Test to KDHE June 2018: 1 – AAR/IP Deadline 1 - HCC Current Member List Due **These dates are subject to change**
Aug. 2 LET THE FUN BEGIN – FIRST DAY OF 2018 SEASON PRACTICE BEGINS Aug. 2 ALL TEAM BONDING – immediately following practice *Mall Scavenger Hunt – money for dinner at Rusted Root or BJ’s (space permitting) Aug. 6 PRACTICE – PICTURE DAY – COMMUNITY SERVICE PROJECT *The Children’s Advocacy Center will do a presentation today for our players Aug. 10 ALL CORPORATE SPONSOR AND SPIRIT GEAR ORDERS ARE DUE *Aug 2-10 We will be available from 7:45a to 8:15a in the Varsity Gym to receive orders/payments & run credit card payments as well. Aug. 14 – First Home Pre-Season Game – Concession Stand opens! Aug. 18 – Meet the Red Raiders on the REL FB @ 6:00pm Aug. 20 DAY OF SCHOOL Aug. 23-25 TISD VOLLEYBALL TOURNEY Lee will be the main stage campus for the tourney – Games will also be played at JT *We will need ALL on deck for this event – stay tuned for more information Sept. 10 Tyler Lee VB Booster Club Meeting @ 6pm – Varsity Gym Sept. 11 & 14 – Diaper & Wipe Pounding to support the Children’s Advocacy Center *This will be a competition between Bring your Diaper and Wipes to the game! Sept. 15 – Concession Stand @ Rose Stadium – sign ups will be available Sept. 18 – Team Bonding – Coaches will coordinate their own team bonding event/project Sept. 29 Concession Stand @ Rose Stadium – sign ups will be available Oct. 15 Tyler Lee VB Booster Club Meeting @ 6pm in the Varsity Gym Nov. 12 Lee VB Booster Club Meeting @ 6pm in the Varsity Gym Dec. 3 Lee VB Banquet @ Career & Technology Center @ 6pm
Important Lines in Triangles A Computer-Assisted Lesson Walther Unterleitner, Manfred Piok, Maximilian Gartner Intention The pupils construct the most important features of triangles with the help of GeoGebra and study their characteristics by changing the shape of the triangles. Four to six lessons are recommended for this tasks depending on the pupils‘ knowledge of GeoGebra. Background of Subject Matter The most important points in triangles (Point of intersection of perpendicular bisectors as circumcentre, point of intersection of angle bisectors as incentre, centroid (centre of mass), and point of intersection of altitudes as orthocentre) are being constructed. The location of these points varies depending on the shape of the triangle; three out of the four are located on the Euler line. GeoGebra enables the pupils to test various cases and through this draw conclusions. Additionally, faster pupils can try to find the Fermat point. Methodical Advice In order to work with this learning environment, pupils require knowledge of the following terms: Perpendicular bisector Angle bisector Median Altitude Distance The first task can be used for demonstration purposes in order to explain GeoGebra’s tools. Pupils ought to work alone or together with a partner. Performance Rating The pupils solve the tasks and write down their thoughts and results on the computer. The produced graphs from GeoGebra will be added to the document. This document will then be graded according to content, clarity, and the proficiency in construction and argumentation.
