zilongwang/ReadingBank huggingface dataset:
of Bees Italian Bees Apis mellifera ligustica. This is the most popular bee in North American. These, as all of the commercial bees, are gentle and good producers. They use less propolis than some of the darker bees. They usually have bands on their abdomen of brown to yellow color. Their biggest weakness is that they are prone to rob and drift. Most of these (as all of the queens) are bred and raised in the south, but you can find some northern breeders. Probably the most common race of honeybees in this area. Colonies are usually and winter well. Very good honey producers. Usually gentle and non-aggressive. Swarming instinct is not especially strong. Minimum propolis. Keep a clean hive and are quick to get rid of the wax moth. Queens lay all through the summer, so a amount of stores are used for brood rearing. Italian bees have a strong tendency to rob. Yellow coloring with bands on the abdomen. Caucasian Bees Very gentle bees. Do not swarm excessively. buildup is later in the spring. A good honey producer, not exceptional. Caucasians produce and use a good deal of propolis. Brown in color. Carniolan Bees A very gentle race of bees. Probably the best wintering bees. Little use of propolis. Builds up very rapidly in the spring. Summer brood rearing depends on pollen and nectar flow. Usually not inclined to rob. These bees tend to swarm more. Probably due to rapid spring build up. Not as productive as Italians. Buckfast Bees Developed by brother Adam at Buckfast Devon, England. Very rapid spring build up.
criterion (A)(2). 4) Equipment Provide: The type of equipment to be purchased. The estimated unit cost for each item to be purchased. The definition of equipment used by the State. Any additional for cost estimates or computations. Explain: The justification of the need for the of equipment to be purchased. For example: Equipment: Consistent with SEA policy, equipment is defined as tangible, personal property having a useful life of more than one year and an acquisition cost of $1,000 or more per unit. Cost of Item Item Desktop Computers (3): Three desktop computers will be needed to expand our $1,500 Computer including monitor & printer $4,500
not being used. Macros that include a password are considered a violation of security. RACF Reminders for Password Protection No Posting - Do not write passwords down or hide them anywhere they can be found. This includes entering passwords into RACF or Oregon ACCESS while others can watch keystrokes. You are responsible for all actions taken under your password. No Loaning - Do not lend your password to someone who has forgotten their own or who is going to need temporary access to data. Each person must access data through their own password, even if it is issued and revoked the same day. No Sharing - Do not share passwords. This includes situations where staff may job share, temporarily help someone, or where there are only two people in a remote office. Each person must obtain and use their own private password. No Macro’s - An automatic sign on processes that eliminates your need to enter the password also eliminates the security provided by a password requirement. Macros that include a password are considered a violation of security. CESN (RACF) Sign On and Sign Off Procedure After receiving a Userid and default (temporary) password, staff may access the CICS system using the following CESN sign on procedure: • Request access to CICS by entering a “G” (General Production), “T” (Test) or “W” (Training) on the menu screen. “G” is used by most • Clear the screen and type CESN and press the {enter} key. The password screen appears, asking for Userid, Password, Language and New Password. • Type in the assigned Userid and default Password and press the {enter} key. ({TAB} between the Userid and Password.) The first time a user signs on with CESN the default password will be the same
Access to your health information You may ask practice staff about any aspect of your healthcare, including information contained in your record. You can request access to your medical record and any other information the practice records about you. If you request access to your medical record, your GP will need to consider if there may be a risk of physical or mental harm to you or any other person that may result from disclosure of your health information. Your GP may need to remove any information that will affect the privacy of other individuals. Sharing information is important for good communication between you and practice staff. Your GP is able to provide a full explanation of the health summary or medical record you are provided access to. Depending on what is involved, you may be asked to contribute to the cost of providing the information. Direct marketing This practice does not engage in direct marketing. Resolving concerns regarding the privacy of your health information If you have any concerns regarding the privacy of your personal health information or the accuracy of the information held by the practice, you should discuss these with practice staff. Inaccurate information can be corrected or your concerns noted in your record. For legal reasons, the original notes will be retained. Contacts If you have questions or a complaint about the privacy of your personal information, please ask to speak to the privacy contact officer at the practice. Further information on privacy legislation is available from: Office of the Australian Information Commissioner 1300 363 992 www.oaic.gov.au ACT Health Services Commissioner 02 6205 2222 www.hrc.act.gov.au/health Health and Disability Services Complaints Office Western Australia – 1800 813 583 www.hadsco.wa.gov.au/home/index.cfm Information and Privacy Commission New South Wales – 1800 472 679 www.ipc.nsw.gov.au/privacy/ipc_index.html Office of the Health Services Commissioner Victoria – 1300 582 113 www.health.vic.gov.au/hsc/index.htm Office of the Information Commissioner Northern Territory – 1800 005 610 Office of the Information Commissioner Queensland – 07 3234 7373 www.oic.qld.gov.au Ombudsman Tasmania 1800 001 170 www.ombudsman.tas.gov.au Health and Community Services Complaints Commissioner (HCSCC) South Australia – 08 8226 8666 www.hcscc.sa.gov.au Practice contact details –
