zilongwang/ReadingBank huggingface dataset:
MEDC Volcanic Eruption Mount Etna, Sicily, Italy – continuous. LEDC Volcanic Eruption Nevado Del Ruiz – Colombia 1985 & associated lahars Fold Mountains The European Alps 2.2.1 – Rivers River Features (Upper, Middle & Lower courses) River Garonne, southern France. Deltas GATW worksheet with a variety of case study examples e.g Nile River Flooding Bareges Flash Flood Event, France. 2.2.2 – Coasts Coastal erosion, transportation & deposition Spain, Sitges coursework Coastal Landforms Spain, Sitges coursework Protecting the coastline Spain, Sitges coursework Reefs GATW worksheet with named examples e.g. Philippines 2.3 Weather & Climate MEDC Tropical Storm Hurricane Katrina, USA, 2005 LEDC Tropical Storm Cyclone Nargis, Myanmar 2008 2.4 Tropical Rainforests & Tropical Deserts Tropical Rainforest climate Belem, Brazil Deforestation of Tropical Rainforest Amazon Rainforest, Brazil Sustainable Rainforest Scheme Follow the Frog & The Rainforest Alliance. Tropical Desert Climate Timbuktu, Mali Desertification Sahel region of the southern Sahara Drought in the Tropical Desert The Sahel drought 2012 (ongoing) Unit 3 – Economic Development 3.1 – Agricultural Systems Large Scale Commercial Farm Fair Oaks Farm in USA Small Scale Subsistence Farming Asia & Rice Production Shortages of Food Drought & Famine (link to desertification) 3.2 Industrial Systems Changes in Employment (Primary Secondary Tertiary Quaternary) Rostow Model and line graph commentary Manufacturing Industry Airbus – Europe Chain of Production High Tech Industry Airbus – Chosen case study of biofuels etc etc.
3.3 Leisure Activities & Tourism Physical & Human Attractions of an Area Bali Benefits and drawbacks to tourism receiving areas. Bali 3.4 Energy & Water Sources Renewable Energy Wind Power – Factsheet & exam response Locating Thermal Power Station Ratcliffe-on-Soar, UK Locating Nuclear Power Station Golfech, France (closest to Toulouse) Location Hydro Electric Power Station Three Gorges Dam, China Water Shortages Sahel region of Africa. Impact of Industry on Environment (water, soil, air) Pearl Delta China
IGCSE Geography – Introducing Plate Tectonics Starter – the information on geographypods, complete the definition boxes below for each of the four layers of Earth. Crust Mantle Outer Core Inner Core Task 1 & 2 – Sketch your plate boundary maps onto this Pacific centred world map. Be careful! Then complete the follow up tasks as outlined on geographypods
English as a Second Language (Count-in Speaking) (Extended) *Candidates may not sit this syllabus in the same series as 0500, 0510, 0522 or1123 0511 EX 21 - Reading and Writing 41 - Listening 51 - Oral Communication 2h 50m Wednesday 09 May 2018 PM Friday 11 May 2018 PM 30 Mar 2018 – 27 April 2018 English as a Second Language (Count-in Speaking) (Extended) *Candidates may not sit this syllabus in the same series as 0500, 0510, 0522 or1123 0511 GX 21 - Reading and Writing 41 - Listening 81 - Oral Communication 51 Mark Carried Forward 2h 50m Wednesday 09 May 2018 PM Friday 11 May 2018 PM N/A English as a Second Language (Speaking Endorsement) (Core) *Candidates may not sit this syllabus in the same series as 0500, 0511 or 1123 0510 AX 11 - Reading and Writing 31 - Listening 51 - Oral Communication 2h 40m Wednesday 09 May 2018 PM Friday 11 May 2018 PM 30 Mar 2018 English as a Second Language (Speaking Endorsement) (Core) *Candidates may not sit this syllabus in the same series as 0500, 0511 or 1123 0510 CX 11 - Reading and Writing 31 - Listening 81 - Oral Communication 51 Mark Carried Forward 2h 40m Wednesday 09 May 2018 PM Friday 11 May 2018 PM N/A SUBJECT CODE OPTION PAPERS DURATION DATE/SESSION
Literature (English) *Candidates may not sit this syllabus in the same series as 0408 or 2010 0486 AY 12-Poetry and Prose 22-Drama 1h 30m 1h 30m Tuesday 22 May 2018 AM Friday 25 May 2018 AM Literature (English) *Candidates may not sit this syllabus in the same series as 0408 or 2010 0486 BY 12 - Poetry and Prose 32 - Drama (Open Text) 42 - Unseen 1h 30m 45m 1h 15m Tuesday 22 May 2018 AM Friday 25 May 2018 AM Friday 25 May 2018 AM Literature (English) *Candidates may not sit this syllabus in the same series as 0408 or 2010 0486 DY 12 - Poetry and Prose 32 - Drama (Open Text) 85 - Coursework Mark 05 Carried Forward 1h 30m 45m Tuesday 22 May 2018 AM Friday 25 May 2018 AM N/A Mathematics (Without Coursework) (Core) *Candidates may not sit this syllabus in the same series as 0607 or 4024 0580 AY 12 - Paper 12 32 - Paper 32 1h 2h Friday 04 May 2018 AM Friday 11 May 2018 AM Mathematics (Without Coursework) (Extended) *Candidates may not sit this syllabus in the same series as 0607 or 4024 0580 BY 22 - Paper 22 42 - Paper 22 1h 30m 2h 30m Friday 04 May 2018 AM Friday 11 May 2018 AM SUBJECT CODE OPTION PAPERS DURATION DATE/SESSION
6.8 Staging omentectomy should be considered in serous carcinoma IV C 94.6% (35) yes, 5.4% (2) abstain (37 voters) 7. What is the current best definition of risk groups for adjuvant therapy? Recommendations: Low: I endometrioid, grade 1-2, <50% myometrial invasion, LVSI negative I Intermediate: I endometrioid, grade 1-2, ≥50% myometrial invasion, LVSI negative I High-intermediate: Stage I endometrioid, grade 3, <50% myometrial invasion, regardless of LVSI status I Stage I endometrioid, grade 1-2, LVSI unequivocally positive, regardless of depth of invasion II High: Stage I endometrioid, grade 3, ≥50% myometrial invasion, regardless of LVSI status I Stage II I Stage III endometrioid, no residual disease I
