zilongwang/ReadingBank huggingface dataset:
Compile specific tasks and associated hours for each area of assistance in a standard table. Develop a consistent format for similar tasks. An example is provided in Table 2. Note that the Protégé hours spent under mentoring tasks for areas of assistance do not count towards the DBE goal of the project. TABLE 2 Preparation of CECS Forms Area of Assistance #1 Mentor Hours Totals Sr. Proj. Proj. Mgr. Engr 4 Engr 3 Evaluate Highway Deficiencies 16 8 8 Traffic Operation Analysis 12 4 4 4 Improvement Alternatives 32 8 16 8 Intersection Design Studies 36 4 8 16 8 Total Hours on Mentor CECS 96 0 4 28 44 20 Area of Assistance #1 Protégé Hours Totals / PM Evaluate Highway Deficiencies 24 8 16 Traffic Operation Analysis 20 8 12 Improvement Alternatives 40 24 16 Intersection Design Studies 44 20 24 Total Hours on Protégé CECS 128 60 68 Area of Assistance #1 Combined Hours Totals Mentor Protégé Total Combined Hours 224 96 128 1) Repeat tables above for each Area of Assistance 2) Area of Assistance hours spent by Protégé do NOT count towards the project’s DBE goal Summarize the workhours for all the areas of assistance in a table. An example is shown in Table 3. Separate hours for Mentor-Protégé Progress Meetings in the Plan and denote as a separate task in the CECS spreadsheets. Invite the IDOT Project Manager to the meeting and maintain minutes to monitor Protégé development. TABLE 3 Areas of Assistance—Workhour Summary
WRITTEN AGREEMENTS List any agreements between Mentor and the Protégé including the subconsultant agreement. The subconsultant agreement is the only written agreement. REQUIREMENTS ____________________ and ____________________ will comply with all conditions Mentor Firm Protégé Firm described above. _________________________________ _________________________________ Signature for Mentor Firm Signature for Protégé Firm ATTACHMENTS Include the following items as attachments to the Mentor-Protégé Plan. Key Personnel Resumes Copies of Executed Written Agreements, as applicable CECS Forms supporting Mentor-Protégé labor-direct costs
Contact info Prof. Peter Krajnc Vice Dean Head of Laboratory for Organic and Polymer Chemistry PolyOrgLab University of Maribor Faculty of Chemistry and Chemical Engineering Smetanova 17 2000 Maribor Slovenia Tel: +386 2 2294 422 FAX: +386 2 2527 774 Email: Web: Univ. Prof. Dr. Robert Liska Head of the Christian Doppler Laboratory for Photopolymers in Dentistry TU Wien Institute of Applied Synthetic Chemistry Division of Macromolecular Chemistry Getreidemarkt 9 / 163 / MC Lehartrakt 3rd floor 1060 Vienna, Austria Tel: +43 1 58801 16273 Cell phone: +43 664 88457837 FAX: +43 1 58801 16299 Email: Web: ; http://amt.tuwien.ac.at
Measurable Course Performance Objectives (MPOs) (continued): 3. Demonstrate various shooting techniques: 3.1 demonstrate the lay-up shot; 3.2 demonstrate the set shot; and 3.3 demonstrate foul shooting 4. Explain and demonstrate man-to-man offense and defense: 4.1 demonstrate guarding; 4.2 perform basic offense and defense plays; and 4.3 explain and demonstrate picks and screens 5. Explain and demonstrate zone offense and defense: 5.1 explain and demonstrate overloading and zone; 5.2 explain zone strategy; and 5.3 explain and demonstrate breaking and zone 6. Explain the rules of basketball: 6.1 explain players, substitutes, and team rules; 6.2 explain shot clock and time limit rules; 6.3 explain fouls, free throws, and violations rules; 6.4 explain out-of-bounds and throw-in rules; 6.5 explain putting-the-ball-in-play rules; and 6.6 explain scoring rules Methods of Instruction: Instruction will consist of a combination of demonstration, skill work, practice sessions, games, and strategy applications. Outcomes Assessment: Test questions are blueprinted to course objectives. Checklist rubrics are used to evaluate skill and strategy performance for the presence and mastery of course objectives. Data is collected and analyzed to determine the level of student performance on these assessment instruments in regards to meeting course objectives. The results of this data analysis are used to guide necessary pedagogical and/or curricular revisions. Course Requirements: All students are required to: 1. Attend all classes on time and actively participate in class. 2. Take a written final test as scheduled. 3. Demonstrate skills as requested by the instructor.
Methods of Instruction: Instruction will consist of a combination of demonstration, discussion, and individual workout sessions. Outcomes Assessment: Checklist rubrics are used to evaluate weight training techniques performance (during Practical Skill Tests and the Final Exam) for the presence and mastery of course objectives. Data is collected and analyzed to determine the level of student performance on these assessment instruments in regards to meeting course objectives. The results of this data analysis are used to guide necessary pedagogical and/or curricular revisions. Course Requirements: All students are required to: 1. Attend all classes on time and actively participate in class. 2. Take all tests and exams as scheduled. Methods of Evaluation: Final course grades will be computed as follows: % of Grading Components final course grade Attendance & Class Participation 20% Students need to attend and participate in class to benefit from the guidance of the instructor, to observe necessary demonstrations, and to practice weight training techniques. 4 or more Practical Skill Tests (dates specified by the instructor) 50% The Practical Skill Tests will provide evidence of the level of student mastery of the weight training techniques that are covered during the first half of the semester. Final Exam (date specified by the instructor) 30% The comprehensive Final Exam will provide evidence of the level of student mastery and synthesis of the movements and strategies involved in weight training techniques covered throughout the semester.
