zilongwang/ReadingBank huggingface dataset:
Plunger Lab Name: ______________________________ Use the website for this activity. It is also located under Mr. Gorden’s classroom page on his website. Plunger Speed Plunger Size Amplitude (cm) Wavelength (cm) Frequency (waves per second) SLOW SMALL 1 cm 14 cm .88 Hz SLOW MEDIUM 2 cm 15 cm .8 Hz SLOW LARGE 3 cm 15 cm .81 Hz FAST SMALL 1 cm 6.5 cm 1.3 Hz FAST MEDIUM 2 cm 6 cm 1.3 Hz FAST LARGE 3 cm 5.8 cm 1.3 Hz SUPER FAST SMALL 1 cm 3.2 cm 2.2 Hz SUPER FAST MEDIUM 2 cm 3 cm 2.5 Hz SUPER FAST LARGE 3 cm 3 cm 2.35 Hz 1. How does the size of the ball on the plunger affect the amplitude of the waves? As the size of the ball increase so does the amplitude of the waves. 2. What affect, if any, does increasing the speed of the plunger have on the frequency of the waves? As the speed of the plunger increases so does the frequency of the waves. 3. What affect, if any does increasing the speed of the plunger have on the WAVELENGTH of the waves? As the speed of the plunger increases so does the frequency of the waves. 4. What is the relationship between the frequency and the wavelength of a wave? The higher the frequency, the smaller the wavelength. The smaller the frequency, the larger the wavelength. 5. What effect, in any, does frequency have on the amplitude of a wave? The frequency has no effect on the amplitude of the wave as the amplitude did not change from slow, fast to superfast speed. 6. What relationship exists between the amplitude of a wave and amount of disturbance in the water? As the amplitude becomes higher the disturbance becomes greater.
Introduction Homeless Link and Shelter have been awarded London Councils funding, to provide support to front-line agencies working with people who are sleeping rough or who are homeless/in housing need. This funding is being used to provide the London Councils Homelessness Pan-London Umbrella Support (PLUS) Project. There are no hidden costs, all our services are provided free of charge. The services/support we provide to agencies includes: Forums – both homelessness and drug and alcohol focussed so you can keep updated around recent policy changes, innovations in service delivery and to network with colleagues Good practice events – focussing on certain topics such as health, welfare reform, homeless women and young homeless people Training – face to face, webinars, podcasts and e-learning courses. Topics include homelessness law, allocations, funding and equalities A mentoring programme - which includes mentoring skills training and matching scheme Briefings - including homelessness policy, welfare reform and homelessness statistics A monthly ebulletin – which contains information of homelessness related events, news, funding and partnership working opportunities and agency news
Information and support - around diversifying funding, partnership opportunities and improving services to protected equalities groups Information on trends – for example young homeless people and homeless migrants. Aims of the PLUS Project Service: To provide support, specialist advice, training, capacity building opportunities and a full-range of other infrastructure support to front-line agencies providing support to equalities groups around homelessness. To ensure agencies are kept aware of changes to policy affecting their organisations and client groups. If you have any queries about any aspect of the service, please do not hesitate to contact us on 0344 515 1155 or by email to plusproject_training@shelter.org.uk Training calendar: Date in 2017 Training Event Trainer 16 February Introduction to Homelessness Law Rita Parmar 17th February European Nationals Rita Parmar 3rd March Making Effective Homelessness Applications Rita Parmar 20th March Domestic Violence Rita Parmar 20th March Setting Professional Boundaries Tracy Maylath 27th March Introduction to Homelessness Law Rita Parmar 27th March Equalities & Diversity Rob Hammond.
WRITE (NW,602) ( (AT(I,J),J=1,3) ,I=1,3) 602 FORMAT (/,' THE PROJECTION MATRIX ',3(/,1X,3E12.5)) C C THE COORDINATES OF G IN THE NEW COORDINATES C SCALER=CL*BASEL/BIGK WRITE (NW,605) SCALER 605 FORMAT(/,' THE PROJECTED LENGTH OF BASE VECTOR GX ',E12.5,' MM') DO I=2,NBEAMS GGX(1)=HKL(1,I) GGX(2)=HKL(2,I) GGX(3)=HKL(3,I) CALL TRANS(AT,GGX,GHX) XJ(I)=GHX(1)*SCALER YJ(I)=GHX(2)*SCALER END DO C C SETUP THE BOUNDARY C CALL TRANS(AT,TILT,GHX) XC=GHX(1)*SCALER YC=GHX(2)*SCALER WRITE (NW,610) XC,YC 610 FORMAT (/,' THE CENTER OF THE LAUE CIRCLE ',2E12.5) C C DISPLAY WINDOW SIZE 150mmX150mm C IF (CENTER(1:3).EQ.'YES') THEN XMN=-75.0+XC XMX=75.0+XC
Parrish, P. E. (2006a). Aesthetic principles for instructional design. Paper presented at the annual convention of the Association for Educational Communications & Technology. Dallas, TX. Parrish, P. E. (2006b). Design as storytelling. TechTrends, 50(4), 72-82. Parrish, P. E. (2006c). Learning as aesthetic experience: John dewey's integration of art, inquiry, and education. Unpublished manuscript, Available online at http://www.comet.ucar.edu/~pparrish. Polkinghorne, D. E. (1988). Narrative knowing and the human sciences. Albany, NY: State University of New York Press. Ray, R. J. (1994). The weekend novelist. New York: Dell Publishing. Savery, J. R., & Duffy, T. M. (1996). Problem based learning: An instructional model and its constructivist framework. In B. G. Wilson (Ed.), Constructivist learning environments (pp. 135-148). Englewood Cliffs, NJ: Educational Technology Publications. Schama, S. (2006). The power of art. Great Britain: BBC Books. Schank, R. C., Berman, T. R., & Macpherson, K. A. (1999). Learning by doing. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. II, pp. 161-181). Mahwah, NJ: Lawrence Erlbaum Associates. Schwier, R. A., Campbell, K., & Kenny, R. (2004). Instructional designer's observations about identity, communities of practice and change agency. Australasian Journal of Educational Technology, 20(4), 69-100. Visscher-Voerman, I., & Gustafson, K. L. (2004). Paradigms in the theory and practice of education and training design. Educational Technology Research & Development, 52(2), 69-89. Wilson, B. G. (2005). Broadening our foundation for instructional design: Four pillars of practice. Educational Technology, 45(2), 10-16.
