zilongwang/ReadingBank huggingface dataset:
Indian e-business visa information ★Indian e-Visa can be availed for maximum of times in a calendar year i.e. between January to December. If apply an Indian e-Visa this year fourth time, your application will be rejected by India consulate. How many times have you applied for Indian e-Visa this year between from January to now? Have not apply Indian e-Visa this year□ One time□ Two times□ Three times□ Have you visited India with Indian e-visa this year between from January to now? No□ Yes□ If yes, please provide details: Date of visit Indian e-visa number(ETA NUMBER) Applicant Details Surname (exactly as in your Passport) Given Name/s (exactly as in your Passport) Name used before Gender Date of Birth dd/mm/yy Town/City of birth Country of birth Citizenship/National Id No. Religion Marital status Educational Qualification matriculation□ Graduate□ Higher secondary□ Illiterate□ Matriculation□ Na minor□ Others□ Post graduate□ Professional□ Did you acquire Nationality by birth or by Naturalization? Prev. Nationality Port Of Arrival Expected Date of Arrival Port of Exit Places to be visited Passport Details Passport Number Place of Issue Date of Issue Date of Expiry Applicant's Address Details Present Address Postal/Zip Code Mobile No. Phone No. Permanent Address here for same address as Present Address □ House No./Street Village/Town/City State/Province/District Family Details
Father's Details Name Nationality Previous Nationality Place of Country of birth Mother's Details Name Nationality Previous Nationality of Country of birth Spouse's Details Name Nationality Previous Nationality of Country of birth Were your Parents/Grandparents (paternal/maternal) Pakistan Nationals or Belong to Pakistan held area? Yes □ / No □ If yes, Give Details Profession / Occupation Details of Applicant Present Occupation Employer Name/business Address Phone No. Past Occupation, if any Are/were you in a Organization? Yes □ / No □ If yes, Give Details Details of Purpose TECHNICAL/BUSINESS MEETINGS □ □
No conflict of interest to declare Nerium: an alluring murderer hiding in our vicinity Abstract Nerium is an ornamental shrub that is associated with serious toxicity to humans and animals. Traditionally and in folklore, Nerium has been used to treat multiple ailments like asthma, heart-illnesses, seizures, diabetes mellitus, snake-bites, ulcers, leprosy, corns etc., however, its validation stills needs extensive scientific research. Manifestations of Nerium poisoning include both gastrointestinal and extra-gastrointestinal symptoms. Death mostly occurs from refractory cardiogenic shock. Keywords Nerium; Oleander; Ornamental shrub; Toxicity Introduction Nerium oleander is a common evergreen, ornamental and cultivable shrub, often found in the gardens as an informal hedge. It is known for its stalwart nature and ostentatious blooms. It is widely grown in regions of Europe like the Mediterranean, India, Sri Lanka and Nepal and is known by common names “Adelfa”, “Baladre”, “Dog bane” and “Rose bay”. Possibly, the word “Nerium” is of Greek origin which means ‘water’. In India the word “Kaner” is used for both for Nerium oleander and Thevetia peruviana. Historically the shrub finds its mention in the Bible, the Greek literature, the Assyrian medical texts and folklore for its ornamental and medicinal uses(1-3). Oleander is considered to be the city flower of Hiroshima as supposedly
blossom in one place and not another, Mr. Blacksmith said. “Advanced math, English, sciences — Lodge Grass hasn’t been able to offer things like that because of the money, whereas Hardin has,” he said. How to balance academics and the new cultural mix of the Hardin system is another question. “We do a lot of things differently now than we did when we were predominantly white — we infuse Native American culture in a lot of what we do,” said Keith Campbell, Hardin High principal. But when tribal leaders announce a spontaneous event or celebration on the reservation, and call to ask that students be released, Mr. Campbell said his first priority was not to the tribe. Chaz Bends, who is half Crow and half white, said he had felt a little lost at Hardin, where he transferred for a few months in late 2006. On his first day, he said, he was chided for parking his car on the white side of the parking lot, not the Indian side — one of the little unwritten codes of the school’s ethnic mix that he found jarring. Lodge Grass High, by contrast, is 100 percent Indian. “Maybe I should feel more accountable to our Native population, but I don’t,” Principal Campbell said. “I feel accountable to our school board.” Jasmine Walks Over Ice, a freshman at Hardin who wants to become a veterinarian, said she liked Hardin better specifically because it was more demanding than the reservation school she attended until fifth grade. “There’s more structure and a lot of respect for the teachers,” Jasmine said. Her old school, she said, “didn’t challenge me.” Jasmine Walks Over Ice, 15, attends Hardin High. Her mother, Roberta, said, “I didn’t want her to struggle.” Write on your own paper in COMPLETE SENTENCES Which school is “on the reservation”? Which school is outside of the reservation? Explain why so many Native American families moving their children to the “white” school. Explain why Principal Campbell tends to still favor the culture of the whites at his school.