ZLI GRANT PROGRAM PHASE II: DARE TO DREAM ASSESSEMENT APPLICATION – WINTER 2016 Applications are due by 8:00 a.m. on Friday, January 29, 2016 via email to as ONE pdf file. A complete application includes this cover page, the business construct (see Section 2 of this application), and resumes for ALL team members. If your team is selected to receive an Assessment grant, you must complete the following requirements in order to receive $1,500: At least half of your team must attend the following workshops, but we STRONGLY recommend all team members attend: Startup Workshop: Identifying & Sizing Your Market – Monday, February 15th, 5:00 p.m. – 6:30 p.m., R1220 Startup Workshop: Assessing Financial Feasibility – Tuesday, February 16th, 5:00 p.m. – 6:30 p.m., R1220 Startup Workshop: Startup Financials – Monday, February 22nd , 5:00 p.m. – 7:00 p.m., R2210 Attend office hours with ZLI staff. More details will be provided if you are selected. Submit your deliverable by 8:00 a.m. on Monday, April 11th. Section 1: Team Information The first person listed here will be the contact person for communication and payment processing. Include a one-page resume for each person listed. Did you read the requirements above? Name of Business Team Lead Name: umich email: Degree and grad date: UMID number: Team Member #2 Name: umich email: Degree and grad date: UMID number: Team Member #3 Name: umich email: Degree and grad date: UMID number: Team Member #4 Name: umich email: Degree and grad date: UMID number: Team Member #5 Name: umich email: Degree and grad date: UMID number:
1. BMP # 3 (Table 4.2.4, BMP #3) 2. BMP Title: Inspection Program_ 3. Provide the measurable goal from the Permit and/or approved SWMP: Did you comply with the measurable goal? Yes No If not, explain why you did not comply with the measurable goal: 4. Documentation Did you attach documentation of the BMP activities completed during the reporting period? Yes No If not, please explain why: 5. Implementation Schedule BMP activities completed during this reporting period: Date(s) for any BMP activities completed during this reporting period: Did you comply with the implementation schedule in the SWMP? Yes No If not, please explain why: 6. BMP Effectiveness Do you consider this BMP to be effective? Yes No Do you plan to continue with implementation of this BMP or revise it in the SWMP? Continue Revise Do you plan to revise the BMP description, implementation schedule, or measurable goal for this BMP? Yes No If yes, please explain: 1. BMP # 4 (Table 4.2.4, BMP #4) 2. BMP Title: _Enforcement Procedures_ 3. Provide the measurable goal from the Permit and/or approved SWMP: Did you comply with the measurable goal? Yes No
5 13 February (Live) Polymer Chemistry—An Introduction Extractables and Leachables (E&L) 6 19 February – 25 February Shaping Plastics Plastic Applications 7 27 February (Live) MIDTERM EXAM 8 05 March – 11 March Flexible Packaging Laminates Adhesives 9 12 March – 18 March SPRING RECESS – No Classes Scheduled 10 20 March (Live) Glass Containers Glass Bottle Manufacturing 11 26 March – 01 April Metal: Cans, Containers and Tubes 12 02 April – 08 April Closures and Closures Systems The Poison Prevention Act 13 10 April (Live) The Packaging Line Miscellaneous Components 14 16 April – 22 April Graphic Design Package Printing and Decorating 15 23 April – 29 April Student Presentations & Course Review 16 08 May (Live) FINAL EXAM “Live” classes will be held on Tuesday’s, CKB212, 6:00 – 9:05PM
Phenolic Resin / Hexamine Binding of Pyrotechnic Compositions TITLE James C. Widmann President Connecticut Pyrotechnic Manufacturing LLC 15 Glen Rd., Sandy Hook, CT 06482 USA , ABSTRACT The purpose of this study is to examine the use of a mixture of Phenolic Resin and Hexamine as a binding agent in pyrotechnic compositions. In other industries this combination is used to bind a range of powders and fibers. Upon the application of relatively low heat, an exceptionally strong bond is created and even large objects can be solidly formed in just a few hours. In particular, it is thought that this process could have significant benefits to the manufacture of large aerial comets.