Drinking Water and Groundwater Protection Division APPLICATION TO SELL BOTTLED DRINKING WATER IN VERMONT NOTE: An Imported Bottled Water System is defined as a Bottled Water System with water sources and bottling facility located outside of Vermont. 1. Type of Approval (check one:) New Amendment Renewal; if Renewal/Amendment, include WSID #___________ New Applications: All of the following items must be included in new applications for Approval to Sell Bottled Drinking Water in Vermont. 2. Bottling Facility Owner: Bottling Facility Name: Phone: Fax: Email: Mailing Address: Bottling Facility Physical Address: (if different) 3. Administrative Contact (if different than Phone: Fax: Email: Mailing Address: 4. Water Source Information: Source Name: Public Water System? [ ] Yes, [ ] No If YES, name: Source Type: Well Surface Water Treatment: Spring Other _____________ Source Address: b. Source Name: Public Water System? [ ] Yes, [ ] No If YES, name: Source Type: Well Spring Surface Water Other _____________ Treatment: Source Address: c. Source Name: Public Water System? [ ] Yes, [ ] No If YES, name: Source Type: Well Spring Surface Other _____________ Treatment: Source Address: d. Source Name: Public Water System? [ ] Yes, [ ] No If YES, name: Source Type: Well Surface Water Spring Other _____________ Treatment Source Address: Note: If are additional sources, please attach a separate page containing the above information for each source. 9/12/16
Name of the Unit:- M/s Perfect Global Confectionery and Baverages Location of the Unit:- Plot No.14 & 15, Shri Tirupati Industrial Estate, Gram-Kumedi, Tehsil-Sanwer Road, Indore S. No. Name of Machine Supplier Machine Name Basic Price Taxes Installation Charges Service Charges Transportation / Freight Charges Consultancy Fees Total Amount of Quotation 1 3Tech Engineering High Candy Pillow Pack Machine 1440000 259200 1699200.00 2 Unimod System Cooling Tower 96000.00 17280 113280.00 3 Technoclass Engineering Pvt. Ltd. Balance of Plant for Boiler 932200.00 167796 1099996.00 4 Maruti Processing & Technology Stem Jecketed with Insulation and Gear Box & Agitetor 1760000.00 316800 2076800.00 5 Maruti Processing & Technology Knider Machine, Five Stage Batch Roller Sizer, Uniplast Forming Machine 2050000.00 369000 2419000.00 6 Maruti Processing & Technology Liquied Central Filling Pump, Powder Filling Pump 290000.00 52200 342200.00 7 Maruti Processing & Technology 50kg Batch Cooker, Cooling Plate 190000.00 34200 224200.00 8 Shellmax Global Boiler 2200000.00 396000 2596000.00 9 Technoclass Engineering Pvt. Ltd. Cooling Plate for Candy Line 535000.00 96300 631300.00 10 Shipra Water Tech. Services R.O. Plant 220000.00 39600 259600.00 11 Resource Combine Solutions Pvt. Ltd. Air Compressor 115000.00 20700 1150 136850.00 12 Unimod System Boiler 2200000.00 396000 2596000.00 13 Pace Corporation Water Cooling Chiller 435000.00 78300 354000 897300.00
From within the course, select Settings from the left-hand-side navigation menu. Next select Import Content into this Course from the right-hand-side menu. Find out if this is the file you want to import. Note that Canvas supports import a variety of different formats, including native exports from some other LMS platforms. Make your selection from the choice of content types. At this point, you are prompted whether to import all or some of the content and there may be additional options. Importing a course starts a process and you will be alerted when the process is complete. Exporting a Course from Canvas The basic process is covered in the Canvas documentation, here: From within the course, select Settings from the left-hand-side navigation menu. Next select Export Course Content from the menu. Choose whether to export the entire course or quizzes. Exporting a course starts a process When complete, is a link to download the course export. You should also get an email notification. The download file will have the extension “.imscc” and is an IMS Common Cartridge version 1.1 file. You can upload this file to Skills Commons. Note that the process to export a quiz, except that the result is an IMS Question and Test Interoperability (QTI) file.