Mechanised B&P(SDL/LHD) 4.13 6.57 8.2 8.69 2.12 5.8% Mechanised LW 0.92 0.46 1.1 4.3 3.84 56.4% Continous Miner 0.63 0.8 1.68 1.05 21.7% Special Methods 1.25 1.37 1.5 0.9 -0.47 -8.1% TOTAL UNDERGROUND 11.88 10.64 13 15.98 5.34 8.5% SCCL - TOTAL 37.71 52.21 53.1 57 4.79 1.8% Population of UG equipment in CIL (as on 1st 2014) – SDL LHD Road header PSLW SHW Continuous Miner Highwall Man Riding System Nos. 694 362 6 4 1 8 1 13 Projected requirement/ procurement programme of UG equipment during next four years (2013-14 to 2016-17) in CIL SDL LHD PSLW Continuous Miner Man-riding Nos. 340 220 7 20 29 Population of HEMM in CIL (as on 1st April 2014) Dragline Shovel Dumper Drill Total Nos. 39 715 3109 972 707 5542 3311 HEMM are planned to be purchased in the five years i.e. 2013-14 to 2017-18 in addition to the 214 HEMM ordered as on 01.04.2013 Projected requirement/procurement programme of HEMM in CIL during five years (2013-14 to 2017-18) - Rope Shovels Size 42 M3 20 M3 10 M3 5 M3 Total Nos. 2 15 51 49 117 Hydraulic Shovels Size More than 10 M3 5-10 M3 2.2-5 M3 2.2 M3 & below Nos. 7 105 87 64 263 Dumpers Size 240 T 190 T 85/100 T 50/60 T Nos. 32 179 673 920 1804 Drills Size 311 MM & above 250 MM 160 MM Nos. 6 92 283 381 Dozers Type Crawler Wheel Size More than 800 HP 410 HP 320 HP More than 400 HP 300 HP Nos. 45 308 143 50 100 646 Grand Total 3211
Mille Lacs Mission Modoc Mole Lake Creek Morongo Nambe Navajo Nett Lake Nez Perce Nisqually Nooksack Northern Cheyenne Shoshone Oil Springs Omaha Oneida Osage Ottawa Out Ozette Paiute Pala Pascua Yaqui Pequot Paugusett Pawnee Pechanga Peoria Picuris Pine Ridge Poarch Creek Pojoaque Ponca Port Gamble Port Madison Prairie Isle Puertocito Puyallup Pyramid Lake Quapaw Quillayute Quinault Ramah Ramona Red Cliff Red Lake Rincon Roaring Creek Rocky Boys Rosebud Round Valley Rumsey Sac And Fox Salt River Sandia Sandy Lake Santa Ana Clara Santa Domingo Santa Rosa Santa Rosa (North) Santa Ynez Santa Ysabel Santee
San Carlos San Felipe San Ildefonso San Juan San Manual San Pasqual San Xavier Sauk Suiattle Seminole Sequan Shakopee Sheep Ranch Sherwood Valley Shingle Spring Shoshone Siletz Sisseton Skull Valley Soboba Southern Ute Spokane Squaxon Island St. Croix St. Regis Standing Rock Stewarts Point Munsee Summit Lake Susanville Taos Te-Moak Tesuque Kickapoo Tohono O'odham Tonikawa Torres Martinez Toulumne Trindad Tulalip Tule River Turtle Mountains Tuscarora Umatilla Uintah And Ouray United Keetoowah Band Of Cherokee Upper Sioux Upper Skagit Ute Mountain Vermilion Lake Viejas Walker River Warm Springs Washoe West Cocopah White Earth Wichita Wind River Woodford Indian Community Xl Ranch Yakama Yankton Yavapai
The letter was written to me (Gail Smith) as a result of interview questions I sent to a dear family friend. I grew up with Elsie Coocum's children, and Elsie and her husband remain good friends with my parents. Growing up, we spent many holidays, celebrations and special times together. While growing up, it was never mentioned that this family was Aboriginal, Cree, Métis or any other culture. My parents had friends of every nationality and I truly believed I grew up in a home free of prejudice. It wasn't until years later that I realized the family were of Aboriginal/Cree descent. A copy of the original letter is in the attachments. In order to make reading the letter easier, I have edited it and typed out the contents of the letter. A handout for students is provided at the end of the letter with questions and a culminating activity -- writing a letter to Elsie -- for them to complete. Part 6 - Reflection Activity/Final Assessment (Optional) 13. As a final reflection exercise in a full class discussion, review with the students what they have learned about Indian Residential schools in regard to: a. Continuity and Change b. Historical evidence (primary and secondary source documents) After the discussion, students are to complete a response in the form of a paragraph/essay, telling what they learned in regards to Indian Residential Schools. Sample rubric criteria is included with these lessons. Outcomes Historical Thinking Objectives 1. Students will "Demonstrate how an event, person or development (Residential Schools in Canada) is significant by showing how it sheds light on an enduring and emerging issue in Canada." Students will also explain how and why historical significance varies over time and from group to group. 2. Students will use primary and secondary sources to construct an original account of a historical event. 3. Students will explain elements of continuity and change in a period of history. They will identify changes over time in aspects of life that we ordinarily assume to be static; and identify continuities in aspects of life we ordinarily assume to have changed over time. They will understand that periodization and judgments of progress and decline can vary depending upon purpose and perspective.