San José State University Single Subject Credential Program Phase II/III Formative Evaluation Form Student Teacher: _______________________________Semester: _________________ Year: _________ Subject Area: _____________ District: _________________ School: _______________________________ Mentor Teacher: ________________________Univ. Supervisor: ______________________________ (Note: place an asterisk beside the name of the person filling out this form) The credential candidate is evaluated by rating his/her current level of performance related to specific elements of the Teaching Performance Expectations. In the space provided for each element, choose the number that represents your rating using the following scale. Teaching Effectiveness Scale (based on observations, candidate’s lesson/unit plans, student work, and/or other artifacts of teaching) 3 Capable Applies knowledge and understanding to effectively support student learning 2 Developing Shows basic knowledge and understanding; attempts to support student learning but may be inconsistent 1 Unsatisfactory Shows limited knowledge and understanding and/or weak performance that does not support student learning NA Not observed/No supporting evidence to make determination Teaching Expectations for Pre Service Teachers I. Making Subject Matter Comprehensible for Students 1. Demonstrates knowledge of subject matter content and the state-adopted content standards and/or frameworks. 3 2 1 NA 2. Enhances student progress toward meeting state-adopted content standards and/or framework content through instructional strategies that are appropriate for the subject matter and support the needs of all students, including ELL. 3 2 1 NA 3. Uses relevant materials, resources, and technologies to make subject matter accessible to all students. 3 2 1 NA Comments: Teaching Effectiveness Scale 3=capable; 2=developing; 1=unsatisfactory; NA=not observed/no evidence
Change history Version number Change details Date 01.00 Original PGD template 24 February 2017 02.00 update to off-label use update to information for individuals with swallowing difficulties amendment to age range for doses for children addition of maximum duration of treatment additional supply and labelling requirements additional patient information updates to references minor typographical changes 22 January 2018
Calculate the potential energy, kinetic energy, and total energy of the system using the data from #10. Time (x-axis) Potential Energy (y-axis) Kinetic Energy (y-axis) Thermal Energy (y-axis) Total Energy (y-axis)
FORCE AND NEWTON’S LAWS REVIEW To Begin: http:/phetcolorado.edu -> HTML 5 SIMs -> Forces and Motion Basics Part I - Newton’s First Law Choose the “Motion” window to start the simulation Make sure the boxes that say “Force”, “Values” and “Speed” are checked! Apply a force of 50 N right to the box. Describe the motion of the box using physics terms (i.e. velocity, acceleration, displacement). Refer to the speedometer in your answer. Reset the scenario (don’t forget to check forces, speed again). Apply a force of 50 N to the right for about 5 seconds then reduce the applied force to zero (the man should stop pushing). Don’t reset the scenario. Describe the motion of the box. Refer to the speedometer in your answer. Apply a force of 50N to the left. Describe the motion of the box. Explain the exact steps needed to make the box come to a stop. Summary Newton’s First Law of Motion States “An object at rest stays at rest and an object in motion stays in motion with the same speed and in the same direction unless acted upon by an unbalanced force.” Explain how your observations in a - d support this Law.
______________________________________________________ _______________________________________________________________________________________
Turn the timer on, off and reset the timer while waves are moving. Practice counting waves passing a given point: Move the vertical ruler so that it is along the wave’s path. This will be the point where you watch waves pass and count them. Count 5 waves passing the ruler. Change the frequency and count again. Fill in the table by working together counting the waves and using the timer. Data: frequency Time interval Number of waves: Number of waves: Number of waves: Average number of waves counted in 10 second period Number of waves in 1 second Trial #1 Trial #2 Trial #3 50 10 seconds 10 10 seconds 100 10 seconds *To find frequency, divide the average number of waves counted by the time interval. 5. Talk about the data. Decide on a way your group can explain wave frequency to the class. Write your idea(s) on the lines. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
Name: ___________________________ Period _______________ Acid/Base – 3, 2, 1 Exit Ticket 3 Describe the activity! Give a brief description of the activity that you completed 2 Things I found interesting when I was playing the game… 1 Question I have….
Mass (kilograms) Force (Newtons) Acceleration(meters/second2) 40kg 100N 50kg 100N 80kg 100N 100kg 100N 200kg 100N 1. What do you notice happens as you increase mass? 2. Was your prediction correct? Explain. Part B: Constant with varying force Now set the mass to 100kg. Start the applied force at 50N and slowly increment it in intervals of 50N. Predict what will happen as you increase the force Fill in chart. Investigate Acceleration Mass (kilograms) Force (Newtons) Acceleration(meters/second2) 100kg 50N 100kg 100N 100kg 150N 100kg 200N 100kg 250N 2. What do you notice about the relationship between force and acceleration? Explain. 3. Was your prediction correct? Explain. __________________________________________________________________________________________ 4. Where you surprised by anything in this activity? If so, what? __________________________________________________________________________________________ __________________________________________________________________________________________