A. Adjuvant EBRT with limited fields should be considered to decrease locoregional recurrence I B B. Adjuvant brachytherapy may be considered as an alternative to decrease vaginal recurrence III B C. Adjuvant systemic therapy is under investigation II C 2: No surgical nodal staging: 100% yes (37 voters) A. Adjuvant EBRT is generally recommended for pelvic control and survival III B B. Sequential adjuvant chemotherapy may be considered to improve PFS and CSS II C C. There is more evidence to support giving chemotherapy and EBRT in combination rather than either treatment modality alone II B 9.2 In patients with high-risk, II endometrial cancer: 1: Simple hysterectomy, surgical nodal staging performed, node negative: 97.3% (36) yes, 2.7% (1) abstain (37 voters) A. Grade 1-2, LVSI negative: Recommend vaginal brachytherapy to improve local control III B B. Grade 3 or LVSI unequivocally positive:
11.5 Hormone therapy is the preferred front-line systemic therapy for patients with hormone receptor positive tumours – grade 1 or 2 and without rapidly progressive disease V A 100% yes (34 voters) 11.6 Progestogens (e.g. MPA 200 mg or MA 160 mg) are generally recommended III A 100% yes (34 voters) 11.7 hormonal agents to consider after progestins include tamoxifen, fulvestrant and aromatase inhibitors III C 100% yes (34 voters) 11.8 The standard of care is six cycles of 3-weekly carboplatin and paclitaxel. This is on the preliminary communication of a randomised showing similar efficacy and less toxicity compared with cisplatin/doxorubicin/paclitaxel I A 100% yes (34 voters) 11.9 There is no standard of care for second-line chemotherapy V C 100% yes (34 voters) 12. What are the most promising targeted agents and which study designs should be used to evaluate their clinical benefit? Recommendations: 12.1 PI3K/PTEN/AKT/mTOR pathway, PTEN, RAS-MAPK, angiogenesis (especially and VEGF/VEGFR), ER/PgR and HRD/MSI are altered in endometrial cancer and their relevance should be studied in clinical trials with targeted agents III B 100% yes (34 voters)
ISSUED FOR INDUSTRY COMMENTS ON: 19/05/2017 DEADLINE FOR RESPONSES: 30/06/2017 NAME: COMPANY (If applicable): Are comments on behalf of you or your company?: Contact email address: NO CLAUSE COMMENT SUGGESTED CHANGE 1 2 3 4 5 6 7 8 9 10 11 12 SIGNATURE:
ISSUED FOR INDUSTRY COMMENTS ON: 12/10/2018 DEADLINE FOR RESPONSES: 23/11/2018 NAME: COMPANY (If applicable): Are comments on behalf of you or your company?: Contact email address: NO CLAUSE COMMENT SUGGESTED CHANGE 1 2 3 4 5 6 7 8 9 10 11 12 SIGNATURE:
Provide a breakdown of eligible costs associated with this award Please provide a justification for these resources How did you hear about this funding opportunity ? (tick/circle as appropriate) Poster Flyer Email Man Met Life Twitter SECTION D: SIGNATURES Head of University Centre for Research and Knowledge Exchange Faculty Head of RKE Please return the completed application form to: by the deadline of the 2nd November 2018.
IGLFA long service Referees should be given preference over local IGLFA officials of equal qualifications; Language compatibility may improve a Referee’s control of the match; and, Rotation of Referee assignments is important for fair treatment of Referees working at the tournament, and to provide officials the opportunity to rest. After the completion of the round robin and in the case that there is a sufficient amount of IGLFA long service Referees to complete both the playoff and final rounds, the IGLFA long service Referees will continue with the assignments. At this point some or all of the local IGLFA Referees may no longer be required. 7 Administration 7.0 Meetings Tournament Meetings - the will wish to host a number of meetings and the Host Committee will provide facilities either at the tournament hotel or other suitable venue. Prior to the tournament start and minimally the day before (in this prioritized order): Coaches/Captains Meeting (80 people,1.5 hours) Referees Meeting (50 people, 1 hour) Draft (# of people TBD, 1 hour) In addition, the following meetings will need to take place prior to or during the tournament: House of Delegates (80 people, 3 hours) IGLFA Board of Directors (20 people, 4 hours) Suitable premises for these meetings must be provided by the Host Committee at either the tournament host hotel or other suitable venue. LAW 1 THE FIELD OF PLAY Field Surface The field of play must be a wholly natural or, if competition rules permit, a wholly artificial playing surface except where competition rules permit an integrated combination of artificial and natural materials (hybrid system). The colour of artificial surfaces must be Markings The field of play must be rectangular and marked with continuous lines which must not be dangerous; artificial playing surface material may be used for the field markings on natural fields if it is not dangerous. These lines belong to the areas of which they are boundaries. Only the indicated in LAW 5 are to be marked on the field of play. The two longer boundary lines are touchlines. The two shorter lines are goal lines. The field of play is divided into two halves by a halfway line, which joins the midpoints of the two touchlines.