Severe Storm - South Eastern Australia 24 Aug 2003 ACT, Victoria, Tasmania 76.9% in ACT 71.7% in Victoria NA in Tasmania $44.88 in ACT $44.49 in Victoria NA in Tasmania NA Hail - South-East Queensland 24 Jan 2004 to 31 Jan 2004 Queensland 97.5% $48.97 NA Heatwaves Brisbane (6.1x), Canberra (2.2x), Adelaide (2.1x) 11 Feb 2004 to 24 Feb 2004 Queensland, ACT, SA 100% in Queensland 97.5% in ACT 99.0% in SA $2,268 in Queensland $1,188 in ACT $4,750 in SA NA Severe Storm - South-East Queensland, Northern New South Wales, Northern Western Australia. Northern Territory 3 Mar 2004 to 31 Mar 2004 NSW, Queensland 97.9% in NSW 95.4% in Queensland $9,702 in NSW $8280 in Queensland NA Bushfire - Eyre Peninsula (0.53x) 10 Jan 2005 to 12 Jan 2005 SA 100% $149.10 NA Heatwaves Canberra (1.2x), Adelaide (3.2x), Melbourne (2.8x), Hobart (1.4x) 19 Jan 2006 to 23 Jan 2006 ACT, Victoria, SA, Tasmania 96.1% in ACT 98.5% in Victoria 100% in SA 71.5% in Tasmania % $530 in ACT $2995 in Victoria $4900 in SA $72 in Tasmania NA Heatwaves Canberra (1.5x) 26 Jan 2006 to 3 Feb 2006 ACT 100% $9,739 NA
Earthquake, Latrobe Valley 19 Jun 2012 Victoria 85.0% $56 Lost generation: ~1955MW Lost load: 200MW industrial, 200MW UFLS Duration: ~25 minutes USE: 80MWh The strongest earthquake in Victoria for decades struck Gippsland near Moe at a shallow depth of 9.9 km. Multiple generators in Victoria (Loy Yang and Snowy hydro) and South Australia (Torrens Island). Angry summer heatwave (NSW 0.94x, ACT 1.8x, Victoria 0.42x, SA 0.99x, Tasmania 2.8x) and Tasmanian bushfires 2 Jan 2013 to 8 Jan 2013 NSW, ACT, Victoria, SA, Tasmania 94.1% in NSW/ACT 95.3% in Victoria 94.0% in SA 75.1% in Tasmania $103 in NSW/ACT $4,282 in Victoria $4,203 in SA $2188 in Tasmania Nil Multiple reclassifications due to bushfires/lightning; Vic-SA interconnector reclassified; SA separation including probable load shedding a credible contingent event Bushfire – Coonabarabran (1.1x) 7 Jan 2013 to 20 Jan 2013 NSW 100% $150 Lost generation: 126MW Coincident with Cyclone Oswald 21 Jan 2013 to 29 Jan 2013 Queensland, NSW 92.0% in Queensland 84.5% in NSW $6,298 in Queensland $79 in NSW Nil On 25 Jan a bushfire in southern NSW resulted in lost generation.
Heatwaves Melbourne (6.0x), Adelaide (3.6x), Canberra (1.5x) 12 Jan 2014 to 18 Jan 2014 ACT, Victoria, SA 99.4% in NSW/ACT 100% in Victoria 100% in SA $310 in NSW/ACT $5,972 in Victoria $6,213 in SA Nil Multiple transmission outages and reclassifications due to bushfires/lightning. Basslink tripped from 570MW due to over-temperature at Loy Yang. Actual LOR1&2 in Victoria. RERT contracts 650MW activated but LOR3 did not eventuate.