PART 2: DRAWING MOLECULES TO SHOW 3-DIMENSIONALITY MODEL 2: Line, Wedge and Dash Drawings Line: In the plane of the paper: _____ Wedge: Coming forward, in front of the plane of the paper: Dash: Going backward, behind the plane of the paper: Where is each of the 5 atoms in the molecule CHFClBr? In the plane of the paper ______ ______ ______ In front of the plane of the paper ______ Behind the plane of the paper ______ Using the Model screen, add bonding domains (●) to the central atom (○). Using lines, wedges and dashes from Model 2, draw each molecule’s shape. Bonding Atoms Around Central Atom Drawing of Shape Electron Geometry Bond Angles 2 ● ─ ○ ─ ● Linear 180º 3 ○ 4 ○ 5 ○ 6 ○
Information to be included on the Instructor’s Course Syllabi: Disability Statement: Baton Rouge Community College seeks to meet the needs of its students in many ways. See the Office of Disability Services to receive suggestions for disability statements that should be included in each syllabus. Grading: The College grading policy should be included in the course syllabus. Any special practices should also go here. This should include the instructor’s and/or the department’s policy for make-up work. For example in a speech course, “Speeches not given on due date will receive no grade higher than a sixty” or “Make-up work will not be accepted after the last day of class.” Attendance Policy: Include the overall attendance policy of the college. Instructors may want to add additional information in individual syllabi to meet the needs of their courses. General Policies: Instructors’ policy on the use of things such as beepers and cell phones and/or hand held programmable calculators should be covered in this section. Cheating and Plagiarism: This must be included in all syllabi and should include the penalties for incidents in a given class. Students should have a clear idea of what constitutes cheating in a given course. Safety Concerns: In some programs this may be a major issue. For example, “No student will be allowed in the safety lab without safety glasses.” General statements such as, “Items that may be harmful to one’s self or others should not be brought to class.” Library/ Learning Resources: Since the development of the total person is part of our mission, assignments in the library and/or the Learning Resources Center should be included to assist students in enhancing skills and in using resources. Students should be encouraged to use the library for reading enjoyment as part of lifelong learning. Expanded Course Outline:
II. Enrollment Alameda Berkeley Laney Merritt District Census Enrollment F11 166 246 222 47 !Undefined Bookmark, Census Enrollment F12 110 235 190 42 !Undefined Bookmark, Census Enrollment F13 140 232 215 43 !Undefined Bookmark, Sections F11 4 5 4 1 !Undefined Bookmark, A_SECTION Sections F12 2 5 4 1 !Undefined Bookmark, A_SECTION Sections F13 3 6 4 1 !Undefined Bookmark, A_SECTION Total FTES F11 16.60 24.60 22.20 4.70 !Undefined Bookmark, A_FTES_F1 Total FTES F12 11.00 23.50 19.00 4.20 !Undefined Bookmark, A_FTES_F1 Total FTES F13 14.00 23.20 21.50 4.30 !Undefined Bookmark, A_FTES_F1 Total FTEF F11 0.80 1.00 0.80 0.20 !Undefined Bookmark, A_FTEF_F1 Total FTEF F12 0.40 1.00 0.80 0.20 !Undefined Bookmark, A_FTEF_F1 Total FTEF F13 0.60 1.20 0.80 0.20 !Undefined Bookmark, A_FTEF_F1 FTES/FTEF F11 20.75 24.60 27.75 23.50 !Undefined Bookmark, A_FTESFTE FTES/FTEF F12 27.50 23.50 23.75 21.00 !Undefined Bookmark, A_FTESFTE FTES/FTEF F13 23.33 19.33 26.88 21.50 !Undefined Bookmark, A_FTESFTE Note: Attendance Method “X” classes are excluded from the calculations.
Key references Key references DTaP/IPV/Hib/HepB vaccine Immunisation Against Infectious Disease: The Green Book , , and last updated 19 April 2013; , last updated 7 April 2016; and , last updated 26 February 2016 (and subsequent draft update) Summary of Product Characteristic for Infanrix®-hexa, GlaxoSmithKline. Last updated on eMC 17 May 2017. NHS public health functions agreement 2017-18. Service specification No.4. Immunisation against diphtheria, tetanus, poliomyelitis, pertussis and Hib programme. April 2017. The hexavalent DTaP/IPV/Hib/HepB combination vaccine information for healthcare practitioners Vaccination of individuals with uncertain or incomplete immunisation status. Public Health England. General PHE Immunisation Collection British National Formulary (BNF) and British National Formulary for Children (BNF-C) National Minimum Standards for Immunisation Training (2005) NICE Medicines Practice Guideline 2 (MPG2): Patient Group Directions. Published March 2017. NICE MPG2 Patient group directions: competency framework for health professionals using patient group directions. January 2014. Immunisation knowledge and skills competence assessment tool. Royal College of Nursing (RCN) 2015. Protocol for ordering storage and handling of vaccines. April 2014. Health Technical Memorandum 07-01: Safe Management of Healthcare Waste. Department of Health 20 March 2013 Practitioner authorisation sheet DTaP/IPV/Hib/HepB PGD v01.00 Valid from: 12/09/2017 Expiry: 31/08/2019 Before signing this PGD, check that the document has had the necessary authorisations in section two. Without these, this PGD is not lawfully valid. Practitioner By signing this patient group direction you are indicating that you agree to its contents and that you will work within it.
Schedule Wk Topic Reading Note 1 Introduction Part 1: Moral Theories 2 Relativism James Rachels, “The Challenge of Cultural Relativism” 3 Consequentialism (1) Peter Singer, “All Animals Are Equal” 4 Consequentialism (2) Peter Singer, “Famine, Affluence, and Morality” 5 Kantian Moral Philosophy Onora O’Neil, “Kantian Approaches to Some Famine Problems” Part 2: Topics in Moral Philosophy 6 Prostitution Martha Nussbaum, “Whether From Reason or Prejudice: Taking Money For Bodily Services” Thanksgiving: Mon, Oct 4 7 Love Alain de Botton Fri: Reading and Writing Workshop 8 The Meaning of Life Susan Wolf, “The Meanings of Lives” 9 Abortion Judith Thomson, “A Defense of Abortion” Part 3: Moral Philosophy Under Fire 10 Morality of Personal Relationships James Rachels, “Morality, Parents, and Children” 11 Feminist Moral Philosophy Jean Hampton, “Feminist Contractarianism” (section 1); Marilyn Friedman, “ Beyond Caring” (section 1) Remembrance Day: Mon, Nov 13 12 The Value of Being “Moral” Susan Wolf, “Moral Saints” 13 Summary and Review Peer Review: Mon, Nov 27