Stage 2 Football Specific Excercise - Simple movement activities ie: running drills - Limit body and head movement - NO head impact activities - NO heading <80% <45 min - Add movement Stage 3 Non-Contact Training - Progression to more complex training activities - with increased intensity - coordinatino and attention e.g. passing, change of direction, shooting, match - May resistance training - NO head impact activities including NO heading - goalkeeping activities should avoid diving and any risk of the head being hit by a ball <90% <60 min - Excercise, coordination and skills/tactics Stage 4 Full Contact Practice - Normal training activities ie tackling, heading, diving saves - Restore confidence and assess functional skills by coaching Stage 5 Match Play - Player Rehabilitated - Return to match play https://iglfa.org/wp-content/uploads/Concussion-Graduated-Return-To-Play-Protocol-1.pdf
widespread/global in the remainder. 40 (70.2%) showed evidence of an increase in mesangial matrix. By definition all biopsies showed mesangial electron dense deposits. Five (13.1%) biopsies showed evidence of scanty electron dense deposits in other regions, including sub-endothelial in four (7.0%) and sub-epithelial in one (1.8). Clinical progression Patients were followed up for a median 40 months (range 1 – 113 months). At the time of renal biopsy, 22 (38.6%) patients had an eGFR <60 ml/min. 16 (28.1%) patients reached the primary in this study, namely the doubling of serum creatinine from baseline at the time of renal biopsy. By the end of this study, seven (12.3%) patients reached ESRD, of whom five (8.8%) received a renal transplant. There was no evidence of recurrent disease in any post-transplant biopsy. Treatment response All patients received standard therapy with maximum tolerated ACE inhibitors +/- ARBs. Each patient’s nephrologist then selected adjuvant therapy. In total, 22 (38.6%) patients received immunosuppression of any kind, this included prednisolone in 11 (19.3%), tacrolimus in 10 (17.5%), MMF in three (5.3%), rituximab in three (5.3%), and cyclophosphamide in one (1.6%). There was no significant difference in progression to doubling of serum creatinine between those patients treated with any kind of immunosuppression and those who were not. Out of 23 patients presenting with the nephrotic syndrome, 14 (60.9%) achieved PR after mean 160 days (range 27 – 771), while nine (39.1%) achieved CR after mean 93 days (range 36 – 226). Renal outcome was significantly better (p <0.005) in those who achieved CR compared to those who did not. Two of the nine patients who achieved a complete remission subsequently had a relapse of their nephrotic syndrome. Repeated biopsy
Region Characteristic Value Glomeruli Mean number examined 15.3 ± 7.8 Normal or minimal lesions 13 (22.8) Segmental sclerosis 40 (70.2) Mesangium Hypercellularity 17 (29.8) Increased matrix 22 (38.6) Tubules and interstitium Interstitial fibrosis or tubular atrophy 42 (73.4) Immunofluorescence / Immunoperoxidase Any other immunoglobulin 4 (7.0) C3 29 (50.9) C1q 30 (52.6) Electron microscopy (EM) Segmental epithelial foot process effacement 22 (38.6) Mesangial expansion 40 (70.2) Table : Clinical and histological features of those undergoing a repeated renal biopsy Patient No Sex Age Time to re- biopsy Indication IgM stain Mesangial EDD Treatment Rebiopsy finding 1 F 41 4.5 Cr up 1+ N/A Prednisolone FSGS 2 F 33 4.1 Cr up 1+ N None FSGS 3 M 20 2.0 Nephrotic 1+ Y None IgMN
Specialist Working Group for Neurology Proposed changes to the Criteria for the clinical use of intravenous immunoglobulin in Australia, Second Edition ITEM CRITERIA FOR THE CLINICAL USE OF INTRAVENOUS IMMUNOGLOBULIN IN AUSTRALIA, SECOND EDITION (CRITERIA) PROPOSED CHANGES TO THE CRITERIA RATIONALE FOR PROPOSED CHANGES Condition Name IgM paraproteinaemic neuropathy) IgM paraproteinaemic demyelinating neuropathy Addition: “demyelinating” added to qualify paraproteinaemic neuropathies and distinguish from axonal types. (A) Specialty Neurology Neurology Chapter 6 6 Specific Conditions of Evidence Conflicting evidence of benefit (). Conflicting evidence of benefit ().
The next EC Improvement Forum call will be on April 25th, 2016 focusing on the Ethics Consultation Quality Assessment Tool (ECQAT): Assessing Quality Based on the Consultation Record (Part 3). See you then. Take care – and thank you for everything you do to deliver excellent care to our Veterans. Slide 14 - Before you leave the call, please indicate on our anonymous poll how helpful you found this call: “I found this call helpful and useful to the work I do in IntegratedEthics”
Time Activity Description 10 min Introduction Briefly introduce students to the concepts of potential energy and kinetic energy. Potential energy is simply the "stored" energy of an object. An object's potential energy depends partly on its height and gravity. Kinetic energy is the energy of the object in motion. As an object falls, or moves down an incline, its potential energy is converted into kinetic energy. So, a falling object (or one rolling or sliding down a hill) loses its potential energy as it increases its kinetic energy. Ask the students about the different alternative sources of energy they know of that possibly uses potential and kinetic energy. Explain that engineers design hydroelectric dams to take advantage of the conversion of water's potential energy to kinetic energy, and then mechanical energy to electrical energy. In this activity we will focus on the first part. 20 min Water falling Fill the water container with water. Drop water (make sure it’s the same amount) from different heights to demonstrate the conversion of water's potential energy to kinetic energy. Have a student record the different splashes the iPod Touch video camera. Tell them not to look at the videos until they are done. Give students the option to design their own trash bag protection coat.
ORDER FORM BUDGET = $200.00 Materials Types Pictures Cost Building Material Wood 60 Insulated concrete 80 Appliances Normal 10 Energy Efficient 30 Lights Incandescent 5 Energy Efficient (CFLs) 10 Windows Normal 10 Insulated 25 Water Heater Standard 10 Powered 25 Additional Features Picture Cost Panels 25 Wind Mills 35 Rainwater Collector 10 Recycled Water System 30
Interviewee: Oh, it went well. I currently have 25 students and they come to me at different times during the four days in which I tutor. It can get hectic and confusing at times because they don’t all come consistently at the same time every week. So last week, I had two days where twenty of my students signed up. And that was quite overwhelming. The rest of the days were much more relaxed. Interviewer: Great, well, I realize we are out of time. Do you have any questions for me? Interviewee: No, you very much. Ask the students: what did they observe about this interview? What went well? Some points to consider: Eye contact Interviewee spoke much more than the interviewer. Open ended questions Follow-up questions Non-judgmental Interviewee was comfortable. PART 5: FUN DAY - EGG DROP + ICE CREAM MAKING
8 min Defining needs Go to the next slide. Explain that the goal of this part of the design thinking process is to build empathy for their partners’ needs. Have the students write the name of the person they interviewed in the journal. Ask the students to take 3 minutes to think about the interviews, and reflect on what was important to their partner. Tell the that their next task is to write a “Needs Statement.” Explain that a Needs Statement is a way to synthesize what they heard in their interviews, and that there are three main parts of a Needs Statement: user, need, and insight. Tell the students that the need must be a verb, and the insight is something that stood out to them as something that was important to their partners with respect to the cafeteria experience. Read the examples given aloud. (Note: This part of the process can be difficult. Encourage students to try to capture a need- it doesn’t have to be complex.) 5 min Ideation Turn to the brainstorming slide. Tell the class that they are going to brainstorm possible solutions to meet their partners’ needs. Explain that when you brainstorm you don’t judge any ideas and you try to think of as many ideas as you can to meet your partners’ needs. Tell the students that they have 4-5 minutes and should come up with 25 or more ideas! Ask the students to write or sketch their ideas in the space provided. 18 min Prototyping & Testing View the next slide, Ideate – Brainstorm. Ask the students to choose one of their ideas that they are most excited about and explain that they are going to build prototypes for their partners. Show them the materials in the Creation Station, and tell them that will use these materials to build their prototypes. Tell the class that a prototype is not a model, but is a way to make an experience tangible. Explain that if they were going to build a new seating arrangement, instead of drawing a sketch, they might use the desks in the room. Remind them to think about creating something their partners can interact with. Give the students 8 minutes to build their prototypes.