system. However, further investigations are necessary to provide a definitive quantitative understanding of the chemistry occurring. Overall, the presented research highlights the complexity of understanding the radiolysis of the reprocessing solvent systems in the presence of radionuclides, and the importance of understanding the interactions between redox active elements and primary radiolysis products. Furthermore, the presence of alpha-emitters provides a means of generating significant quantities of HNO2 under industrial conditions, and thus reprocessing systems and HLW storage tanks can be expected to experience the more extreme degradation and corrosion effects associated with HNO2. AUTHOR INFORMATION Corresponding Authors: E-mail: . ACKNOWLEDGEMENTS This research has been funded though by the Engineering and Physical Sciences Research Council (EPSRC) (EP/F013809/1, EP/I002855/1 and EP/I034106), the National Nuclear Laboratory (NNL), the Nuclear Decommissioning Authority (NDA), and the Dalton Cumbrian Facility, a joint initiative of the NDA and the University of Manchester. G. P. Horne was supported by a Ph.D. studentship from the EPSRC Nuclear FiRST Doctoral Training Centre at The University of Manchester (EP/G037140/1). REFERENCES
Plot and Characterization Notes Climax Rising Action Plot is the chain/series of ______________ that form a story. Basically, one event causes another. Understanding plot helps us to be a better audience AND to make us better story tellers. Plot can be broken down into FIVE plot elements: 1. 2. 3. 4. 5. Falling Action Exposition/ Narrative Hook Resolution/Denouement Through the plot, authors reveal information about characters. This is called ___________________. Authors will choose to give information about a character deliberately, meaning they will influence the way you think about certain characters, specifically how you feel about them. Direct Indirect “He was a 60 year old, grumpy man” “He often stole money from the donations box” Furthermore, characters can either be __________, ____________, ___________, or ______________. Round Flat Dynamic Static
Managing Health A Health Care Advance Directive documents a person’s wishes in case one becomes unable to make his or her own health care decisions. Formal Advance Directives include the Health Care Power of Attorney and the Living Will. Every state recognizes some form of advance directives by statute. However, there is sometimes confusion over terminology and distinctions made between types of Advance Directives. A Living Will (or “medical directive” or “declaration” in some states) is a written instruction for the health care provider spelling out any treatments the individual wants or doesn’t want in the event the individual is unable to express their needs and terminally ill or permanently unconscious. A Health Care Power of Attorney (or health care “proxy,” or “medical power of attorney” depending on the state) is a document that legally appoints someone of your choice to be your authorized “agent” (or “attorneyinfact” or “proxy”). You can give your agent as much or as little authority to make health care decisions as you wish. And (in most states) if you wish, you can include the same kind of instructions that you would put in a Living Will. Thus, a Health Care Power of Attorney can do everything a Living Will can do, plus more. Capacity to appoint a health care agent is not precisely defined in law. Generally, such capacity requires an ability to understand what it means to have another individual make health care decisions for oneself and determining who would be an appropriate individual to make those decisions (ABA, 2017). Although all service providers can be trained to be more aware of certain red flags that relate to an individual’s capacity
Is change superficial/not evidenced, disguised compliance; Impact of not changing short & longer term; potential for change in environment/ child/ others. Have differences in views about information / child and parents views been recorded (WTSC 2015:37) 2,6 It may not be possible to ascertain if a parent has expressed an opposing view if it has not been recorded. Has the assessment been shared before completing so that an opposing view could be expressed? Is the child’s view clearly recorded? (WTSC 2015:41) 1,2,3,6 The child’s words own should be used where possible. The child’s understanding and view of their situation should be recorded as well as their view of any planned intervention/services Does the assessment draw together relevant information from the child/family and the multi-agency professional context? (WTSC 2015:43) 5,7 Where involved, risk should consider the multi-agency range of evidence/views including providers of services for adults such as substance misuse services, Probation and Mental Health Care Plan Specific Impact. The care plan actions and outcomes should be targeted at areas of greatest concern and greatest chance of success. (WTSC 2015: 46) 3,4,6,7 Care plan should be capable of impacting positively on assessed needs/risks in areas of greatest concern – there must be relevance and proportionality of plan to risk. Is the plan clear on who will do what, why and for what purpose? (WTSC 2015:53) 2,6,7 The plan should set out what services are to be delivered, and what actions are to be undertaken, by whom and for what purpose. Good Practice Area and reference: Links to KSS Indicators Y / N / P NR Child Focused Care Plan: Is the plan focused on action and measurable outcomes for the child? (WTSC 15:35, 52) The plan should set out services to be delivered, specific actions to be undertaken by whom and for
h. Enrichment/Raising Aspirations Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead All children take part in residentials and trips Minibuses maintained to reduce costs and increase number of potential trips and visits. Music lessons for children. Cost of trips and residentials subsidised. Children enjoy trips which enhance the curriculum. Quality of learning is improved through range of experiences for all MG Outcomes of Mid-Year Review: Total Planned Expenditure: £5000 i. Home Support (e.g. breakfast club, EWO etc.) Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead Good attendance School minibus offered to pupils who live outside the catchment area free of charge. Previously poor attendance, problems with getting pupils to school. Has been in operation for a number of years and proven to benefit pupils. Pupil premium pupils offered minibus service if eligible. MG Outcomes of Mid-Year Review: Total Planned Expenditure: £ 1000 j. Other, not captured by any of the above Desired outcome Chosen action / approach What is the evidence and rationale for this choice? How will you ensure it is implemented well? Staff lead
Children’s outdoor learning will enhance the curriculum and improve health choices in the future Start of Forest schools – gradual Healthy choices, being outdoors improve life chances Review after half a year ( upper school) Children will have good quality clothing for school as they grow Clothing grant £40 over two year period. In school policy for PP children . Second hand clothing also available, Esteem for individual children – well fitting shoes etc. Children recognise good choices for healthy living Cookery opportunities within curriculum and as extra activity offered by volunteers. Success in previous years – children making healthier choices as they grow. Monitoring and communication with staff leading the programmes. Children receive healthy drink/snack Cool Milk and fruit snack available for all pupil premium children. Outcomes of Mid-Year Review: Total Planned Expenditure: £ 3500 Additional detail This strategy will be subject to ongoing monitoring throughout the year. Changes will be made dependent on the needs of individual children and cohorts as deemed necessary.