IMPORT OF RAW SUGAR MINISTRY OF CONSUMER AFFAIRS, FOOD AND PUBLIC DISTRIBUTION LOK SABHA UNSTARRED QUESTION NO 1446 ANSWERED ON 21.08.2012 IMPORT OF RAW SUGAR 1446 . Shri SAMEER BHUJBAL Will the Minister of CONSUMER AFFAIRS, FOOD AND PUBLIC DISTRIBUTION be pleased to state:-
------------------------------------------ Eligible expenses include PERFORMING ARTS Performers' fees Creatives' fees (such as composers, choreographers, designers, etc) Producers' fees Commissioning fees Seasons of work and touring regionally, nationally and internationally Living allowance, daily allowances and salaries for creative and technical personnel Travel, freight and direct presentation and production costs Materials, venue and equipment hire Marketing costs Administration and accountancy ------------------------------------------ Eligible expenses include VISUAL ARTS & CRAFTS Artists' fees Living allowance, daily allowances and salaries for creative and technical personnel Curatorial catalogue essay writer's fees, design costs, materials, photography Travel, freight and direct presentation and production costs, catalogue printing Materials, studio and equipment hire Purchase of equipment ------------------------------------------ What this category does not fund Amateur productions Purchase of equipment Film, TV and games scriptwriters (who should contact the South Australian Film Corporation) ------------------------------------------ What this category does not fund Framing costs Purchase of equipment
Marketing costs Administration and accountancy When applying for funding for touring, it is expected that the funds requested would cover travel and freight costs, as there is a further expectation that the presenter of the work would be meeting the majority of on-the-ground costs (artist and technical staff wages, accommodation etc.) or that these would be included in the fee charged to the presenter, programmer or venue. Rates of pay for artists can vary depending on the skills and experience the artist brings to the project. Where an award or industry standard clearly applies, applicants are encouraged to comply. Where there is no award, it is advisable to quote industry standard rates for artists. For guidance on awards and rates of pay or other arrangements, contact: Australian Writers' Guild (AWG) Entertainment and Arts Alliance (MEAA) National Association for the Visual Arts (NAVA) Projects undertaken on a collective or profit share basis need to demonstrate professional best practice. If a collective or profit share contract exists a copy should be included with your application. If no contract exists, provide an outline of arrangements. Where the presentation of a work will result in box office income the amount must be shown in the income column of the budget and should be conservatively estimated at 40% of the capacity of the venue. Support material Support material is items submitted in support of your written proposal. Support material will be viewed by assessment peers and tabled at the assessment meeting. Only submit material that is directly relevant to your proposal and ensure that visual support material is high quality. Support material will not be accepted after the closing date. Support material may include: books, publications, manuscripts, programs, catalogues etc. These items can be paper-based and provided with your original application URL links to vimeo, youtube or other websites are preferred music and video support material must be supplied in a format that is easily duplicated and playable on a range of devices. Edited highlights of 3 – 5 minutes are recommended
alternatives are hardly endearing to an American public. As the preferred weapon of choice in Obama’s war on terror, the use of drones has been characterized as either personality strikes in isolated cases where the personal identity of the target is clear, or signature strikes where precise identity is not made but the target is an armed hostile. The latter may have become the “hallmark” of Obama’s drone policy, but it was a personality strike that was at the center of a firestorm in early February. On September 30, 2011, Anwar al-Awlaki, an American by birth, but a newly promoted “head” of al-Qa’ida in Yemen was targeted in a personality strike by a drone. It was a major success in efforts to decapitate al-Qa’ida and seemed particularly important in the wake of the death of Usama ibn Laden earlier in the year. The fact that al-Awlaki was American-born inspired questions about legality that strangely had rarely been asked since 2004. As a weapon of war did the drone demand some kind of additional justification beyond that which applied to a cruise missile, air strike by a piloted aircraft, or even a raid by a team of SEALs? In fact these were among questions that led the Obama Administration to try to outline something close to a legal rationale for the use of drones (potentially against an American national abroad) in a broader document that was summarized in the one produced by Isikoff in February. That rationale presented a series of necessary pre-conditions: that the target be determined by an informed high-level official as a ranking figure in al-Qa’ida (or the Taliban), who posed an imminent threat to the United States in a scenario where capture was not feasible and was done according to laws of war principles. The statement offered abundant areas for question, not the least of which was the meaning of imminent a word with broad meaning since the days leading up to the invasion of Iraq in 2003. The entire controversy seemed to come down on the head of John O. Brennan in his confirmation hearing of Thursday, February 7.