WATER WHEELS Overview: The purpose of this activity is to demonstrate the concept of converting water’s mechanical energy to electric energy. The lesson comes as the next step after the Falling Water activity to demonstrate how engineers design hydroelectric dams to take advantage of the conversion of water's potential energy to kinetic energy, and then mechanical energy to electrical energy. Learning Objectives Students will: Explore concepts of non-renewable energy sources. Prototype a water wheel based on their understanding of the main scientific concepts. Materials/Resources Per team container to catch the falling Water that drops from the water wheel At least 20 plastic cups Cardboard (or plates) Scissors Stapler Chopstick Pencil or straw
ORDER FORM BUDGET = $200.00 Materials Pictures Cost Building Material Wood 60 Insulated concrete 80 Appliances Normal 10 Energy Efficient 30 Lights Incandescent 5 Energy Efficient (CFLs) 10 Windows Normal 10 Insulated 25 Heater Standard 10 Solar Powered 25 Additional Features Picture Cost Panels 25 Wind 35 Rainwater Collector 10 Recycled Water System 30
Dr. Igor Guardiancich Correspondence: Campusvej 55, DK-5230 Odense M, Denmark Tel.: +45 6550 9178 E-mail: · · Skype: guardiancich Personal website: Higher education Doctoral studies 9/2004 – 10/2009 European University Institute, PhD in Social and Political Sciences. Dissertation: Pension Reforms in Central, Eastern and Southeastern Europe: Legislation, Implementation and Sustainability. Supervisor: Prof. Martin Rhodes. Examining Prof. Martin Kohli, Prof. Nicholas Barr, Prof. Tine Stanovnik. 9/2004 – 6/2005 European University Institute: MRes Social and Political Sciences. Graduate studies 9/2002 – 8/2003 The London School of Economics and Political Science, MSc European Political Economy: Transition with Distinction. Dissertation: Why Did the Pension System Reforms in Poland and Slovenia Lead to Different Outcomes? Supervisor: Richard Bronk. 9/2001 – 8/2002 Univerza v Ljubljani, MSc International Economics (unfinished). Undergraduate studies 10/1996 – 3/2001 Università degli Studi di Trieste, BSc Economics and Trade: Political Economy with 110 cum laude. Dissertation: The Accession Process of Slovenia to the EU. Supervisor: Prof. Fabio Neri. 9/1998 – 8/1999 Universität Bayreuth. Exchange student (Erasmus) at the Volkwirtschaftslehre department. Summer schools 8/2009 4th ECPR Summer School in Methods and Techniques – Multiple Regression Analysis, Ljubljana, Slovenia. 7/2006 European Summer School in Policy Analysis, Bertinoro, Italy. Visiting fellowships 5–8/2007 Central European University, Political Science Department, Budapest, Hungary. 9/2007 – 2/2008 Natolin European Centre, Warsaw, Poland. 7/2005 International Labour Organization – SRO Budapest. Liaison: Elaine Fultz. Working experience 8/2013 – now University of Sothern Denmark, Centre for Welfare State Research, Department of Political Science, Odense, Denmark Assistant Professor. 4/2013 – 6/2013 Central European University – Institute for Advanced Studies, Budapest, Hungary Volkswagen Foundation “NewDem” post-doctoral fellowship. 9/2012 – 8/2013 Collegio Carlo Alberto, Moncalieri (Turin), Italy.
Potential Costs to CEWD Members Employees’ time to make the recording Time on part of communications and HR team members to plan the campaign, identify employees for recording, attend the recording session, vet the recording, and share on social media Lead time needed for planning? 4-6 Weeks CEWD Membership Dollars in Action Support materials provided in the “I Got Into Energy” Campaign Toolkit include: General Guidelines Implementation Checklist List of possible stakeholders within your company to engage in approvals of the campaign Sample appearance release for employees who are recorded Themes, sample scripts, and sample social media messaging Contact list for informing CEWD, Associations, and State Consortia
SECTION 7: MONITORING, LEARNING AND EVALUATION 7.1 Stakeholder Inclusion. Describe how all stakeholders will be engaged in monitoring, learning and evaluation and how you will gather evidence around the proposed innovation. 7.2. Dissemination. Describe how the findings and lessons will be disseminated throughout the development / implementation of the innovation 7.3 Logframe. Please use the following logical framework (logframe) format. You may expand this table to have more than two outcomes and more activities. Guidance in blue lettering that should be removed is provided below. Problem statement (description of main problem to be solved, maximum 150 words): Project Objective: Concisely the objective(s) of the Project Indicator (Quantitative as possible, complemented b y qualitative data) Data Source & Responsibility for Gathering Data Key Assumption/ Risk Outcome 1 Name the first outcome of the project you wish to see here. For example, this might be improved service provision Outcome Indicators will measure the intermediate results of goods and services delivered under the project in order to provide an early measure of the likely impact of the project on the objective(s).for example number of hours gained and available for school for girls by improved water provision What is the source of the information? Who is the party responsible for gathering the data? What are the most important factors in achieving success or potentially limiting achievement of the outcome or activity? Activity (Output) 1.1 Name the activity or direct output of the project that will lead to Output Indicators measure the goods and services delivered directly by the project.