All students District 58% 59% 58% 56% -2% 2 State 53% 55% 54% 54% 1 High Needs District 41% 40% 35% 34% -7% 3 State 31% 33% 31% 31% 0 Economically Disadvantaged District -- -- 40% 40% -- 8 State -- -- 34% 32% -- ELL and former ELL students District -- 18% -- 6% -- -13 State 19% 18% 19% 19% 0 Students with disabilities District 24% 25% 21% 22% -2% 1 State 21% 21% 22% 21% 0 The district did not reach its 2016 Composite Performance Index (CPI) targets in ELA, math, and science for all students and each group that makes up the high needs population with reportable data. Table 5: Plymouth Public Schools 2016 CPI and Targets by Subgroup ELA Math Science Group 2016 CPI 2016 Target Rating 2016 CPI 2016 Target Rating 2016 CPI 2016 Target Rating All students 87.3 94.1 Improved Below Target 81.6 89.2 Improved Below Target 81.0 90.0 No Change High Needs 75.3 88.6 Improved Below Target 66.7 81.8 Improved Below Target 68.4 83.1 No Change Economically Disadvantaged 78.8 80.5 Improved Below Target 71.4 72.9 Improved Below Target 71.1 74.2 No Change ELLs 62.3 81.3 Improved Below Target 59.9 77.9 Improved Below Target -- -- -- Students with disabilities 64.8 83.1 Improved Below Target 53.3 76.0 Improved Below Target 60.8 78.2 Improved Below Target In 2016, students’ growth in ELA and math was moderate in math compared with their academic peers across the state for all students, high needs students, and students from economically disadvantaged families. Growth for students with disabilities was low in ELA and was moderate in math compared with their academic peers statewide. Table 6: Plymouth Public Schools 2016 Median ELA and Math SGP by Subgroup
Focus Area #3: Differentiated Instruction & Classroom Culture Insufficient Minimal Moderate Strong Avg Number of points (0) (1) (2) (3) (0 to 3) 8. The teacher appropriately differentiates instruction so the lesson content is accessible for all learners. ES 18% 32% 25% 25% 1.6 MS 37% 48% 11% 4% 0.8 HS 33% 36% 28% 3% 1.0 Total # 30 40 24 13 1.2 Total % 28% 37% 22% 12% 9. The teacher uses appropriate resources aligned to students' diverse learning needs. (e.g., technology, manipulatives, support personnel). ES 2% 23% 45% 30% 2.0 MS 0% 48% 41% 11% 1.6 HS 3% 53% 39% 6% 1.5 Total # 2 42 45 18 1.7 Total % 2% 39% 42% 17% 10. The classroom climate is characterized by respectful behavior, routines, tone, and discourse. ES 2% 5% 32% 61% 2.5 MS 0% 11% 63% 26% 2.1 HS 8% 28% 53% 11% 1.7 Total # 4 15 50 38 2.1 Total % 4% 14% 47% 36% 11. The teacher conducts appropriate formative assessments to check for understanding and provide feedback to students. ES 9% 14% 61% 16% 1.8 MS 4% 48% 33% 15% 1.6 HS 11% 39% 36% 14% 1.5 Total # 9 33 49 16 1.7 Total % 8% 31% 46% 15% Total Score For Focus Area #3 ES 8.0 MS 6.2 HS 5.7 Total 6.7
Name of Research Group1 Collaboration for the Advancement of Medical Education Research and Assessment (CAMERA) Institute/School Plymouth University Peninsula Schools of Medicine and Dentistry (PU PSMD) Contact person1 (name, e-mail, phone) Dr Julian Archer and Dr Sam Regan de Bere Contact: Location of Group1 (e.g. Tenovus building, Heath Park) Portland Square, Drake Circus, Plymouth Area of Research1 (max 100 words). Please also indicate research type e.g. lab based, population based etc CAMERA brings together academic researchers, medical professionals and educators seeking to improve patient safety and engagement through evidence-based professional education. We achieve this by undertaking collaborative research that impacts directly on theory, policy and practice. We focus on improving patient safety and engagement through understanding assessment and its impact on the clinical workforce; including selection and widening participation, simulation, professional regulation and patient and public engagement. We have a high profile in educational, regulatory and clinical literatures; working closely with national institutions including the GMC and other regulators, the Department of Health and the National Institute of Health Research (NIHR). How many students would you be willing to take on how many days in Nov/Dec (e.g. “2 students on one day”) 3 students New Name of Research Group1 Parkinson Group Understanding tumours of the nervous system. Institute/School Peninsula School of Medicine and Dentistry Contact person1 (name, e-mail, phone) Professor David Parkinson Location of Group1 (e.g. Tenovus building, Heath Park) Peninsula School of Medicine and Dentistry, John Bull building, Derriford, Plymouth, UK Area of Research1 (max 100 words). Please also indicate research type e.g. lab Schwann cells are the glial cells of the peripheral nervous system and provide the myelin that allows the rapid propagation of action potentials. The loss of the tumour suppressor protein Merlin leads to the formation of schwannomas in patients. My lab studies the biology of these tumours