SEPS.4 Analyzing and interpreting data Investigations produce data that must be analyzed in order to derive meaning. Because data patterns and trends are not always obvious, scientists and engineers use a range of tools to identify the significant features in the data. They identify sources of error in the investigations and calculate the degree of certainty in the results. Advances in science and engineering makes analysis of proposed solutions more efficient and effective. They analyze their results by continually asking themselves questions; possible questions may be, but are not limited to: “Does this make sense?” "Could my results be duplicated?" and/or “Does the design solve the problem with the given constraints?” SEPS.5 Using mathematics and computational thinking In both science and engineering, mathematics and computation are fundamental tools for representing physical variables and their relationships. They are used for a range of tasks such as constructing simulations; solving equations exactly or approximately; and recognizing, expressing, and applying quantitative relationships. Mathematical and computational approaches enable scientists and engineers to predict the behavior of systems and test the validity of such predictions. Scientists and engineers understand how mathematical ideas interconnect and build on one another to produce a coherent whole. SEPS.6 Constructing explanations (for science) and designing solutions (for engineering) Scientists and engineers use their results from the investigation in constructing descriptions and explanations, citing the interpretation of data, connecting the investigation to how the natural and designed world(s) work. They construct or design logical coherent explanations or solutions of phenomena that incorporate their understanding of science and/or engineering or a model that represents it, and are consistent with the available evidence. SEPS.7 Engaging in argument from evidence Scientists and engineers use reasoning and argument based on evidence to identify the best explanation for a natural phenomenon or the best solution to a design problem. Scientists and engineers use argumentation, the process by which evidence-based conclusions and solutions are reached, to listen to, compare, and evaluate competing ideas and methods based on merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to evaluate claims.
General/Formatting Information: Delete all instructional text Format page numbers to match the Table of Contents based on your specific IND application, the numbers indicated on the TOC are not uniform and are included to help format. If sections are not applicable to your study, state “Not Applicable” under the main section. Ex: “10. ADDITIONAL INFORMATION” is “Not Applicable’. In the headings, the FDA “Code of Federal Regulations Title 21” is hyperlinked into the specific section of the IND Application that the section covers. Use this if extra information is wanted regarding the details about that section of the application. Ex: This indicator refers to the “Code of Regulations Title 21” and specifically the 10th piece under section 312.23 (a), “Additional Information”. Also, some definitions are linked, such as “drug substance” and “drug” product for sections that are applicable as they are commonly mixed-up. Ex: [21 CFR 210.3(b)(9)] This indicator refers to the “Code of Regulations Title 21” and specifically the 9th piece under section b of 210.3(b) (definitions) and describes an “active ingredient”.
GRADES 9-10 9-10.LST.3.1: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a scientific or technical context relevant to grades 9-10 texts and topics. 9-10.LST.3.2: Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). 9-10.LST.3.3: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. SYNTHESIS AND CONNECTION OF IDEAS LST.4: SYNTHESIS AND CONNECTION OF IDEAS (READING) Build understanding of science and technical texts by synthesizing and connecting ideas and evaluating specific claims GRADES 9-10 9-10.LST.4.1: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. 9-10.LST.4.2: Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. 9-10.LST.4.3: Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. LST.5: WRITING GENRES (WRITING) Write for different purposes and to specific audiences or people GRADES 9-10
SEPS.8 Obtaining, evaluating, and communicating information Scientists and engineers need to be communicating clearly and articulating the ideas and methods they generate. Critiquing and communicating ideas individually and in groups is a critical professional activity. Communicating information and ideas can be done in multiple ways: using tables, diagrams, graphs, models, and equations, as well as, orally, in writing, and through extended discussions. Scientists and engineers employ multiple sources to obtain information that is used to evaluate the merit and validity of claims, methods, and designs. Literacy in Science/Technical Subjects: Grades 11-12 (11-12 LST) The Indiana Academic Standards for Content Area Literacy (Science/Technical Subjects) indicate ways in which educators incorporate literacy skills into science at the 6-12 grade levels. LEARNING OUTCOMES LST.1: LEARNING OUTCOME FOR LITERACY IN SCIENCE/TECHNICAL SUBJECTS Read and comprehend science and technical texts independently and proficiently and write effectively for a variety of discipline-specific tasks, purposes, and audiences GRADES 11-12 11-12.LST.1.1: Read and comprehend science and technical texts within a range of complexity appropriate for grades 11-CCR independently and proficiently by the end of grade 12. 11-12.LST.1.2: Write routinely over a variety of time frames for a range of tasks, purposes, and audiences. KEY IDEAS AND TEXTUAL SUPPORT LST.2: KEY AND TEXTUAL SUPPORT (READING) Extract and construct meaning from science and technical texts using a variety of comprehension skills GRADES 11-12 11-12.LST.2.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. specific