Criterion PoCT 3.3 Routine testing Indicators ►A. Our practice follows the Manufacturers’ instructions for PoCT. ►B. Our practice identifies and reviews errors and deviations. ►C. Our practice ensures specimens remain positively identified with patients throughout the testing process. ►D. Our practice has documented its requirements for PoCT essential support services. ►E. Our practice maintains our PoCT equipment in accordance with each manufacturer’s instructions. Why this is important
RACGP Victoria - PLAN interactive session hosted by WestVic PHN Reflect back on the previous triennium and list your top 5 learning areas (optional) Which cultural and ethnic groups do you commonly see in your practice? What is the percentage of Aboriginal and Torres Strait Islander patients that attend your clinic? How many new patients you see for every 100 patients? Think about the age groups of the patients you see; do you see predominantly younger or older patients. Describe your practice setting? For example, do you work alone or in a multidisciplinary practice? Urban or Rural? What do you think are your learning needs for the 2017-2019 triennium? We thank you for taking time to complete this activity RACGP
afterwards. If she checks out OK, they will take out her central line, at which point she can leave for rehab! So again, they say this move to rehab (or at least “normal” care) MIGHT be as soon as Friday, but most likely Monday or thereafter. Rachel is also in good spirits, and loved the recent messages I read to her today that everyone is sending to me. Mom did the driving both to and from the hospital, which was a huge relief. Even just having someone to talk to was a welcome change, and we talked quite a bit about all that had happened the past few weeks and how abruptly everything changed overnight… It seems years ago that all this started. Even the sky was blue for the whole drive home, and mom said the 50 mph winds reminded her so much of New Mexico! When we arrived back at the house, Coral’s piano teacher Bekah showed up minutes later and had a good lesson with Coral. I then took the kids to the playground and chased them around for a while, until the cold drove us back inside to warm up again. The kids are eating dinner now, and our hope is to get the kids down for bed a bit early tonight as they still aren’t quite adjusted to daylight savings. This reminds me: thanks again to all the neighbors who are still feeding us so well! Sorry that there’s not much more to tell, but today has been wonderfully normal! - Sean 11pm, Mar 10 news! The doctors are talking today about rehab!! This is the first time they have even hinted at LEAVING THE HOSPITAL! They haven’t told us anything firm, but they are saying that she might be able to get out of the care facility in the next week, and then would spend one to two more weeks at the rehab facility at Pleasant Gap (~15 miles from our house!). We’re so excited!! The CAT scan today looked good, at least for someone whose lungs were completely devastated not too long ago: no fluid, no collapsed lung portions, no air trapped between
Regular Class: English, Social Studies, Science, Electives Special Education Services Type of Service Anticipated Frequency and Duration of Service Service Provider (by Position) Location (e.g., Regular Classroom, Resource Room, Separate Class) Service Minutes (Per Service Frequency) Service Frequency (Number of times provided per Service Period) Service Period (Daily, Weekly, Monthly, Annually) Start Date End Date Special Education 50 minutes 1.0 Daily 5/15/12 5/14/13 Special Education Teacher Resource for Math Special Education 50 minutes 4 times Weekly 5/15/12 5/14/13 Teacher of the Visually Impaired Resource for ECC – Braille, Related Services Type of Service Anticipated Frequency and Duration of Service Service Provider (by Position) Location (e.g., Regular Classroom, Resource Room, Separate Class) Service Minutes (Per Service Frequency) Service Frequency (Number of times provided per Service Period) Service Period (Daily, Weekly, Monthly, Annually) Date End Date Orientation and Mobility Services 50 minutes 1 time Weekly 5/15/12 5/14/13 Orientation & Mobility Specialist School and Community for O & M Extended School Year Are extended school year services required for this student? Yes No More data needed If the ARC determines ESY services are to be provided, describe the service and indicate to which annual goal or goals the service is related. If the ARC determines no ESY services are to be provided, please document the reason(s) for this decision. Progress monitoring does not indicate a regression/recoupment delay for Rachel.