requests for Information* Code of conduct for Governors* Equality & Diversity* Equality and diversity policy, single equality scheme Health and Safety*, Environment & Compliance Policies and procedures covering H&S, estate management, contractor guidelines, environmental management, risk management, disaster recovery/business continuity Data Protection* Data Protection Policy Research strategy Ethics statement Research outputs Details of publicly funded research outputs and data Charging regimes* Charges for providing response to FOI request Lists and registers Asset register Register of gifts/hospitality provided to senior staff Register of interests The services we offer Prospectus* Services for outside bodies* Information for Visitors, Open Days Research Studio and resource hire Short courses – information and fees Course Content* Programme specifications and module descriptions for Undergraduate and Postgraduate programmes Course fees* Student fees/funding webpage Student funding* Student funding webpage Alumni services List of services and relevant fees Welfare and counselling Description of services Health and wellbeing Description of services Careers Information about the careers service and embedding of employability, entrepreneurship and enterprise into the curriculum
Plymouth School of Law, Criminology & Government Deans List 16/17 Dean’s List Stage 1 NAME COURSE STAGE Connie Shelley LLB (Hons) Law with Criminology and Criminal Justice Studies 1 Rebekah Sheasby LLB (Hons) Law with Criminology and Criminal Justice Studies 1 Sherena Masharani LLB (Hons) Law with Business 1 Alice Carruthers Buchanan LLB (Hons) Law 1 Natasha Owen LLB (Hons) Law 1 Philip Marsh LLB (Hons) Law 1 Virginia Butcher LLB (Hons) Law 1 Sophie Louise Smith BSc (Hons) Politics with International Relations 1 Sarah Staples BSc (Hons) Politics with Law 1 Emmy Falk Noklebye BSc (Hons) International Relations 1 Jake Johnson BSc (Hons) International Relations 1 Louis D’Arcy Paul Hogan BSc (Hons) International Relations 1 Maria Massey BSc (Hons) International Relations with Spanish 1 Abigail Peel BSc (Hons) Criminology and Criminal Justice Studies 1 Abigail Widdicombe BSc (Hons) Criminology and Criminal Justice Studies 1 Amy Goose BSc (Hons) Criminology and Criminal Justice Studies 1 Chloe Soltysik BSc (Hons) Criminology and Criminal Justice Studies 1 Claire Rushmere BSc (Hons) Criminology and Criminal Justice Studies 1 Grace Florence Fox BSc (Hons) Criminology and Criminal Justice Studies 1 Harry McClarnon BSc (Hons) Criminology and Criminal Justice Studies 1 Joseph Garland BSc (Hons) Criminology and Criminal Justice Studies 1 Olivia Alice Barratt BSc (Hons) Criminology and Criminal Justice Studies 1 Samuel James Rachael BSc (Hons) Criminology and Criminal Justice Studies 1 Yasmin Marjorie Crabb BSc (Hons) Criminology and Criminal Justice Studies 1 Aimee Stubbins BSc (Hons) Criminology and Criminal Justice Studies with Law 1 Cherry Davies BSc (Hons) Criminology and Criminal Justice Studies with Law 1 Lucie Howard-Lyne BSc (Hons) Criminology and Criminal Justice Studies with Law 1 Sabrina Tucker BSc (Hons) Criminology and Criminal Justice Studies with Law 1 Andie Carolyne Rayson BSc (Hons) Criminology and Criminal Justice Studies with Psychology 1 Clare Louise Addy BSc (Hons) Criminology and Criminal Justice Studies with Psychology 1
Ocea Yolande Crane BSc (Hons) Sociology Final Tom Neilens BSc (Hons) Sociology Final Benjamin George Edmonds LLB (Hons) Law Final Callum Thomas LLB (Hons) Law Final Ella Thorpe LLB (Hons) Law Final Emmanuel Eriifeoluwa Alabi LLB (Hons) Law Final Holly Jean Burrows LLB (Hons) Law Final Jessica Varley LLB (Hons) Law Final Jordan Owen LLB (Hons) Law Final Joshua Chauhan LLB (Hons) Law Final Laura D’Alessandro LLB (Hons) Law Final Megan Case LLB (Hons) Law Final Rhianna Louise Greenley LLB (Hons) Law Final Samuel David Castlehouse LLB (Hons) Law Final Shannen Trout LLB (Hons) Law Final Victoria Kinga Boruta LLB (Hons) Law Final Jacob Liam Cunningham LLB (Hons) Law with Business Final Ryan Cornelious LLB (Hons) Law with Business Final Alice Joanne Roberts LLB (Hons) Law with Criminology and Criminal Justice Studies Final
Mrs. McCraw’s 2015-2016 class schedule: 7:45– 8:10 Begin morning work, stop and clean up with the tardy bell Pledges & Announcements 8:10 – 9:15 Morning Meeting, calendar activities, Begin Math Lesson ** Use restroom prior to rotations** 9:15 – 10:00 Rotations – Monday to Friday L.I.T.E. Lab Math Lab Motor Lab Library Music 10:00 – 10:50 Recess, drinks, restroom, prepare for lunch, journal writing 10:50 – 11:20 lunch – (use restroom afterward 11:20 – 11:30) 11:30 – 12:00 P.E. (Monday & Wed., Friday), Media Lab (Tues. & Th), alternating weeks 12:00 – 1:00 ELAR (Reading, Writing, Phonics) 1:00 – 1:30 Monday & Wed. = Social Studies/Science Literacy Tubs Wed., Th., Fri until 1:50 1:35 – 1:45 Restroom break, prepare to pack for RL or TT 1:45 – 2:30 Reading Lab time M & T, Wed PLC 2:00 – 2:50, TH, Fri Target Tutoring 2:40 Prepare for dismissal @ 2:50