1.6 Description of up to five most Important or intended activities of your organization: (this means your core activities as an organization. It could be one activity but they do not need to be more than five) 1. 2. 3. 4. 5. 1.7 Currency used in this Application (Applicant to tick currency they have used with this application): USD ZMW Note: All grants will be in USD. If ZMW is used it will be converted to USD at the average of the buy and sell rates published on the Bank of Zambia website on the deadline for proposal application submission. 1.8 Name of Contact Person: 1.9 Position within the organization: 1.10 CONTACT INFORMATION Email address: (for contact person) Telephone(s): (for contact person) 1.11 Requesting Signature (authorized organization representative) Date: SECTION 2: PROJECT SUMMARY PROFILE 2.1 What type of innovation (sector) are you targeting (please check all that apply) ☐ Water Supply ☐ Sanitation and Hygiene ☐ Solid Waste Management ☐ Financing ☐ Other (please indicate) ___________________________________________
3.5 Scaling Up. Please explain whether and how your project can be scaled up or replicated after the grant period. You may wish to address how your operations or project model can be scaled up or replicated. 10 points. 3.5 Feasibility of Implementation: Project Logic. Please describe in brief narrative form below and in Section 7 below how your project will logically achieve the intended outcomes and outputs via specific activities. This will indicate whether the project logic makes sense (5 points) 3.6 Feasibility of Implementation.: Realistically Defined Monitoring And Reporting Requirements. The evaluators will determine from Section 7 whether the project has realistically defined monitoring and reporting requirements (5 points). Please add any additional brief narrative below. (5 points)
Describe how your project will specifically complement or enhance other activities in MCC’s Zambia Compact beyond the IGP. A copy of the compact is available on MCC’s public website at http://www.mcaz.gov.zm/ Does your cost sharing exceed 25% of the requested grant amount? (Will be calculated by TEP)? SECTION 4 PROJECT IMPLEMENTATION 4.1 Conception of the innovation Describe how the innovation has been developed to date Indicate (with evidence) the level of engagement and involvement of stakeholders, if necessary Indicate how the beneficiaries / target groups (poor / vulnerable communities, women and girls) were involved and consulted in the conception of the innovation. 4.2 Methodology: Describe how the Project is going to be implemented Describe the methodology you plan to use to further improve and implement the innovation. This is where we expect a justification of the approach used and how you will generate evidence
1.6 Description of up to five most Important or intended activities of your organization: (this means your core activities as an organization. It could be one activity but they do not need to be more than five) 1. 2. 3. 4. 5. 1.7 Name of Contact Person: 1.8 Position within the organization: 1.9 CONTACT INFORMATION Email address: (for contact person) Telephone(s): (for contact person) 1.10 Requesting Signature (authorized organization representative) Date: SECTION 2: PROJECT SUMMARY PROFILE 2.1 What type of innovation (sector) are you targeting (please all that apply) Please note that one organization can only submit up to two different proposals ☐ Water Supply ☐ Sanitation and/or Hygiene ☐ Solid Waste Management ☐ Financing ☐ Other (please indicate) ___________________________________________ 2.2 Project Title
Monday Tuesday Wednesday Thursday Friday Advisory – 7:30-8:50 Advisory – 7:30-8:50 Period 1 – 7:30-8:50 Period 1 – 7:30-8:50 Period 1 – 7:30-8:50 Period 1 – 8:55-10:15 Period 1 – 8:55-10:15 Period 2 – 8:55-10:15 Period 2 – 8:55-10:15 Period 2 – 8:55-10:15 Nutrition –10:15-10:30 Nutrition –10:15-10:30 Nutrition –10:15-10:30 Nutrition –10:15-10:30 Nutrition –10:15-10:30 Period 2 – 10:35-11:55 Period 2 – 10:35-11:55 Period 3 – 10:35-11:55 Period 3 – 10:35-11:55 Period 3 – 10:35-11:55 – 11:55-12:30 LUNCH – 11:55-12:30 LUNCH – 11:55-12:30 LUNCH – 11:55-12:30 LUNCH – 11:55-12:30 Period 3 – 12:35-1:55 Period 3 – 12:35-1:55 Period 4 – 12:35-1:55 Period 4 – 12:35-1:55 Period 4 – 12:35-1:55 Period 4 – 2:00-3:20 Period 4 – 2:00-3:20 Period 5 – 2:00-3:20 Period 5 – 2:00-3:20 Period 5 – 2:00-3:20
Please select the corresponding number of the module of your choice for each participant in the table Module 1: Fundraising Strategies in Healthcare Marketing (May 26 - May 28, 2016) Module 2: Patient Safety and Risk Management (May 30 - June 1, 2016) Module 3: Patient-centered Care and Patient Experience (June 2 - June 4, 2016) Participants information Full Name (Name, Middle Name, Surname) Title Gender Phone Number Email Highest Education Degree Position Choice of Modules 1 Prof Dr. Mrs. Mr. Other M F Module 1 Module 2 Module 3 2 Prof Dr. Mrs. Mr. Other M F Module 1 Module 2 Module 3 3 Prof Dr. Mrs. Mr. M F Module 1 Module 2 Module 3 4 Prof Dr. Mrs. Mr. Other M F Module 1 Module 2 Module 3 5 Prof Dr. Mrs. Mr. Other M F Module 1 Module 2 Module 3 6 Prof Dr. Mrs. Mr. M F Module 1 Module 2 Module 3
* Goods and services projected to exceed $2,000 (annual aggregate) require prior approval by the DDP Regional Manager. The service, equipment or supply is designed to meet the participant’s functional and medical needs by advancing the outcomes in the plan of care. Functional remedially necessary: appropriate to assist the person in increased independence and integration in their environment/community. Medical medically necessary: appropriate and effective for the medical needs and health and safety of the person. (If marked No to all questions then proceed) Yes No Please mark yes or no to the following questions. purchases are prohibited by the Federal or State statues or regulations Do these purchases include experimental goods and services The service equipment or supply is available through another source. (If no, denial from sources such as personal/family, insurance, school, Medicaid) (If one or more of the following additional criteria are met with a Yes answer then proceed) Yes No Please mark yes or no to the following questions. 1.The services, equipment or supply promotes inclusion in the community and increases the participants functioning related to the disability 2.The service equipment or supply increases the person’s safety in the home environment 3.The service equipment or supply decreases the individual’s dependence on other Medicaid Services. If you answered yes to questions 1, 2 and 3, explain. Also, explain what each service, equipment or supply is and how it is related to the person’s disability and how it would enhance opportunities for the person to achieve their desired outcome. Provide documentation of the cost of the and provide a prescription or letter from the professional recommending these purchase/purchases. Also provide documentation of any financial denials. (These items need to be attached to the PSP document and need to be present before purchase of the service requested) (All receipts and/or packing slips need to accompany the purchase. Case Manager: yes no Name of Case Manage: Date: Regional Manager Approval over $2,000: yes no Name of Regional Manager: Date:
How many people do you expect will attend? Aiming to deliver a hands-on educational experience, the IGS will be limited to a maximum of 30 participants. Where can I find bios of each of the speakers? To more about the speakers of the IGS visit . What does an attendee get upon completion of the IGS? Participants will be awarded a certificate of completion upon conclusion of the International Grantmaking Symposium organized by Charities Aid Foundation of America (CAF America) in conjunction with Johns Hopkins School of Advanced International Studies (SAIS). PRACTICAL INFORMATION will the symposium take place? The Symposium will take place at the Johns Hopkins University, Paul H. Nitze School of Advanced International Studies (SAIS) in Washington, D.C. Visit the for updates on the exact location of the sessions or sign up to our mailing list to receive updates on the Symposium. Are any meals or beverages included? The registration fee includes admission to all sessions, handouts and symposium materials, refreshments provided during breaks, lunch on premises and entrance to the Thursday evening reception.