WRITING GENRES LST.5: WRITING GENRES (WRITING) Write for different purposes and to specific audiences or people GRADES 11-12 11-12.LST.5.1: Write arguments focused on discipline-specific content. 11-12.LST.5.2: Write informative texts, including scientific procedures/experiments or technical processes that include precise descriptions and conclusions drawn from data and research. THE WRITING PROCESS LST.6: THE WRITING PROCESS (WRITING) Produce coherent and legible documents by planning, drafting, revising, editing, and collaborating with others GRADES 11-12 11-12.LST.6.1: Plan and develop; revise using appropriate reference materials; rewrite; try a new approach, focusing on addressing what is most significant for a specific purpose and audience; and edit to produce and strengthen writing that is clear and coherent. 11-12.LST.6.2: Use technology to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
The correct answer is True (A). The 4-H Pledge and the Pledge of Allegiance to the American Flag are typically both recited to begin a 4-H meeting or other event. “To Make the Best Better” is the 4-H slogan. True The correct answer is False (B). “To Make the Best Better” is the 4-H Motto. “Learn by Doing” describes the method by which youth learn in 4-H. True False The correct answer is True (A). 4-H provides youth hands-on experiences so that they can learn by what they are actually doing. Conclusion: Slides 11-12 No questions
the findings to be biased in favor of the company since it paid to have the study done and wants to show that its product works. Specific Is the evidence specific? For example, the phrase “two decades of research shows that breathing has positive health benefits” is not specific. We do not know over which two decades the research was done. Also, “several studies have shown that walking is a great way to move from one place to another” is not specific either. We know nothing about the studies so we cannot know if they are current, authoritative, relevant, or biased. Writing about Reading: What-Why-How Chart What? What does the author about the topic? WHY? These are the author’s reasons for thinking this way. HOW? are the author’s support, evidence and/or examples for each reason. Use C A R B S to evaluate the evidence. C A R B S C A R B S C A R B S __________________________________________________________________________________________
Independent Reading Notes Rubric 5 4 3 2 1 Record of Thinking Entries show evidence of reflection about what you’re reading. -Deeper thinking is present -Your responses are thorough and consistently demonstrate considerable thoughtfulness, insight, connections, and analysis. You recorded information and thoughts that demonstrate awareness of significant elements text. More clarification may be needed on how these elements impact the larger picture. You recorded thoughts about the text that reveal a basic reading of the text. You are starting to notice interesting and important parts of the story. You recorded trivial thoughts about the text that reveal little effort to understand. (T-S Connections that do not unlock deeper understanding of text) Information provided in notes is neither thought provoking nor does it contain significance to the overall text. **Use the 12 Strategic Actions to gain variety in your notes.**
Explain why the Faculty Sponsor was chosen and what the sponsor contributed to the planning of the (G)ISP. Name additional faculty and other people consulted. TECHNICAL DETAILS (G)ISPs must not duplicate previous (G)ISPs or regular course offerings. If your project appears similar to another (G)ISP or a regular Brown course, please explain how it differs substantively from the course. No (G)ISPS will be approved that require the payment of funds for instruction. Have you or anyone else made financial commitments to the sponsor or assisting instructor?
Details of the Applicants Company(exactly as in your Business Card) Name Address and Phone No. Website If ATTEND TECHNICAL/BUSINESS Give Details of Indian Firm Name Address,Phone no Website If SALE/PURCHASE/TRADE, Please Give Nature of Product Nature of Product IF PARTICIPATION IN FAIRS, Please Give Name and Address Name and Address of FAIRS Previous Visa/Currently valid Visa Details Have you ever visited before? Yes □ / No □ If yes, Please Give Details Enter the address of stay during your last visit Cities in India visited (comma separated) Last Indian Visa No. /Currently valid Indian Visa No. Type of Visa Place of Issue Date of Issue Has permission to visit or to extend stay in India previously been refused? Yes □ / No □ If yes, When and by Whom (Mention Control No. and date also) Have you visited these countries AF GHANISTAN, BHUTAN, PAKISTAN, MALDIVEA, BANGLADESH, SRI LANKA or NEPAL during last 3 years? Yes □ / No □ If yes, Give Name of Country: Visited in Which Year: No. of Visits:
One day King Dushyanta was in the forest and shot a deer. When he rode up to finish killing the deer, he saw Shakuntala crying over it, because it was her pet deer. The king fell in love with Shakuntala at first sight. He begged her forgiveness for killing the deer, and soon they were married. Dushyanta gives the ring to Shakuntala (Nepal, ca. 1050 AD) (Metropolitan Museum, New York) Soon King Dushyanta had to go back to the city. He gave Shakuntala his ring, and said he would send for her soon. But while she was waiting, Shakutala was accidentally rude to a visiting magician. The magician cursed her. He said that whoever she was dreaming of would forget all about her! But then he felt sorry for her, and changed his curse so that King Dushyanta would remember her again if he saw the ring. But the magician didn't tell Shakutala anything about the curse. Well, King Dushyanta had forgotten all about his wife Shakuntala, because of the . So he never sent for her, while she gave birth to their son Bharata. Finally Shakuntala decided to go the city and look for her husband. But on the way there, her ring fell off into a river, and Shakuntala didn't even notice. When Shakuntala arrived at King Dushyanta's palace, she was surprised and upset when her husband didn't even recognize her (because of the curse). Shakuntala went back to the forest and raised their son Bharata there, just the two of them all alone. Meanwhile, a fisherman caught a and found the king's ring in its stomach. He took the ring to the palace, and as soon as King Dushyanta saw the ring, the curse was broken and he suddenly remembered all about Shakuntala. Dushyanta set off immediately for the forest to find his wife and son, and they all lived happily ever after.