1999 National Foundation for Jewish Culture Fellowship. 1998 American Council for Learned Societies – East European Fellowship. 1998 Mendelsberg-Schilderkraut Foundation Fellowship 1998 Memorial Foundation for Jewish Culture Fellowship. 1997 Mendoza Prize, Department of Jewish History, Hebrew University. 1997 Institute for Jewish Studies Fellowship, Hebrew University. 1997 Memorial Foundation for Jewish Culture Fellowship. 1996 Rosenfeld Foundation, Hebrew University Fellowship 1996 Peninah Herzog Prize, Department of Jewish History, Hebrew University. 1996 Institute for Jewish Studies Fellowship, Hebrew University. 1996 Mark Uviler Memorial Foundation for Jewish Culture. 1995 Institute for Jewish Studies Fellowship, Hebrew University. k. Editorships, Editorial Boards, and Reviews. Divisional Editor for Galicia, YIVO Encyclopedia of Jews in Eastern Europe, ed. Gershon Hundert (New Haven: Yale University Press, 2008). Reviewed 2 articles for Zion (2014) Reviewed 1 article for Zion (2013) Reviewed 1 article for Zion (2012) Reviewed article for Nations and Nationalism (2008) Reviewed book manuscript for Shazar Institute (2014) 3. Teaching, Mentoring, and Advising a. Courses taught in the last five years, with approximate enrollments JWST409A/HIST408Y: Literature and Jewish Life in Eastern Europe. 11 students on average. JWST235/HIST283 History of the Jewish People II, 60 students on average. JWST478M/HIST418D: Readings in Modern Hebrew: Hasidism and Its Opponents, 3-5 students. JWST409E: Seminar. Jewish Enlightenment in it National Context, 7 students on average. JWST419E/HIST419Q Special Topics in Jewish Studies: Jews of Eastern Europe, (Now offered as JWST370) 20 students on average. JWST419G or R/HIST429X/RELS419R Religious Movements in European Jewish History, (Now offered as JWST347) 18 students on average. JWST478 Readings in Modern Hebrew: Major Texts of the Jewish Enlightenment. 7 students on average. Independent courses with graduate students. 2009 Independent study with Michal Cohen (MA in Jewish Studies)
“A Comparison of Traditional and Open-Access Policies for Appointment Scheduling,” POMS Conference, Reno, May 2011. “A Comparison of Traditional and Open-Access Policies for Appointment Scheduling,” INFORMS Conference, Austin, November 2010. “Group Buying of Competing Retailers,” INFORMS Conference, Austin, November 2010. “Group Buying of Competing Retailers,” research seminar at Johnson Graduate School of Management, Cornell University, Ithaca, October 2010. “Group Buying of Competing Retailers,” 3rd International Annual OCSAMSE Conference, Beijing, July 2010. (Best Paper Award, First Prize) “Group Buying Mechanisms under Quantity Discounts,” MSOM Conference, Haifa, June 2010. “A Comparison of Traditional and Open-Access Policies for Appointment Scheduling,” POMS Conference, Vancouver, May 2010. “Group Buying of Competing Retailers,” INFORMS Conference, San Diego, October 2009. “Group Buying Mechanisms under Quantity Discounts,” INFORMS Conference, San Diego, October 2009. “Appointment Scheduling with Potential Call-In Patients,” INFORMS Conference, San Diego, October 2009. “The Effects of Patient No-Shows on Appointment Scheduling Policies,” MSOM Conference, Boston, June 2009. “Group Buying Mechanisms under Quantity Discounts,” Michael H. Rothkopf Memorial Conference, Smeal College of Business, Penn State University, June 2009. “Group Buying Mechanisms under Quantity Discounts,” 3rd Workshop on Game Theory in Marketing, Montreal, May 2009. “The Effects of Patient on Appointment Scheduling Policies,” INFORMS Western Regional Conference, Pheonix, April 2009. “Should Captive Sardines Be Compensated? Serving Customers in a Confined Zone,” INFORMS Marketing Science Conference, June 2008. “Group Buying of Competing Retailers,” MSOM Conference, Maryland, June 2008. “Group Buying of Competing Retailers,” POMS Conference, San Diego, May 2008. “Group Buying Mechanisms for Business to Business Exchanges,” INFORMS Conference, Seattle, November 2007. “Group Buying Mechanisms for Business to Business Exchanges,” INFORMS International Conference, Puerto Rico, July 2007. “Group Buying Mechanisms for Business to Business Exchanges,” MSOM Conference, Beijing, June 2007.
21-Day Racial Equity Habit Building Challenge (sample) Day Read Connect Engage Act Notes 1 √ Started Waking Up White. 2 √ OMG, why didn’t I learn this stuff sooner!? 3 √ Book mentioned True Colors. it online. Still true today? 4 √ Found Local Group. On mailing list, liked FB pg. Going to meet on 9/15! 5 √ Read local Group’s website. Couldn’t stop reading. 6 √ Attended Local Group film + discussion. Awesome people. 7 √ √ √ More I more I learn I don’t know. Want more, more, more! 8 √ 2nd day in a row I called a new Local Group connection for ideas. 9 √ Reading how to interrupt racist jokes. Do I dare? Feeling scared. 10 √ ‘Liked’ three national racial justice organizations on FB. 11 √ √ Attended lecture by John Powell at Local U. Wow. Where have I
been? 12 √ √ New FB likes post amazing stuff. Feeling inspired! 13 √ √ √ Focusing on whiteness in schools. So many orgs/resources. Who knew? 14 √ Called 5 friends for dinner + film. All psyched but John. Pissed me off! 15 √ √ Read up on ways to address people like John. Called. Good-ish talk. 16 √ Signed up to take class at Local Community College. 17 √ Attended Local Group MeetUp. Talking Guidelines super helpful. 18 √ Met MeetUp friends for a beer. Went to part of town I’d been to. 19 √ MeetUp friend loaned me Birth of a White Nation. Can’t put it down. 20 √ √ Hosted dinner + White Man’s Image film. Shocking, bonding, motivating.