Select the option to Show Assignments Not Due Yet to select an assignment. Select the file from which to import scores and then click Import Scores. Click Use Imported Scores. g. The Score Entry screen is loaded and the imported scores are filled in. Modify scores, if desired, and click Save. (A score of zero on the imported assessment will be displayed with an asterisk.) The imported scores have been successfully saved.
Appendix 1 Imported medication list sample (only for the national sports delegation medical representatives) SAMPLE Medication list is APPROVED by the National federation We confirm that this list does not include narcotic and psychotropic substances _____________________________________________ (name of the national federation) «____» ___________ ___________________________ (date) (surname, name) ____________________________________ (authorised signature) List of medication imported to the territory of the Russian Federation to provide medical support for sports delegation Page № ____ Total pages _____ Sport event: 16th FINA World Championships 2015 in Kazan (incl. FINA World Masters Championships) of sport event: July 24 – August 9, 2015 (FINA World Masters Championships: August 5 – August 16, 2015) Participating country: ___________________________________________ № Name of the medication Form, dosage Amount I, ______________________, hereby confirm that imported medication will be used solely for medical support of the national sports delegation. I take on responsibility to export unutilized medication the end of the event. «____» ______________ _________________________________________________ (date) (sports delegation medical representative’s signature)
1,4-Butanediol, 15% and more Butane-1,4-diol, Tetramethylene glycol 15% and more 15% and more 15% and more 15% and more Isosafrole, 15% and more (E)-5-(prop-1-enyl)benzo[d][1,3]dioxole Methyl acrylate, 15% and more Methyl prop-2-enoate Methyl methacrylate, 15% and more methyl ester of methacrylic acid 15% and more 15% and more 15% and more Piperidine, 15% and more Azacyclohexane, Hexahydropyridine, Pentamethyleneamine Piperonal, 15% and more 1,3-Benzodioxole-5-carbaldehyde Safrole including one in a form of sassafras oil Shikimol, 5-(2-propenyl)-1,3-benzodioxole 15% and more Phenyl-2-nitropropene, 15% and more 1-Phenyl-2-nitropropene Phenylacetic acid, 15% and more α-toluic acid, benzeneacetic acid, alpha tolylic acid, 2-phenylacetic acid Phenethylamine, 15% and more phenylethan-2-amine 15% and more 15% or more 1-chloro-2-phenylethane, 15% and more Cyclohexylamine, 15% and more Aminocyclohexane
Acetyl chloride, 40% and more ethanoyl chloride, acyl chloride Acetone, 60% and more 2-Propanone Acetonitrile, 15% and more Methyl cyanide, Ethanenitrile Benzyl chloride, 40% and more chlorophenylmethane Benzyl cyanide, 40% and more 2-Phenylacetonitrile Diethyl ether, 45% and more Ethyl ether; Ethyl oxide; Ethoxyethane Methylamine, 40% and more Aminomethane Methyl ethyl ketone, 80% and more Butan-2-one Nitromethane, 40% and more Nitroethane, 40% and more Potassium permanganate, 45% and more Sulphuric acid, 45% and more Hydrochloric acid, 15% and more Tetrahydrofuran, 45% and more THF, oxacyclopentane Thionyl chloride, 40% and more Sulfurous dichloride Toluene, 70% and more Toluol, phenylmethane, Methylbenzene Acetic acid, 80% and more Ethanoic acid, Methanecarboxylic acid Diphenylacetonitrile Diphenylacetic acid
Answer Options Response Percent Response Count Yes 44.6% 41 No 53.3% 49 I do not wish to disclose 2.2% 2 answered question 92 skipped question 7 Ethnicity – please choose the category which best describes you: Tick as appropropriate. Answer Options Response Percent Response Count White 89.4% 84 1.1% 1 Asian/Asian British 4.3% 4 British 3.2% 3 Chinese 0.0% 0 Other ethnic group 0.0% 0 I do not wish to disclose my ethnicity 2.1% 2 answered question 94 skipped question 5 Disability – do you consider yourself to have a disability or a long-term health condition? Answer Options Response Percent Response Count Yes 32.3% 30 No 65.6% 61 I do not wish to disclose 2.2% 2 answered question 93 skipped question 6 Poscode Number