Aristotle , Time Is a Measure of Change Augustine, Confessions, Book XI, sections X-XXXI Newton, “Time Is Absolute” Secondary readings: E. Edison and E. Savage-Smith, Medieval Views of the Cosmos, Bodleian library, Oxford 2004 James Trefil, Space, Time, Infinity: The Smithsonian Views the Universe, Smithonian Books, Washington, 1985 John Barrow, Cosmic Imagery: Key Images in the History of Science, 2008: “Shapeliness: The Symmetries of Life” pp. 255-257 Painting by numbers: the famous five: Platonic solids 266-270 Does God play football 272-279 (Leonardo da Vinci’s drawings) Week 7 McTaggart “The Unreality of Time” Mellor “The Unreality of Tense” Shoemaker “Time without Change” Lewis “The paradoxes of time travel” R. Le Poidevin Travels in Four dimensions: The Enigmas of Space and Time, Oxford, 2005, (pp. 52-72—on Kant) III. Perspective Week 8 Schelling, Friedrich, Bruno, or, On the Natural and the Divine Principle of Things Eva C. Keuls, Plato and Greek Painting (Columbia Studies in the Classical Tradition) (Brill Academic Pub, 1997)
Version number Change details Date V01.00 New PHE PGD template 18 August 2015 V02.00 PHE Intanza PGD amended to: reflect the unavailability of egg-free influenza vaccine (Optaflu®) in 2016/17 reference the protocol for ordering storage and handling of vaccines update wording regarding authorisation in line with agreed PHE PGD template changes include minor rewording, layout and formatting changes for clarity and consistency with other PHE PGD templates 9 August 2016 V03.00 PHE Intanza PGD amended to: remove text pertaining to non-payment for vaccinating morbidly obese individuals who are now included in the GP service specification exclude patients who have received a dose of influenza vaccine for the current season state that patients should be reassured that the inactivated vaccine cannot cause influenza. However the vaccine will not provide protection for about 14 days and does not protect against other respiratory viruses that often circulate during the flu season include minor typographical and layout changes in keeping with PHE PGD Policy 04 July 2017 PGD template development This PGD template has been developed by the following health professionals on behalf of Public Health England: Developed by: Name Signature Date Pharmacist (Lead Author) Elizabeth Graham Lead Pharmacist Immunisation Services, PHE 04/07/2017 Doctor Mary Ramsay Consultant Epidemiologist and Head of Immunisation, Hepatitis & Blood Safety Department, PHE 04/07/2017 Registered Nurse (Chair of Expert Panel) David Green Nurse Consultant – Immunisations, PHE 04/07/2017 This PGD template has been peer reviewed by the PHE Immunisations PGD Expert Panel in accordance with PHE PGD Policy. It has been ratified by the PHE Medicines Management Group and the PHE Quality and Clinical Governance Steering Group. Expert Panel
DAIRY & EGGS PRODUCE MEAT & SOY PRODUCTS BAKERY FROZEN NON-PERISHABLE (Soft Packed) NON-PERISHABLE (Hard Packed) YES Refrigerated See table below for date guidelines. Refrigerated At least 80- 90% of the product usable for an additional 3-5 days after pick-up Frozen within 24 hours of product date Accepted up to 180 days after product date Frozen within 24 hours of product date Accepted up to 180 days after product date Frozen Accepted up to 180 days after product date Cereal, Crackers, Dried Pasta, Beans & Rice Room temperature Accepted up to 60 days after product date Canned & Jarred products (Soup, Condiments, Vegetables, Fish, Meat) Room temperature Accepted up to 180 days after product date NO Damaged or packaging Off odor or discoloration Mold Off odor or discoloration Mold, fungus, insects, or significant decay Defrosted Severe freezer burn Off odor or discoloration Bloated package Non-food grade packaging in contact with food Mold Severe freezer burn Seriously damaged Open, punctured, bulging, leaking, or seriously damaged Open, punctured, bulging, leaking, or seriously damaged Broken or chipped glass How many days after the product date can I donate dairy products and eggs? 3 9 23 25 90 Fluid Dairy (Milk, Half and Half, Eggnog, etc) Yogurt, Sour Cream, Cottage Cheese Pasta Salad, Potato Salad, Coleslaw Hummus Refrigerated Juice, Perishable Beverages Soy Milk Cream Cheese Soft Cheese Eggs Butter Margarine Hard Cheese Shelf Stable Milk Frozen Butter Frozen Cream Cheese Frozen Hard Cheese
ITEMS CONDITIONS YES Paper Products (diapers, paper towels, etc.) Personal Items (toothpaste, shampoo, etc.) Cleaning Supplies (hand soap, Windex, etc.) Laundry Supplies (detergent, etc.) Actual product intact NO no Baby Food/Formula Health Products (vitamins, medicine, etc.) Pet Products (food, litter, etc.) Cosmetics Clothing Items Decorations Household Items (cookware, appliances, etc.) Seasonal Items (flip flops, greeting cards, etc.) Actual product damaged or leaking Protective seal of actual product breached Open or partially used product
FOD Requirements: Tool Control procedures and practices are a large part of an effective Foreign Object Damage (FOD) Prevention Program. The key elements contributing to a FOD free aircraft are tool accountability and hardware control coupled with sound housekeeping practices. The fundamental responsibility of tool control lies with the individual who brings these items to a controlled area. All personnel having access to FOD Controlled Areas will pick up and dispose of any foreign object Smoking, eating, or drinking is not permitted in any FOD Controlled Area All employee’s tool boxes will inventoried per PRO-4800, “Employee Personal Tools – Philadelphia”. All personal tools will be removed from the facility, provided Team Tool Boxes are in place. All employees & contractors must attend annual FOD PREVENTION training. Formal FOD PREVENTION training will be documented and include: Eliminating Causes and Effects of FOD Cleaning and inspection of components and assemblies. Positive control of personal items, including tools and hardware. Control of manufacturing debris & cleanliness in the work area Proper care and use of equipment protective devices