Strategy focus Action** 3. Innovation to embed gender equality in employment practices In place Gender equality forms part of the agency’s innovation agenda. Learning and development opportunities are appropriate and equitable. 2017 to 2019 Appropriate to the agency’s size and needs, develop a tailored program of personnel practices to promote gender equality and the aims of the Strategy, with the assistance of our service provider. Work with our service provider in reviewing recruitment, retention and performance management practices to drive gender equality, including: building organisational capability to address unconscious bias; and committing to appropriate gender balance on selection panels as appropriate. Work towards meeting the criteria of the Workplace Gender Equality Agency (WGEA) ‘Employer of Choice for Gender Equality’ citation having regard to the Office’s considerations. 4. Increased take-up of flexible work arrangements by men and women 2017 to 2019 Review current roles and adopt a ‘flexible by default’ approach having regard to the Office’s considerations. Ensure flexible arrangements are not detrimental to an employee’s career progression and well-being where applicable. Flexible work arrangements, approaches and policies to be equally available and applicable to men and women. Develop and implement a return to work framework for working parents that also encourages more men and women to use parental leave provisions. 5. Measurement and evaluation 2017 to 2019 Evaluate current gender balance across classifications and work areas. This includes appraising organisational culture and reviewing programs, policies, guidance and training to address unconscious bias. Review performance assessment processes and performance indicators across all levels of management to ensure a range of skills are valued and rewarded. Leaders, managers and supervisors to engage in honest conversations with their staff about progress towards gender equality and workplace flexibility having regard to the Office’s considerations. Monitor progress against the Government’s 50 per cent board representation target at both agency level and individual board level where applicable. Provide data to the Australian Public Service Commission and the Office for Women as requested. Monitor progress against actions taken under the Strategy and adjust approach as required. ** Timing of all actions are referred to in calendar years.
14.7 Carboxylic & esters Q# 70/ iGCSE Chemistry/2002/s/Paper 3/ 14.7 Carboxylic & esters Q# 71/ iGCSE Chemistry/2001/w/Paper 3/ 14.82 Synthetic 72/ iGCSE Chemistry/2015/w/Paper 31/ 14.82 Synthetic 73/ Chemistry/2014/w/Paper 31/Q6 14.82 Synthetic 74/ iGCSE Chemistry/2014/s/Paper 31/ 14.82 Synthetic 75/ iGCSE Chemistry/2013/w/Paper 31/ 14.82 Synthetic 76/ iGCSE Chemistry/2012/s/Paper 31/ 14.82 Synthetic 77/ iGCSE Chemistry/2011/w/Paper 31/Q6 14.82 Synthetic 78/ iGCSE Chemistry/2011/s/Paper 31/ Q8 14.82 Synthetic 79/ iGCSE Chemistry/2011/s/Paper 31/ 14.82 Synthetic 80/ Chemistry/2010/w/Paper 31/ 14.82 Synthetic 81/ Chemistry/2010/w/Paper 31/ (b) 14.82 Synthetic 82/ iGCSE Chemistry/2010/s/Paper 31/Q4 14.82 Synthetic 83/ iGCSE Chemistry/2009/s/Paper 31/ 14.82 Synthetic 84/ iGCSE Chemistry/2008/w/Paper 31/Q7 14.82 Synthetic 85/ Chemistry/2007/s/Paper 3/ 14.82 Synthetic 86/ iGCSE Chemistry/2005/s/Paper 3/Q5(a)
Mark Scheme Q# 1/ iGCSE Chemistry/2017/s/Paper 23/ Q# 2/ iGCSE Chemistry/2017/s/Paper 22/ Q# 3/ Chemistry/2017/s/Paper 21/ Q# 4/ iGCSE Chemistry/2017/m/Paper 22/ Q# 5/ Chemistry/2016/w/Paper 23/ Q# 6/ iGCSE Chemistry/2016/w/Paper 22/ Q# 7/ iGCSE Chemistry/2016/w/Paper 21/ Q# 8/ iGCSE Chemistry/2016/s/Paper 23/ Q# 9/ iGCSE Chemistry/2016/s/Paper 22/ Q# 10/ iGCSE Chemistry/2016/s/Paper 21/ Q# 11/ iGCSE Chemistry/2016/m/Paper 22/
09w11 10s11 10s11 10w11 iG CIE Paper 1 Topic 14 4Students Mark Scheme 02s1 02s1 02w1 03s1 03s1 03s1 03w1 03w1 04s1 04s1 04w1 04w1 04w1 05s1 05s1
For more information, please contact Basil Rowland at Basil.Rowland@va.gov or Robin Cook at Slide 5 – Announcements – It has come to our attention, with many people taking leave for summer vacations, that ECCs may not realize it is their responsibility to arrange for coverage if there is an ethics concern or ethics conflict while they are away. Please make sure your phone and email out of office messages include contact information to whoever is covering for you while you are out of the office. Slide 6 – Focus Topic – Ethics Consultation Coaching Call – It is my pleasure to introduce Dr. David Alfandre who will be leading this call. Dr. Alfandre is a Health Care Ethicist here at the National Center and a hospitalist here at NY Harbor HCS. Welcome Dr. Alfandre. Please note there are three items under the paper clip which will also be available in the summary for this call: the slides, the case we will be discussing and a VHA Privacy fact sheet. Slide 7 – Key Elements in an Ethics Case Consultation – The key elements of an ethics case consultation include: Ethics Question – The ethics question focuses the consultation response. Consultation-Specific Information – The consultation-specific information informs the ethical analysis. Ethical Analysis – The ethical analysis provides justification for the conclusions and/or recommendations Conclusions and/or Recommendations – The conclusions and/or recommendations promote ethical practices Slide 8 – Questions? Now I’d like to open it up for comments and questions. Please do not hesitate to speak up. Thank you everyone for those questions & comments. We will have a summary of the call up on the website in a short while for you to review as needed. Slide 9 - Please remember, that like the rest of my New York colleagues, my door, my email, and my phone (212-951-5477) are always open to hear from you. The next EC Improvement Forum call will be on August 28th, 2017 on topic of Informed Consent. See you then. Take care – and thank you for everything you do to deliver excellent care to our Veterans.