Appendix 2 IMProVE – engagement activity log 2013 Action Details Completed Audience Redcar and Cleveland Health and Wellbeing Board Briefing/presentation 23 May Members. Public/press in attendance Middlesbrough Health and Wellbeing Briefing/presentation 12 June Members. in attendance Tees Valley Joint OSC Briefing/presentation 29 July Members. in attendance Frail, Elderly Event at South Tees Foundation Trust Presentations and group discussions 22 July Consultants, local authority representations, GPs, other health professionals and managers 60 attendees Meeting with Ian Swales MP Briefing provided 7 June MP Meeting with Andy McDonald MP Briefing provided 21 June MP Meeting with Tom Blenkinsop MP Briefing provided 21 June MP South Tees Joint Health Scrutiny Presentation to and discussion with members with feedback to follow independently 12 August Members Middlesbrough and Langbaurgh Locality Council Presentation by Dr Ruth Johnson 19 September GPs Letter to GPs Sent by Dr Henry Waters 20 September GPs
Bench Seats Community Nominations Council Assessment Barngeong Reserve Not a feasible location to dig and install a bench seat as it is a flood plain. Brushy Creek Trail, Croydon Bellara Drive – Diane Crescent 5 bench seats have been identified for replacement; these have been added to the maintenance program for the 2016-2017 financial year Brentwood Park (top eastern area) 1 new bench seat procured as part of the Active & Healthy Ageing Initiative and will be installed in 2016-2017 financial year. Baringa Reserve 1 new seat procured as part of the Active & Healthy Ageing Initiative and will be installed in 2016-2017 financial year. A.F.B.Long Reserve, Dublin Road, Ringwood East 1 new bench seat procured and installed as part of the Active & Healthy Ageing Initiative in the financial year. Railway Avenue Trail, Ringwood East 1 new bench seat procured and installed as part result of the Active & Healthy Ageing Initiative in the 2015-2016 financial year. Dorset Recreational Trail, Croydon 3 new bench seats procured and installed as part of the Active & Healthy Ageing Initiative in the 2015-2016 financial year. Dandenong Creek Trail, Bayswater North From Glen Park to Chandlers Lane 5 new bench seats procured and installed as part of the Active & Healthy Ageing Initiative in the 2015-2016 financial year. Bench Seats (continued) Community Nominations Council Assessment
Three Year Planning Cycle Quality Framework Year 1 2015-16 Year 2 2016-17 Year 3 2017-18 RAISING ATTAINMENT LITERACY & NUMERACY DYSLEXIA FRIENDLY SCHOOL – BRONZE EA LIT ASSESSMENT TOOL – WRITING P7/S1 E READER LITERACY PROJECT SIGNIFICANT ASPECTS 2 +1 LANGUAGE – FRENCH (PREPARATION) BIG MATHS – IMPLEMENTATION SIGNIFICANT ASPECTS RAISING ATTAINMENT LITERACY & NUMERACY WRITING DYSLEXIA FRIENDLY SCHOOL – BRONZE DIGITAL LITERACIES 2 +1 LANGUAGE – FRENCH (IMPLEMENTATION) COMMUNICATION FRIENDLY CENTRE (ECC) RAISING ATTAINMENT LITERACY & NUMERACY DYSLEXIA FRIENDLY SCHOOL – SILVER 2 +1 LANGUAGE – FRENCH (IMPLEMENTATION) MATHS PROGRAMME HEALTH & WELLBEING HWB PROGRAMME DEVELOPMENT GIRFEC 2 YEAR OLD PROVISION (PREPARATION) HEALTH & WELLBEING HWB PROGRAMME DEVELOPMENT GIRFEC 2 YEAR OLD PROVISION (IMPLEMENTATION) HEALTH & WELLBEING HWB PROGRAMME DEVELOPMENT GIRFEC 2 YEAR OLD PROVISION (CONSOLIDATION)
Disruption to trade. This has a possible likelihood of occurring and would have major consequences. Potential trading partner dissatisfaction with Australia’s export assurance processes. Potential loss of markets and export revenue over short and longer term. Reputational damage to Australian Government and the department. The department will continue to provide tailored communication to trading partners to assure them that the level of regulatory oversight over exports is not being changed. The department will incorporate trading partner feedback into the design of the transitional arrangements to stage the introduction of the improved legislative framework, as appropriate. This will provide trading partners with an opportunity to audit and assess the operation of the improved legislative framework if required. The improved export legislation is not implemented before 1 April 2020. This has a low likelihood of occurring if appropriate mitigation management is applied. Failure to deliver improved export legislation before the sunset of the legislative instruments. This means that existing legislative instruments would need to be remade so they continue to support export certification until the new framework has commenced. Reputational damage to the Australian Government and the department as a result of stakeholder dissatisfaction and concern about the ability of the department to implement the improved legislative framework. Potential adverse impact on trade. The department commenced the development of