Assignment #1: Study guide Each group will turn in a study guide that is outlined by chapter. Study guide will have thought provoking questions that are about the content and application. One written document will be turned in for each team. Each group will turn in a study guide that is outlined by chapter. Study guide will have questions that are about the content. One written document will be turned in for each team. Study guide is not organized, does not cover all chapters or has low level questions. Assignment #2: Reflection Teacher provided a reflection that outlines what they thought were the positive (and negative) takeaways from the book. Reflection has a portion that is on how this knowledge will impact the teacher’s classroom. Teacher provided a reflection essay that outlines what they thought were the positive (and negative) takeaways from the book. Reflection has a brief statement that is on how this knowledge will impact the teacher’s classroom. Teacher did not share their thoughts about the book or how it will impact their classroom. Assignment #3 Book Review In five sentences or less, teacher writes a review of the book to “sell” to their colleagues at school. Teacher writes a review of the book to “sell” to their colleagues at school. Review is not concise. Teacher does not include a recommendation or highlights from the book. Review is too lengthy (over 5 sentences) Assignment #4 Learning Log in all completed learning logs. Doesn’t turn in all learning logs. Attendance Policy:
Immunization Record Please record the date (month & year) of basic immunizations and most recent booster doses or you may attach a copy of Immunization record. Vaccines Year of Immunization Year of last Booster Diphtheria Whooping Cough DPT Tetanus or Tetanus Diphtheria Tetanus Oral Polio (TOPV) Injectable Polio Measles, Mumps, Rubella (hard measles, red measles, Rubella, German Measles) Tuberculin Test Given Hemophilus influenza (HIB) Other
Further Reading Reshad N and Devashish Mitra (2014), “Trade Liberalization and Labor’s Slice of the Pie: Evidence from Indian Firms”, Journal of Development Economics 108, 1-16. Atkinson, Anthony (2009), “Factor shares: the principal problem of political economy?”, Oxford Review of Economic Policy 25(1): 3-16. Goldberg, Pinelopi and Nina Pavcnik (2005) “Trade, Wages, and the Political Economy of Trade Protection: Evidence from the Colombian Trade Reforms”, Journal of International Economics 66(1): 75-105. International Labour Organization (ILO) (2011), ‘World of Work Report 2011: Making Markets Work for Jobs’, International Labour Office, Geneva, Switzerland. Karabarbounis, L and B Neiman (2013), ’The Global Decline of the Labor Share’, NBER Working Paper 19136. Rodrik, Dani (1997), ‘Has Globalization Gone Too Far?’, Institute for International Economics, Washington, DC. - See more at: http://www.ideasforindia.in/Article.aspx?article_id=322#sthash.jLXO0SZg.dpuf
SEBI undertaking in respect of Infrastructure This is to certify that ________________________________<name of the applicant > as per SEBI Brokers and Sub Brokers ) Regulations, 1992 Chapter II Rule 5 (b) has the necessary infrastructure like adequate office space, equipments and man power to effectively discharge the broking activities. Stamp and Signatures of the Designated Directors Date: Undertaking in respect of submission of NISM certificate We hereby undertake that the approved users and sales personnel engaged or employed by the company shall obtain the relevant certificate within one year from the date of being employed or engaged for operating in GIFT IFSC Undertaking in respect of maintaining minimum networth requirement We hereby undertake that company shall maintain minimum networth requirement prescribed by SEBI/Exchange on an ongoing basis.
Annexure 10 (To be on paper self-signed by director) Bio-data of Designated Directors Full Name: Designation: (Wholetime/Executive/Non-Executive/Managing Director) Date of birth: (dd/mm/yyyy) _ _/ _ _/ _ _ _ _ Full Address: Office Residence Tel. No.: (With country & area code) Office: Residence: Mobile No.: (With country & area code) Fax No.: (With country & area code) Educational Qualification(s): Work Experience (in detail): Details of directorships held (if any) Membership of Professional Bodies:
INDEPENDENT CONTRACTOR AGREEMENT UNIVERSITY FOUNDATION , Chico Project # IC Agreement # All information below to be completed by IC Agreement is hereby made between the Independent Contractor (IC) and the CSU, Chico Research Foundation, (CLIENT) according to the following terms, conditions, and provisions including any attachments which are incorporated and made a part of this agreement: IDENTITY OF INDEPENDENT CONTRACTOR Relevant Business Identification: Business Name: Type of Entity Sole Proprietorship Partnership Corporation Business Address (Street): (Not P O Box) Mailing Address if Different: Business Phone #: ( ) - Fax #: ( ) - Email: Employer Identification #: Business License #: City: Exp. Date: Relevant Personal Information if different from Name: SSN (enter last 4 digits) Home Address (Street): (Not P O Box) Mailing Address if Different: Home Telephone #: ( ) - Email: WORK HISTORY Please list the last three clients (other than the CSU, Chico Foundations) for whom IC has provided service as an Independent Contractor: Date: Date: Date: How many times in the last 12 months have you worked as an Independent Contractor for the University Foundation or the CSU, Research Foundation? Where are you currently employed? CLIENT IDENTITY Name: The CSU, Research Foundation Address: , , Business Telephone Numbers: Sponsored Programs: (530) 898-5700 Fax: (530) 898-6804 Foundation Administration: (530) 898-6811 Fax: (530) 898-6021