iG Chem EQ 14 P3 4Teachers w15 to w01 472marks 1st Paper 1st P rank Last Paper Last P rank # Papers 1 5 26 22 3 2001w 4 2015w 32 29 Paper 6 2001w 4 2015w 32 29 Topic 14 3 10 7 8 11 4 5 9 1 12 6 13 Rank ALL Papers 2 4 5 3 1 6 9 8 11 7 12 10 13 Rank P3: A* Focus 1 2 3 4 5 6 7 8 9 10 10 12 13 All Syllabus Word Count RANK 1 2 5 3 6 4 9 7 10 8 12 11 13 Q# 1/ Chemistry/2013w/Paper 31/Q5 Q# 2/ iGCSE Chemistry/2012w/Paper 31/ Q# 3/ iGCSE Chemistry/2012s/Paper 31/ Q# 4/ iGCSE Chemistry/2011w/Paper 31/ Q6 Q# 5/ iGCSE Chemistry/2011w/Paper 31/Q6 Q# 6/ Chemistry/2011s/Paper 31/ Q8 Q# 7/ iGCSE Chemistry/2011s/Paper 31/ Q# 8/ iGCSE Chemistry/2010w/Paper 31/ (b) Q# 9/ iGCSE Chemistry/2010w/Paper 31/ Q# 10/ Chemistry/2010s/Paper 31/ Q# 11/ iGCSE Chemistry/2010s/Paper 31/ 4 Q# 12/ iGCSE Chemistry/2010s/Paper 31/
03s1 03s1 03w1 03w1 04s1 04s1 04w1 04w1 04w1 05s1 05s1 05w1 06s1 06s1 06s1 06w1 07s1 07s1 07w1 08s1 08w1 09s1 09s1 09w11 10s11
iGCSE Chemistry EQ P2 Revision 136marks Topic Chem 1 Q# 1/ iGCSE Chemistry/2016/m/Paper 22/ Topic Chem 1 Q# 2/ iGCSE Chemistry/2016/s/Paper 21/ Topic Chem 1 Q# 3/ iGCSE Chemistry/2016/s/Paper 22/ Topic Chem 1 Q# 4/ iGCSE Chemistry/2016/s/Paper 23/ Topic Chem 1 Q# 5/ iGCSE Chemistry/2016/w/Paper 21/ Topic Chem 1 Q# 6/ iGCSE Chemistry/2016/w/Paper 22/ Topic Chem 1 Q# 7/ iGCSE Chemistry/2016/w/Paper 23/ Topic Chem 1 Q# 8/ iGCSE Chemistry/2017/s/Paper 23/ Topic Chem 3 Q# 9/ iGCSE Chemistry/2016/m/Paper 22/ Topic Chem 3 Q# 10/ iGCSE Chemistry/2016/s/Paper 21/ Topic Chem 3 Q# 11/ iGCSE Chemistry/2016/s/Paper 22/ Topic Chem 3 Q# 12/ iGCSE Chemistry/2016/s/Paper 23/ Topic Chem 3 Q# 13/ iGCSE Chemistry/2016/w/Paper 21/ Topic Chem 3 Q# 14/ iGCSE Chemistry/2016/w/Paper 22/
Chem 3 Q# 15/ iGCSE Chemistry/2016/w/Paper 23/ Topic Chem 3 Q# 16/ iGCSE Chemistry/2017/s/Paper 23/ Topic Chem 4 Q# 17/ iGCSE Chemistry/2016/m/Paper 22/ Topic Chem 4 Q# 18/ iGCSE Chemistry/2016/s/Paper 21/ Topic Chem 4 Q# 19/ iGCSE Chemistry/2016/s/Paper 22/ Chem 4 Q# 20/ iGCSE Chemistry/2016/s/Paper 23/ Topic Chem 4 Q# 21/ iGCSE Chemistry/2016/w/Paper 21/ Topic Chem 4 Q# 22/ iGCSE Chemistry/2016/w/Paper 22/ Topic Chem 4 Q# 23/ iGCSE Chemistry/2016/w/Paper 23/ Topic Chem 4 Q# 24/ iGCSE Chemistry/2017/s/Paper 23/ Topic Chem 5 Q# 25/ iGCSE Chemistry/2016/m/Paper 22/ Topic Chem 5 Q# 26/ iGCSE Chemistry/2016/s/Paper 21/ Topic Chem 5 Q# 27/ iGCSE Chemistry/2016/s/Paper 22/ Topic Chem 5 Q# 28/ iGCSE Chemistry/2016/s/Paper 23/ Topic Chem 5 Q# 29/ iGCSE Chemistry/2016/w/Paper 21/ Topic Chem 5 Q# 30/ iGCSE Chemistry/2016/w/Paper 22/ Topic Chem 5 Q# 31/ iGCSE Chemistry/2016/w/Paper 23/ Topic Chem 6 Q# 32/ iGCSE Chemistry/2016/m/Paper 22/
Chem 3 Q# 15/ iGCSE Chemistry/2016/w/Paper 23/ Topic Chem 3 Q# 16/ iGCSE Chemistry/2017/s/Paper 23/ Topic Chem 4 Q# 17/ iGCSE Chemistry/2016/m/Paper 22/ Topic Chem 4 Q# 18/ iGCSE Chemistry/2016/s/Paper 21/ Topic Chem 4 Q# 19/ iGCSE Chemistry/2016/s/Paper 22/ Chem 4 Q# 20/ iGCSE Chemistry/2016/s/Paper 23/ Topic Chem 4 Q# 21/ iGCSE Chemistry/2016/w/Paper 21/ Topic Chem 4 Q# 22/ iGCSE Chemistry/2016/w/Paper 22/ Topic Chem 4 Q# 23/ iGCSE Chemistry/2016/w/Paper 23/ Topic Chem 4 Q# 24/ iGCSE Chemistry/2017/s/Paper 23/ Topic Chem 5 Q# 25/ iGCSE Chemistry/2016/m/Paper 22/ Topic Chem 5 Q# 26/ iGCSE Chemistry/2016/s/Paper 21/ Topic Chem 5 Q# 27/ iGCSE Chemistry/2016/s/Paper 22/ Topic Chem 5 Q# 28/ iGCSE Chemistry/2016/s/Paper 23/ Topic Chem 5 Q# 29/ iGCSE Chemistry/2016/w/Paper 21/ Topic Chem 5 Q# 30/ iGCSE Chemistry/2016/w/Paper 22/ Topic Chem 5 Q# 31/ iGCSE Chemistry/2016/w/Paper 23/ Topic Chem 6 Q# 32/ iGCSE Chemistry/2016/m/Paper 22/