the improvements early to provide sufficient time for Parliamentary consideration and implementation activities to occur. The department will ensure adequate resources are available for implementation activities. Within the department, governance processes will be followed, including regular progress checks and other monitoring activities (refer to part 9.4 below). Stakeholders do not support the new legislation or implementation activities. This has a low likelihood of occurring – especially in light of the positive feedback from consultation on the draft Bill. Producers, exporters and industry representative bodies do not support the legislation. Reputational damage to the Australian Government and the department as a result of stakeholder dissatisfaction. Potential adverse impact on trade. The department will continue to engage stakeholders during the development and implementation of the legislation to raise awareness of the improvements and identify any concerns and issues. This includes trading partners, exporters and industry and government stakeholders. The department will regularly assess the effectiveness of its communication products and approach to ensure engagement is effective. Transitional arrangements While both the existing and improved legislative framework serve similar purposes, they are not directly comparable. This will mean that measures will need to be put in place so there is continuity of the regulatory oversight of goods from one system to the other and administrative functions and operational activities continue to operate with minimal disruption to business.
Streamlined fit and proper person test (0.102) – – (0.102) Appointment of third party authorised officers (0.286) – – (0.286) Change in regulatory (0.388) – – (0.388) Note: Bracketed figures represent savings.
Priority Stage of development Alignment to: No. Exploring, Developing or Embedding QI Wellbeing Framework Partnership Working 1 Curriculum and Assessment including moderation Developing 5.1 - Included & Respected Parents, Children & Staff 2 Learning and Teaching/Meeting Learning Needs Embedding 5.3 - Achieving Staff & Children 3 Self-evaluation including tracking and staff development Developing 5.9 - Included Staff & Children 4. Action Planning Priority No. QI Priority Expected outcomes for learners which are measurable or observable 1 5.1 Curriculum and Assessment including moderation Children will be able to talk about people in the past, place and environment and people in society. Tasks to achieve priority Timescale & Checkpoints Those involved – including partners Resources and staff development Form small focus group to research good practice in teaching Social Studies at Early level, use principles of curriculum design to plan for improvement and audit Social studies resources within the nursery. Term 1 – point September 2015 Plan together as a staff team and with the children to identify a strategy, using Education Scotland resources and GCC guidance, to improve the learning and teaching of social studies in our nursery. Term 1 – check point September 2015
Continue to assess the impact of PA and HOTS resources and monitor their effect on other areas of the curriculum Term 2 – check point February 2016 Term 3 – check point May 2016 Evidence of Impact Children will use HOTS in discussions about texts in literacy and social studies Children will display phonological awareness through rhyme, stories, games and song 4. Action Planning Priority No. QI Priority Expected outcomes for learners which are measurable or observable 3 5.9 Self-evaluation including tracking and staff development Staff will be more involved in the nursery ‘s self evaluation Children will be able to talk about what they have learned, what they are learning now and what they want to learn next. Tasks to achieve priority Timescale and checkpoints Those involved – including partners Resources and staff development Jane Scott to develop a calendar to ensure effective tracking of all children once every 4 weeks. Using GCC support materials, staff will discuss how to devise best method of recording tracking of children’s learning. Term 1 – check point August 2015