Have you at any time been bankrupt or the benefit of a law for the relief of bankrupt or insolvent debtors or assigned your remuneration for the benefit of your creditors? If yes, provide details: Yes No Are you an undischarged bankrupt? Yes No Where do you propose to operate as a bookmaker? Postcode: Key Employees The names and addresses of all key employees employed by me are: Name Address Declaration under the Oaths, Affidavits and Declarations Act I (insert name): Of (insert address): Postcode: solemnly and sincerely declare that: The answers I have given to the questions in this application for a Bookmaker’s Licence or in any statement deemed to be part of this application, are true and correct; I have read and understood the information contained in this application and that the particulars supplied by me in this application are true and correct. I also declare that I am not financially or in any other way interested in illegal betting whatsoever, and I undertake that I will not engage in any such business while I am registered by the Northern Territory Racing Commission.; and I further state that: this declaration is true and correct; and I know that it is an offence to make a declaration that is false in any material particular. This declaration is made at on (date) Signature of applicant: Date: In the presence of
Link Ans - Generic Demands that a not exclude groups doesn’t reaffirm the legitimacy of the state. Individual demands can call into question the legitimacy of the state. Saul Newman 10, Reader in Political Theory at Goldsmiths, U of London, Theory & Event Volume 13, Issue 2 There are two aspects that I would like to address here. Firstly, the notion of demand: making certain demands on the state – say for higher wages, equal rights for excluded groups, to not go to war, or an end to draconian policing – is one of the basic strategies of social movements and radical groups. Making such demands does not necessarily mean working within the state or reaffirming its legitimacy. On the contrary, demands are made from a position outside the political order, and they often exceed the question of the implementation of this or that specific measure. They implicitly call into question the legitimacy and even the sovereignty of the state by highlighting fundamental inconsistencies between, for instance, a formal constitutional order which guarantees certain rights and equalities, and state practices which in reality violate and deny them.
Part 2 From School Date ‘Victim’ Name: Alleged Perpetrator Ethnic origin Gender Ethnic origin Gender Age: Age: School: School: The minimum course of action which should be taken with perpetrators is indicated by the first six boxes, which must be ticked or initialled when each action is taken. Additional forms of action indicated should be taken if appropriate. Discussion with pupils Victim counselled Formal discussion –Perpetrator and class teacher Head involved Report to Local Authority Report to Governors Child further dealt with according to school disciplinary code Letters to parents, parental interview to be arranged Pupil to be sent home Police informed Follow on work initiated: Indiiv / class / yr group / wh school Other Agencies involved 1.Verbal abuse and threats a. Incidental b. Persistent, intended to be offensive c. Inciting others d. Vicious/threatening e. Other 2.Refusal to co-operate with others a. Sit next to/talk to/work with/help b. Persistent c. Other 3.Violence a. Jostling b. Intimidation c. Punching/kicking d. Serious fighting e. Use of weapons, dangerous substances f. Other 4.Abuse of personal property 5.Graffiti 6.Incitement against black or minority people 7.Offensive literature or objects 8.
Mobility Cart Base 3’-8” x 3’-8” x 7’-3” Fits under carts for rolling (Custom Sizes Available) $330 Steel Mat Movers 19’ x 8’-.5” x 6” (Not available in KD) $1489
leadership of research projects or programs and appropriate autonomy are encouraged but not required. PI eligibility Automatic Minimum term Coterminous with funding Maximum term 3 years 5 years 5 years Maximum time in rank: Normally 9 years* No limit No limit Decision not to reappoint should be communicated > 3 months prior to end of term Departmental or Sectional faculty review of progress and vote Initial appointment, and third year in rank Initial appointment, and fifth year in rank Initial appointment, and every fifth year in rank Decision not to reappoint in wake of this review should be communicated >6 months to end of term Letters for appointment or promotion Normally 3 Normally 3-5 Normally 3-5 Must letters be “at arm’s length”? No Yes, except when justified in letter Yes Requirements: Departmental or Sectional faculty review and vote at initial appointment? Yes Training complete? Yes Salary support assured? Yes Intellectual contribution to research program(s)? Expected or evident Yes Achievement: Capable of advancing to Research Associate (associate professor) within 9 years in rank (a) Compelling rationale for academic appointment; (b) Intellectual contribution, typically evident through publications and to grants activity; (c) External standing Same as Research Associate (associate professor), plus national recognition for these activities and investigative excellence in the area of scholarship *Research Associates beyond the year in rank as of 1 July 2012 have until 1 July 2015 to advance regardless of time in rank. Change log 2012-06-27 Chair’s letter for initial appointment as Research Associate (Assistant Professor) From: Also include in electronic format: •Letters from outside referees (combined alphabetically in a single PDF be appreciated) •A list of all external scholars invited to submit evaluations of the candidate. This list should note who selected the external referees, why the particular referees were chosen and, if a referee declines, the reasons given for such refusal. •A sample copy of the letter sent to external referees soliciting an evaluation of the candidate. •Any internal letters from faculty colleagues, whether within the appointing unit or in related areas elsewhere on campus. We are looking not for simple endorsements, but for close, analytical judgments of the value of the candidate's work. To: Also include in electronic format:
Patient Details: Name: Address: Postcode: Telephone no: Date of Birth: Hospital Unit No: NHS No: GP Details: Name: Address: Postcode: Telephone No: Practice Code: Please indicate site preference County/Royal Stoke Please note whilst every effort will be made to accommodate preference this cannot be guaranteed Please circle a yes or no response to every question Exclusion Criteria Has there been a previous diagnosis of coronary disease (angina, MI, PCI or CABG)? Yes / No Has there been a previous diagnosis of significant heart disease including heart failure, Valve disease or cardiomyopathy Yes / No Has the patient undergone assessment or treatment by a cardiologist in the past 5 years Yes / No Presenting symptoms Is the predominant symptom a heavy / tight / constricting discomfort, pain or pressure in the front of the chest, neck, shoulders, jaws or arms? Yes / No Is the symptom precipitated by physical exertion? Yes / No Is the symptom relieved by either rest or GTN in 5-minutes Yes / No Risk factors for coronary artery disease Age? Gender? Male / Female If female, is the patient post-menopausal? Yes / No Is there any history of smoking ? Yes / No Is there a history of diabetes mellitus? Yes / No Is there a history of hyperlipidaemia? Yes / No Is there a history of hypertension? Yes / No Is there a family history of premature coronary disease? Yes / No Is the patient overweight or obese (BMI >27)? Yes / No Signature: ……………………………………………………. Date: ………………………………… Please fax your completed form to the clinic co-ordinator on 08436365239 If you need to speak clinic co-ordinator please telephone 01782 675936 Page 1 of 2
Vice Chair Election Anne will send ballot, 4 nominations accepted: Coco Briseno, Ken Chambers, Robert McCoy, Ned Parrish Vote by March 15, return email to Anne Upcoming Deadlines for AID, IDEA NCHRP IDEA – Proposals due March 1st AID (Accelerated Innovation Deployment) – just released on February 19. Up to $1m to deploy innovations. Can replace current fed funds (some restrictions) NCHRP 836 (via SCOP) – due April 1; SCOH due April 19 both via AASHTO email process CEO Quick Response due April 19 via DOT directors TCRP Due June 16 Task Force Updates Admin – no report Coordination and Collaboration – small group will be meeting to look at structure of website and metadata. Next meeting March 11 PM&Q – it’s been a while since they met. Next meeting March 13. Get update at next RAC Region 4 meeting on March 20 TKN – See update on page 1 of Research – high value research due March 31, use RPM to submit, follow process. Region chair to submit by May 15. ACTION ITEM: Discuss process Region 4 will use at next RAC Region 4 meeting on March 20. Use of SPR for Travel to TRB Nevada – use SPR for conference/meeting attendance as connected to the delivery of their annual work plan Washington – does use SPR for Research Director and a few paper award winners. There is a federal resource: Wyoming – have elected not to use Montana – use SPR for research staff Arizona – have not used Utah – have not used Other SCOR coming up. ACTION: Send comments to Leni regarding what RAC Region 4 should be considering. Hot topics for future meetings: Volunteers to present results of Peer Exchanges.
Brigham Rad Casefiles and “Find the Path” – interactive imaging algorithms for common ER presentations. Several cardiac and nuclear medicine tutorials. Radiological Anatomy from McGill University Basic plain film and cross-sectional anatomy for students Albert Einstein Radiology Education Site Albert Einstein Medical Center Radiology teaching resources and tutorials, aimed at medical students and radiology residents-in-training with a very good section for students Yale Cardiothoracic Imaging Comprehensive and visual modules covering plain film, CT, MRI, and angiography of the cardiothoracic system. Normal and abnormal. Primarily for residents, but also of interest to students. Beth Israel Web Tutorials (Gillian Lieberman) This is an extensive series of sites, containing modules for students as well as primary care practitioners. It includes flash and ppt modules, some with voice. Excellent and comprehensive site, especially for chest and abdomen. Some files very large. Dartmouth Anatomy (Nancy McNulty) anatomy and radiological anatomy modules, most suitable for first year students or refresher for clinical years. CT/MRI/cadaver Anatomy from University of Auckland Sectional anatomy with CT and MRI correlation of entire body Anatomy modules from West Virginia University Various radiological anatomy modules, both plain film and cross sectional SUNY Downstate Brain MRI Anatomy OB Ultrasound.net (Joseph Woo) Nice introductory site for students interested in learning the rudiments of obstetrical ultrasound. Beth Israel Nuclear Medicine Tutorial Course designed for primary care physicians covering the indications and descriptions of the common nuclear medicine studies. Nice review for students. Washington University Nuclear Medicine Many assorted examples of nuclear medicine cases. Excellent for review during downtime on service. Radiology Education Multiple links to a huge number of websites, lists textbooks and case files. ACR Appropriateness Criteria A must for every medical student to know about. Useful resource for image algorithm sessions. Cleveland Clinic Pediatric Radiology
Part 1: Underwriting Documents 1 Conversion Overview Template Complete using the prescribed template available on Yes No 2 Experience & Structure of Development Team: Submit the following items for the Ownership entity, Management Agent and Development Partner (as applicable). Additional background information is not required. Organizational Chart Narrative description for each entity: Name of Entity Role in the transaction Description of relevant experience Yes No 3 LIHTC Award/Allocation Letter from Credit Issuing Authority Yes No 4 Funding Commitments: Commitment from Mortgage Lender Commitment(s) from all secondary funding sources Yes No 5 Completed RAD Physical Conditional Assessment (RPCA) Excel Tool (Note: Only the completed tool is required, not the full RPCA Scope of Work. Submission of plans and specifications is not required.) Excel tool available for download at Yes No N/A – New Construction OR Substantial only 6 Environmental Review: PBV: Submit completed Part 58 Environmental Review from Responsible Entity PBRA: Submit Phase 1 Environmental Review for HUD to complete Part 50 Review If converting to PBV and the Responsible Entity (RE) is unable to complete a Part 58 review, submit a Phase 1 and HUD will perform a Part 50 review. Yes No 7 Development Sources & Uses Please submit the most updated Sources and Uses Document – may be a document prepared for the LIHTC investor or lender. Yes No 8 Operating Pro Please submit the most updated Operating pro forma – may be a Yes No
DEFINITIONS The Act. The United States Housing Act of 1937. Administering PHA. A PHA that administers rental assistance under the Act, which may include the HCV, Mod Rehab, or PBV programs. Affordable Housing Purposes. Activity that supports the pre-development, development or rehabilitation of other RAD conversions, public housing, section 8 of the Act, Low-Income Housing Tax Credits (LIHTC), or other federal or local housing programs serving households with incomes at or below 80% of area median income, or that provide services or amenities that will be used primarily by low-income households as defined by the Act. Anniversary of the HAP Contract. The annual recurrence of the date of the first day of the term of the HAP Contract. Annual Contributions Contract (ACC). The written grant agreement between HUD and a PHA under which HUD agrees to provide funding for a program (e.g., public housing or Housing Choice Vouchers (HCV)) under the Act, and the PHA agrees to comply with HUD requirements for the program. Capital Needs Assessment (CNA). A detailed physical inspection of a property to determine critical repair needs, short- and long-term rehabilitation needs, market comparable improvements, energy efficiency, unmet physical accessibility requirements, and environmental concerns, including lead-based paint. Criticial repairs are work that, in HUD’s determination, address imminent health and safety threats to residents and must be completed before residents can occupy or continue to occupy the affected units. Choice-Mobility. For residents of Covered Projects, the option to obtain a HCV from a PHA after a defined period of residency. (See Section 1.7.C.5 of this Notice for PBRA conversions, and Section 1.6.D.9 for PBV conversions, for further details on the Choice-Mobility component.) Closing. The event during which the applicable transaction documents are entered into. “Conversion” does not occur prior to Closing. (See Section 1.13 for further details on closing.) Combined Agency. A PHA that either directly, or through an affiliate, administers both a HCV program and public housing.
Exit Conditions: The tile moved by the previous Undo action is returns to its originally intended destination. Object model Figure .1 - Object Model – Boundaries/Controllers Figure .2 - Object Model – Entities (except Undo) Figure .3 - Object Model – Undo Entities
Other: PHA Desired Closing Date: Tax Credit Closing Deadline (if applicable): Section 2: Narratives Overview of Proposed RAD Conversion: Provide a detailed description of the proposed conversion. At a minimum, this description should include: the number and type of buildings converting, neighborhood/location, resident type, bedroom types, proposed de minimis unit reduction (if applicable), proposed scope of work, and plans for relocation. Be sure to highlight any unusual or unique aspects including, for example, if this is a partial AMP conversion, if the conversion includes a transfer of assistance, or if demolition/new construction is proposed. Changes to Bedroom/Unit Configurations: If the conversion proposes changes to bedroom types (for example, converting efficiencies to 1 Bedrooms or 1 Bedrooms to 2 Bedroom, etc.), please provide a brief description of those changes, including how any “right to return” issues with residents have been addressed: Transfer of Assistance: If the conversion proposes to transfer some or all of the assistance to another site, please describe the location of the new site, what will become of the existing site, whether the new site is existing housing, and how this will impact existing tenants at both the original and new sites, including any relocation plans. For example, if Site A has 100 units prior to conversion and the PHA is proposing to keep 40 units on Site A and put 60 units on Site B, please explain if the transactions are occurring simultaneously or in phases:
the property families that need the accessible features of the unit.) the accessible features of the unit.) General Mixed Elderly Only Disabled Only Family Elderly Disabled Family Elderly Disabled Total Elderly Disabled General Elderly Only Disabled Only Family Elderly Disabled Family Elderly Disabled Family Elderly Disabled 0 1 2 3 4 5 A narrative description of the proposed change: justification for the changes, including data from the Consolidated Plan or Census that support the need for the proposed changes:
17. Change in Occupancy Upload the information if your conversion includes a change in occupancy type. A description of the proposed change, justification for the change, a description of any alternative housing resources that are available to the group that will no longer be eligible to reside at the project at a comparable rent/size, a discussion on how the residents’ right to return will be impacted should also be included. Instructions: Complete items 1-9 below. Once complete, upload to the RAD Resource Desk Financing Plan grid by selecting “Change in Occupancy” as the Milestone Document type. Financing Plan Submission date (expected or actual): Name of PHA: PIC Development Number: Project Name: Project Address: Current occupancy type Proposed occupancy type Complete the grid below with information on current and proposed unit changes. Except where indicated, all fields should be completed for a single converting property. Please provide a separate for each subsidy type (public housing, PBV and PBRA). PHA’s Public Housing Stock Public Housing Waiting List UFAS-Accessibility UFAS Waiting List Bedrooms PHA’s Public Housing Stock Current # of public housing at the property Type of families in occupied units at the property Type of families in occupied units PHA-wide # of families on the public housing waiting list PHA’s UFAS Public Housing Stock Current # of UFAS accessible public housing units at the property Types of families occupying UFAS units at the property. (Provide this information only for families that need the Types of families occupying UFAS units PHA-wide. (Provide this information only for families that need the accessible features of the unit.) # of families on the waiting list requesting UFAS units
Date (mm/dd/yyyy): _________________________________________ Exhibit 1A Schedule of Contract and Contract Rents Number of Contract Units Number of Bedrooms Contract Rent Utility Allowance Gross Rent
References Reference Note Provide names, institutes, postal addresses and email addresses of persons who can give a recommendation about your academic and social abilities. Reference 1 Name: Institute: Address: Email: Reference 2 Name: Institute: Address: Email: Projects Project Selection Note Please rank in order of preference using the project code (e.g. AST1: Title) 1st: 2nd: Start Date Note If selected, what date will you be available to your studies in the UK. Declaration Accurancy of information … I declare that all information provided is accurate and supporting evidence has been attached. Print Name: Sign: Date:
9. Range of interventions that Radcliffe House is intended to offer: Activity: How Delivered Approved by: Delivered by: Specialist Psychiatry Psychiatric assessment Mental State Examination Examination/Ongoing Reviews Medication Review Prescribing medications and monitoring response Treatment Plan MDT Meetings & Risk assessments and management Psychiatric Reports MHRT, Responsible clinician role for CTO. 1.1 assessment by Consultant psychiatrist on weekly/biweekly basis to offer assessment, review primary diagnosis or current mental state or changes from last assessment. 1.2 Implementation and review of management plan. 1.3 prescription of medications 1.4 Out of hours On call Consultant Psychiatrist Rationale: To identify and confirm diagnosis of mental illness and assess mental state for treatment in a community rehabilitation setting. Regular review of progress and mental state allows the Consultant Psychiatrist to tailor medication and treatment plan to be optimally effective, appropriate to their condition and within BNF limits.
Psychological input Psychological Assessments- psychological Formulations Cognitive Assessments Direct/indirect Psychological Interventions Multi-Disciplinary Team feedback Risk formulation Teaching and Training Supervision. Debriefs 1:1 assessment (with staff and Young people) Observation 1:1 Intervention Intervention (If appropriate) Indirect Intervention Contribution to MDT Behavioural Management Plans Supervision of other Clinical Staff Formulation Meetings Teaching and Training Sessions Tailored made psychological interventions Consultant Psyhciatrist Clinical Psychologists Rationale: As a result of the structure of psychology services, all young people will receive direct and/or indirect psychological input into their care, both in terms of assessments and interventions. On an individual basis, individuals have access to a range of psychological assessments and interventions to help them to identify their psychological difficulties and work on overcoming them. All psychological input into an individual’s care is agreed and co-ordinated by the MDT and CPA process.
Hartmann, Peter. Interview with John Rader, May 15, 2014. Transcript. “How the Mighty have Fallen.” The Economist. June 14, 2011. Huntington, Samuel P. Political Order in Changing Societies. Yale University Press, 1968. Huntington, Samuel P. The Third Wave: Democratization in the Late Twentieth Century. University of Oklahoma 1991. Hinchcliffe, Joseph. “Review on Patagonia’s HidroAysén mega dams to be concluded by mid June.” The Santiago March 24, 2014. Inglehart, Ronald and Welzel, Christian. Modernization, Cultural Change, and Democracy: The Development Sequence. Cambridge University 2005. Jarroud, Marianela. “Chile’s Patagonia Celebrates Decision Against Wilderness Dams.” Inter Press Services. June 11, 2014. Jarroud, Marianela. “Protests in Southern Chile Spread to Other Remote Regions.” Press Service. March 23, 2012. http://www.ipsnews.net/2012/03/protests-in- southern-chile-spread-to-other-remote-regions/ Kahn, Teddy. “Chile’s Anti-Dam Horseback Protestors Arrive in Coyhaique.” The Patagonia Times, November 2007. Keck, M.E. and Sikkink, Katherine. Activists Beyond Borders: Advocacy Networks in International Politics. Ithaca, NY: Cornell University Press, 1998. Keck, M.E. and Sikkink, Katherine. “Transnational advocacy networks in international and regional politics.” International Social Science Journal. Vol. 51:159 (1999): 89-101. Kennedy, John F. "Remarks in Heber Springs, Arkansas, at the Dedication of Greers Ferry Dam." The American Presidency Project, 1963. Lapper, Richard. “How Chile Cooled its Ideological Fever,” Financial Times: Latin America and Caribbean. July, 2006. Lipset, Seymour Martin. “Some Social Requisites of Democracy.” American Political Science Review 53, (1959): 69-105.