09:00 – 10:00 High Level Opening Session Hristina Yancheva, Rector of Agriculture University, Plovdiv, Bulgaria School students choir, Plovdiv, Bulgaria Rumen Porozhanov, Bulgarian Minister of Agriculture and Food Vytenis Andriukaitis, European Commissioner for Health & Food Safety Vytenis Andriukaitis, European Commissioner for Health & Food Safety Svetlana Yordanova, Bulgarian Deputy Minister of Health Phil Hogan, European Commissioner for Agriculture and Rural Development (video message) Svetlana Yordanova, Bulgarian Deputy Minister of Health 10:00 – 11:00 Plenary Session with Keynote Speeches FOOD 2030 – EU R&I policy framework for food and nutrition security John Bell, Director for Bioeconomy at European Commission, DG Research & Innovation Recommendations & conclusions of the EC FOOD 2030 Expert Group Report Krijn Poppe, Senior economist and research manager, Wageningen University & Research, the Netherlands Progress towards the SDGs – for which food cuts across them all Patrick Caron, Chair of the United Nations High-level Panel of Experts on Food Security and Nutrition Benefits & difficulties of framework programme participation from the perspective of an important food university in a small country Triona McCormack, Director of Research University College Dublin, Ireland 11:00 – 11:30 Coffee Break & Networking at 'FOOD 2030 Village' 11:30 – 13:00 Plenary Discussion: Understanding the complexity of food systems and dynamics of how they must change How to tackle food system's complexity and deliver on SDGs Tim Benton, School of Biology of University of Leeds, United Kingdom Need for a food system approach to connecting producers to consumers with an emphasis on the nutrition/health aspects Lorraine Brennan, School of Agriculture & Food Science, UCD Conway Institute, Ireland Food poverty is complex: Austerity, charity and food rights, the solution is simple! Martin Caraher, City University of London, United Kingdom How to activate food systems leverage points for positive change Karen Cooper, FReSH programme at the World Business Council for Sustainable Development, Switzerland Economics and valuation of ecosystems for agriculture and food systems Alexander Müller, TEEB AgriFood Study Leader and former Assistant Director General of FAO, Germany 13:00 – 14:30 Lunch & Networking at 'FOOD 2030 Village'
Bid Form for Monthly Snowbirds in Accordance with MOU Name: EID Number: Last First Address: City/State/Zip: Telephone Number: Position Applying for: (See posting for below information) Title: Location: County: IPR#: Do you have a relative employed by the Illinois Department of Transportation? Yes No NOTE: Employees hired on or after July 1, 2004, shall not be eligible to bid or be appointed to any position where he/she would be in a direct line supervisory or subordinate position with a relative. Relatives include spouse, parent, child, sibling, grandparent, grandchild, uncle, aunt, nephew, niece, father-in-law, daughter-in-law, son-in-law, brother-in-law or sister-in-law. Name: Title: Relationship: Work Location: Signature: Date: For Office Use Only Has worked 180 work days with IDOT as a Monthly Snowbird Yes No Eligible for re-hire Yes No CDL with proper endorsements Yes No (copy of CDL attached) Veteran Yes No Open Competitive Eligible grade for Highway Maintainer Grade A Grade B Grade C County choices _________________________and_________________________
Peter Jackson Original Blue King-Size Hard Pack 25's Product Weight: 0.861 g Tobacco Weight: 0.673 g Ingredients listed in descending order by weight tobacco water propylene glycol natural & artificial flavourings Peter Jackson Original Blue King-Size Hard Pack 30's Product Weight: 0.861 g Tobacco Weight: 0.673 g
Criteria Essential Method of Assessment Desirable Method of Assessment Qualifications IT qualification at Level 2. Full and current UK driving licence. Application Knowledge and Experience Knowledge of HE provision within an FE context. Experience of working on ESF projects. Good working knowledge of Excel. Interview Application Skills Excellent presentation skills. Excellent Interpersonal and Communication Skills. Excellent Customer Service Skills. Excellent Organisational Skills. Interview Application Attributes The ability to work under pressure to meet deadlines. The ability to manage multiple tasks and respond to changing priorities. A flexible approach to work. The ability to work using own initiative and as part of a team. Excellent time management skills. The ability to follow tasks through to completion. The ability to prioritise work and ensure data accuracy whilst meeting deadlines. A positive & logical approach to problem solving.