What this like… 1. LISTEN to the feedback with an open mind. cultivate a positive outlook in modifying classroom practices based on student feedback listen with a curiosity stance to find the actionable information in the feedback. 2. CELEBRATE your strengths. share successes and support colleagues to improve the learning environment for all students identify strengths and with others in the school or district share the places where students and staff feedback mirrors the work being done in the school and celebrate the success 3. REFLECT on areas of growth. reflect on the what may be behind specific pieces of feedback and consider opportunities to adjust practice identify a targeted area(s) of focus and establish practical steps to reach specific goals 4. SHARE your feedback. let feedback drive or inform reflective conversations with those who provided the feedback; brainstorm adjustments to practice or share best practices. share your reflections with a peer; identify opportunities for adjustments to practice, classroom structures and routines, etc. share your feedback and your reflections with your supervisor and discuss how it may inform upcoming practice or goal-setting 5. ACT on it! align feedback with instructional or leadership goals and share those goals with students/staff use this feedback to inform your self-assessment develop a new professional practice goal based on feedback develop follow-up survey to monitor adjustments to practice apply targeted student feedback to lesson design or assignments use staff feedback to inform faculty meetings, identification of professional development, teacher leadership opportunities, and the development of school culture and climate
anything about the identity of your abuser or a known perpetrator of abuse, any particular features of your experience, personal circumstances or anything else that the Church needs to pay special attention to at this stage? Answer here please: What are the key things that you think need to happen in the initial Church response to people disclosing abuse or raising/sharing concerns? Answer here please: What is most important in the Church’s treatment of people coming forward or identified as
Reduce the time and effort to prioritize quality criteria Better communicate product portfolio plans to executive management through a standard presentation template Better match product designs to the demands of different customer segments Downloadable Examples: AdventureWorks Prioritization Matrix.vsd AdventureWorks Prioritization Matrix.xlsx Automating a Diagram to Track Customer Satisfaction Once AdventureWorks had achieved its original product defect rate and had begun designing products that better met the expectations of their different customer segments, the management at AdventureWorks turned their attention to creating a continuous Design for Quality approach to new product development efforts. Such a paradigm represented a strategic shift in AdventureWorks’ operating model. Under the old operating model, the company released a product, collected feedback from customers, started a new product development effort that incorporated knowledge gleaned from the customer feedback, released a new product, and then reiterated the process. Under the new approach, the company would release a product and then immediately collect feedback from customers. Then, the company would offer new options to the base product in response to the feedback. For instance, if the company released a Series 201 Roadbike, sold 2,300 units, and then learned that customers did not like the rear derailleur set, the company would immediately offer an upgrade option for a newer derailleur set – as long as the new offering made economic sense. Using a Decision Matrix to Create New Product Options To facilitate the decision of which options to offer, the Vice President of Marketing developed a system to automate the information his department received from online customer surveys. Using the Visio 2007 Decision Matrix template, the marketing department created a diagram which automatically tracked customer responses and graphically displayed what customers liked and disliked about new products and which product quality criteria were affected by the responses. The display was updated in real time so that product managers could see customer reactions to new products as online surveys were submitted. The R&D department used the diagram do decide if and when to conduct abbreviated product development projects to create a new add-on offering for an existing product. Using this approach, AdventureWorks could realize an improvement opportunity based on customer resections, create a new option, price the option, and begin offering the option for existing products in a matter of days.