zilongwang/ReadingBank huggingface dataset:
Section 12. Ecological information Product/ingredient name Aquatic half-life Photolysis Biodegradability 4,4'-Methylenediphenyl diisocyanate, oligomeric reaction products with butane- - - Not readily 1,3-diol, 2,4'- diisocyanatodiphenylmethane, 1,1'-methylenebis (4-isocyanatobenzene) homopolymer, [ (methylethylene)bis(oxy)] dipropanol and propane-1, 2-diol Diphenylmethane 4,4'- diisocyanate Fresh water 0.83 days - Not readily Homopolymer of methylenediphenyl diisocyanate - - Not readily 2,6-di-tert-butyl-p-cresol - - Inherent Bioaccumulative potential Product/ingredient name LogPow BCF Potential 4,4'-Methylenediphenyl diisocyanate, oligomeric reaction products with butane- 15.98 200 low 1,3-diol, 2,4'- diisocyanatodiphenylmethane, 1,1'-methylenebis homopolymer, [ (methylethylene)bis(oxy)] dipropanol and propane-1, Diphenylmethane 4,4'- diisocyanate 4.51 200 low Homopolymer of methylenediphenyl diisocyanate 8.56 200 low 5.1 330 to 1800 high Mobility in soil Mobility : By considering the production and use of the substance, it is unlikely that significant environmental exposure in the air or water will arise. Immiscible with water, but will react with water to produce inert and non-biodegradable solids. Conversion to soluble products, including diamino- diphenylmethane (MDA), is very low under the optimal laboratory conditions of good dispersion and low concentration. In air, the predominant degradation process is predicted to be a relatively rapid OH radical attack, by calculation and by analogy with related diisocyanates. Other adverse effects : No known significant effects or critical hazards. ecological information BOD5 : Not determined. COD : Not determined. 8/5/2014. Not available. 16/20
ideas previously found in 8.5.3, 5.4.2, and 7.1) 6.2 Quality objectives and planning to achieve them 5.4.1 6.3 Planning of changes 5.4.2 7 Support 7.1.2 People 6.2 7.1.3 Infrastructure 6.3 7.1.4 Environment for the operation of processes 6.4 7.1.5 Monitoring and measuring resources 7.6 7.1.6 Organizational knowledge New 7.2 Competence 6.2 7.3 Awareness 6.2 7.4 Communication 5.5.3 7.5 Documented information 4.2.3; 4.2.4 7.5.1 General 4.2.3; 4.2.4 7.5.2 Creating and updating 4.2.3; 4.2.4 7.5.3 Control of documented information 4.2.3; 4.2.4 8 Operation 8.1 Operational planning and control 7.1 8.2 Requirements for products and services 7.2 8.2.1 Customer communication 7.2.3 8.2.2 Determining the requirements for products and services 7.2.1 8.2.3 Review of the requirements for products and services 7.2.2 8.2.4 Changes to requirements for products and services 7.2.2 8.3 Design and development of products and services 7.3 8.3.1 General New (although the ideas behind this requirement are rooted in clause 7.3) 8.3.2 Design and development planning 7.3.1 8.3.3 Design and development inputs 7.3.2
Person’s legal name: Plan effective dates: - Confirming choices offered to the person The person has the right to make an informed choice about where to live and receive services, to choose which services to use, and to select from available providers to deliver those services. The ISP is developed based on a person centered planning process that involves presenting the person with available options and the opportunity to make informed decisions about which choices are right for him/her. While choices are presented throughout the development of the ISP, this space provides the opportunity to affirm that options were presented and considered. Describe the person’s preferences where and how each service is delivered within the Chosen Services section of the ISP. If the answer to any of the following questions is No, describe the reason why in progress notes. Did the SC/PA share options about settings where the person can live and receive supports? This must include non-disability specific options, such as in his/her own home. If the person chooses a residential setting, offer the option for a private unit. Did the SC/PA share options about available case management providers? Did the SC/PA share options about available providers to deliver chosen services? If the person selected an employment or day service in a setting that is provider-controlled or facility-based, non-disability specific and community-based alternatives must also be discussed. Describe the options that were discussed or note where this can be found elsewhere in the ISP, such as in a desired outcome or in the Person Centered Information. For example, if the person selected employment path or day services, consider community-based options such as touring local businesses, volunteering, Employment Path Community services, Vocational Rehabilitation referral & job development, Discovery services, workforce career center, internship or other time-limited work experience in the general workforce and how these setting options might support the person toward his/her employment goals. Career Development Plan (CDP) addendum
Type of thesis Compilation Monograph Thesis’s proportion (according to the general syllabus) credits Preliminary title and short description of the research project (max ½ page). Write a new description only if the direction has significantly changed during the course of the doctoral studies and indicate that this has been done. 3.1 PUBLICATIONS Year of publication Publication information (Indicate the date the article was submitted to the journal) Own portion (in %) Reg. in DIVA? Part of thesis? Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes 3.2 THESIS WORK (NOT COURSES) Indicate planning on a yearly basis. Activities extending over several years should be listed for each year. Examples of activities: data collection, laboratory work, conference participation, data analysis, seminars, authoring of specific chapters/publications. Provide credits for those activities that provide them, e.g. conference participation. Max 2000 characters for each activity. More lines can be added where needed. Indicate time (year and quarter) Planned when? Comments, e.g. - As planned - Pushed forward - Completed - No longer applicable
Year 4 Yes No Name, Director of studies: Date: Year 5 Yes No Name, Director of studies: Date: 5.3 SIGNATURES Signing the Individual Study Plan attests that it has been established with the consent of all parties and that its establishment has been preceded by discussions among all parties. Principal supervisor Place and date Examiner Place and date Doctoral student Place and date Director of studies Place and date
Consult with Guardian and Individual on required Assessments, Vision, and Goals Service Coordinator 45-60 days to the ISP meeting No Notification of ISP meeting and request for Assessments Service Coordinator 30 days prior to the ISP meeting Yes Create and enter proposed Goals for the individual Providers and DDS Staff N/A No Assessments and Proposed Objectives & Support Strategies submitted to Service Coordinator Providers 15 days prior to the ISP meeting Yes Annual Progress Summary Due Service Coordinators and Providers 15 days prior to the ISP meeting Yes Review and approval or request for revision of submitted documents Service Coordinator 7 days prior to the ISP meeting Yes Print documents for ISP meeting Providers and DDS staff N/A No Revise ISP documents if required Providers and DDS staff Up to 45 days after the ISP meeting Depends on the type of revision ISP Mailed to ISP Team Service Coordinator 45 Days after the ISP meeting No Semi-Annual Progress Summary Due Service Coordinators and Providers 180 Days after the ISP Meeting Yes
Roles and Responsibilities Provider Data Entry User: N/A Provider Supervisors: Add Elements to a Modification Addition of a New Goal On the Modifications Review Switchboard, select “Add Goal Modification” to initiate a Modification to Goals. The Modify Goals pop-up screen will display. It displays all of the existing Goals included in the ISP document. Enter the title of the Goal in the “Goal Title” text box. Enter the Goal description in the “Goal” text box. Select a date in the “Date Goal Identified” calendar drop down. Note: The date selected for the “Date Goal Identified” needs to be in the past. Select an option from the “Goal Identified by” drop down. Click “Save and Close.” The system will return to the Modification Details screen and will display the original entry, new entry, Modification type, and the date and individual who created the Modification for the completed Modification. In the image below, the original entry displays N/A because it is a newly added Goal. Note: It is also possible to select “Delete a Goal,” on the same pop-up accessed from the “Add Goal Modification” button. To do so, select the button for the newly added Goal that requires deletion and click “Delete Goal.” Please note that the delete function operates differently for newly added Goals and existing Goals. Deleting a newly added Goal will remove the entire Goal from the Modification. Deleting an existing Goal Modification will only remove the modified information. The Goal will remain a part of the ISP. It is not possible to delete an unmodified existing Goal. Modification of an Existing Goal
13. Provider has submitted Objectives & Support Strategies Service Coordinator role User Generated Alert: Provider submits Objectives & Support Strategies 14. Deadline to submit Objectives & Support Strategies has passed Provider Data Entry role and Provider Supervisor role System Generated Provider does not submit Objectives & Support Strategies by due date 15. Service Coordinator has requested revision of proposed Objectives & Support Strategies Provider Data Entry role User Generated Service Coordinator requests revision for proposed Objectives & Support Strategies submitted by Provider 16. Service Coordinator has approved submitted proposed Objectives & Support Strategies Provider Data Entry role User Generated Alert: Service Coordinator approves all proposed Objectives & Support Strategies submitted by Provider 17. ISP will be locked in 15 days if approval is not entered in MEDITECH Service Coordinator, Service Coordinator Supervisor, Provider and Provider Supervisor roles System Generated Alert: 135 Days after the ISP Meeting Due Date if the approval flag has not yet been pulled from MEDITECH 18 ISP is locked Service Coordinator role Service Coordinator Supervisor System Generated Alert: Plan locked based on the Approval flag in MEDITECH 19. A manually unlocked ISP Plan has not been re-locked Service Coordinator, Service Coordinator Supervisor, Area Office Director Data Entry Role System Generated Alert: 30 Days after an ISP plan has been manually unlocked by the Area Office Director Data Entry Role 20. Progress Summaries due in thirty days Provider Data Entry role Service Coordinator System Generated 30 days prior to ISP Progress Summary Due Date 21. Progress Summaries Submitted for Internal Review Provider Supervisor role User Generated Alert: Provider submits a Progress Summary for internal review Provider Supervisor has requested revision of proposed Progress Summaries Provider Data Entry Role User Generated Alert: Provider Supervisor requests revision for proposed Progress Summaries submitted by Provider Data Entry 22. Provider has submitted Progress Summaries Service Coordinator role User Generated Alert: Provider submits Progress Summaries Batch alert (Tuesday and Friday) 23 Deadline for provider to submit Progress Summaries has passed Service Coordinator Role System Generated Alert: Provider does not submit Progress Summaries by due date 24. Deadline to submit Progress Summaries has passed Provider Data Entry role Provider Supervisor role System Generated Alert: Provider does not submit Progress Summaries by due date 25. Service Coordinator has requested revision of proposed Progress Summaries Provider Data Entry role Provider Supervisor role User Generated Alert: Service Coordinator requests revision for proposed Progress Summaries submitted by Provider
Monday 16 July 8.45 Welcome. Chair: Jean-Pierre Llored Causation, reasoning and theories in chemistry. 9.15 Vanessa Seifert, Geoffrey Blumenthal James Ladyman Welcome to Bristol. Details of the venue. The Centre for Science and Philosophy. 9.30 1 Eric Scerri (keynote) Introduction to the Conference. Issues causation in chemistry. 10.30 Coffee 10.45 2 Clevis Headley. Chemical Metaphors and Philosophical Analysis. 11.15 3 Michèle Friend A Formal Representation of Reasoning for Chemistry 11.45 4 Yafeng Shan Jonathan Hricko Davy on Analogical Reasoning. 12.15 5 David Glowacki Molecular dynamics in a multi-user virtual reality framework 12.45 break Chair: Eric Scerri Chemistry and philosophical issues 13.45 6 Geoffrey Blumenthal Chemistry, Philosophy, and the Chemical Revolution. 14.45 7 Guillermo Restrepo Poorly explored chemical spaces and the challenges for chemistry 15.15 Coffee 15.30 8 Juan Bautista Bengoetxea Chemical modelling, fictions, and scientific evidence: The case of health claims. 16.00 9 José A. Chamizo C60 diffraction. The limits of the chemical substance, 16.30 10 Philip Stewart From Telluric Helix to Telluric Remix. 17.00 11 Mikhail Kurushkin 32-Column Periodic table and Left-step periodic table united. Tuesday 17 July 8.30 Welcome trial
Marina Paola Banchetti-Robino Chemistry and philosophical issues 9.00 12 Rom Harré, Jean-Pierre Llored (keynote) Hinge Epistemology and Chemistry. 10.00 Coffee break 10.15 13 Yona Siderer Philosophical Mediation in Japanese Chemistry Translation & Appropriation 10.45 14 Tami Spector Tracking Taxol: Aesthetics, The Natural, and Synthetic Organic Chemistry. 11.15 15 Klaus Ruthenberg, Juan Camilo Martinez Gonzalez. Radicals – Experiments, Existence, Electrons. 16.15 16 Filip Buyse Robert Boyle and Baruch Spinoza: The redintegration of saltpeter. 12.15 17 Roberto Barbosa de Castilho The chemical element and the multilevel experience of chemistry 12.45 Lunch break. Elena Ghibaudi Chemical elements. 13.45 18 Elena Ghibaudi (keynote) Dual conception of chemical element: epistemic aspects and implications 14.15 19 Marina Paola Banchetti-Robino The Changing Relation between Atomicity and Elementarity: From Lavoisier to Dalton 14.45 20 Mark Leach Basic (Abstract) Substance vs Simple (Real) Substance 15.15 Coffee break 15.30 21 W. H. Eugen Schwarz Properties and Systematics of Chemical Elements in Science and Humanities 16.00 22 Sarah Hijmans Chemical Elements and Chemical Substances: Rethinking Paneth’s Distinction 16.30 23 Karoliina Pulkkinen How Mendeleev’s valuing of completeness contributed to predictions 17.00 24 Farzad Mahootian Kant’s Conjoint Reconception of Chemistry and Science. Wednesday 18 July
Health & Welfare Food Program Medicaid Medicare Medicare and Medicaid Medical Malpractice Lawsuits Obesity Retirement Age Rising Cost of Prescription Social Security Laws & Crime Animal Rights Biological Weapons Campaign Finance Reform Capital Punishment (Death Penalty) Chemical Weapons Combat Drones Enhancement drugs in professional sports Farm Policy Guantanamo Bay Gun Control Hate Crimes Military & Defense Nuclear Weapons Pardons Prison Reform The Draft Tort Reform Religion Based Initiatives Intelligent Design Religious Beliefs Creationism Young Earth Apocalypse\End of the World Rapture Prayer "Talking" to God School Prayer Separation of Church & State Science & Technology Evolution Genetically Engineered/Modified Foods High Speed Rail Internet Neutrality Scientific Discoveries Space Exploration Stem Cell Research Global Aids Crisis Increase of minority population and impact on government & society Moral Values Poverty Race Relations Social Wall Street Movement Teen Pregnancy World Hunger Treaties & Agreements Kyoto Protocol NATO Nuclear Non-Proliferation Treaty Nuclear Proliferation START Treaties United Nations Continued US Presence in Iraq Darfur Conflict Hezbollah Iran’s Nuclear Energy Program Iraqi Prisoner Abuse Israel vs Palestinians Joseph Kony Lord's Resistance Army North Korea vs South Korea North Korea’s Nuclear Weapons Program Pakistani Taliban Somali Civil War Sri Lankan Civil War Terrorism 2011 Japan Earthquake & Tsunami 2011 Libyan Conflict 2011 Libyan Protests 2011 Syrian Uprising BP Gulf Oil Ethnic Cleansing in Darfur Haiti Earthquake Hurricane Katrina Hurricane Sandy "Frankenstorm" Middle East & North Africa Protests Natural Disasters Recent Garment Factory in condition in Foreign Garment Factories making clothing for US companies Occupation of Lebanon Working conditions of workers in mobile phone manufacturing countries outside the US. Environmental Issues
Islamic Design Clay Tile TERM ___2___ STAGE THREE ( 2 LESSONS) KEY WORDS RESOURCES We are learning: How to continue to add shapes / to add detail and carving to our tiles Students continue to work on their clay tiles. Demonstrate at the start of each lesson, emphasising the importance of balance, symmetry and detail. Each lesson show a new technique appropriate to the stage the students are working at. Go round and offer individual advice during the making stages. Students complete gallery walks - to offer advice and pick up new ideas. Demonstrate carving technique with wire tools - only once most students have added enough base layers Differentiation: By outcome initially / extra support, help & ideas to some students. Gallery walks - sharing ideas and techniques / help with the physical aspect of cutting, rolling and adding clay may be required. Gifted students may move on more quickly during the initial stages, and spend much longer on the carving / embellishment work. *TEACHER LEVELLED Balance Islam Formal design Symmetry Symbolism Pattern Rotation Clay tools Clay boards Tracing paper Good examples STAGE FOUR: (1 LESSON) KEY WORDS RESOURCES We are learning: Completing the final stages of decoration / introduce glazing & colour as design aspects to the tile Demonstrate the final touches to the tiles - carving, smoothing. Discuss the kiln and the firing processes. Include questions about the firing process during the lesson. Discuss glazing - which will be completed as soon as the tiles have been fired. Each tile must be photographed and photo stapled into folders. Differentiation: Some students may need a little extra help with the final details, carving and smoothing. Encourage more simple designs which have been executed to a high standard. Remind about symmetry regularly. Use of templates may be needed Neat Smooth Quality Firing Kiln Glaze Clay Clay and boards Kiln Glazes
Marketing Course, Section Two, Professor [DAL SANTO] Date Time Course Details Tues, May 27 AULA 34 9:30 – 12:30 Wed, May 28 AULA 34 10:30 – 12:30 Thurs, May 29 AULA 34 9:30 – 12:30 Tues, June 3 AULA 34 9:30 – 12:30 Wed, June 4 AULA32 12:30 – 14:30 Thurs, June 5 AULA 34 10:30 – 12:30 Tues, June 10 AULA 34 9:30 – 12:30 Wed, June 11 AULA 34 10:30 – 12:30 Thurs, June 12 AULA 34 10:30 – 12:30 Exam Two
OB Course, Section One, Professor [GIACON] Date Time Course details Tues, May 6 AULA 34 9:30– 12:30 Wed, May 7 AULA 34 9:30 – 12:30 May 8 AULA 32 16:30 – 18:30 Tues, May 13 AULA 34 9:30 – 12:30 Wed, May 14 AULA 34 9:30 – 12:30 Thurs, May 15 AULA 34 10:30– 12:30 Tues, May 20 AULA 34 16:30 – 18:30 Wed, May 21 AULA 34 16:30 – 18:30 Thurs, May 22 AULA 32 16:30– 18:30 Exam One
Group Work Session 3 Debriefing Topic 1: Quality communication to buyers (Luisa Menapace) Contents: Students discuss asymmetric information and quality communication in the Melinda, Rotari and BayWa cases. Students identify key problems and firms reactions. Learning outcomes: Students are able to identify asymmetric information and quality signaling problems in practice. Students are able to identify and evaluate how solve these issues and at what cost. 2: Standards and Industrial Quality (Cesar Revoredo-Giha) Contents: Students discuss with instructor about food safety and quality issues in the Melinda, Rotari and BayWa cases. Students identify key problems and firms reactions. Learning outcomes: Students are able to identify potential food safety and quality problems in practice. Students are able to identify and evaluate how firms solve these issues and at what cost. Topic 3: Innovation in the agri-food system (Francesco Bimbo) Contents: Students discuss with instructor about innovation issues in the Melinda, Rotari and BayWa cases. Students identify key problems and firms reactions. Learning outcomes: students will be able to identify how firms handle in practice with innovation issue as well as the actors involved in the innovation process. Students will be able to identify and evaluate how firms solve to problems. Topic 4: Coordination and Quality (Carlo Russo) Contents: Students discuss with instructor about coordination issues in the Melinda, Rotari and BayWa cases. Students identify key problems and firms reactions. Learning outcomes: Students are able to identify coordination problems in practice. Students are able to identify and evaluate how firms react to problems. Day 4 - Thursday Mach 17 Morning Section – Industry Study Visit Session 4.1: VI.P Coop. Soc. Agricola, Latsch.
If you are in need of housing: Are you currently living in a shelter, motel or transitional housing? [ ] Yes [ ] No If yes, name of place staying: How long have you been there? How long can you stay? Are you currently on a housing waiting list? [ ] Yes [ ] No If yes, For how long? Have you ever been evicted? [ ] Yes [ ] No If so, when and for what reason: Notes: Transportation Please check appropriate spaces: Yes No I have a valid driver’s license. If no, has your license been suspended or revoked? [ ] Yes or [ ] No If yes, when will you be eligible? Are there any requirements that you have to meet? [ ] Yes or [ ] No If yes, please explain: I have my own car. I have the use of another reliable car. I have a Dart bus stop nearby. I am currently using DART MTW System. (MTW= Moving to Work program) Have you been convicted of a moving traffic violation within the last 3 years? [ ] Yes or [ ] No How many points do you currently have? I will use the following transportation to get to and from work/schoool: My back-up transportation is: Notes: Child Care/Elderly Care – Please complete if you have a household member 18 years or younger or if your caring for an elderly person Please check appropriate spaces: Yes No I am in need of a child/elderly care provider.
Social How you rate your credit? [ ] Excellent [ ] Good [ ] Fair [ ] Poor [ ] Unsure Notes: MONTHLY BUDGETING WORKSHEET DATE:_______________ INCOME Monthly Amount Comments Wages (Take home) Wages (Take home) TANF Food Stamps Child Support SSI Other EXPENSES Monthly Amt. Comments Housing 35% Mortgage/Rent/Lot Rent Insurance (Renters/Home Owners) Electric Fuel Oil/Gas Qtly______ ___Month(s) ____ Qtly______ ___Month(s) ____ Telephone Cell Phone/Pager Sub-total: Transport. 20% Car Payments Weekly Biweekly Monthly Car Insurance Qtly______ ___Month(s) ____ Maintenance (Gas/Oil) Public Transportation Sub-total: Other Debts – 15% Credit Card Furniture Bill Other – Loans/Fines/Child Support Sub-total: Groceries FS Grant Amt:______ Extra:______
Presents “How to Best Connect…and Sell the Millennial Questions? You may contact Jim at: 800-526-0074 jim@pancero.com Name _________________________________________________________________________________ © Copyright 10/2016 Jim Pancero, Inc. Dallas TX www.pancero.com ABOUT JIM PANCERO
Please indicate the broad substantive topics of the data collection’s content, e.g. Health, Accommodation, Children. Please refer to the UK Data Archive’s list of subject terms to assist you (“Hasset Browser”): 3. Data and Documentation: Files’ Description Data Please provide information for each data file (multiple formats are preferred e.g. SPSS, SAS, File name File format/s Contents of file Documentation E.g. questionnaires, codebooks, coders’ instructions, interviewer instructions, project description, project reports, user guide, blank consent form etc. Please provide details for each documentation file: File name File format/s (preferably PDF) Contents of file
CASES21 – No. Advice Why? 1 Ensure all student data is entered onto CASES21 and that the student is marked as active within 3 days of the student’s actual start date Under ESOS DET is required to report all students that do not commence within 5 working days of their proposed course start date. DET relies on the data entered onto CASES21 by the school or ELC to confirm commencement or non-commencement 2 Ensure student data that is entered onto CASES21 is accurate. Where any element of the student data does not match the IED’s database the data cannot be reconciled and the school or ELC will have to be contacted. NB: Where you need to identify an international student using an asterisk please do this using the preferred name section If the student data is not accurate the IED will not receive the information from CASES21 and will be required to contact the school or ELC. Inaccurate student data can also cause issues with the disbursement of tuition fees to your school. 3 Ensure the parent (home country) information entered onto CASES21 is accurate, especially the parents email address. This should be entered into the Alternative Family section (see attachment CASES21: International Students – FAMILY DATA) The IED will use the Alternative Family section of CASES21 to source the parent’s current email address. This email will be us Under ESOS schools are required to confirm a student’s Australian contact details every 6 months, in writing. DET provides a template for this purpose. The student’s address should then be updated on CASES21ed to send invoices.
Independent Service Project (ISP) Supervisor’s Commitment Sheet information (Please give to your supervisor) you for volunteering to supervise a Friends Academy High School Senior so that he/she may complete his/her Independent Service Project. The primary goal is that each student fulfills this graduation requirement by doing something that is a) personally meaningful and b) has some component that offers service through the Quaker testimonies of integrity, modesty, simplicity, and equality. The Independent Service Project to be fulfilled beginning Monday, May 15 and ending Thursday, June 1st. The ISP guidelines insist that students spend six hours a day on their project for five days a week. The student with whom you are working should work out a schedule with you and provide you with a copy of the schedule for you to initial at the end of each week. Each student is required to complete a one page typed summary of his/her ISP experience and attach a couple of photographs of the experience. In addition, each student will present a 3 to 5 minute oral report of his/her experience to his peers at the end of the project. It is our earnest hope that this will be a rewarding experience for all involved. We trust that you can provide enough purpose and rigor so that the student will be able to have a meaningful experience. Please make sure that the schedule the student has designed and his /her descriptions of the project are appropriate. The student has a copy of this paper to give to you to keep for future reference. If ever there are any concerns please feel free to contact the following people: Tamara Clark, Senior Head Advisor 516-676-0393 ext 764 Rachel Hall, ISP co-coordinator 516-676-0393 ext 748 you!
ISP Calendar/Schedule May – June 15 16 17 18 19 Supervisor’s Initials____ 20 21 22 23 24 25 26 Supervisor’s Initials____ 27 28 29 Memorial Day No ISP 30 31 1 2 Friends Academy In Paired Advisories at 10:30am! Bring completed 3 4
ISSP Certification (check one)* ISSP-SA ISSP-CSP Not ISSP certified Date of ISSP Certification (if applicable) ISSP Membership (check one)* ISSP Member Not an ISSP Member Please attach a single PDF with the following information:* Resume/CV outlining subject matter expertise and training in best practices for post-secondary and/or adult learners Personnel Qualifications (continued) Personnel Name 2* Role / Relationship (check all that apply)* Instructor Curriculum developer Independent contractor __________ Address (street, city, state, postal code, country)* Email*
Course/program medium (check one)* Online Classroom-based Hybrid __________ If online, what LMS is used? Please attach a single PDF with the following information:* Course syllabus, including description and required texts Course list (if program of study)
3.9. Discussion Questions - Reporting 3.9(i) Are the ISSP reporting timeframes appropriate? 3.9(ii) Is the reporting template simple to complete? Can it be improved? 3.9(iii) Does the ISSP reporting duplicate any other reporting the university is required to complete? 3.9(iv) Is any additional information that is being captured in the reporting process? Is there elements in the reporting that should no longer be included? 3.9(v) Is the process for reporting simple and efficient? 3.9(vi) How should ‘other funds’ be reported in the reporting template? 3.9(vii) Are there other aspects of the reporting that are ambiguous? What? Best Practice Improving higher education outcomes will improve the lives of many Aboriginal and Torres Strait Islander people and their families. The wider community also benefits from Indigenous knowledges; experiencing the viewpoints of Indigenous leaders; and from having an engaged and proficient Indigenous workforce. The Department is committed to assisting Providers to share best practice in improving the enrolments, progression and completion rates of Indigenous Australians in higher education. The Department welcomes information and anecdotes on any innovative approaches to using ISSP funding to support achievement of these goals. The Department also welcomes suggestions on how to share this information, for example through newsletters, papers or conferences. 4 Discussion Questions – Best Practice 4(i) Do you have any innovative or best practice examples of ways the ISSP has been used to improve enrolment, retention and completion for Indigenous Australians? 4(ii) What is the best method for sharing this information? 4(iii) Are universities already collaborating and/or sharing best practice? How? Other This is an opportunity for providers to provide any feedback on areas of the ISSP that have not been addressed in the discussion questions above. 5 Discussion Question - Other 5(i) Is there any other feedback or information the ISSP Review team needs to be aware of? Submitting a Response to the Discussion Paper The Government welcomes feedback on the discussion questions posed in this paper and any other suggestions for the ISSP that will facilitate improved enrolment, retention and completion of
Newsletter 20 Safeguarding Children in Education December 2016 Introduction Welcome to the December newsletter and the last newsletter of the Autumn Term 2016. This month I have included reminders regarding the changes brought about by Keeping Children Safe in Education 2016, the updated safeguarding and child protection policy and information about the renewed focus on safeguarding during Ofsted inspections.
. Forestry and Wood Update 2005 - Volume 5 Number 3 CONTENTS COFORD Arena House Arena Road Sandyford 18 Ireland Tel: +353 - 1 - 2130725 Fax: +353 - 1 - 2130611 Email: Web: Forestry – development in action The annual national forestry conference, co-hosted by COFORD, the Irish Timber Growers’ Association (ITGA), the Society of Irish Foresters (SIF) and the Irish Forest Industry Chain (IFIC), will be held at the Tullamore Court Hotel, Tullamore, Co Offaly, on Friday 11 March 2005. The theme of this year’s conference Forestry – Rural Development in Action will be dealt with in presentations on: Policy drivers behind the Draft Rural Development Regulation - Mr Piero Mora, Directorate General Agriculture and Rural Development, EC Foresight for Use: Business as usual scenario - Prof. Liam Downey, Professor Emeritus, NUI Maynooth/UCD Rural Activities - contribution to the national economic wellbeing - Dr Áine Ní Dhubháin and Ms Marie-Christine Fléchard, UCD The potential impact of the Draft Regulation on Rural Development on the Irish Forestry Strategy- Mr Henry Phillips, Forestry Consultant Development in Action - Case studies
Forestry and Wood Update MARCH 2004 - Volume 4 Number 3 CONTENTS COFORD Agriculture , Belfield, 4, . Tel: (01) 7167700 Fax: (01) 7161180 Email: Web: National Forest Strategy: A vision for the future This conference will be held on 12 2004 at the Johnstown House hotel, Enfield, Co Meath. For the past eight years the Irish forest industry has operated under the government strategy set out in Growing for the Future. The operating environment in which the forest and forest products sectors now compete has changed dramatically since the strategy was launched in 1996. It is against this background that the Department of Agriculture announced a strategy review to take place during 2004. All sectors of the industry have welcomed the review. However, not only strategic change is needed, but a strong and integrated implementation plan is also required. This conference aims to inform the debate and process around the review. Speakers will focus on the role that the forest and forest products sectors can play in a modern Irish economy. They will comment on how a strategy for a long-term business such as forestry can and should be formulated and executed to ensure that the returns on private capital and State investment are optimised. The is targeted at professionals within the industry, policy and regulation makers, forest owners, environmentalists and those involved with related sectors. The conference will be chaired by Mr Michael
Issue #4: June 2014 First Grade Field Trip By: Srinidhi Venkatesh On April 9th, the first graders could be heard, chattering, excited about their field trip. As a treat for their labor, these young learners got a chance to enjoy a movie of Henry and Mudge, an exceptional series for young readers. In that series, Henry, a boy, and Mudge, an extraordinarily large dog, enhance their friendship through problems and solutions. Enjoying a nice 45 minute drive, these excited kids got to relax at a 1 hour movie. Coming back, looking forward to a sunny day, the 1st graders were fully energetic. After enjoying a good lunch, the kids got to have fun the rest of the day. This field trip was a blast for these hard workers and chaperones. 4TH Grade Field Trip by Shikha Agarwal Everybody loves field trips, so let’s see the fourth grade field trip!! The fourth grade went to Waterloo Village, a Lenape Village where everybody got to learn about these Native Americans that settled in New Jersey. We all got to participate in awesome and fun activities that helped us understand the Lenape’s lifestyle. Some of the activities that we got to do were: pound corn, create friction, practice our aim for hunting with corn, play a Lenape game, and go inside many longhouses to see many exhibits. In the Lenape game we had five rocks with every rock having a side with red all over it and the other side with white all over it. The rocks were in a bowl and all the students then got a turn to shake the bowl and say how many red sided rocks were faced up, [so we could see the red.]
Forestry and Wood Update JUNE 2004 - Volume 4 Number 6 CONTENTS COFORD Agriculture Building Belfield 4 Tel: +353 - 1 - 7167700 Fax: +353 - 1 - 7161180 Email: Web: COFORD supports new projects COFORD has recently finalised negotiations with a number of research teams on some exciting new projects, details of which are given below: Integrated Reduced-Chemical Control of Hylobius abietis in spruce (ABATE) This project involves NUI, Maynooth and Institute of Technology and is led by Dr Christine Griffin. Hylobius abietis is the most serious, yet poorly controlled, pest of conifer forestry in . Recent work in has shown that some biological agents are very promising as possible means of control. This new project will build on this earlier work and will focus on the control of weevils by means of insect-killing nematodes, insect food-base (tree stump) decomposing fungi, and parasitoids. The potential of insect-killing fungi will also be assessed. The decomposition of stump tissue by select fungi is intended to also control the most serious forestry pathogen, the butt rot fungus Heterobasidion anosum. The project will run for 2.5 years and will involve extensive field-testing. This will take place with the help of Coillte. An Evaluation and Development of the Potential of Residue as a Bedding Material for Dairy Cattle on Out Wintering Pad This project is led by Dr Padraig French at the Teagasc Research Centre in Moorepark, Fermoy, Co . The technology used to over winter animals outdoors on beds of timber residues is termed ‘Out wintering pads’ (OWP). This facility is a potentially low cost accommodation system designed by placing a layer of timber residue (woodchip) over an
starting in calendar year 2018 and the remaining $11.25 million will be available starting in calendar year 2021. This gives the Lottery the flexibility to select the products and services essential to meet future needs. Include equipment rental pricing option – Upon request, IGT will provide monthly rental pricing for additional retailer equipment with a cap on the markup charged to the Lottery. The rental pricing the Lottery alternatives to its existing equipment acquisition model. Consolidate storage, maintenance, and miscellaneous technology costs into a fixed monthly fee - IGT will receive a fixed fee of approximately $2.6 million per month for equipment maintenance and storage services for all existing and future equipment. Currently, the equipment maintenance and storage fees total approximately $24 million per year, but they are projected to more than double within two years and continue to increase in future years as the Lottery’s retailer network and sales grow. Compared with the current Contract’s terms, this fixed fee compensation rate will save an estimated $150 million on equipment maintenance and storage throughout the Contract term. In addition, this monthly fixed fee will cover various other costs, including retailer communication fees, software and application support, system environments, and the 2nd Chance System. This fixed rate model provides cost-savings and simplifies invoicing calculations and review. Increase availability of dual telecommunication network functionality - IGT will provide all retailer telecommunication including dual communication methods, for up to 1,000 retailers designated by the Lottery. Dual communication will help to avoid the risk of degraded communications with Lottery retailers by ensuring redundant alternative telecommunication connections (i.e., satellite and cellular). This change will result in an estimated savings of $1 million throughout the Contract term. Provide additional software support services - IGT will provide an additional 11,680 software support services hours per year, for a total of 24,000 hours annually. The increased availability of software support services will allow the Lottery to make enhancements and add new games and promotions to the gaming system/Player Direct Architecture without additional cost. This change will result in an estimated savings of $10 million throughout the Contract term. Provide additional gaming system environments – IGT will provide up to four non-production gaming system environments in addition to the primary environment currently used for processing sales. The new testing environments will provide greater ability for the Lottery to improve existing player and retailer services.
Mental illness takes its toll with professionals in short supply Obesity, heart disease and cancer are the illnesses that we know are taking a toll on Australians. But mental illness is also rife, although less publicised. One in two Australians will experience a mental health disorder in their lifetime. Less than half of those who do will receive appropriate support and treatment. Left untreated, mental health problems often get worse, affecting every aspect of a person’s life and creating a significant economic burden on the Australian community. Projections by the National Mental Health Commission are that, if we continue at this same rate, the mental health system will require at least 8,800 additional mental health professionals over the next 15 years. Badcock, Winthrop Professor in Psychology and ARC Australian Professorial Fellow, says this prediction comes at a time when universities across Australia are closing down psychology professional training programs because reductions in funding over the past decade have made them too expensive to run, while meeting the required national accreditation standards. A broader challenge facing the field that affects the training of both professional and research psychologists is the rapid growth in brain imaging technologies that have transformed the ability to view which brain regions are active in particular tasks, and to determine which regions are functioning differently in clinical conditions. “New research which will translate into improved clinical practice needs the latest technology, including functional Magnetic Resonance Imaging (MRI) machines, which are very expensive,” he said. “The Western Australian State Government and research institutions initially didn’t get into the ‘arms race’ for neuroscience research as many in the eastern states did, and now those states have the ready access to the tools but we don’t. “There is no blame being laid, but the fact is that most local MRI machines are in constant clinical use and not available for research. We can get access late at night or on a Sunday but when you need the technology as a teaching resource, that just doesn’t work.” Professor Badcock has a appointment with the University of Nottingham, whose Psychology department has access to four scanners for human imaging and two for animal imaging, primarily for research. “Despite this technology shortfall, our School has been ranked number 31 in the QS World University Rankings. Psychology is the highest ranking School at UWA. “But we continue to lobby for more adequate funding for the research tools and student training costs required to help us address the almost
“Another advantage is that Master of Teaching students also conduct intensive teaching interventions, in which they devise an educational program for the needs of a particular child, often in literacy or numeracy. “Some of our students have even been able to produce a peer-reviewed publication out of intervention, giving them an excellent grounding in pedagogical research if they later choose to pursue a further degree, such as the Master of Educational
University for supporting their emergency service volunteering. You have probably seen the category Emergency Leave when booking your holidays. It is for this small group of volunteers, and a few other staff and students who are volunteer fire fighters, paramedics or army reserve. “It’s fantastic that we can get leave, not only to attend call-outs with the SES but, also the following day if we’ve worked through the night,” said Linda, study co-ordinator in the School of Surgery. “And it’s not just the University policy that’s good, it’s our supervisors who recognise that we are doing something for the greater good, and sanction our leave,” said Jenny, business operations manager in the School of Psychology. Her sister Maxine is business manager, in Information Services. And Hayley is student services manager in Psychology. continued on page 2
Praeger’s elite group include Ingrid Daubechies, the current and first woman president of the International Mathematics Union, famous for inventing wavelets that efficiently compress information. Also on the list is David Hilbert, who posed 10 famous mathematical questions. The German mathematician presented 10 from his list of 23 problems to a Paris mathematical conference in 1900. Some are still unresolved or only partly resolved and were influential in 20th century mathematics. “I heard the news when two research colleagues wrote to congratulate me,” W/Professor Praeger said. “I was stunned and then very excited. It’s an amazing and humbling honour.”
“But in China, it is a massive epidemic,” Professor Mackey said. “We are doing ongoing research into the effects on myopia (which usually develops in adolescents) of sunlight during childhood. People in the academic-oriented cities in China spend all their time inside working and studying, and nearly all of them end up Following the conference, Professor Fingert will deliver a Raine lecture in the Harry Perkins Institute’s McCusker Auditorium at 6pm on 8 September (drinks at 5.30pm); Professors Alward and He will deliver lunchtime guest lectures in the auditorium on 10 and 12 September.
old lakes,” Professor Saunders explained. “It enabled nano-scale zones of clay minerals to be distinguished from major mineral phases such as phosphate and silica. It also showed that the clays were mostly attached to cell walls and here provided the highest quality of cell preservation. “The provides the earliest evidence for cells preserved in clay minerals, extending the known range by nearly 500 million years, and challenges the
research development adviser for Medicine, Dentistry and Health Sciences; Dr Caixia Li, manager of human ethics; Andrea Tongue, senior research grants officer; Karen Dalby, research grants officer; Jenny Grant, administrative officer for animal ethics; and Maruf Razzaq, research finance officer.
An application form can be downloaded from the Equity and Diversity web site hr.uwa.edu.au/equity/projects/grants or by contacting the Office Coordinator on 6488 3873. Applications should be sent to DIF Applications, Equity and Diversity, M350.
Fill out the following fields with the appropriate information from Tier II PTC Form. Insert the Tier II PTC Form by following the directions on the second page of this document. Only one Tier II PTC Form can be attached to this form. If you are submitting multiple workbooks, submit a separate PTC/WD Submission Form for each Tier II PTC Form. Save this file and use to send an email with this file attached. If your default email is not set-up, send this document as an attachment to with “New PTC/WD Submission” as the subject. Contact Information Date Submitted Supplier Name Supplier Code Supplier Contact Supplier Email Nav. SQE Name Nav. SQE Email Part Information Tier I Part Number Tier I Part Description # of Tier II Components # of PTC/WD Discovered # of Countermeasures Implemented # of Countermeasures Waived (Ppk ≥ 1.67) # of Outstanding Actions Ships to Springfield Assembly Plant (SAP)? Ships to Escobedo Assembly Plant (EAP)? Ships to Tulsa Bus Plant (TBP)? Ships to Huntsville Assembly Plant (HEP)? Ships to Melrose Park Assembly Plant (MEP)? Attach the Tier II PTC Form on Page Two Insert the Tier II PTC Form using the following steps:
solution to mimic actual condition of urban runoff received by AIF. Leachates were collected 3. Results and discussion Total metals observed (Fig 1 &2) (Fig. 1). Figure 1. A comparison of total zinc content in different soil and sediment before and after leaching. Figure 2. A comparison of total Pb content in different soil and sediment before and after leaching. some exceptions. It can be argued that both leaching and retention ultimately leads to sorption of labile pool of metals (first three fractions). Figure 3. Leaching profile of 30 days leaching for zinc in eluates showing distinct retention and leaching periods. A 4. Conclusions The result indicates changing environmental conditions in AIF. 5. References Journal [1]Hossain, M.A., Furumai, H., Nakajima, F. and Aryal R.K. 2007. Heavy metals speciation in sediment accumulated within an infiltration facility and evaluation of metal retention properties of underlying soil, Water Science and Technology, 56 (11), 81-89. [2]Reference 2. [3]Reference 3