Open Data Providing public access to data Data Analytics Using data to inform planning and decision-making Mobile & Digital Services Mobile Applications Mobile technology to meet customer needs anywhere Digital Services Moving from traditional, paper-based processes to electronic or online formats to improve services Internet of Things Network-connected objects that can send and receive data 3.3 Agency/Organization Strategic Alignment Cite the specific goals and objectives of the agency or organization that are related to the project. Goal/ Objective Description 3.4 Statutory Fulfillment Describe the mandate(s) related to the project and cite reference(s) for federal and state statutes, rules, and regulatory requirements. Mandate Related to Project Statutory Citation 3.5 Division Priority Choose one based on the priority level of this project to your division or area. High Medium Low 3.6 Project Priorities Rank the below project priorities by importance, from 1= Most Important to 3= Least Important. These priorities will be revisited in Section 2.8 of the Project Charter. All priorities must be uniquely ranked.
Project Meeting Notes 2.0 .doc The Project Meeting Notes Template is used to document and communicate notes for all project meetings. Monitor & Control Project Status Report 2.0 .doc The Status Report is utilized for communicating the overall health of the project to the core team and key project stakeholders to keep everyone abreast of project progress. Monitor & Control Project Change Request 2.0 .doc The Project Change Request (PCR) is used by the Project Manager to request a change to the project scope, schedule, costs, project milestones and/or deliverables. Monitor & Control *Lessons Learned 2.0 .doc The Lessons Learned document is used to identify and preserve the lessons learned on each project. The purpose of this document is to help the project team share knowledge gained from the experience. A successful Lessons Learned program will help project teams repeat desirable outcomes and avoid undesirable outcomes. Closure *Project Closure 2.0 .xlsx The Project Closure document formalizes the completion of the project. Closure *These templates are highly recommended when using PM Lite, regardless of project size or complexity.1 Section 3. PM Lite 2.0 Process The PM Lite 2.0 Process has five core phases and one pre-process phase. The five phases represent a typical project life-cycle. They include initiation, planning, executing, monitoring and controlling, and closure. The diagram below identifies which templates are typically created and/or completed during each phase of the project lifecycle. 3.1 Portfolio Review (Pre-Initiation) The Portfolio Review is a DIR internal process for prioritizing, aligning, and evaluating project requests. When the business idea is submitted by the Project Sponsor, the Portfolio Review Board reviews and assigns the project to a Project Manager based on prioritization and strategic alignment. 3.1.1 Business Case The Project Sponsor or Business Owner submits this template. This template will address the business issue and the expected business outcome as well as the key resources necessary for the project. It is defines how the project will align to the goals of the agency and/or state. 3.2 Initiation The Initiation Phase reviews the business idea and turns it into a formal project. 3.2.1 Key Activities: Review Lessons Learned from similar projects Identify project risks and constraints Define expected outcomes and key milestones Define high-level scope, schedule, and costs
Key Deliverables & Project Tasks % Complete Description Start Date Planned Finish Date % Schedule Variance % Cost Variance Explanation of Significant Changes Describe any significant changes including Project Change Requests, significant date changes, or significant variances. Current Critical Issue(s) Being Worked Information needed for EACH critical issue. Add any additional details below table. Issue (Description) Owner Action Status (Green, Yellow, Red)
Project Manager Date of Review Reviewer Reviewer’s Project Role (e.g. Sponsor, OPM, etc.) Areas of Evaluation PM Scoring Score Follows EPMO Standard PM Processes (including producing the minimum PM deliverables) and adheres to State Statutes* Not without a lot of direction and/or repeated reminders: Score 0 Points Requires some direction and/or reminders: Score 1 Points Yes, with very little to no reminders /direction: Score 2 Points Completes PM Deliverables on time (as specified in the contract for contractor PMs). Not without a lot of direction and/or repeated reminders: Score 0 Points Requires some direction and/or reminders: Score 1 Points Yes, with very little to no reminders/ direction: Score 2 Points 3. Produces quality products and documents and keeps project artifacts organized and securely accessible. Most work products require significant editing, validating, and/or re-work Score 0 Points Frequently work products require editing, validating, and/or re-work Score 1 Points Yes. Rarely do work products require editing, validating, and/or re-work Score 2 Points 4. Takes charge and leads project teams to plan the work, then execute on schedule. Work not identified and prioritized. Project team not working on tasks according to the plan. Score 0 Points Random aspects of work being accomplished, not based on clear plan Score 1 Points Work clearly planned and scheduled, Team working on focused objectives Score 2 Points 5. Effectively manages project risks and issues. Not routinely worked, old ones fall through cracks, stakeholders not invoked, mitigation not planned Score 0 Points Being recorded, but not each one thoroughly addressed or resolved, partial Stakeholder awareness Score 1 Points Each risk and/or issue is recorded and reviewed with Stakeholders to mitigate and/or resolve Score 2 Points *The reviewer can leave the score for #1 blank if they are unsure of the EPMO standards. If left blank, the OPM will assign the score to arrive at a final score for this scorecard.