Topic Chem 6 Q# 33/ iGCSE Chemistry/2016/s/Paper 21/ Topic Chem 6 Q# 34/ iGCSE Chemistry/2016/s/Paper 22/ Topic Chem 6 Q# 36/ iGCSE Chemistry/2016/s/Paper 23/ Topic Chem 6 Q# 37/ iGCSE Chemistry/2016/w/Paper 21/ Topic Chem 6 Q# 38/ iGCSE Chemistry/2016/w/Paper 22/ Chem 6 Q# 39/ iGCSE Chemistry/2016/w/Paper 23/ Chem 6 Q# 40/ iGCSE Chemistry/2017/s/Paper 23/ Topic Chem 7 Q# 41/ iGCSE Chemistry/2016/m/Paper 22/ Topic Chem 7 Q# 42/ iGCSE Chemistry/2016/s/Paper 21/ Topic Chem 7 Q# 43/ iGCSE Chemistry/2016/s/Paper 22/ Topic Chem 7 Q# 44/ iGCSE Chemistry/2016/s/Paper 23/ Topic Chem 7 Q# 45/ iGCSE Chemistry/2016/w/Paper 21/ Chem 7 Q# 46/ iGCSE Chemistry/2016/w/Paper 22/
Q# 46/ iGCSE Chem/2008/w/Paper 6/ Q# 47/ iGCSE Chem/2008/w/Paper 6/ Q# 48/ iGCSE Chem/2008s/Paper 6/ Q7 Q# 49/ iGCSE Chem/2008s/Paper 6/ Q# 50/ iGCSE Chem/2008s/Paper 6/ Q# 51/ iGCSE Chem/2008s/Paper 6/ Q# 52/ iGCSE Chem/2007/w/Paper 6/ Q# 53/ Chem/2007/w/Paper 6/ Q# 54/ iGCSE Chem/2007s/Paper 6/ Q7 Q# 55/ Chem/2007s/Paper 6/ Q# 56/ iGCSE Chem/2006/w/Paper 6/ Q# 57/ iGCSE Chem/2006/w/Paper 6/ Q# 58/ iGCSE Chem/2006s/Paper 6/ Q1 Q# 59/ iGCSE Chem/2006s/Paper 6/
Chem 9 5 Q# 247/ iGCSE Chemistry/2015/s/Paper 31/ Chem 9 9 Q# 248/ iGCSE Chemistry/2014/s/Paper 31/ Chem 9 7 Q# 249/ iGCSE Chemistry/2013/w/Paper 31/ Chem 9 4 Q# 250/ iGCSE Chemistry/2013/s/Paper 31/ Chem 9 4 Q# 251/ iGCSE Chemistry/2012/w/Paper 31/ Chem 9 4 Q# 252/ iGCSE Chemistry/2012/s/Paper 31/ Chem 9 2 Q# 253/ iGCSE Chemistry/2012/s/Paper 31/ Chem 9 2 Q# 254/ iGCSE Chemistry/2011/s/Paper 31/ Q5 Chem 9 5 Q# 255/ iGCSE Chemistry/2010/s/Paper 31/ Chem 9 5 Q# 256/ iGCSE Chemistry/2009/s/Paper 31/ Chem 9 6 Q# 257/ iGCSE Chemistry/2008/s/Paper 31/ [6] Chem 9 8 Q# 258/ iGCSE Chemistry/2007/s/Paper 3/ Chem 9 1 Q# 259/ iGCSE Chemistry/2006/w/Paper 3/ Q4 Chem 9 4 Q# 260/ Chemistry/2006/s/Paper 3/ Chem 9 7 Q# 261/ iGCSE Chemistry/2005/s/Paper 3/ Chem 9 3 Q# 262/ iGCSE Chemistry/2003/s/Paper 3/ Chem 9 4 Q# 263/ iGCSE Chemistry/2002/w/Paper 3/ Q3
Pages 8-9: What are icebergs? What does the picture show us? Pages 10-11: What is unusual about penguins? What are layers of oily feathers? Pages 14-15: What does the author say blubber is? Why do the seals have blubber? Page 16: What does lunging mean? What does the picture show us? Why does the author say that these whales are acrobatic? Page 21: Who works in Antarctica? Why don’t people live there all the time? Pages 8-9: The picture shows us that Icebergs are chunks of snowy ice that fall into the sea. Students turn and tell their partners what icebergs are. Pages 10-11: They don’t fly, they swim. They have oily feathers; they across the ice on their bellies. Most birds don’t do these things. Act out putting on layers of feathers. Act out what oily like. Teacher could have a few feathers available and dip them into cooking oil so that students can see and feel them. Have students turn and talk to their partners about what oily feathers are. Pages 14-15: The author says that blubber is a thick layer of fat to keep the seals warm in the cold water. Page 16: The picture shows us the whale jumping up. Have students act out lunging using their hands as a whale. Students turn and tell their partners what lunging means. To do acrobatics means to do any tricks requiring great skill. It takes great skill for the whales to be able to jump their large bodies out of the water. Scientist work in Antarctica. They the plants and animals. It is too cold for people to live there all of the time. THIRD READING: Chart student responses: