zilongwang/ReadingBank huggingface dataset:
designate a forum to receive the electronic chemical inventory. Annual Analysis (AWA) Report The Contractor shall post an electronic copy of their AWA report to the NTP IMS within 30 days of the start of the contract and annually thereafter. Report Contents Report the results of the analysis, including at minimum, values for each parameter required by the AWA Functional Activity (see NTP Chemistry Specifications, Section 2, Part 6.3). Include a reference to the entity performing the analysis, or to the relevant lab notebooks if performed by the contractor. Periodic Status Reports Monthly Status Report (MSR) On the 15th day of the second month after the start of the contract, and each month thereafter, the Contractor shall provide a monthly status report of the activities on the contract during the previous calendar month. The format of this status report shall conform to that given in Appendix 1 and shall include the following information: A cover page listing the Report Date, the Report Title “Monthly Status Report” followed by the Contractor’s contract number, and the date of the report. The middle of the page shall contain the phrase “Status Report –” followed by a number that indicates in sequential order for each month, the number of the current report; followed below by the reporting period; the contract title; the NIH contract number; and ‘approved by’ sign-off areas. At the bottom of the page the Contractor shall include the phrase “Submitted To:” followed below by the COR mailing address given in Part 4.2, above. The report shall have page headers indicating the report title, number, date and page number. MSR Section 1. Introduction shall contain an introduction stating the period of the report and the definitions of the status flags used by the Contractor in the report. For example, if the status flag “STARTED” is used in the report it could be defined as: “Work initiated during the reporting period but not completed.” In addition, MSR Section 1 shall include tables that serve as keys to the program and funding codes (Table 1.1) and assignment acronyms (Table 1.2) used in the
LINE NO. PRODUCT CODE DISPOSITION CODE ALLOCATION CODE QUANTITY AMOUNT SELLING ARR CODE QUALITY MEASUREMENT ALLOCATION CODE DESCRIPTION FORMULA/SOURCE 36 N 2010 FC - 0.0000 211001A000 0 Field Cost Reported by Lessee 37 N 2010 WH 211001A000 0 Well Head SUM ( RV and SV ) 38 N 2010 SADJ 8,000.00 211001A000 0 Settlement Adjustment Reported by Lessee 39 N 2010 TV 8,116,402.14 211001A000 0 Total Value in Dollars ( WIO X WH ) + SADJ 40 N 2010 RYE 101,294.53 211001A000 0 Royalty Expense ( RIV X WH ) 41 N 2010 ACR $ 0.01000 211001A000 0 Abandonment Cost Rate per Barrel Reported by Lessee 42 N 2010 AC 800.01 211001A000 0 Abandonment Cost ( WIO X ACR )
ALASKA DNR - OIL & GAS V 1.201112 REPORT TYPE (PTLA Report) PT REPORT CODE (NPSL Report) AL FILING TYPE REG CUSTOMER ID NUMBER 000012345 PRODUCTION MONTH 10/01/2012 REVISION NO. 00 REPORT MONTH 12/01/2012 CONTROL NUMBER 000012345N12201200 AUTHORIZED DATE 12/22/2012 LEASE NUMBER ADL # LESSEE NAME XYZ Company ADDRESS1 Enter Data ADDRESS2 Enter Data CITY Enter Data STATE Enter Data ZIP Enter Data PREPARER Enter Data PREPARER PHONE NUMBER Enter Data PREPARER FAX NUMBER Data AUTHORIZED SIGNATURE (CODE) Data AUTHORIZED SIGNATURE (Printed Name) Data NUMBER Enter Data FAX NUMBER Enter Data
LEASE (NPSL) ACCOUNT REPORT (AC FORM) (Current as of January, 2014) 1. Reporting Instructions Overview of the AC Form The Net-Profit-Share Lease Account Report (AC) Form includes revenue and cost activity for the NPSL in total. The AC Form contains three sections corresponding to the three NPSL accounts for which data is reported. The three accounts are the: Development Account (DV), Net Profit Payment Account (NP), and Production Revenue Account (PR). The “Development Account” portion of the AC Form contains data on development cost beginning balances, for exploration, construction, rents, licenses, drilling and development related expenses. The “Net-Profit Payment Account” portion contains data on the net profit rate for the lease and the amount of the net profit payment that is due. The “Production Revenue Account” portion contains data on production revenue, taxes, credits and administrative and operating costs as they affect production revenue balances. Reporting on the AC Form includes breakouts of items that are unique to the entire lease and those items that are specific to an “Accounting Unit.” Accounting Unit: An "Accounting Unit" is any “Lease Operation,” “Tract Operation,” or “Participating Area” that constitutes a single production, financial and reporting entity. DO&G assigns “Accounting Unit” designations for any operation from which a petroleum product is produced for any length of time. DO&G identifies “Accounting Units” as “Active” or “Inactive” based on whether a lessee produces or has produced oil, gas, or associated substances from the “Accounting Unit.” DO&G considers “Accounting Units” with intermittent production in “Active Status” even during periods of no production. Once an “Accounting Unit” becomes “Active” it remains “Active” until the “Accounting Unit” is “Abandoned.” Electronic Filers: Each lessee must designate an electronic filer. Contact the Royalty Accounting Section at 269-8800 or via email at and request your myAlaska user logon and password. Do not set up a myAlaska account on your own. All new myAlaska accounts for the purposes of conducting business with DO&G must be prescreened and set up by DO&G. Reporting Responsibility: According to lease agreements, it is the ultimate responsibility of each lessee to ensure that their oil and gas royalty and net-profit-share reporting and payment obligations are met on each of their leases, regardless of any operating or payment agreements in effect.
The “Report Code” for NPSL payments should be “NPP” for the “Allocation Codes” of “PRIN,” “INTR,” and “TPMT” for each NPSL lease listed on the S1 Form for NPSL “Net-Profit” “Amounts” due. List “Report Code” of “P” for all other items on the S1 Form. D. Allocation Code List the “Allocation Code” that describes the payment being reported, i.e. “Principal (PRIN),” “Interest (INTR),” “Total Payment (TPMT),” “Advanced Rental Credit (AR),” etc. A list of payment “Amount Allocation” codes can be found in your myAlaska site. E. Lease/CID Number List “Lease Number” when the “Payment Amount” refers to a specific lease number. For example, if a payment (debit or credit) payment amount is listed for allocation code of “AR” or “EIC”, a lease number must be listed in this cell. For report code of NPP (NPSL report) a valid NPS lease number must be listed in this cell. If the “Payment Amount” involves a transfer from one Lessee/Company to another (allocation code of “OZ”), list the company “Customer Identification” number assigned by DO&G that is receiving the funds. F. Payment Date This date will use the “MM/DD/YYYY” format using the “date” that the item being reported, i.e. “Advance Rentals” (AR), “Over/under Payments” (OUP, OUI, OUT), “Fund Transfers” (OZ), etc., is approved or initiated. For allocation code of AR, the payment date is the date the lease rental payment was made. Usually the lease rental payment is made before the last business day of the month prior to the anniversary date of the lease. G. Payment List the portion of the payment reported for the “Accounting Unit” or NPSL lease and the type of payment described by the “Allocation Code.” Detailed Data Items Required To Be Reported: Royalty Payments ALLOCATION CODE ALLOCATION CODE DESCRIPTION PRIN Principal INTR Interest TPMT Total Payment
The IASC HFTT and GHD will work together to host an experts workshop (tentatively planned for the second half of November 2016) to convene reporting experts from the UN and NGO community to discuss the proposed GPPI template and articulate a path forward for various collective actions. 3. Would you reach out beyond the Grand Bargain signatories (e.g. external expertise) in the process of implementing the commitments? Yes. Already an NGO task force on donor conditions (to steer Less Paper More Aid) and GPPi have been approached. We may consider also partnering with the OECD/ DAC, etc. 4. What existing forums have significant work happening that is addressing the commitments in ‘your’ area? The IASC HFTT and potentially GHD workstreams. 5. Have any institutions/organisations within or outside ‘your’ workstream expressed interest in monitoring of the implementation of the commitments within ‘your’ workstream? Not specifically related to reporting. 6. What are the most explicit links of ‘your’ workstream with other Grand Bargain workstreams? (Please note that most of the areas are connected, so we are looking for the most explicit ones). Transparency – promoting reporting to the IATI data standard and a yet-to-be determined reporting platform Management – harmonizing partnership agreements, transparent and comparable cost structures Earmarking – jointly determine a way of reporting on unearmarked and softly earmarked funding Needs assessments 7. If all the commitments in ‘your’ workstream would be implemented, how would “success look like” FOR YOU? How might you measure progress? We could show that we have met our commitments, particularly related to common terminology. A survey carried out in or 2019 would demonstrate that aid agencies are spending less time/manpower filling out reports, and donors are pleased with the improved quality of the reporting they receive.
Student Reading Profile: 1 Des Moines Public Schools - 2014-2015 Student: __________________________________________________ Teacher: _______________________________________________ Date: _______________________________________ Fall Conferences Data Point #1: District Data *Fall FAST Assessment Data Point #2: Building Diagnostic Data Instructional Text Reading Level (Fountas & Pinnell) Data Point #3: Classroom Data Classroom Assessments Composite ________ Fall Benchmark Score = 28 Students who receive this score or higher are for success in literacy according to research from the Iowa Department of Education. Current Benchmark Reading Level: ____ Accuracy:_______%_ Comprehension:______%_ Spring Conferences Data #1: District Data Mid-Year Comprehensive Standards Assessment Data Point #2: Building Diagnostic Data Instructional Text Reading Level (Fountas & Pinnell) Data Point #3: Classroom Data Classroom Assessments Comprehension ____________ Phonics ______________ Writing _____________ Overall Score: ______%_ Current Benchmark Reading Level: _____ Accuracy:_______%_ Comprehension:_______%_ Additional Information: Fall Conference Summary: _____Reading beyond level _____Reading within grade level _____Reading below grade level Spring Conference Summary: _____Reading beyond grade level _____Reading within grade level _____Reading below grade level
Student Reading Profile: Grade 4-5 2015-2016: Des Moines Public Schools Student: Teacher: Date: Fall Conferences Data Point #1: District Data September Lexile Level Data Point #2: Classroom Data Classroom Assessments Scholastic Reading Inventory Lexile Level: **The Lexile Levels listed below are end of year expectations. The Basic category aligns with proficiency on the Iowa Assessments. The Proficient category aligns with the Iowa Common Core expectations. Spring Conferences Data Point #1: District Data January Lexile Level Data Point #2: District Data Mid-Year Comprehensive Standards Assessment Data Point #3: Classroom Data Classroom Assessments Scholastic Reading Inventory Lexile Level: **The Lexile Levels listed below are end of year expectations. The Basic Category aligns with proficiency on the Iowa Assessments. The Proficient Category aligns with the Iowa Common Core expectations. Overall Score: % This assessment consists of 3-4 fiction and nonfiction grade level passages. It is designed to monitor a student’s proficiency of the Iowa Common Core Standards through a series of multiple choice questions aligned to each standard. Additional Information: Fall Conference Summary: Reading beyond grade level Reading within grade level Reading below grade level Parent Signature: __ Date: __________ Spring Conference Summary: Reading beyond level Reading within grade level Reading below grade level Parent Signature: ___ Date: __________