TAP Members - NRRA Long Term Research Status NRRA Team Title Contract Status TAP Members (Updated Sept 18th) (MnDOT TL Underlined) (Review Team Highlighted) PM Maintaining Poor Pavements SRF Consulting Contracted 1029360 Jerry Geib (MN) Cody Brand (MnDOT D8) Elliot Keyes (MN) Andrew Hanz (Mathy) Robert Green (MI) Ed Johnson (MN) James Bittmann (MN) Tim Andersen (MN) Mark Gawedzinski (IL) Timo Saarenketo (RoadScanners) Dan Wegman (Braun) Kevin Kliethermes (FHWA) Partial Depth Repair Braun Intertec Finalized workplan - 1029497 Expect Dec 2018 Contract Start Jerry Geib (MN) Mark Gawedzinski (IL) Maria Masten (MN) Tom Burnham (MN) John Roberts (IGGA) Gordy Bruhn (MN) Timo Saarenketo (RoadScanners) Eshan Dave (UNH)
Education and skills Please give details of your highest degree obtained Name of degree or diploma Field of study Name of university or institute Dates From: To: Please indicate the level of your language skills according to the Common European Framework of Reference for Languages (CEFR) Mother tongue C2 C1 B2 B1 A2 A1 Not applicable French English Arabic Others (please specify) Which areas of knowledge listed below are your strongest? Please tick a maximum of 4 boxes only communication skills conceptual development donor outreach and communication fundraising financial control and management governance high level of initiative international development assistance security sector reform and/or justice sector reform MENA knowledge networking planning and analytical skills project management writing and editing rule of law strategy development and implementation strengthening local partners management, supervision and animation of working groups team management diplomatic and negotiation skills How did you learn about the job offer? Signature I confirm that the information provided on this application form is true and correct. Place Date Signature (If submitted electronically, a signature is not necessary. Please type your name)
visitors such as provincial directorates of ministries, municipality service buildings, governor’s buildings, museums, health care centres, hospitals and schools. Though the main objective of the project focuses on implementation, it also aims at awareness raising and extending accessibility practices. The project has a budget only for piloting applications, but the public institutions have to demand and allocate a special budget for accessibility or reasonable accommodation arrangements. All kind of plans, projects, constructions, audits or the tenders to be realized with such purposes have to comply with the zoning legislation and TDA. 4. The Legislative and Policy Framework Concerning Support Services for PwDs Ministry of Family and Social Policy aims to provide appropriate support and services for persons with disabilities and elderly people in the light of “Human First” principle and “Universal Human Rights” approach and by means of producing comprehensive, permanent and modern solutions in line with international documents. In provision of all services, the Ministry takes a stand against all types of discriminative actions and outdated understandings. Within this scope, the social services provided under authority and responsibility of General Directorate of Services for Persons with Disabilities and the Elderly are as follows; Health and Care Services for Persons with Disabilities Institutional care services in Turkey have recently started to transform in parallel with the approach of "community based care". Within this context, Barrier Free Life Centers that provide institutional care service and living environments to PwDs in need of care in single floor houses with gardens for 10 to 12 persons and Hope Homes that aim for ensuring active participation to social life by means of providing care services to small groups of PwDs in apartment houses have put into service since 2006. The primary goal of care services is to ensure that persons in need of special care are provided with necessary service at their homes and social environments with
Name Appointment Group District BISHOP AUCKLAND Membership Number Initial plan agreed (date) Plan reviewed etc. Training Adviser Module Number Learning Required (Yes or No) Proposed Method Date completed by Options for validation Methods of validation (see below) Date completed by Validated successfully (Training Adviser to sign and date)
Why? Inform, approve, initiate work, coordinate, quality assurance, direct schedules How? Written, verbal, formal, informal How Informal Formal Advantages Disadvantages Oral Personal Contact Who? Why? Meetings Who? Why? Flexibility & Speed Misunderstanding Written Memos, email Who? Why? Reports Who? Why? Documentation Use of Resources Communications Management Plan: Key Elements. Process. “Plan for Communications” and “Follow the plan”. Inclusive. Everyone involved at some time, some way, some level. Appropriate. Appropriate information to the appropriate people in the appropriate manner. PUSH. Information sent to appropriate individuals. PULL. Appropriate information made available to access. Interactive. Two-way exchange of information. Examples. Who – What Why Supplier – Purchase Order Requirement – Compliance Stakeholder – Update Interest – Need Team Member – Performance Measure Motivation – Commitment Project Team – Lessons Learned Productivity – Development Managing Meetings Planning: Necessity, Purpose, Outcome, Attendance, Agenda, Logistics Conducting: Protocol, Rules, Cultural Influences Guidelines: 1. Start meeting with “Agenda” with “Reason for Meeting” and “Results Desired” 2. “Start on Time” & “Finish Early”. 3. List “Action Items” & List “Tabled Items”. 4. Claim Victory (State the obvious or Inject a spin.) Types Scheduled Routine Ad Hoc Purpose Kickoff Review Changes Necessary Elements Purpose Attendees Outcome Issues Protocol (Process) Rules (Standardization) Culture (Inclusion)
Personalised Learning Plan Name: Date: Review Date: Team Participants: Specific Learning Outcome Focus Area Linked to the Curriculum Intervention plan, curriculum adaptations, teaching strategies, resources, personnel Monitoring & evaluation strategies Time Frame Literacy Numeracy Social Teacher’s Signature___________________ ___________Parent Signature _____________________ __________Student Signature __________________________________