Version number Change details Date V01.00 New MenB Risk Groups PHE PGD Template 08 December 2016 V02.00 MenB Risk Groups PGD amended to: include additional healthcare practitioners in Section 3 remove black triangle refer to vaccine incident guidelines in off-label and storage sections include minor rewording, layout and formatting changes for clarity and consistency with other PHE PGD templates 21 December 2018 PGD development This PGD has been developed by the following health professionals on behalf of Public Health England: Developed by: Name Signature Date Pharmacist (Lead Author) Elizabeth Graham Lead Pharmacist - Immunisation and Countermeasures, PHE 24/01/2019 Doctor Mary Ramsay Consultant Epidemiologist and Head of Immunisation and Countermeasures, PHE 24/01/2019 Registered Nurse (Chair of Expert Panel) David Green Nurse Consultant – Immunisation and Countermeasures, PHE 24/01/2019 This PGD has been peer reviewed by the PHE Immunisations PGD Expert Panel in accordance with PHE PGD Policy. It has been ratified by the PHE Medicines Management Group and the PHE Quality and Clinical Governance Delivery Board. Expert Panel Name Designation Ed Gardner Advanced Paramedic Practitioner / Emergency Care Practitioner, Medicines Manager, Proactive Care Lead Shamez Ladhani Paediatric Infectious Disease Consultant, Public Health England Jacqueline Lamberty Lead Pharmacist Medicines Management Services, Public Health England Vanessa MacGregor Consultant in Communicable Disease Control, Public Health England, East Midlands Health Protection Team
NOTES: Refer to the “Composite List of Tobacco Ingredients” accompanying this report for the quantities not exceeded and function of the listed ingredients. Flavourings that make up each brand’s unique flavour characteristics are grouped as “natural” and/or “artificial” flavours. Each flavouring grouped under this heading is disclosed the "Composite List of Tobacco Ingredients" accompanying this report Details of the non-tobacco ingredients can be found in the "Composite List of Non-Tobacco Ingredients" accompanying this report. Processing aids and preservatives that are not significantly present in, and do not functionally affect, the finished product are grouped as "processing aids" and/or "preservatives". Each processing aid and preservative grouped under this heading is disclosed in the "Composite List of Tobacco Ingredients" accompanying this report. Philip Morris International, April 2017 Philip Morris LTD Australia Ingredients Report By-Brand Variant Ingredients List For Reporting Period (March 1, 2016 to March 1, 2017) (pursuant to Clause 6.3(i) of the Agreement between the Commonwealth and the Manufacturers dated December 20, 2000) Peter Jackson Menthol Green King-Size Hard Pack + Firm Filter 30’s Product Weight: 0.903 g Tobacco Weight: 0.612 g Ingredients listed in descending order by weight Tobacco Water Menthol propylene glycol natural & artificial flavourings NOTES: Refer to the “Composite List of Tobacco Ingredients” accompanying this report for the quantities not exceeded and function of the listed ingredients. Flavourings that make up each brand’s unique flavour characteristics are grouped as “natural” and/or “artificial” flavours. Each flavouring grouped under this heading is disclosed the "Composite List of Tobacco Ingredients" accompanying this report
This assumes that bettors are subject to a Dutch book, and shows that the bookmaker profit margin increases as the sum of probabilities increases beyond 1. However, a bookmaker quoting odds with high implied probabilities is only guaranteed to attract bettors with even more “incoherent” beliefs (the term for subjective probability estimates adding to above probability = 1). Rational probability judgments are “coherent,” summing to 1 for a complete set of events, and prevent an individual from accepting a sequence of bets guaranteed to make her poorer (Seidenfeld, 1985). Incoherence will be used as the dependent variable in the experiments that follow as a simple measure of judgment quality, although this is not the only valid measure (Seidenfeld, 1985). A plausible hypothesis therefore is that soccer gambling advertising reflects fans’ probability judgment biases. This hypothesis is tested with a combination of observational and experimental data. Six experiments show that soccer fans struggle to form coherent probability estimates for the complex events found across an observational study of high-profile TV adverts. The discussion provides public policy implications. TV adverts observational study Method Live-odds gambling adverts were recorded during all televised English Premier League soccer matches over January and February 2016. While betting adverts are shown during other sports and other soccer matches, the English Premier League is the most high-profile league of the UK’s favorite sport. The Gambling Commission and Advertising Standards Agency were contacted before data collection; neither body stated that they kept any records of bets advertised on TV. Similar gambling
incorrectly. Just over a third of participants answered both downside risk questions correctly (33.9%), while the remainder answered one question correctly (15.3%). Table . Overall percentage of correct responses to downside risk questions. Number of questions answered correctly Percentage of participants 0 50.8% 1 15.3% 2 33.9% Table 6 presents results of each individual question, broken down by percentage size and question order. The results were remarkably stable: The percentage of correct responses ranged in a narrow band, from 38.8% for +/-10% first, to 44.3% for +/-50% last. For the first question of the survey, the modal response was “equal to its initial value”, for both +/-10% and +/-50% questions. The correct answer “less than its initial value”, was the other most common response. Therefore, in all the regression analyses that follow, multinomial logistic regression will be used to predict the likelihood of a response shifting from equal to- to less than-its initial value. Table . Responses to each downside risk question. Response First Last +/-10% +/-50% +/-10% +/-50% More than its initial value 14.6% 12.5% 13.5% 13.4% Equal to its initial value 43.9% 43.6% 38.9% 38.4% Less than its 38.8% 41.3% 41.9% 44.3%