Introduction Background Well / Tamariki Ora (WCTO) is a free health service offered to all New Zealand children from birth to five years. Its aim is to support families and whānau to maximise their child’s developmental potential and health status, establishing a strong foundation for ongoing healthy development. The 2007/08 review and the 2012 quality reviews of the WCTO programme identified variable clinical practice, service quality and health outcomes. They all recommended that an quality framework be developed to ensure the programme consistently achieves its aims. In response, the Ministry of Health, in partnership with sector expert advisors, developed the WCTO Quality Improvement Framework, drawing on New Zealand and international research. The Framework has high-level aims, which focus on the WCTO experience of families and whānau, population health, and best value for the health system’s resources. The Framework also sets quality indicators to monitor health system performance. The Framework and quality indicators provide a mechanism to drive improvement in the delivery of WCTO services. Ultimately, they aim to support the WCTO programme to ensure all children and their families and whānau achieve their health and wellbeing potential. Development of the quality indicators The aim of the quality indicators is to monitor and promote quality improvement across WCTO providers without creating an additional reporting burden. As such, the quality indicators are a subset of potential measures drawn from existing data collections and reporting mechanisms. The quality indicators are broadly grouped under the categories of: universal access (access) equitable outcomes (outcomes) continuous quality improvement (quality). All quality indicators will be reported on by region, ethnicity and deprivation quintile, possible, and the results will be published six-monthly. This is the second report on the quality indicators. As information collection improves and the WCTO programme evolves, indicators may be added or changed. The Ministry of Health will review the quality indicators at least every three years. based
Look for: Summary of the Record Review items for 49 (a) - (i) Directions: Mark “YES” if all the requirements listed above in (a) – (i) are marked “Yes” Mark “NO” if one or more of the requirements listed above is “No” Mark “NA” if the child is not yet 16 as of the date of this record review. Skip to #51. Yes No NA 49. For students who have reached the age of 16 and older, all the Item 49 (a-i) requirements are met: Item 50 Look for: IEP Directions: Mark “YES” if the student is age 16 and all requirements of item 49 are met. Mark “NA” if the child is not yet 16 as of the date of this record review. Skip to #51. Yes No NA 50. By the student’s 16th birthday, all of the requirements are met. (Mark this item “NA” if the student is 17 or older).
07.30 - 08.30 08:30 - 08.40 08.40 - 10.30 10.30 - 11.00 11.00 - 12.00 12.00 - 13.00 13.30 - 14.30 14.30 - 15.30 15.30 - 16.00 Hospitality desk open in foyer of Carlos I, II, III Introduction Committing to Next Steps to Advance Safety Priority 2 Committing to Next Steps to Advance Safety Priority 3 Lunch Committing to Next Steps to Advance Safety Priority 4 AGM Summary of Conclusions 19.00 - 22.30 HeliOffshore Dinner hosted by Sikorsky Code: Jacket & Tie Joining Instructions: Meet at the Grand Hotel Dino lobby at 19.00 Monday, 7th May 2018 11.15 - 17.00 Golf Club Castelconturbia, hosted by Safran Helicopter Engines code: Golf Attire, Not Allowed: jeans, shirts without collar, tennis type shorts, tennis shoes, jogging and bathing suits. Metal spikes are not allowed. Joining Instructions: Meet at the Grand Hotel Dino lobby at 11.15 17.15 - 20.30 Post Golf Reception hosted by Rockwell Collins Dress Code: Smart-Casual Joining Instructions: Meet at the Grand Hotel Dino lobby at 17.15 Partner Events Saturday, 5th May 08.30 - 15.00 Day time tour hosted by Pratt & Whitney Canada Code: Casual, comfortable walking shoes Joining Instructions: Meet at the Grand Hotel Dino lobby at 08.30 Sunday, 6th May 09.00 - 14.45 Day time tour hosted by GE Aviation Dress Code: Casual, comfortable walking shoes Joining Instructions: Meet at the Hotel Dino lobby at 09.00
Select “Email” and click “New Email” Capture all details and click Send Email Press “F5” to refresh Only contacts that have been added will display on the select person to e-mail Email: Click “Add comment” Capture that you like to add and click “Add comment” Document Upload Select documents under communication type then click on new document button: Select the document type you want to upload Click on choose file to select the document you want to upload then click on save document Display: Learner Bulk Uploads Step Action Screenshot 1 For Learner bulk upload you need to click on LPQD from the menu 2 Click on Bulk upload
STUDENT INFORMATION Student’s Name: NAU ID: E-mail Address: @nau.edu Phone Number: Enrollment Term: (ex. Summer 2016) Expected Graduation: (ex. Spring 2019) Advisor: Total Required Credits for this Degree Program: 18 This is the: Initial (upon admission) Final (submitted with Graduation Application) Program of Study * Course No. Course Title Replacement Course Semester Year Grade T/E/P/I** Required Courses (18 units required) * AIS 503 Indigenous Nation-Building I * AIS 504 International Indigenous Law and Policy * AIS 530 Tribal Administration and Human Resources Management * AIS 550 Indigenous Entrepreneurship, Economic Development, and Financial Management * AIS 585 Tribal Environmental Management and Policy * AIS 590 Indigenous Nation-Building II Pre-req: AIS 503, AIS 504, AIS 530