workers employed as artists or arts and cultural workers over duration of project DO NOT COUNT: People who self-identify as artists/arts and cultural workers but were paid to undertake a non-arts role such as administration – they be counted in as ‘other paid workers’ in the next question Number of people employed in other paid positions People employed over the direction of project (on contract or permanent basis) who were engaged in a role other than an artistic/cultural one Count the number of individual staff receiving payment in a non-artistic or non-cultural role (irrespective of length of engagement) as part of project delivery DO NOT COUNT: People paid in an artistic or cultural role as reported in previous question External business providers who are not your staff members (e.g. caterers, equipment suppliers) Number of volunteers People engaged as volunteers to support delivery of your activities Count the number of individuals who volunteered to support delivery of your activities (irrespective of the amount of time they contributed) – note: volunteer work is unpaid (apart from reimbursement of expenses); provided in the form of time, service or skills (donation of money or goods is not included); formal (carried out for or through an organisation or group) Count each individual once, irrespective of the number of different times they volunteer DO NOT Staff who contribute unpaid overtime Types of sectors partnered with (if relevant) If partnerships (financial or developed to deliver your activities, types of sectors partnered with Note down the type of sector(s) you partnered with – e.g. arts, health, education, business, tourism etc. DO NOT COUNT: Council’s RADF contribution as a partnership Other individuals or organisations funded by RADF for the same activity (i.e. your co-funding partner) Percentage of attendees and participants Percentage of survey respondents Count the number of respondents to your survey who answer ‘good’ or ‘excellent’ to the overall rating question, and calculate it as a % of total survey respondents who answered this question
FEDERAL PROGRAM ADMINISTRATIVE REVIEW SCHOOL NUTRITION PROGRAM SUMMARY Section 207 of the Healthy Hunger Free Kids Act 2010, amended section 22 of the National School Lunch Act (42 U.S.C. 1769c) requires the Virginia Department of Education, Office of School Nutrition Programs (VDOE SNP), to report the final results of the administrative review to the public in an accessible, easily understood manner in accordance with guidelines promulgated by the Secretary. Educational Agency: Radford City Public Schools Report Publication Date: July 2017 Administrative Review November 15-16, 2016 Review and Year: October 2016 Participating Programs: NSLP, SBP, ASP Participates in Special Provisions? No Enrollment and Participation Data for October 2016: Eligibility Enrollment Lunch Avg. Daily Participation (ADP) Lunch ADP % Breakfast ADP Breakfast ADP % Total Reimbursement ($$) Free 601 452 75.21 277 46.09 38,574.24 Reduced 119 85 71.43 43 36.13 5,980.24 Paid 941 312 33.16 69 7.33 2,632.99 1,661 Cell intentionally left blank Cell intentionally left blank Cell intentionally left blank Cell intentionally left blank 47,187.47 Findings Identified during the Administrative Review: 1: Program Access and Reimbursement Category Findings
appropriate isolation procedures (i.e. lock out tags) are in Access to electricity? Y N Damaged or poorly maintained electrical leads, cables or switches? Y N Major Unlikely Medium Water near electrical equipment? Y N Lack of isolation procedures? Y N Other Y N Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level ERGONOMICS Can anyone be injured due to: Poorly designed workstation? Y N Repetitive body movement? Y N Constrained body posture or the need for excessive effort? Y N Design deficiency causing psychological stress? Y N Inadequate or poorly placed lighting? Y N Does the plant impact on the surrounding workplace and create potential hazards? (Consider potential impact on the design and layout of the workplace) Y N
4. Does your hospital’s Security Plan include: A procedure to secure the hospital to manage the influx of contaminated and non-contaminated patients? Working with local law enforcement and public safety officers to preserve and secure evidence, contaminated patient belongings, and specimens? A procedure to interface with local, state, and federal law enforcement agencies to interview patients, gather evidence, and investigate the incident? Addressing the possibility that the perpetrators are among the injured? 5. Does your hospital have a Fatality Management Plan that addresses: Integration with and state medical examiner or coroner? Preservation of evidence and chain of custody? Religious and cultural concerns? Management of contaminated decedents? Family notification procedures? Behavioral health support for family and staff? Documentation? 6. Does your hospital consult with pre identified resident experts to obtain needed assistance; Poison Control Center; Radiation Emergency Assistance Center/Training Site (REAC/TS) and Radiation Emergency Medical Management (REMM), for assessment and treatment guidelines? 7. Does your hospital have the ability to determine the isotope involved and how this information will be obtained in order to guide further necessary treatments? 8. Does your hospital have "always on" radiation portal detection and procedures to assess victims of any explosion for radiation? 9. Does your hospital have procedures to assess patients for potential internal contamination swabs, use of gamma camera, urine collection, etc.)? 10. Does your hospital interface with local emergency medical services to transport and evaluate other victims who are potentially non-contaminated to alternate care sites? 11. Does your hospital have plans in place to safely contain areas of secondary contamination within the hospital (walk off mats, cordons, etc.) and contracts in place for assessment, cleanup, and restoration? 12. Does your hospital have a process to provide accurate and continuous incident documentation, computerized or manual, including: Patient care? Incident management (Incident Action Plan, Hospital Incident Command System forms, etc.)? Incident related expenses? Extended Operations and System Recovery 1. Does your hospital have criteria to prioritize business continuity and recovery activities including: Repair and decontamination of the hospital? Reevaluation of your hospital’s ability to continue the medical mission and take corrective actions?