tobacco water propylene glycol natural & artificial flavourings cocoa and cocoa products glycerol sugars (sucrose and/or invert sugar) Longbeach Fine Silver King-Size Hard Pack 40's Product Weight: 0.835 g Tobacco Weight: 0.584 g Ingredients listed in descending order by weight tobacco water
Chapter 3 - Evidence of de-risking – Page 22 Chapter 4 - Consequences of the de-risking – Page 35 Chapter 5- De-risking and financial inclusion – Page 40 Chapter 6 - Policy evaluation – Page 54 Conclusion – Page 60 Bibliography- Page 63 Introduction
This reminded us of the tension between wanting to reduce the risk that financial system is used to facilitate crime and terrorism but also wanting to ensure that we do not increase financial exclusion. The sharp decline in global correspondent banking has left some developing countries without access to the international financial community. Mark Carney has warned that this could lead to financial abandonment for certain countries . We have already seen that in Belize the decline in correspondence banking has meant that funds have had to be cleared through the central bank. This requires the public central bank to take over the monitoring of customers and financial transactions. Economist have warned that most central banks in developing nations are not equipped to conduct the same standards of customer due diligence as the large international banks. Moreover several central banks would struggle to process the same volume of transactions as the commercial banks. Moving compliance and oversight of financial transactions in developing countries to the central banks would reduce the quality of AML/CTF controls and increase the risk of the financial systems being misused. It also would require a significant investment from the central banks to upgrade their current facilities to meet international standards. Arguably the cost of monitoring transactions for suspicious activity would then fall back to public administration. However the ability of central banks to undertake detailed customer due diligence would be extremely expensive. In developing nations this public money arguably could be better spent on other initiatives. Moreover the G20 have significant concerns about the impact of de-risking on MSBs and the unintended consequences for remittances to developing nations. As MSB
Session 5: Unifying the Brotherhood, Philippians 2:1-4, “Therefore if you have any encouragement from being united with Christ, if any comfort from his love, if any common sharing in the Spirit, if any tenderness and compassion, 2 then make my joy complete by being having the same love, being one in spirit and of one mind. 3 Do nothing out of selfish ambition or vain conceit. Rather, in humility value others above yourselves, 4 not looking to your own interests but each of you to the interests of the others.”
Therefore, those that support our well-being are those who contribute to our “whole person” (body, soul, and spirit) for the good of those who are or potential believers in Christ Jesus. We should recognize those who support that “well-being” part of our exterior and inner self. Providing others with a blessing of support in money, prayer, and the honest and sincere caring for the “welfare” of others shows a genuine heart for others “wellbeing.” “Giving” can be in the form of monetary support, prayer support, or faithful and friendly fellowship. Paul sent a letter to the Philippian church thanking them for their past and present gift(s). Philippians 4:15-18, “Now you Philippians know also that in the beginning of the gospel, when I departed from Macedonia, no church shared with me concerning giving and receiving but you only. For even in Thessalonica you sent aid once and again for my necessities. Not that I seek the gift, but I seek the fruit that abounds to your account. Indeed I have all and abound. I am full, having received from Epaphroditus the things sent from you, a sweet-smelling aroma, an acceptable sacrifice, well pleasing to God.” What does Paul mean at “The beginning of the gospel? This refers to Paul's pioneering missionary efforts in Europe, recorded in Acts 16 and following. No church shared with me concerning giving and receiving but you (the church at Philippi) only: The Philippians were the only ones to support Paul during this particular period. Paul especially remembered how they supported him when he was in Thessalonica. "Probably the gift does not come to very much, if estimated in Roman coin; but he makes a great deal of it, and sits down to write a letter of thanks abounding in rich expressions like these." (Spurgeon)
C. “I can do all of this through him who strengthens me” 1. Paul’s secret is a radical dependence on Jesus in all circumstances 2. The 1st century Stoic philosophers found contentment through self-sufficiency and drawing on their own inner resources. Paul turns that notion on its head as he finds contentment through Christ-sufficiency and complete dependence on him. D. Jesus was everything for Paul (see Philippians 1:21 and 3:8) 1. If you make Jesus your treasure and your satisfaction than you can experience contentment no matter the circumstances because what brings your heart contentment can never be taken away 2. If you make something else your treasure and satisfaction (wealth, job, health, relationships, etc.) then your heart is in danger of losing contentment. E. Finding contentment in times of poverty and need (2 Corinthians 12:7-10) Times of need provide us with opportunities to learn that Christ’s grace alone is enough F. Finding contentment in times of plenty (1 Timothy 6: 17-29) 1. Times of plenty provide us with an opportunity to not become arrogant or fix our hope on things, but to put our hope on God. 2. Times of plenty provide us with opportunities to be grateful for the many blessings God is bringing into our lives (instead of feeling guilty for them) 3. Times of plenty provide us with an opportunity to be generous to others V. Conclusion A. Practice living in the “enoughness” of Jesus’ grace and his provision B. He may not always provide all that we want, but we can be content that he is enough and will provide us with enough