Where  = Probability X = Random Variable X = X1- = Random Variate  = Population Mean = E[X] 2 = Population Variance = V[X]  = Population Standard Deviation Specifically, P[ X < X ] = P[ X < X1- ] = P[ X > X1- ] = P[ X <  ] =  , thus, =X0.5 P[ X =  ] = and for any constant. P[ X < X < X1- ] = Empirical Rule: P[ - < X < +] ≈ 0.6826 P[ -2 < X < +2] ≈ 0.9544 P[ -3 < X < +3] ≈ 0.9972 Standard Normal Probability Distribution Now consider the transformation, Z = ( X -  ) /  , where E[Z]=0 and V[Z]=1. Thus, Z ~ N( 0 , 1 ), called the Standard Normal Distribution. Consider the graphs:   X  X X X~N(  ,    Z  Z Z Z~N(  , Z~N(  ,  Where  = Probability Z = Standard Normal Random Variable Z = Z1- = Standard Normal Variate  = 0 = Population Mean 2 = 1 = Population  = 1 = Population Standard Deviation Specifically, P[ Z < Z ] = P[ Z < Z1- ] = P[ Z > Z1- ] = P[ Z <  ] =  , thus, =X0.5 P[ X =  ] = and for any constant. P[ Z < Z < Z1- ] =
PMBOK 6th Edition Project Management Knowledge Areas (10) Project Management Processes (49) Project Integration Management Develop Project Charter Develop Project Management Plan Direct and Manage Project Work Manage Project Knowledge Monitor and Control Project Work Perform Integrated Change Control Close Project or Phase Project Scope Management Plan Scope Management Collect Requirements Define Scope Create WBS Validate Scope Control Scope Project Schedule Management Plan Schedule Management Define Activities Sequence Activities Estimate Activity Durations Develop Schedule Control Schedule Project Cost Management Plan Cost Management Estimate Costs Determine Budget Control Costs Project Quality Management Plan Quality Management Manage Quality Control Quality Project Resource Management Plan Resource Management Estimate Activity Resources Acquire Resources Develop Team Manage Team Control Resources Project Communications Management Plan Communications Management Manage Communications Monitor Communications Project Risk Management Plan Risk Management Identify Risks Perform Qualitative Risk Analysis Perform Quantitative Risk Analysis Plan Risk Responses Implement Risk Responses Monitor Risks Project Procurement Management Plan Procurement Management Conduct Procurements Control Procurements Project Stakeholder Management Identify Stakeholders Plan Stakeholder Engagement Manage Stakeholder Engagement Monitor Stakeholder Engagement Project Management Process Groups (5)
Personal Learning Plan – for Section Leader / Sectional Supporter Name: Date of Birth: Membership No: District: Group: Appointment: Prov App Ends: Training Adviser: Initial Plan Date: Review Dates: Module Learning Validation TA signature Num Title Req’d Y/N Delivery Method Date completed Num Method Details Date completed 1 Essential Information M 3 Tools for the Role (Section Leaders) 5 The Fundamentals of Scouting 6 Changes in Scouting 7 Scouting for All 8 Skills of Leadership
Module Learning Validation TA signature Num Title Req’d Y/N Date completed Num Method Details Date completed 9 Working with Adults 10 First Aid 11 Administration Delivering a Quality Programme M Programme Planning M 13 Growing the Section M 14 Young People Today 15 Promoting Positive Behaviour A
(from graduate to doctoral qualifications, any relevant courses, membership of professional bodies or associations) Year of passing Institutions Name and Country Degree Major Subject Note: Should an offer employment be extended to you, we will verify your qualifications with the issuing institute CURRENT JOB DETAILS Current Organization: Current title: Salary: Basic- Housing Allowances- Education Allowances- Transport Allowances- Annual Flight- Medical Benefits- Any other benefits- EMPLOYMENT HISTORY (please commence with the most recent employment. Please explain any break in the employment) Organization’s name - Organization’s address- Job title - Period of employment - Main Duties - Organization’s name - Organization’s address- Job title -
Full street address of manufacturing site: Manufacturer’s client ID (if known): TGA DMF/PMF file number: Manufacturer’s letter of access included in module 1.6.3: Yes No Note: for additional drug substances, attach a separate page with the required details as above. Part B - EDQM certificates of suitability (CEP) Drug substance 1 Name of substance: Manufacturer’s business name: Full street address of manufacturing site: Manufacturer’s client ID (if known): CEP number and version: Manufacturer’s letter of access included in module 1.6.3: Yes No Drug substance 2 Name of substance: Manufacturer’s business name: Full street address of manufacturing site: Manufacturer’s client ID (if known): CEP number and version: Manufacturer’s letter of access included in module 1.6.3: Yes No Note: for additional drug substances, attach a separate page with the required details as above.
(MI-YYYY-CL-NNNNN-N) # Applications must have been submitted (draft status is not acceptable). **Indicates a document must be uploaded as an attachment when the PPF is lodged. Details of Australian manufacturers Currently approved Approval required Licence or tracking number# Manufacturer name (MI-YYYY-LI-NNNNN-N) # Applications must have been submitted (draft status is not acceptable).
THC in vivo []. However, the THC-V concentrations used to produce an antagonistic response are at least 100-1000 times higher than what would be reasonably absorbed during smoking of a typical joint. CBC, another trace non-psychotropic phytocannabinoid appears to modulate the effect of THC by inhibiting endocannabinoid cellular reuptake, and is also a potent activator of TRPA1 receptors, with apparent analgesic [] and anti-inflammatory effects [,]. However, like CBD, the trend for maximising THC production may have led to marginalisation of CBC as historically, CBC has sometimes been reported to be the second or third most abundant cannabinoid []. Some limitations inherent in the data presented here should be acknowledged. Due to funding constraints we could not collect a very large random or necessarily representative sample of Cannabis Cautioning seizures. However, we did ensure the samples we obtained came from the major rural cannabis growing areas on the NSW north coast and the major urban areas of the state. Further, as both Cannabis Cautioning and Known Provenance samples were not required to be retained for criminal proceedings, we received and stored them soon after they were seized. The freshness of the samples is confirmed by the dominance of carboxylic acid forms of THC, CBD and CBG, and very low levels of CBN, the main oxidation product of THC. Given the known variability of THC within a single plant [3], it is possible that these results do not represent the “true” average potency of each plant as buds were used whenever possible from samples that were analyzed. However, there were strong positive
Personalised Learning Plan Student: Date of Meeting: School: Ambarvale Primary School Planning areas People involved in development of the PLP: KLAs English Mathematics Science HSIE CAPA PDHPE Other Areas Literacy Numeracy Social skills Leadership Debating P/Speaking Teacher: Parents: Others: Goals Student Parent/Carer Teacher Area of Need Strategies to achieve goals Student Parent/Carer Teacher