forms, although may continue to need prompts, writing frames and/or models Use the teaching sequence of modelling → joint construction/supported writing → independent writing Make the writing process explicit with a running commentary Reinforce grammatical rules through games Teach focused grammar sessions within the context of a text or topic being studied Focus on the key language features of different genres Introduce academic language to express key concepts (nominalisation) by enabling pupils to initially explore concepts their own non-specialist vocabulary. Gradually introduce technical vocabulary and model how to use it in written form to describe the key concept, e.g. bend → refract → refraction (light) stick → attract → attraction (magnetism) Model the extension of noun or nominal groups and plan for opportunities for pupils to create and evaluate their own, e.g. a beast → a fearsome beast → a fearsome beast with an 18cm beak, powerful wings and a chunky neck 3.2 Using an increasingly varied vocabulary 3.3 Spelling shows a growing understanding of the English phonic system 3.4 Use of punctuation is generally accurate and a wider range of punctuation is beginning to be used 3.5 Beginning to use a greater variety of conjunctions to produce longer and more complex sentences, although may continue to be some grammatical inaccuracies 3.6 Uses simple tenses mainly accurately and appropriately 3.7 Beginning to produce writing that shows some structure and logical progression of ideas 3.8 Handwriting is joined and legible 4 Listening/Speaking How to support pupil progress
Stage 5 Writing How to support pupil progress 5.1 Writes with no evidence of use See Stage 4 5.2 Copes as confidently and competently as an average native speaker of English of a similar age with the writing demands of all areas of the curriculum
Incident Assessment Questionnaire Question Response/Comments When was the incident discovered? When did the incident occur (if different from date of discovery)? Who discovered the incident? What type of incident occurred? System/Data Compromise Network Attack/Malware/Virus Lost/Stolen Equipment Lost/Stolen Data Physical Compromise of POS (e.g. damage/tampering) UBC Policy Violation, e.g PCI DSS, email Other – please describe __________________ Was cardholder data involved? No Yes – select what type of data is involved Credit Card Number Cardholder Name Expiration Date None Was sensitive authentication data involved? Full Magnetic Stripe Data CVV PIN None What is the estimated number of people or records impacted? None 0-499 500 or above Does the incident compromise business operation continuity (availability)? No Potentially Yes Unknown Is there a need for client/customer notification? No Potentially Yes What steps have been taken to resolve or rectify the incident?
The “Report Code” for NPSL payments should be “NPP” for the “Allocation Codes” of “PRIN,” “INTR,” and “TPMT” for each NPSL lease listed on the S1 Form for NPSL “Net-Profit” “Amounts” due. List “Report Code” of “P” for all other items on the S1 Form. D. Allocation Code List the “Allocation Code” that describes the payment being reported, i.e. “Principal (PRIN),” “Interest (INTR),” “Total Payment (TPMT),” “Advanced Rental Credit (AR),” etc. A list of payment “Amount Allocation” codes can be found in your myAlaska site. E. Number List “Lease Number” when the “Payment Amount” refers to a specific lease number. For example, if a payment (debit or credit) payment amount is listed for allocation code of “AR” or “EIC”, a lease number must be listed in this cell. For report code of NPP (NPSL report) a valid NPS lease number must be listed in this cell. If the “Payment Amount” involves a transfer from one Lessee/Company to another (allocation code of “OZ”), list the company “Customer Identification” number assigned by DO&G that is receiving the funds. F. Payment Date This date will use the “MM/DD/YYYY” format using the “date” that the item being reported, i.e. “Advance Rentals” (AR), “Over/under Payments” (OUP, OUI, OUT), “Fund Transfers” (OZ), etc., is approved or initiated. For allocation code of AR, the payment date is the date the lease rental payment was made. Usually the lease rental payment is made before the last business day of the month prior to the anniversary date of the lease. G. Payment List the portion of the payment being reported for the “Accounting Unit” or NPSL lease and the type of payment described by the “Allocation Code.” Detailed Data Items Required To Be Reported: Royalty Payments ALLOCATION CODE ALLOCATION CODE DESCRIPTION PRIN Principal INTR Interest TPMT Total Payment
3. S1 Form ALASKA DNR - OIL & GAS V 1.20120723 REPORT TYPE S1 REPORT CODE P FILING TYPE CUSTOMER ID NUMBER REVISION NO. REPORT CONTROL NUMBER AUTHORIZED DATE PAYMENT METHOD PAYMENT SETTLEMENT DATE AMOUNT ELECTRONICALLY TRANSFERRED BANK NAME BANK LOCATION LESSEE NAME ADDRESS1 ADDRESS2 CITY STATE ZIP PREPARER PREPARER PHONE NUMBER PREPARER FAX NUMBER AUTHORIZED SIGNATURE (CODE) AUTHORIZED SIGNATURE (Printed Name) PHONE NUMBER FAX NUMBER LINE NO. ACCOUNTING UNIT CODE REPORT CODE ALLOCATION CODE LEASE/CID NUMBER PAYMENT DATE PAYMENT
C State equity gap: Title 1 campus minus state average (row A – row B) Percentages of: Row Comparison Inexperienced Teachers Out-of-Field Teachers A Percentage of teachers in the Title I campus B State averagea C equity gap: Title 1 campus minus state average (row A – row B) Percentages of: Row Comparison Inexperienced Teachers Out-of-Field Teachers A Percentage of teachers in the Title I campus B State averagea C State equity gap: Title 1 campus minus state average (row A – row B) a State averages for inexperienced and out-of-field teachers are available and updated annually on the TEA Equity Toolkit . What is your district’s definition of effective teaching? In the fields below, record the definitions of effective teaching according to the three categories included in the table. Provide a description of your rationale for these three definitions. Our District’s Definition of Effective Teaching: Teaching Performance Student Learning Student Engagement Selected data to measure teaching performance: Selected data to measure student learning Selected data to measure student engagement: Definition of effective teaching using these data Definition of effective teaching using these data Definition of effective teaching using these data
Results of Steps 4 and 5. Selecting Strategies and Planning for Implementation For this next set of items, please refer to the “Putting It All Together: Incorporating Your Selecting Strategies Efforts Into Your Roadmap Reporting Template” section of your Selecting Strategies tool and Planning for Implementation tool. Complete the following tables by first listing your district’s long-term outcomes. These are your goals that should occur in the next 2–5 years if your strategies are successful. Then, list the strategies your district will implement to address the root causes of the equity gaps in your district. Long-Term Outcomes (from Step 5): Identified Root Cause (from Step 3) Selected Equity Plan Strategies (from Step 4) Outputs Benchmark 1 (from Step 5) Outcome Benchmark 2 (from Step 5) Mid-Term Outcome Benchmark 3 (from Step 5)
4 BIS Shrapnel, Australia BIS - Lighting Installed in New Dwellings, 2009 12 Energy Efficiency and Conservation Authority (EECA), New Zealand EECA Energy End Use Database 14 EECA / IPSOS Lighting Report 2012 (survey) 15 EECA / RightLight sales data Statistics New Zealand New Zealand Lamp import data 10 BRANZ, New Zealand BRANZ Energy Use in New Zealand Households 11 Home Lighting Survey, 2009 17 BRANZ Lighting in New Zealand Homes, 2009 (survey) 8 Sustainability Victoria (SV) SV Green Light Reports, 2008, 2009 and 2010 21 SV Victorian Residential Energy Monitoring Program (REMP), 2012 7 Department of Human Services (DHS), Victoria DHS Victorian Utility Consumption Household Survey, 2008 6 Department for Innovation, Trade, Resources and Energy, South Australia SA Department for Transport, Energy and Infrastructure – Results from household survey on the use of energy appliances and products in the home 9 Queensland electricity utilities Queensland Household Energy Survey 2009, 2011 and 2012 22 Ausgrid Ausgrid Data Analysis Final Report
BARBUGLIO, G., Riv. Lit. 52(1965)333- 342 liturg ica in sem1nario. Esperienze di vita BELTRAN, A., Liturgia (Silos) 12(1957)161- 169 : Datos de una encuesta sobre la vida liturgica los seminarios mayores de, Esp ana ( 1955 - 56 ). BOTTE, B., QLP 33(1952)117- 124 A propos des manuels de liturg ie.
Central Conunission of Abbots, which met at Monte Cistello mn December, 1964, to prepare the agenda of the General Chapter of 1965. 1he State of the Question at the End of 1964 We ought not to expect from the minutes of the 1964 meeting of Abbots a particularly systematic treatment of our question. 1he problem of the Marian antiphons and prayers had been raised only in a rather general way; and the minutes reflect faithfully the spontaneity and, one feels, liveliness of the discussion. True, no clear emergent resulted from the exchange of views. At the same time, the Abbots then present touched on many aspects of the problem, and we can do no better than to make their observations the basis of our own reflections and further developments (53). But first, one important clarification. At Monte Cistello, was the tion discussed simply that of suppression or of the Marian tiphons and prayers? From the secretary's report, it would seem that such was indeed the presupposition of at least some of the participants. Others of those present seemed rather to envisage the retention of the "abridged Little Office", but with modifications. A priori, a whole range of solutions lies between two extreme positions, i.e.: TOTAL SUPPRESSION Substitution of a totally new formulary Substitution of a partially new formulary Extensive revision of the present fonnulary Minimal revision of the present formulary RETENTION of the present fonnulary Some of the Abbots apparently envisaged an either/or choice between the two extremes. Others ranged more freely within the interior between these two side limits. Because the area of discussion was not clearly defined, the utes of the meeting present a series of statements juxtaposed with only the imum of logical nexus, if any. Disjecta membra Possibility of a change . Dom X. initiated the discussion with a practical consideration of · prime importance. Since the suppression of the Little Office had had as its condition sine qua non the adoption of a "substitute" practice, the suppression of the "substitute" would revive automatically our obligation to the suppressed Little Office. 1here is no record of the subsequent discussion of this point; but the position
SLO #4 What course concept(s) are being assessed that are related to general education SLO #4 Assessment method Assessment domain Examination, Product, or Performance? Students assessed When and by whom administered Proficiency definition and target For each SLO identified (in Section I), please include a summary of the data the unit has obtained by measuring the elements or artifacts specified (in Section II). At a minimum, complete the following table: The following table refers to the total number of students who participated in the assessment (i.e., examination, product, performance) for each SLO measured by this course. If multiple SLOs are being measured by a single assessment tool, responses can be reported together. Total # Students Who Participated in General Education Assessment # Participants Met or Exceeded Proficiency Score % Participants Met or Exceeded Proficiency Score Does % Met or Exceeded Meet Your General Education Area’s Proficiency Target? (Y/N) SLO 1 20 SLO 2 SLO 3 SLO 4
1.0.3 SDK Installation SDK Installation The installation of samples is now available within the Public Documents folder. 1.0.2 Dashboard Procedures How to work with data (CTP) new section with instructions on how to work with in-memory data (CTP). 1.0.1 Limitations & Known Issues ReportPlus .NET Requirements Added new section with details on the x86 Target Platform. Dashboard Procedures How to Configure the Location for the ReportPlusViewer modules Added new section with instructions on how to configure the location for the ReportPlusViewer modules. How to Initialize the ReportPlusViewer component Added new section with instructions on how to initialize the ReportPlusViewer component. How to Work with OAuth Providers Added new section with instructions on how to work with OAuth Providers. 1.0 All chapters All sections Document creation.
1.3 ReportPlus Web Updated Security chapter. ReportPlus Web App Updated widget parameters with hideAppHeader and pathToFiles. 1.2 All chapters Updated document to include new SSO-based security authentication model for embedding. 1.1 Introduction Data Source Authentication added to security levels. 1.0 All chapters Separate document created for install, Kerberos Single Sign-On, and embedding guide.
Go to the C:\inetpub\wwwroot\RPlusServer directory and access the DashboardServer file. In this file you can find log error information. When having issues, our Engineers can help you review the logs. Installing ReportPlus Server for Embedding If you are interested in embedding ReportPlus into your web application, you will need to make sure the application is properly configured for embedding. For internal applications that use Windows Authentication, no additional steps are required. For public-facing or extranet-style applications that do not use Windows Authentication, you will be required to install the ReportPlus Embedding website. This site is configured to allow anonymous access and will require the use of a Single Sign-On token generated using the security key provided by ReportPlus. For more information on embedding and using Single Sign-On, please review the . Salesforce Installation Notes When setting up ReportPlus Server to work with the Salesforce data provider, ReportPlus must be authenticated to access data on Salesforce. The following data provider mapping needs to be added to the Web.config inside the <dataproviders> section: <dataProvider providerId="SalesForce"> <providerProperties> <property name="ConsumerKey" value="to be completed…" /> <property name="SecretKey" value="to be completed…" /> <property name="CallbackUrl" value="to be completed…" /> </providerProperties> </dataProvider>
We are unable to provide refunds for cancellations after October 10 unless this event is cancelled by ASAIF. There will be no confirmation letter. Only those who cannot be accommodated will be contacted. For further information, please email . For dietary needs and accommodations for disabilities, please email . Please return this form with payment to: Lisa Zack-Swasey (We can accept P.O.s but not credit cards.) 42 Ole Gordon Road or Brentwood, NH 03833 Register on-line with PayPal at Name: __________________________________________ School/Affiliation_____________________ Email Address: ____________________________________ Telephone__________________________ Are you available at this email address the evening before the workshop, in case of last-minute cancellation? (e.g., snow or flood day) Yes _________ No _________ Alternate Email or Telephone for Evening Contact (Essential!!) _____________________________ Foundations of Behavioral, Social, and Clinical Assessment of Children. 10.17.14
SPRC - update on Discipleship Pastor position June 24, 2015 Church Treasurer Report Attached you will find the Monthly Budget Comparison Financial for May 2015 Our Current fund balance is $42,923.51; available for use $21,310.85 $21,612.66 are funds held in Current for other ministries that do not have their own checking: $9,168.33 Organ $2,015.38 New Season’s $34.06 Sum Fun $800.04 Young at Heart $1,799.54 Blast $7,795.31 Memorial Our giving was behind budget ($73,239.06) *approximately $3,487.57 per week Our Total Revenues YTD according to budget were behind ($63,644.25) * approximately $3,030.68 per week Most expenses were under budget. All bills and shares of ministry are paid current There were 4 deposits made in May Some large expenses that we had in May paid by Current Expense: $785.00 Craft Annual Contract $623.50 Boneyard BBQ Music Appreciation Dinner $314.00 Terminix 1 year pest control for 274 parsonage $410.00 Treysta 1 year security suite software $269.90 BFPE 1 year servicing of fire extinguishers $325.93 White board to replace chalk board in library $399.85 Safeguard for checks and deposit tickets on several accounts $688.53 Eicholtz for copies made on office copier Some large expenses that we had in May paid by Building & Growth: $787.51 Nextiva VOIP $535.00 ACS Church management software $2,281.00 Treysta Installation of wireless network at 215 W
% of disadvantaged pupils making expected progress in READING (L2 or above) 50% 100% 100% 100% 100% % of disadvantaged pupils making expected progress in WRITING (L2 or above) 50% 100% 100% 100% 100% % of disadvantaged pupils making expected progress in MATHS (L2 or above) 50% 100% 100% 100% 100% Key Stage 2 2012 (6 pupils) 2013 (9 pupils) 2014 (3 pupils) 2015 (6 pupils) 2016 (3 pupils) % of disadvantaged pupils making expected progress in READING (L4 or above) 83% 89% 100% 100% 100% % of disadvantaged pupils making expected progress in WRITING (L4 or above) 83% 100% 100% 67% 100% % of disadvantaged pupils making expected progress in MATHS (L4 or above) 100% 89% 100% 83% 100% Summary of PPG spending 2015/16 Objectives in spending PPG: To narrow the attainment gap in English and maths by accelerating rates of progress for disadvantaged pupils.
other linguists? community members? (e.g. do they like having linguists in the community?) speakers (e.g. jealousy among speakers)? in the country? Work flow How often do you work? How do you take notes? Do you make recordings of your sessions? If so, do you make audio recordings, video recordings or both? What do you do with the recordings? Are you collecting metadata with your recordings? How do you file or organize your fieldwork data? If you're working on a dictionary/word list, what program(s) do you use? Are you archiving your data? All of it? Where? How? Logistical Where do you work? Do you have a reliable power source while you’re doing fieldwork? Do you have a way to communicate with the outside world? Do you have to bring your own medical supplies to the fieldwork site? Summarizing What is the most difficult aspect of your fieldwork (linguistic, logistical, socio-economic)? What is the most enjoyable aspect of your fieldwork?
Q) How do we effectively understand the factors underpinning active travel choices? – for individuals? - For communities such as Ordsall? - For long-term changes? Following the workshop, the written record of the themes and arising from the discussion questions was analysed and split into several broad areas of questioning to take forward into the interviews. 2.2 INTERVIEWS The interviews were unstructured – meaning that, aside from having a few overarching areas to base discussions on, the interviewers allowed discussions to flow freely, with the aim being that interviewees could talk about any aspect which they considered relevant. The interviews took place at several locations in Ordsall: the community café, St Clement’s Church and Salford Community Leisure at Ordsall library. Because of the need for participants to feel relaxed and enter into meaningful discussion, some of the interviews took the form of a ‘group interview’, as individuals preferred to discuss their ideas with more than one person. These actually resulted in some of the longest discussions. All interviews were recorded, and most were visually filmed. The film element of this project was significant as it provided a record of the project: the Talking the Walk short film. Once completed, all interviews were transcribed and coded, and the themes were disseminated at the project end workshop. 2.3 FINAL PROJECT DISSEMINATION WORKSHOP
During our research, we were able to nurture relations with existing and new community partners as we worked to become informed and gain access to different polices, collective agreements and legislation. Specifically, we connected with Newfoundland Association of Public Employees union (NAPE) staff along with other unions within the occupational groups examined (both federal and provincial). We also made contacts and developed relationships with Human Resource personnel in diverse police services, provincial correctional directors, and social service providers. Connections were also made with compensation policy and operational staff in NL and NS and nationally, including the Association of Workers’ Compensation Boards of Canada (AWCBC). Overall, the endeavours were fruitful and did much to expand our connections and partnered work in the community. Planned next steps related to this work (research grants, communication, further work) Future directions for this work is to continue to develop papers from the extensive policy and legislation reviews completed and then make movement towards advocacy for the recognition of mental health related to disability in the workplace in NL and NS, and later the other Atlantic provinces. We will continue to review several countries (e.g. Sweden, Denmark, Finland, Australia) and a number of provinces (e.g. Quebec, Saskatchewan, Ontario) that have introduced presumptive PTSD compensation legislation and other legislative reforms as well as health and safety legislation aimed at preventing harassment and violence in the workplace (see Lippel and Sikka, 2010; Lippel and Quinlan, 2011). We will also promote ways for NL and NS legislation to move beyond their current restrictions on chronic stress compensation and OHS laws given that such policies are limited to violence without broader harassment and stress prevention policies. With this in mind, we will put forward a grant, possibly focused on the Atlantic region or NL to
Laroche, J., & Willick, F. (2017, April 28). PTSD coverage for first responders garners praise, but also skepticism. CBC News. Retrieved from Lippel, K., & Sikka, A. (2010). Access to workers’ compensation benefits and other legal protections for work-related mental health problems: A Canadian overview. Canadian Journal of Public Health. 101, 16-22. Lippel, K. (2011). Law, public policy and mental health in the workplace. Health Care Papers. 11(sp), 20-37. Lippel, K., & Quinlan, M. (2011). Regulation of psychosocial risk factors at work: An international overview. Safety Science, 49(4), 543-546. Ontario Nurses’ Association. (2016, April 4). Nurses shut out from PTSD legislation: ONA calls for front-line RNs to be added. Retrieved from front-line-rns-to-be-added Ontario Ombudsman. (2012, October 24). OPP Handling of Operational Stress Injuries. Report. Retrieved from Line-of-Duty.aspx Ontario Public Service Employees Union. (2016, March 8). Responding to PTSD: OPSEU’s take on Bill 163. Retrieved from bill-163 Statistics Canada. (March 29, 2017). Police offices, by province and territory. Retrieved from eng.htm
Report to the Legislature: Inclusive Concurrent Enrollment Partnership Programs for Students with Disabilities Chapter 139 of the Acts of 2012 Line-Item 7061-9600 May 2013 Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street, Malden, MA 02148-4906 Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370 www.doe.mass.edu
Scope Table 1 lists and describes the Schedule 4.3 SOW deliverables fulfilled by this document. Table 1 Schedule 4.3 SOW Deliverables Addressed Master CoSD # SOW Section SOW Item Description Category Section Addressing SOW Item Report 49 31.4.2 Produce and submit recommendations for hardware standards of Application Server Services assets on a yearly basis Application Servers 2 Report 50 32.4.2 Produce and submit recommendations for hardware standards of Infrastructure Server Services assets on a yearly basis. Infrastructure Services 2 Server Sizing Guidelines Data Center Physical Servers: A large server is equivalent to a HP BL660c Gen8 server with 4 CPU 8 core and 32GB of memory. A medium server is equivalent to a HP BL460c Gen8 server with 2 CPU 8 core and 8GB of memory. A small server is equivalent to a HP BL460c Gen8 server with 2 CPU dual core and 4GB of memory. VMware Physical Servers: The c7000 BladeSystems is certified as an approved compute platform for delivering Server Management Services. This platform is combined with other leveraged managed services to form a reliable, manageable, and scalable platform on which to deliver dedicated or virtualized hosting services.
Software Recommendations Midrange Operating System Software Platform Current Version Latest Version Recommended Version Sun Solaris 8, Solaris 9, Solaris 10 Solaris 11 Solaris 10 HP HP-UX 11i v3 / VSE HP-UX 11i v3 / VSE HP-UX 11i v3 / VSE Linux Redhat ES 5.x Redhat ES 6.x Redhat ES 6.x Windows Windows 2003 R2 x64/x86 * Windows 2008 x86 * Windows 2008 R2 x64 Windows 2012 x64 Windows 2008 R2 x64 *Windows x86 versions requires exception VMware Related Software Platform Current Version Latest Version Recommended Version Vsphere ESX 4.x ESXi 5.x ESXi 5.x vCenter vCenter 4.x vCenter 5.x vCenter 5.x Midrange Tools Platform Current Version Latest Version Recommended Version Ca Unicenter NSM 3.X NSM R11 HP Operations Management OMU8 HP Operations Management OMU9 HP Operations Management OMU9
For authors use: “first name, initial, last name”; for lists of two authors use: “author” and “author”; for lists of three or more authors use “author”, “author”, and “author”. [1] U. Eco, Il nome della rosa, Bompiani, Milano, 1982. [2] A. Elsemberg and J. Melton, XQuery 1.0, ACM Sigmod Records, 34:4, 76-84, 2005. [3] M. Paolucci, T. Kawamura, T. R. and K. P. Sycara, Semantic matching of web services capabilities, in ISWC ’02: Proceedings of the First International Semantic Web Conference, London, Springer-Verlag, 333–347, 2002. Internet web sites http://www.chianticashmere.com/ http://www.denso-wave.com http://www.earthpledge.org/ep http://ec.europa.eu/environment/ecolabel/ http://www.ecotecyarn.com http://www.filatimaclodio.it/IT/milkofil http://www.global-standard.org/ http://www.naturalfibres2009.org/ http://www.oeko-tex.com http://www.shimaseiki.com/ http://www.stepin.org
please be there by 09:50 10:00-11:00 Training MASTER OF TASTE: Cheese provided by Piero Sardo, President of the Slow Food Foundation for Biodiversity - Tasting Technique - Visual examination - Smell examination - Taste examination - Tactile sensations - Tasting of four cheese varieties CASA DELLA BIODIVERSITÀ - VIA MARCONI 10:30-12:00 Conference HOW DO WE MEASURE THE QUALITY OF MILK AND CHEESE CINEMA IMPERO 11:30-13:00 Conference FROM THE CAP TO HYGIENE NEEDS OF PRODUCERS IN THE EU CASA DELLA BIODIVERSITÀ - VIA MARCONI 13:00-14:00 Lunch in "Boccondivino" Via Mendicità, 14 +39172 425674
Key for assessment of quantitative data Benchmarks: Measures on which COAG has agreed to reach a particular data point by a particular point in time. Achieved The final assessment date for the benchmark assessment has passed. The benchmark was met. On track The assessment date for this benchmark is in the future. On the basis of results so far, the benchmark is on track to be met. Likely to have been met The due date for the benchmark assessment has passed, but we do not yet have data to assess results at that date. On the basis of the available data, the benchmark is likely to have been met. Not on track The final assessment date for this benchmark is in the future. On the basis of results so far, the benchmark is not on track to be met. Unlikely to have been met The final assessment date for the benchmark assessment has passed, but we do not yet have data to assess results at that date. On the basis of the available data, the benchmark is unlikely to have been met. Not met The final assessment date for the benchmark assessment has passed. The benchmark was not met. New benchmark There is no time series data available for this benchmark yet, so it is not possible to assess progress at this point. Revised benchmark An agreement has been reached to replace a previous benchmark. Indicators: Measures on COAG has agreed that performance should be monitored, but have not set particular benchmarks for achievement. Improving There has been a noticable improvement on this measure. No There has been no noticable change across this measure. Negative change There has been a noticable worsening on this measure. Mixed results This indicator includes a suite of results, which have shown a variety of positive, negative and/or no change. It is not possible to form an overall traffic light assessment. New indicator There is no time series data available for this indicator yet, so it is not possible to assess progress at this point.
Year 3 Year 5 Year 7 Year 9 Nationally, between 2008 and 2015, there were improvements in the average scores of students in Year 3. Over this same period, among the states and territories, there were improvements in Western Australia for all year levels, in Queensland for Year 3, 5 and 7, in Tasmania and the Australian Capital Territory for Years 3 and 5, the Northern Territory for Year 3 and Year 7 and in New South Wales and Victoria for Year 3. 1. All highlighted changes for jurisdictions are statistically significant between 2008 and 2015. 2. Exempt students were not assessed and are deemed not to have met the national minimum standard. The proportion of absent and withdrawn students varies across jurisdictions. Source: ACARA (2015). No change 2008 to 2015 Increase 2008 to 2015 Decrease 2008 to 2015 Figure 13c: Proportion at or above the national minimum standard in reading, Australia, 2008-2015 2008 2009 2010 2011 2012 2013 2014 2015 2008 2009 2010 2011 2012 2013 2014 2015 2008 2009 2010 2011 2012 2013 2014 2015 2008 2009 2010 2011 2012 2013 2014 2015 Year 3 Year 5 Year 7 Year 9 Figure 13d: Proportion at or above the national minimum standard in reading by jurisdiction, 2015 and change since 2008
LIST OF PARTICIPANTS 1. VAACs MANAGERS (or Representatives) VAAC AFFILIATION NAME E-MAIL ANCHORAGE OSIENSKY, Jeff DARWIN DENMAN, Jarrad LONDON SELTZER, Mark MONTREAL BENSIMON, Dov TOKYO ITO, Kazuki TOULOUSE HEREIL, Philippe WASHINGTON KIBLER, Jamie M. WELLINGTON ROUX, Marcel 2. VASAG MEMBERS AFFILIATION NAME E-MAIL AUSTRALIA TUPPER, Andrew GERMANY SCHLAGER, Hans UNITED KINGDOM LISK, Ian UNITED KINGDOM WITHAM, Claire UNITED STATES MASTIN, Larry UNITED STATES SCHNEIDER, David UNITED STATES PAVOLONIS, Michael 3. OTHERS PARTICIPANTS (OBSERVERS) AFFILIATION NAME E-MAIL BRITISH GEOLOGICAL SURVEY ENGWELL, Samantha BUREAU OF METEOROLOGY / VAAC DARWIN KING, Tristan / VAAC TOULOUSE Patrick UK MET OFFICE / WMO GAW SAG APP HORT, Matthew QANTAS / IATA RENNIE, Graham / ICCAIA CLARKSON, Rory UNITED STATES FAA / ICAO METP WG-MISD (VASD) COORDINATOR FLOWE, Tammy CAA OF NEW ZEALAND / ICAO METP CHAIR LECHNER, CAA OF NEW ZEALAND ACETHORP, Paula CAA OF NEW ZEALAND MACKERSY, Keith CAA OF NEW ZEALAND MADDEN, Kate METSERVICE OF NEW ZEALAND LUNNY, James METSERVICE OF NEW ZEALAND WEBSTER, Chris
METSERVICE OF NEW ZEALAND DAVIS, Cory P. METSERVICE OF NEW ZEALAND GNJIDIC VUKSA, Tamara METSERVICE OF NEW ZEALAND PARKES, Ashlee METSERVICE OF NEW ZEALAND GRIFFIN, Joshua GNS SCIENCE (NEW ZEALAND) DELIGNE, Natalia AIRWAYS (New Zealand) JENKINS, Lewis AIRWAYS (New Zealand) FITNESS, 4. WMO SECRETARIAT NAME E-MAIL ACTING CHIEF, AERONAUTICAL METEOROLOGY DIVISION BROCK, Greg SCIENTIFIC OFFICER, WORLD WEATHER RESEARCH DIVISION BAKLANOV, Alexander __________
Raising the shelter house of small farm animals & birds Organizing vaccination & animal health camp in with BLDO Support of fodder (Nepiar, Gama, Para, Dinanath etc) Support of fislings & fish feeds. Support of fishing nets Long term responses (After 45 days) Support of seeds in Rabi season Support for trellises
List of symbols ε electric permittivity electric relative permittivity permeability in free space σ electric conductivity μ magnetic permeability permeability in free space ρ density Г voltage reflection coefficient ω angular frequency λ wavelength k free space wave number c speed of light in free space β bandwidth Δx x-directed space increment Δy y-directed space increment Δz z-directed increment Δt unit time step electric field magnetic field
Please complete this milestone study summary report as per the Project Reference Schedule (Schedule 2, 1.6) of the executed Clinical Trial Funding Deed. The completed report is required by the JDRF to substantiate the achievement of a milestone and enable the processing of the milestone invoice. Name of Principal Investigator: Other Team Members: Have your details changed? Yes/No If yes, please indicate: Project Number: Date of HREC Approval: Project Title: Report for milestone: Date: Study progresS: In your own words please give a brief summary of how the study is progressing in achieving the set milestones. Please discuss if there are any hindrances to progress and how these are being addressed. Please include an estimated study completion date: Study Progress: What is the latest protocol approval status? Please list per participating collaborating institution: HOSPITAL/INSTITUTION INVESTIGATOR HREC APPROVAL STATUS STUDY PROGRESS: What is the number of patients recruited to date? Please list per participating collaborating institution. HOSPITAL/INSTITUTION INVESTIGATOR NUMBER OF PATIENTS ENROLLED
20 Mr. SomsackSouvannalath Vientiane EDC consultant 22215252 somsacksouvannalath@gmail.com 21 Ms. ThipphaphonePhetmany Vientiane EDC consultant 55521521 thiphaphone@gmail.com 22 Ms. SomjaiSoulitham Vientiane EDC consultant 55520620 somjai.edc@gmail.com 23 Mr. ChindavongSuthammavong Vientiane EDC IT 77877117 chindavongSTMV@gmail.com Annex 2: Training agenda Timing: Morning 8.30-12.00, Afternoon 13.15-16.30, Break: 10.00-10.15 am and 14.45-15.00 pm Time Day1 Day 2 Day 3 Day 4 Day 5 Morning Introduction to the Training and Coaching Program: -Opening -Self--introduction -Introduction to Training and Coaching Program Part 1: Introduction to MS Project: -Project and Characteristics of project Management; and Skills of a Project Manager -Microsoft Project- a tool in managing a project (Q: what tool are you using in managing a project?) -Managing Tasks in a Project plan – Exercise using an example - Managing resources in a project plan – Exercise using an example costs for resources (cost options) – Exercise using an example -Finalizing a project plan – Part 2.1: How to use MS Project for Planning- using Part 2.1: How to use MS Project for Planning- using Part 2.2 How to use PS Project in Monitoring and Controlling Tracking progress Print a project summary report Summary and closing
Iowa 99 0 0 0 0 0 0 2 8 82 6 1 Kansas 105 0 0 0 0 1 1 3 18 67 14 1 Kentucky 120 0 0 0 0 1 2 11 25 66 14 1 Louisiana 64 0 0 0 0 1 6 14 11 30 2 0 Maine 16 0 0 0 0 0 0 0 0 6 9 1 Maryland 24 0 0 0 0 0 0 0 2 8 13 1 Massachusetts 14 0 0 0 0 0 0 0 0 2 9 3 Michigan 83 0 0 0 0 0 0 5 7 55 15 1 Minnesota 87 0 0 0 0 0 0 0 6 64 16 1 Mississippi 82 0 0 0 1 2 15 35 16 10 3 0 Missouri 115 0 0 0 0 2 3 13 23 64 10 0 Montana 56 0 0 0 0 0 0 0 8 30 17 1 Nebraska 93 0 0 0 0 0 2 9 24 53 5 0 Figure 42 - Continued Distribution of Counties by of Residential Fixed Connections to County Households by State as of December 31, 2016 (Connections over 200 kbps in at least one direction) of Residential Fixed Connections over 200 kbps in at Least One Direction to County Households State Counties Zero Greater than 0 and no more than 5% Greater than 5 and no more than 10% Greater than 10 and no more than 20% Greater than 20 and no more than 30% Greater than 30 and no more than 40% Greater than 40 and no more than 50% Greater than 50 and no more than 60% Greater than 60 and no more than 80% Greater than 80 and no more than 100% 100% or more Nevada 17 0 0 0 0 1 1 0 6 6 3 0 New Hampshire 10 0 0 0 0 0 0 0 0 1 7 2 New Jersey 21 0 0 0 0 0 0 0 0 2 18 1 New Mexico 33 0 0 0 0 0 3 3 9 15 3 0 New York 62 0 0 0 0 0 0 0 0 27 32 3 North Carolina 100 0 0 0 0 0 0 1 16 47 29 7 North Dakota 53 0 0 0 0 0 0 1 6 35 10 1 Northern Mariana Isl 4 1 0 0 0 0 1 1 1 0 0 0 Ohio 88 0 0 0 0 0 0 2 7 49 29 1 Oklahoma 77 0 0 0 0 1 7 12 24 31 2 0 Oregon 36 0 0 0 0 0 0 1 2 18 14 1