The Department supports the professional development of Indigenous employees through initiatives that are mapped to the 70-20-10 principles New Indigenous employees complete departmental orientation and participate in local On Country briefing that provides Traditional Knowledge relevant to the country in which they are working. Promote the Kevin McLeod Awards to all employees and particularly the availability of a Development Scholarship for Indigenous employees. Scope a secondment program for Indigenous employees to support development of new skills and experiences and career opportunities. Scope a framework to support development of Traditional Skills and Knowledge of Aboriginal and Torres Strait Islander employees in specific PAD roles. Develop guidance on how to set up a shadowing arrangement with a senior or experienced employee to transfer knowledge and develop capability. Employees/PAD/IDC IDC IDC PAD Capability and Performance Learning and development initiatives are routinely and appropriately promoted to increase participation of Aboriginal and Torres Strait Islander employees Promote mainstream Indigenous scholarship initiatives to support development needs. Ensure timely promotion of departmental and external learning and development initiatives to facilitate early planning and uptake of opportunities, particularly for departmental employees located outside of Canberra. Identify and promote learning and development opportunities available outside of Canberra through APS and State Government networks. IDC IDC/Capability and Performance IDC/ Capability and Performance Indigenous employees are supported to develop management and leadership skills Ensure that departmental leadership development programs consider Aboriginal and Torres Strait Islander cultures in their design. Promote opportunities for Indigenous employees to develop management skills Promote opportunities to employees provided through external Indigenous leadership programs. Promote opportunities for Indigenous employees working outside of Canberra to participate in the Department’s Leadership and Management programs. IDC IDC/Managers IDC/Managers IDC/Managers
Monitoring and evaluation The Indigenous Employment Strategy Steering Committee will oversee the implementation of the Indigenous Employment Strategy, monitor and report on the Strategy’s progress, and evaluate its success. The Committee comprises the following members: Director, Human Resources Directorate (Co-Chair) Dean, School of Indigenous Studies (Co- Chair) Diversity Officer, Equity and Diversity Office, Human Resources Director Student Services, School of Indigenous Studies Director Teaching and Learning, School of Indigenous Studies The role of Indigenous Employment Strategy Steering Committee is to: Monitor, review and evaluate the progress towards achieving the outcomes specified within the Strategy and recommend targets Further the Indigenous Employment Strategy and dealing with issues arising from the implementation of the Strategy Evaluate the effectiveness of training and employment programs contained in the Strategy Develop future initiatives for Indigenous employment within the University Recommend appropriate resource allocation towards program initiatives.
Implementation Strategy Retention IES1.4: Ensure that the University’s policies, procedures and operational practices contribute to the retention of Indigenous IES1.4.1: IES1.4.2: IES1.4.3: IES1.4.4: Ensure that Indigenous staff receive appropriate induction and orientation to their workplace and the university Provide opportunities for Indigenous staff to undertake secondments, higher duties, job rotation and participation in training Develop an Indigenous staff network Provide employment support and mentoring programs for Indigenous staff Career Development IES1.5 Support Indigenous staff to realise their full career potential. IES1.5.1: IES1.5.2: IES1.5.3: IES1.5.4: Regularly review staff training and development in terms of suitability and accessibility for Indigenous staff Assist Indigenous staff to develop and implement career development plan Provide support for Indigenous to undertake undergraduate and postgraduate qualifications Develop an Indigenous Staff Leadership development program
Indigenous ways of knowing are Wholistic Eurocentric Science is Reductionistic ‘Wholism’ comes from the word _______. - - ‘Reductionism’ comes from the word ______________. - - Indigenous ways of knowing are Relational Eurocentric Science is impersonal ‘Relational’ refers to the relationships among _______________. - - Each person is separate from everyone else. We can all be objective, meaning we can separate ourselves from what we view. We are detached from what we view. Indigenous ways of knowing are Spiritual Eurocentric Science is not Spiritual ‘Spiritual’ that everything in the world is A_________ and I__________. - - Everything is D______, and without people the world is ________________. - -
References ABS (Australian Bureau of Statistics) 2016, Australian System of National Accounts, Expenditure on Gross Domestic Product, Chain price indexes, General government final consumption expenditure, June 2016, Cat. no. 5204.0, Canberra. IERSC (Indigenous Expenditure Report Steering Committee) 2010, 2010 Indigenous Expenditure Report, Productivity Commission, Canberra. SCRGSP (Steering Committee for the Review of Government Service Provision) 2012, 2012 Indigenous Expenditure Report, Productivity Commission, Canberra. —— 2016, Overcoming Indigenous Disadvantage: Key Indicators 2016, Productivity Commission, Canberra. —— 2017a, Expenditure Data Manual: 2017 Indigenous Expenditure Report, Productivity Commission, Canberra. —— Service Use Measure Definitions Manual: 2017 Indigenous Expenditure Report, Productivity Commission, Canberra.
administering and controlling Grant money; providing financial, management and corporate governance assistance, support and advice to the Provider to assist it in complying with the relevant Project Agreement; establishing a new separate account for holding and receiving Grant money, and being a mandatory signatory for that account; and providing any other advice or assistance to the Provider that the Commonwealth requires. The Provider must: consider in a timely manner and in good faith all advice received from the grant controller; co-operate actively and in good faith with the grant controller, and provide assistance, Material and access as reasonably required from time to time; and comply with all directions by the grant controller relating to the administration of Grant money. This may include adding the grant controller as an additional mandatory signatory for each account that contains Grant money, and permitting the grant controller to establish a new separate account for Grant money. The Provider acknowledges that it remains fully responsible for delivering all Projects and performing its obligations under all Project Agreements, despite the appointment of a grant controller. The Provider agrees that incurred by the Commonwealth in relation to a grant controller may be deducted from future payments under any Project Agreement, or must be borne by the Provider if the Commonwealth gives notice to that effect. The Provider acknowledges that the Commonwealth is not liable for any costs incurred by the Provider in relation to a grant controller. Withholding The Commonwealth may withhold some or all of a Grant payment if the Provider has not: conducted the Project in accordance with the Project Agreement; done everything the Provider was required to do to the Commonwealth’s satisfaction; been performing the Project to the Commonwealth’s satisfaction; or the Grant in accordance with the Project Agreement. The Commonwealth will only pay the withheld amount once the reasons for withholding the payment are resolved to the Commonwealth’s satisfaction. Provider not entitled to amount or amount not spent in accordance with a Project Agreement If the Provider is paid an amount it is not entitled to, or some or all of a Grant payment has not been spent in accordance with the Project Agreement, the Commonwealth may by notice require repayment of an amount, or reduce any other Grant payment under that or any other Project Agreement, up to the relevant amount. Unspent Grant amounts If the Provider: is unable to spend all of a Grant in accordance with the Project Agreement; or did not spend all of a Grant before the Project End Date, the Commonwealth may by notice: direct the Provider to spend the amount for a purpose specified by the Commonwealth;
Regional Arts New South Wales Ltd (RANSW) To convene an exhibition of from contemporary Aboriginal artists from regional NSW at the Western Plains Cultural Centre, Dubbo NSW. $60,000 $20,000 Black Arm Band The proposed project Visioned Future, is a theatre production incorporating existing and newly commissioned music, poetry, dance and visual media responding to the theme “Language as the Wellspring of creation in all its forms” from a range of artistic disciplines, Indigenous cultural and inter-generational perspectives. $30,000 $30,000 Ilbijerri Aboriginal and Torres Strait Islander Theatre Corp Ltd The project will allow Ilbijerri to create and tour new works, through the Indigenous Theatre Makers Series, which are then presented to audiences across Australia. This project is an opportunity for all Australians to hear the unique and powerful voices of Aboriginal and Torres Strait Islander peoples. Illbijerri creates challenging and inspiring theatre that gives voice to Indigenous cultures. $50,000 $50,000 Wiradjuri Condobolin Corporation The RegenerateAU project will allow Wiradjuri Condobolin Corporation to engage a Digital Media Consultant to continue the development of RegenerateAU. RegenerateAU is a digital platform that, when fully complete, will allow language groups throughout Australia to effectively and efficiently develop language resources, including digital language applications, thus making the language and resources more available to the wider community. $70,000 $70,000 .
opportunities for education, training and employment (formal or informal) are lacking. Where opportunities are available locally, their educational aspirations are more closely aligned to their non-Indigenous counterparts (Mission Australia 2014). Working in partnership with communities in the development of curriculum and teaching and learning strategies is particularly important where aspirations and participation are influenced by employment prospects. An example of a program at raising the educational aspirations of Indigenous youth is Central Queensland University’s (CQU) Community Aspirations Program (CAP-ED). During the program’s development, consultations were held with six communities, all of which shared common beliefs and practices, although each was unique in their development of local knowledge and customs. Through a focus on local identity, culture and aspirations, this engagement encouraged an understanding of the strengths and needs of each community. Because Indigenous culture was embedded into the program during the development phase, the resulting CAP-ED format varied slightly for each community — depending on needs and interests. Participation in study was introduced as a feasible option, with a clear path from enrolment in an enabling course to the undergraduate level (Fredericks et al. 2015). The community-focused, tailored approach used by Central Queensland University corresponds to the type of outreach highlighted in the Behrendt Review (Department of Industry, Innovation, Science, Research and Tertiary Education 2012), some of findings were flagged earlier in this paper. The many influences that could help to raise the educational aspirations of Indigenous students include: the provision of outreach as early as possible; greater mentoring pathway support and case management for Year 10—12 students better information for Indigenous students and their families better use of partnerships between institutions and governments in the delivery of outreach programs. Stronger support strategies One of the main reasons proposed for the non-completion of tertiary education relates to family, personal and cultural issues (Guenther et al. 2017). While teachers, trainers and education providers will never have the capacity to address family and personal barriers, which remain persistent interruptions to study and prevent completion, they do have a role in strengthening the support systems for students to ensure that assistance is available when required. As identified in the Behrendt Review (Department of Industry, Innovation, Science, Research and Tertiary Education 2012), supporting