Annex B - Progress towards Performance Benchmarks in 2014-15 Aid objective 2014-15 benchmark Rating Progress in 2014-15 1 500 new classrooms built Achieved 1,047 new classrooms (BEST 187 classrooms; Social Protection Initiative 158 classrooms; BEAM-ARM 50 classrooms; Classroom Construction Initiative 652 classrooms) 1 BEST contracted and mobilised Achieved BEST is fully operational. 2 Finalise the design of a new investment to support economic growth Partly Achieved Concept note for a new infrastructure investment has been approved. A scoping study has been completed and consultants hired to design a new aid for trade investment. 2 360 km of provincial roads rehabilitated or maintained Partially Achieved 320 km rehabilitated or maintained. 3 5 government agencies produce hazard and risk models informing the development of 6 risk-sensitive local land use plans, and contingency plans and early warning systems of 115 barangays Achieved 24 hazard and risk maps for local government units in Metropolitan Manila and Northern Mindanao. 26 comprehensive Land Use Plans for cities in Metropolitan Manila and Northern Mindanao. Improved early warning systems and risk plans for 143 barangays in Metropolitan Manila. 4 Gender balance in consultations on the peace process: 2,000 women at public consultations; 35 women specific consultations Partly Achieved 1,725 women at public consultations 3 women specific consultations Consultations were planned to coincide with the passage of the Bangsamoro Basic Law (BBL). As BBL has yet to pass the Philippine Congress, consultations did not proceed. 5 Support the acquisition and implementation by the Government of the Philippines of a Government Integrated Financial Management Information System (GIFMIS). n/a The Government of the Philippines has decided not to implement a GIFMIS. 5 7 new partners assisted in the development of their Human Resource Development Plans Achieved 8 partners have been assisted under the Philippines-Australia Human Resource and Organisational Development Facility. 5 Facilitated 6 partnership agreements between Philippine and Australian academic institutions Achieved 7 partnerships have been facilitated. Note: Achieved. Significant progress has been made and the performance benchmark was achieved Partly achieved. Some progress has been made towards achieving the performance benchmark, but progress was less than anticipated. Not achieved. Progress towards the performance benchmark has been significantly below expectations
C - List of evaluations completed in the reporting period Investment number and name Name of evaluation Date completed Date Evaluation report Uploaded into AidWorks Date Management response uploaded into AidWorks Published on website INL343 - Peacebuilding in Mindanao Midterm/Strategic Review for the BASIC Bangsamoro Program November 2016 March 2017 March 2017 February 2017 ING581 - Disaster and Climate Risks Management GMMA READY Project completion and terminal evaluation RAPID Program/Project Climate Twin Phoenix evaluation June 2016 March 2016 December 2016 August 2017 n/a (UNDP administered) n/a (UNDP administered) INI294 - Human Resource Organisational Development Facility Review of the Philippines Australia Human Resources and Organisational Development Facility October 2016 January 2017 January 2017 October 2016. List of program prioritised evaluations planned for the next 12 months Evaluation title Investment number and name (if applicable) Date – planned commencement (month/year) Date – planned completion (month/year) Purpose of evaluation Evaluation type Independent Progress Review of BEST INJ223 August 2017 December 2017 To assess effectiveness and verify performance; improve existing investment DFAT-led Review of the Australia-WB Philippines Umbrella Trust Fund INI632 June 2018 October 2018 To assess effectiveness; advise structure of the UTF in final year and potential successor functions DFAT-led Australia – The Asia Foundation Partnership Independent Completion Review INJ839 October 2017 February 2018 To demonstrate results; inform new investments. DFAT-led
Annex D - Aid Quality Check ratings AQC ratings Investment name Budget and duration Year on year Relevance Effectiveness Efficiency Monitoring and Evaluation Sustainability Gender equality Risks and Safeguards * INJ168 - Philippines Research Initiative $5,787,577 1/01/10 - 30/06/19 2016-17 4 4 4 3 4 4 n/a 2015-16 5 4 4 3 4 4 5 INJ223 - Basic Education Sector Transformation (BEST) Program $158,716,392 1/07/10 - 30/06/19 2016-17 5 4 4 4 5 4 n/a 2015-16 6 5 5 4 5 5 5 INJ766 - Strengthening Public Private Partnership Program $26,074,557 22/03/11 - 31/06/17 2016-17 5 4 4 4 5 4 n/a 2015-16 6 5 4 5 5 4 5 ING581 - Philippines: Disaster and Climate Risks Management $48,061,706 2/06/06 - 31/12/17 2016-17 5 5 4 4 5 5 n/a 2015-16 6 5 4 4 5 5 4 INI632 - Australia-WB Philippines Development Trust Fund $47,094,288 1/06/09 - 30/06/16 2016-17 5 4 4 4 5 3 n/a 2015-16 5 4 4 3 4 4 4 Note: * Risk and Safeguards not rated in 2016-17
Barangays with public school With ADM (elementary) established With ADM (Kindergarten) established With Tahderiyyah With BEAM–ARMM supported madaris With BEAM–ARMM contribution BEAM–ARMM provision to barangays Barangays without services in 2017 Lamitan City 45 34 9 18 4 0 19 5 6 Basilan 165 140 19 36 41 15 79 21 4 Marawi City 96 48 21 28 7 0 35 19 29 Lanao del Sur I 570 310 131 183 45 4 228 102 158 Lanao del Sur II 493 285 121 147 48 9 214 130 78 Maguindanao I 296 224 85 129 34 7 152 46 26 Maguindanao II 212 191 29 38 28 5 66 17 4 Sulu 410 311 34 65 49 8 116 73 26 Tawi-Tawi 203 158 40 60 10 4 72 32 13 2,490 1,701 489 704 266 52 981 445 344 UMIS Figure 28 and maps (Figure 29) below show the un-serviced barangays throughout ARMM by division and in the case of the map for each barangay. Figure 28 BEAM–ARMM contribution to Barangay level access to basic education services UMIS 2016