zilongwang/ReadingBank huggingface dataset:
informal rewards and recognition - informal recognition at any time throughout the year, including certificates of appreciation, morning and afternoon teas, and cards. Principles Health aspires to a culture of the highest standards of professionalism, service and integrity. In doing so, rewards and recognition should be given to those who: prioritise Health’s core values and exemplify desired behaviours act with clarity and purpose to achieve Health’s identified goals achieve success in a way that is consistent with Health’s Behaviours in Action encourage, develop and implement innovative ideas, and collaborate to achieve strategic outcomes. Informal Rewards and Recognition It is widely accepted that informal rewards and recognition makes employees feel valued and fosters high performance. Providing positive reinforcement enhances role and task clarity, thereby contributing to employee confidence. Confident employees show initiative, drive and commitment leading to enhanced innovation and productivity. Health expects managers at all levels to engage with a process of valuing and recognising the achievements of their staff. Managers are expected to identify and recognise good work when and where they find it. This can be as simple as a conversation with, or email to, a staff member letting them know their efforts are appreciated. Informal rewards and recognition is encouraged at all levels including: Group Division Branch Section individual Informal recognition enables individuals and to receive immediate recognition of their contribution to organisational goals and Health’s Behaviours in Action, at the local work level. Informal rewards are more flexible, requiring less rigorous assessment than formal rewards and allow recognition to be given frequently and closer to the time of the achievement. Recognition should be timely and appropriate, but it does not preclude the same achievement being recommended for more formal recognition. Other ways to recognise contribution are: public recognition at Group, Division, Branch and/or Section meetings certificates of appreciation cards
in Figure 2 3-WAY Valve: For the connection of the 3-WAY valve actuator. Switch: For the connection of the float switch from the recycling surge tank. Flow Sensor: For the connection of an optional flow measuring sensor. Mounting Holes: Pilot screw holes for attaching controller to wall. Safety Fuse: Replaceable 2.0A slow-blow fuse provides protection from an internal condition. Sensor Control Switch: To override rain switch sensor input. Sensor Connection Terminals: For the connection of an optional (normally closed) rain switch device. Common Terminals: For the connection of up to three field (24V) common wires. Ground Lug: For connection of a 12-16 gauge copper ground wire. BW: For the connection of the backwash valve. FW: For the connection of the FW supplement valve. Pump: For the connection to the recycling pump relay. Valve Wire Terminals: For the connection of valve control wires 1-21. Battery Compartment: 9-volt alkaline battery access compartment.
Wirenut “A” connects the following wires: Black from AC supply conduit Black to Complete Control Brown from Relay A LINE Figure 9 Wirenut “B” connects the following wires: from AC supply conduit Green to Complete Control Green to Pump Green to Junction Box Junction Box Ground NEUTRAL Wirenut “C” connects the following wires: White from AC supply conduit White to Complete Control White to Pump PUMP Wirenut “D” connects the following wires: • Black to Pump Brown from Relay
TROUBLESHOOTING Solution All valves will not turn on automatically Cannot program Controller skips a cycle No display Verify station time, start times, watering days schedule, current time, current day, water budget and rain delay. valve common wire for proper connection. Check for a shorted station; refer to "How the electronic circuit breaker works" on page 5. Ensure rain sensor (if installed) is properly connected and functioning properly. If rain sensor is not installed, ensure the SENSOR SWITCH is in BYPASS position. Make sure that freshwater & recyling are not turned off. See Turning Recycling On/Off. Disconnect power to controller for one minute. Reconnect power and reprogram. Install fresh 9-volt alkaline battery. 1. Verify watering start times, current time and watering days schedule. Check power source for tripped circuit breaker. If program module has been removed, this is a normal battery-saving feature. Turn dial to any position to reactivate display. Disconnect power and the battery to controller for one minute. Reconnect power and reprogram. Replace battery.
we use burner phones. With that, Templar passes out prepaid cell phones to the team. 228 INT/EXT CAPE TOWN TAXICAB – DE WAAL EXPRESSWAY – DAY 228 With Chardonnay in the back seat, the taxi wends its way around the picturesque mountain road overlooking the tall monuments to power and wealth, among them the Van Gent building. The taxi swings off the expressway at an interchange and heads toward the monuments. 229 EXT. CAPE TOWN FINANCIAL/DIAMOND DISTRICT – DAY 229 The taxi pulls up in front of the towering Van Gent building. Chard climbs out, pays the driver and enters the building. 230 INT. LOBBY – VAN GENT BUILDING – DAY 230 In order to get to the elevators, everyone has to pass between the information and security desks; the latter with two armed guards keeping an eye on the building’s array of video monitors. 231 ANGLE ON INFORMATION DESK 231 Chard approaches the young man at the information desk. CHARDONNAY Excuse me – (checking his name tag) – Mr. Naude. ...I have an appointment with Mr. Paul Venter. I wonder if you can tell me how to find his office. YOUNG NAUDE is clearly appreciative of Chard’s good looks. NAUDE (smiling) His office is on the top floor, next to that of Frederick Van Gent. Chardonnay looks around the lobby and then returns Naude’s charming smile with one of her own. 078 CHARDONNAY Tell me, do all the offices in the ing belong to the Van Gent Company? NAUDE
were wounded? ...Do you think I would cast you aside? PAUL It’s the smart thing to do. ...But not to worry. If I were ever in that position I would take the decision away from you by killing myself. CHARDONNAY Surely you’re joking? In an attempt to relieve the tension, Paul laughs and agrees with Chard that he was joking all along. PAUL Of course, my love. ...I’m surprised you took me seriously. Smiling, Chardonnay wraps her arms around Paul and pulls him towards her with serious intent. 283 EXT. SERIES OF SHOTS – VICTORIA FALLS – MORNING 283 Beauty shots of the water flowing over the falls. 284 EXT. SERIES OF SHOTS - THE VICTORIA FALLS HOTEL – DAY 284 The grand ole dame is featured. 285 INT. LOBBY – VICTORIA FALLS HOTEL – DAY 285 Paul and Chardonnay in. 286 EXT. THE FALLS – DAY 286 Paul and Chard view the spectacular falls; the bridge over the Zambezi; and the narrow gorge of rushing water below the falls. 287 INT. HIGH TEA – VICTORIA FALLS HOTEL – AFTERNOON 287 Just like high tea at the Nellie, Paul and Chard are having tea with finger food, scones and the like. 099 288 TIGHTER ANGLE – PAUL & CHARD 288 PAUL (sipping tea) Tomorrow, we’ll refuel in Kimberley, have lunch at the Kimberley Club after
Suddenly, Sheriff Gillespie’s VOICE is HEARD over the RADIO. SHERIFF GILLESPIE (V.O.) Abort! Abort! Stand down! Sheriff Gillespie is speaking into the microphone attached to his aviation helmet. GILLESPIE (explaining) They’re back on the Strip, heading north from East Desert Inn Road. Give chase. Let’s end this now! 240 INT. CAB – 3/4 TON TRUCK – VEGAS STRIP – NIGHT 240 As the canopied pickup heads north on the Vegas Strip, we MOVE IN for an EXTREME CLOSE UP on Palmer’s face. FLASHBACK TO: 241 EXT. DUKE’S BAR & GRILL – JACKSONVILLE – DAY 241 SUPERIMPOSE: FOUR DAYS EARLIER Wearing civilian clothes, Lt. Commander Fisher pulls her late model Ford Mustang into a parking slot across the street from Duke’s Bar & Grill. 242 INT. DUKE’S BAR & GRILL – JACKSONVILLE – DAY 242 Entering the bar-restaurant, Fisher spots “Duke” Osgard (Palmer) manning the reservations podium. 243 ANOTHER 243 Stepping up to the reservation podium, Fisher smiles at the temporary maitre’d. FISHER Think I could perhaps get a table for lunch? PALMER Have a reservation? FISHER No. Is that a problem? PALMER
officers, one a FEMALE OFFICER and one a MALE OFFICER draw their weapons and take up positions covering the front and back gaps. 252 EXT. CIRCUS-CIRCUS PARKING STRUCTURE – NIGHT 252 With McGraw’s sheriff’s patrol unit in hot pursuit, Palmer’s pickup is racing towards the third floor of the large parking structure. 253 INT. CIRCUS-CIRCUS PARKING – SHERIFF’S VEHICLE – 253 With Sgt. Johnson doing the driving, climbing from level to level, Captain McGraw keys the radio transmitter. CAPT. McGRAW (into hand mike) Support Unit one...are you in place? Unit One’s reply is HEARD over the vehicle’s radio SPEAKER. UNIT ONE (V.O.) Ten-four. CAPT. McGRAW up. They’re coming your way. UNIT ONE (V.O.) We’re ready. 254 EXT. CIRCUS-CIRCUS PARKING STRUCTURE – 3RD FLOOR – NIGHT 254 Vegas police Unit One is parked in such a way as to block off both the elevator and causeway from the parking portion of the huge structure. 255 INT. CAB – 3/4 TON, 3RD FLOOR PARKING STRUCTURE – NIGHT 255 Palmer, from his POV inside the pickup’s cab, rounding the turn to the third floor of the huge parking structure, SEES the patrol unit blocking the entrance to the causeway and the two officers with guns drawn. 256 EXT. CIRCUS-CIRCUS PARKING STRUCTURE – 3RD FLOOR – NIGHT 256 The pickup performs a spectacular turnabout, reversing and rushing back down the parking structure, heading for the structure’s eastern most entrance/exit. 257 EXT. CIRCUS-CIRCUS PARKING STRUCTURE – 2ND FLOOR – NIGHT 257 tion
Specifications: Capture Options 1~8 × SD/VGA/HD D1, 720p, 1080p Channel Up to 16 File Format Folder(MP4 with for each signal) Players Web based browser: Flash Mobile devices: HTML5 Client software: Reachplayer Management and Operation Web interface Reach Media Center Central control system(AMX,CRESTRON,etc.) Storage and File Management 4TB Hard disc inside Supports FTP, Network storage, Media Center File authorization to different users User Management Supports user group management Defines system privileges by individual user and group Supports up to 80@2Mbps concurrent users Alarm E-mail and web page alarm Dimensions Length: Width: 430mm(16.93") Height: 44.5mm(1.77") 19" rack-mountable,1U height. Environmental Operating temperature: -20℃ to 40℃(-4℉~104℉) Relative humidity: 5% to 95% Storage and transport temperature: -40℃ to Power AC 100~240V, 40W Panel: No. Component Statement 1 LCD Display system information, such as IP addresses, disk space, etc 2 PWR LED 3 HDD Hard LED 4 WAN WAN LED 5 LAN LAN LED 6 ALARM Alarm LED(Red) 7 RESET Restore the factory Settings Rear Panel:
REX Server (Model: CF36) With Reach REX Server, your organization can truly realize multimedia application. It creates a professional way to combine audio, video and presentation graphics to one simple frame. Manage and distribute live or recorded content to any PC or TV, which means it can be fully qualified to service in your meeting rooms, training rooms, classrooms, medical teaching centers, command centers and church etc. Forms a creative solution to maximize the use of your organization’s wisdom and intellectual property. Features: New web page management One homepage to view live streaming and VOD resources. One backend management webpage for administrators and operators to do various functions such as configuration, management and maintenance. Maximum 48 sessions recording For CF48 server, if each session records one video signal plus one audio signal, then it supports 48 sessions recording simultaneously. Multiple source Maximum 8 SD/VGA /HD inputs for each session. Supports capturing and recording of SD video signals, HD video signals, as well as VGA signals in high resolution and high frame rate. Multiple play Supports multiple platforms and browsers, including Microsoft Windows, Mac OS, iOS and Android. Supports IE, Chrome, Safari, Firefox, etc. Low latency live streaming Concurrently displays different signals of simulation training scenarios in live streaming, and low latency live streaming by ReachPlayer. Bookmark function Add Bookmark while recording and display when playing back. Linux OS Dedicated hardware, Linux OS, more stable than Windows OS. Important function modules run by an independent process, do not affect each other. Real-time monitoring each program running situation, After the abnormal can be automatically repair in time. System stability is higher. Can be integrated with Central Control System (AMX, CRESTRON, etc.).
MENU MAP SETUP MENU 1/ 2 SCENE SELECT PICT ADJUST EZOOM DIS PRIVACY MASK MOTION DET SYS SETTING EXIT SELECT CUSTOM FULL AUTO INDOOR OUTDOOR BACKLIGHT ITS PICTURE ADJUST BRIGHTNESS CONTRAST SHARPNESS MAG PAN TILT EZOOM RETURN RETURN ADVANCED MENU 1/ 2 SHUTTER/AGC WHITE BAL HLC/BLC WDR/ATR-EX DNR DAY/NIGHT IR OPTIMIZER RETURN SHUTTER/AGC AUTO MANUAL FIX WHITE BAL ATW PUSH USER1 USER2 MANUAL PUSH LOCK OFF WDR DAY/NIGHT AUTO DAY NIGHT AUTO SETUP AE LEVEL AGC MAX SENS UP ATW SETUP SPEED DELAY CNT ATW FLAME ENVIRONMENT WDR SETUP CONTRAST CLEAR FACE D/N AUTO BURST CNTL SIGNAL DELAY CNT DAY->NIGHT NIGHT->DAY RETURN RETURN RETURN RETURN IR OPTIMIZER MODE IR AREA LEVEL IR LED NIGHT IR AREA IR LED IR COMP SETUP PATTERN
MENU MAP SETUP MENU 2/ 2 LANGUAGE VERSION MAINTENANCE EXIT LANGUAGE ENGLISH ESPANOL PYCCKNN PORTUGUES DEUTSCH FRANCAIS RETURN MAINTENANCE W.PIX MASK CAMERA RESET RETURN AUTO COMP LEVEL1 LEVEL2 AUTO MANUAL COMP REGISTRATION REG.POINT CUSOR COLOR BLINK REG.NUMBER W.PIX MASK AUTO DATA CLEAR MANUAL RETURN RETURN <SETUP MENU> Scene Select function The six can be selected. CUSTOM /FULL AUTO / INDOOR / OUTDOOR / BACK LIGHT / ITS CUSTOM This mode turns off the auto scene recognition. All functions can be set and adjusted manually FULL AUTO This mode supports various shooting scenes. It is not specialized to any particular so it allows average shooting in any situation. INDOOR This mode is specialized to indoor scenes, such as indoor shop surveillance. It allows natural shooting with high contrast. OUTDOOR This mode is specialized to outdoor scenes, such as road surveillance. It features high contrast and resolution, and allows shooting with high visibility even in foggy outdoor conditions. BACKLIGHT This mode is specialized to scenes that mix indoor and outdoor conditions, such as entranceway surveillance. It allows shooting with high visibility and a high dynamic range, even under backlighting conditions. ITS This mode is specialized to scenes where moving subjects enter the picture, such as traffic surveillance scenes. It allows high-resolution shooting of moving subjects with low blur.
REX Seminars & Training Sessions by TDAP Date Event Venue April 10,2017 Orientation & Training Session for TDAP Headquarters’ Officers & Staff TDAP Headquarters, Karachi April 13,2017 Seminar for Exporters/Stakeholders at Sialkot Sialkot Chamber of Commerce & Industry, Sialkot April 13,2017 Orientation &Training Session for TDAP Sialkot Officers & Staff TDAP Sialkot Office, Sialkot May11,2017 Seminar for Sports Exporters at Sialkot Pakistan Sports Goods Manufacturers Association, Sialkot May18,2017 Seminar for Exporters/Stakeholders at Faisalabad Faisalabad Chamber of Commerce & Industry, Faisalabad May18,2017 Orientation & Training Session for TDAP Faisalabad Officers & Staff TDAP Faisalabad Office, Faisalabad July19,2017 Seminar for Exporters/Stakeholders at Lahore Lahore Chamber of Commerce & Industry, Lahore July 20, 2017 Orientation & Training Session for TDAP Lahore Officers & TDAP Lahore Office, Lahore July 25,2017 Seminar for Exporters/Stakeholders at Multan All Pakistan Bedsheets & Upholstery Manufacturers Association, Multan July 26, 2017 Orientation & Training Session for TDAP Multan Officers & Staff TDAP Multan Office, Multan Aug. 01,2017* Seminar for Exporters/ Stakeholders at Karachi FPCCI, Federation House, Karachi * Tentative date and venue for a planned event
11.2. The race organizers shall not be liable for any loss, damage, death or personal injury howsoever caused to the owner/competitor, his skipper or crew, as a result of their taking part in the race or races. Moreover, every owner/competitor warrants the suitability of his boat for the race or races. 11.3. No boat shall race with an anchor protruding over its bow. 11.4. A boat that retires from a race shall make every effort to inform the race committee as soon as practical. 12. Amendments to the Notice of Race 12.1. This notice of race may be changed or supplemented by a notice posted on the official notice board. 13. Further Information The will be conducted in accordance with the RYA Racing Charter. Lymington Harbour Notice to Mariners can be found at . RLymYC NOR, Standing SIs and general information including local weather reports can be found at . Race organizers/contact For REYC: Peter Davies The Old Rectory Aberyscir Brecon LD3 9NP For RLYC: John Turner T: 01590 673320 M: 07800 750058 E: T: 01874 610514 M: 07996 631933 E:
PERSONEL INFORMATION Name and surname Reyhan YAVUZ Title Moveable Property Accountant Telephone 03122875458 /3363 E-mail reyhan.yavuz@tarim.gov.tr Birth date and place 01.02.1969 – Osmancık/Çorum ACADEMİC CAREER UNIVERSITY Name of University Anadolu University Anadolu University Open Education Faculty Academics Graduation Year 2000 FOREIGN LANGUAGE SKILLS Foreign Language / Degree KPDS ÜDS TOEFL IELTS The English PLACES OF DUTY (Date / Title / Institution) 1990 / Servant / Ministry of Education İncirli Industrial Vocational High School 1997 / Typist / Ministry of Food, Agriculture and Livestock Directorate General of Personnel 1998 / VH in. / Ministry of Food, Agriculture and Livestock Directorate General of Personnel 2004 / Fixed Asset Accountant / Ministry of Food, the Director of the Institute for Agricultural Economics and Policy Development, Agriculture and Livestock.
Lower life forms are patentable subject matters Micro organisms, yeasts, moulds, fungi, bacteria, unicellular algaie, cell lines, viruses, or protozoa = composite of matter Higher life forms are not patentable subject matter Seeds, plants, animal Case Example: Harvard College Facts: Case involving mouse Ratio Majority: Common sense difference between lower and higher life forms. Higher life form is more connected to humans and only parliament can extent patent protection to plants and animals. Exception: fertilized mouse egg is patentable Legislation doesn’t include life form that can get up and walk away and if it doesn’t deal with higher life form than it shouldn’t be patentable. There is a common sense difference between the two. Can patent lower life forms—produced as chemical compounds and prepared and formed in such large numbers that any measurable form and characteristics should come in stat subject matter Yeast, mould, viruses, etc. ACCEPTS that fertilized egg = patentable BUT NOT MOUSE Dissent Focus; innovation, public policy, keeping up with other nations in the innovation economy. Nothing in patent act to support conclusion that non-human life forms were intended to be excluded from the definition of invention and the legislators should draw this line. Wanted to refused to interpret legislation expansively, but there are social benefits. There is nothing in patent act that non-human life was intended to be excluded from invention. Methods of medical or surgical treatment Overview New surgical methods are not patentable and flows from public policy ethical position Case example: Tennesse Eastman V Canada Ratio Not in public interest to grant a monopoly on the use of the material and thus hamper the medical profession Ways to get around it Methods of medical or surgical treatment The use of Drug X for treating cancer in humans = acceptable Swiss use claim The use of a {known product} X for the manufacture of medicine for the {new] therapeutic treatment of Y = acceptable Definition If the essential aspect of your patent claim instructs a medical professional how to treat a patent, then it is a method of medical treatment and not patentable. If the essential aspect of your patent claim instructs a medical professional on what to use to treat a patient, then it is patentable subject matter. drug is good at treating depression and good at treating OCD and is a method of treating in humans due to specific does schedule = rejection use of drug Z treating depressions in humans = acceptable Use of Z for manufacture of medicine for new therapeutic treatment of depression
CURRICULUM VITAE (CV) Updated 10 Nov 2016 Personal details : - Family name: Rezaei Behrooz :Name Tel Number : 00983137420135 Mob Number : Job Address : Nursing & Midwifery School, Islamic Azad University Falavarjan Branch, Falavarjan, Isfahan, Iran Job – Title : Assistant professor of health services management Educations (Degrees) : Degree Subject university Date of Graduation BSC Nursing Isfahan Medical Sciences University 1992 MSC Health Education Tarbiat Modares University 1999 PhD Health services Management Islamic Azad University, Science & Research Branch 2009 Post Doc Thesis Titles : MSC: The study of effect of health education program on blood lipids level in hyper lipidemic persons
Directions: Select and complete activities from the choice board for a total of 100 points. When you’ve completed the activities you may decide to be finished or you may decide to keep going and complete more activities. 50 pts In a 1 page typed report, discuss the events that led to the American Revolution and how these events impacted Georgia and other English colonies. Your report needs to include the Georgians’ attitude toward the revolution and significant battles fought. 50 pts. Create a poster about the important Georgians involved in the American Revolution: Nancy Hart, Austin Dabney, Elijah Clarke, Button Gwinnett, Lyman Hall, and George Walton. (Must include illustrations of each person and at least 3 important relevant facts about each person.) 50 pts. Use the Internet, library and a computer to prepare an electronic presentation on the Revolutionary war. Follow the format on the website under forms, titled Revolutionary War Project. 40 pts. Research the Battle of Kettle Creek and the Siege of Savannah examine the details of the battles and analyze how each affected Georgia. Draw a map of the key events of each battle. 40 pts. Compare and contrast the of Lyman Hall, Button Gwinnett and George Walton by developing a timeline of their lives. Discuss in writing their similarities and differences 40 pts. Create a child’s book of the Revolutionary War that illustrates and briefly describes the major issues (causes and effects), important individuals involved, and the major battles of the war. Be sure to include events and people from Georgia. Minimum 10 events or people. 30 pts. Create a that identifies the contributions of the six key people in Georgia during the American Revolution. 30 pts. Create the page of a newspaper published during the Revolutionary Period which includes specific facts, events and individuals from the Revolutionary Period. 30 pts. Research 3 women that contributed to the war effort. Write an obituary for each lady that states her accomplishments. 20 pts. Design a cube that shares key events or people from Georgia during the Revolution. See me for handout. 20 pts. Create a timeline of the important battles of the American Revolution. Tell why each event is important. 20 pts. Create a political cartoon depicting any of the conflicts between England and the American Colonies. 10 pts. Create 20 flashcards with names and events on one side/dates and descriptions on the reverse side. Bonus for using all Georgia people and events (10 of them) 10 pts. Complete the Review questions 1-10 on page 140 in your textbook. 10 pts.
Compelling Question: Was the Revolutionary War an Act of Treason? Supporting Question I What are some ways the British protected and provided for the colonists? Supporting Question II Were the Stamp Act and Townsend Acts examples of reasonable taxations? Supporting Question III How did the views of colonists compare to the views of British reflect their individual beliefs about independence? Historical Sources A. French and Indian War Summary (duckster.com) B. “The Colonial Experience” (ushistory.org) C. Great Wars for Empire (digitalhistory.org) Historical Sources A. Newspaper Article about the Stamp Act of 1865 (digitalhistory.uh.edu) B. Quartering Act (americainclass.org) C. Townsend Act Cartoon Historical Sources A. Colonist vs British Viewpoint B. Letter from William Smith C. Benjamin Franklin Quote D. Political Cartoon-Poor Old Formative Performance Task I Bringing history into the present: Create a “Twitter account” with Tweets going back and forth between the colonists and British Formative Performance Task II Create your own article or political cartoon depicting Formative Performance Task III Identify evidence from the colonist perspective as well as the British
Performance Descriptors REVOLUTIONS SCHOOL-ASSESSED COURSEWORK Performance Descriptors 3 and 4 Outcome 1 Analyse the causes of revolution, and evaluate the contribution of significant ideas, events, individuals and popular movements. DESCRIPTOR: typical performance in each range Very low Low Medium High Very high Some description of the causes and short-term triggers of revolution. Some analysis of the long-term causes and short-term triggers of revolution. Sound analysis of the long-term causes and short-term triggers of revolution. Detailed analysis of the long term causes and short –term triggers of revolution. Sophisticated analysis of the long-term causes and triggers of revolution. Some identification of the significance of ideas, events, individuals and popular movements that contributed to the outbreak of revolution. Some evaluation of the significance of ideas, events, individuals and popular movements that contributed to the outbreak of revolution. Sound evaluation of the significance of ideas, events, individuals and popular movements that contributed to the outbreak of revolution. Thoughtful evaluation of the significance of events, individuals and popular movements that contributed to the outbreak of revolution. Comprehensive evaluation of the significance of ideas, events, individuals and popular movements that contributed to the outbreak of revolution. Very little analysis of primary sources used as evidence to analyse the causes of revolution when developing an argument. Some analysis of primary sources used as evidence to analyse the causes of revolution when developing an argument. Adquate analysis of primary sources used as evidence to analyse the causes of revolution when developing an argument. Detailed analysis of primary sources used as evidence to analyse the causes of revolution when developing an argument. Thorough analysis of primary sources used as evidence to analyse the causes of revolution when developing an argument. Little comparison of a range of historical perspectives and/or historical interpretations about the causes of revolution when developing an argument. Some comparison of a range of historical perspectives and/or historical interpretations about the causes of revolution when developing an argument. Satisfactory comparison of a range of historical perspectives and/or historical interpretations about the causes of revolution when developing an argument. Detailed comparison of a range of historical perspectives and/or historical interpretations about the causes of revolution when developing an argument. Comprehensive comparison of a of historical perspectives and/or historical interpretations about the causes of revolution when developing an argument. KEY to marking based on the Outcome contributing 50 marks Low 1–10 Very low 11–20 Medium 21–30 High 31–40 Very high 41–50
Stone, B 2002, Reinterpreting French Revolution, Cambridge University Press, Cambridge. Soboul, A 1974, The French Revolution, 1787–1799: From the Storming of the Bastille to Napoleon, Vintage Books, New York. Sutherland, DMG 1985, France, 1789–1815: Revolution and Counter-Revolution, Collins-Fontana, London. Sutherland, DMG 2003, The French Revolution and Empire, Wiley-Blackwell, Oxford. Vovelle, M 1984, The Fall of the French Monarchy, 1787–1792, Cambridge University Press, Cambridge. Films and documentaries A Guide to the French Revolution (Instant Expert Series, documentary), 2010, History Channel. The Rise and Fall of Versailles (film), 2013, Madman Films. Websites AlpaHistory (viewed 1 March 2015). Coursera: The French Revolution (viewed 1 March 2015). Online course taught by Peter McPhee (The University of Melbourne). Transcripts of historical documents such as the London Gazette, 1789 (viewed 10 July 2015). The Russian Revolution Books Textbooks C & Fiehn, T 2002, Communist Russia Under Lenin and Stalin, John Murrary, London. Lynch, M 2005, Reaction and Revolution: Russia 1894–1924, 3rd edn, Hodder Murray, London. Lynch, M 2008, From Autocracy to Communism: Russia 1894–1941, Hodder Education, London. Lynch, M 2005, Bolshevik and Stalinist Russia 1918–56, 3rd edn, Hodder Murray, London. Malone, R 2009, Analysing the Russian Revolution, Cambridge University Press, Port Melbourne. Malone, R 2015, Analysing the Russian Revolution, 2nd edn, Cambridge University Press, Port Melbourne. Morcombe, M & Fielding, M 2003, The Spirit of Change: Russia in Revolution, McGraw-Hill, Sydney. Perfect, L, Ryan, T & Sweeney, S 2008, Reinventing Russia: A Study in Revolution, History Teachers’ Association of Victoria, Melbourne. Perfect, L, Ryan, T & Sweeney S 2015, Reinventing Russia: The Revolutionary Experience, 2nd edn, History Teachers’ Association of Victoria, Melbourne.
Quotes Quotes “Poverty is the parent of revolution and crime.” ― Aristotle who make peaceful revolution impossible will make violent revolution inevitable." [Remarks on the first anniversary of the Alliance for Progress, 13 March 1962]” ― John F. Kennedy “You cannot buy the revolution. You cannot make the revolution. You can only be the revolution. It is in your spirit, or it is nowhere.” ― Ursula K. Le Guin, The Dispossessed “Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty or give me death!” ― Patrick Henry Photography Music
RELIGIOUS EDUCATION LONG TERM PLANNER WHAT DOES IT MEAN TO BE HUMAN? 50% Christianity - Progressed Religions - Hindu Dharma and Islam KEY QUESTION To be used all year AUTUMN SPRING SUMMER SUPPLEMENTARY UNITS To be used any time as required Year 1 What do people say about God? Christianity (God) – How do some people behave/feel because they believe in God Christianity (Jesus) – What stories are told about God? Why are they told? Christianity (The Church) – What do some people do because they believe in God? Buddhism – How do people behave because they believe in God? Judaism – What do some people do because they believe in God? Hindu Dharma – What is God like? Islam – Where is God? Sikh Dharam – How do people find out God? Year 2 How do we respond to the things that really matter? Christianity (God) – What do special stories teach worshippers and others? Christianity (Jesus) – Why do some people have religious rituals? Christianity (The Church) – How and why is celebrating important in religion and worship? Sikh Dharam – Does worship help people? Judaism – Does worship help people? Islam – Does worship have to happen in a special place / at a certain time? Hindu Dharma – Can worship help people remember what is important? Buddhism – How and why do symbols show us what is important in religion? Year 3 Who should we follow? Christianity (God) – Who should we look up to? Christianity – What qualities make a good leader? Christianity (The Church) – What makes a good leader? Sikh Dharam – What qualities make a good leader? Buddhism – What can people learn from the life of people who started a religion? Judaism – Who inspires you? Hindu Dharma – What is expected of a person in following a religion or a belief? Islam – Who has the X Factor? Year 4 How should we live our lives? Christianity (God) – What lights our way? Christianity (Jesus) – What are we prepared to sacrifice / never sacrifice? Christianity (The Church) – Why are some occasions sacred to believers?
Work effectively in a team, understanding the strengths and weaknesses of others to help teamwork development Communicating and influencing Communicate new and complex information effectively, both verbally and in writing, engaging the interest and enthusiasm of the target audience Able to present research results at project and group meetings and conferences Able to write up research results for project reports and for publication in leading peer-viewed journals Work proactively with colleagues in other work areas/institutions, contributing specialist knowledge to achieve outcomes Application and interview Other skills and behaviours Understanding of relevant Health & Safety issues Positive attitude to colleagues and students Application and interview Special requirements Able to attend national and international conferences to present research results Able to work overseas within Europe for short periods Ability to work flexibly including weekends Current UK driving licence Able to communicate in Spanish Application and interview
Load manual handling Repetitive crouching/kneeling/stooping Repetitive pulling/pushing Repetitive lifting Standing for prolonged periods Repetitive climbing (ie: steps, stools, ladders, stairs) Fine motor grips (eg: pipetting) motor grips Repetitive reaching below shoulder height Repetitive reaching at shoulder height Repetitive reaching above shoulder height PSYCHOSOCIAL ISSUES Face to face contact with public Lone working ## Shift work/night work/on call duties
10 min Discussion Plenary: asking groups for views None 15 min Group activity: reviewing the article which they were asked to read and discussing how it could be used to inform planning. Small group discussion None; BYOD to access article online if needed 10 min Discussion Plenary: asking groups for views None 5 min Plenary: reminder Post-its; tasks for next session Presentation none
of an Improvement Facilitator Lead. The Residents First Project Team will work cooperatively with homes to build CQI capacity and sustainability within the healthcare sector. Quality Improvement: Facilitation Skills: Context Awareness of Residents First: Model for Improvement; Process mapping/Value Stream Mapping Measurement and analyzing data Residents First change package Graphic Displays of Data Process Improvement methodology (Lean) Communication skills Team building Conflict management; Negotiation Capacity building Group Facilitation Organizational Skills Change theory; stages of team development Resident First Overview Resident First alignment with Sector Link Residents First to organizational priorities Local Home profile and priorities
Strong local network structures and strong regional organisations 1. Develop and implement strategy for capacity building through Forum and local networks - Network local leaders - capacity through facilitation and training -Build sustained structure – local Campaign Committees and Forum 2. Ensure support for organisations to be best equipped to be responsive, effective and strong throughout regions 3. Empower and facilitate Member organisations to work effectively together at a level 4. Regional Reps engage and activate local organisations, including joining NCOSS and endorsing campaigns, through: - Map current membership and identify prospects - 1:1 with identified prospects - Roadshows - Community forums - Tapping into existing networks July Ongoing Ongoing July/ Ongoing Reps and CM CM CM Reps and CM A representative regional to contribute to shaping NCOSS priorities, agenda, and policy, advocacy, campaign and sector development work 1. Review Terms of Reference of Regional Forum 2. Develop and implement Regional Engagement Strategy 3. Link Regional Forum into all NCOSS work/ other forums March March/ Ongoing March/ Ongoing March/ Ongoing Working group Regional Forum Endorse Reps and CM NCOSS Reps
Case study: Rectangular cavity resonator – its components – resonant frequency Cylindrical cavity resonator – its components – resonant frequency Application Conclusion & summary: list by key words: Faraday rotation Ferrites Reciprocal network Precise attenuator
Attachment G AGENCY CLINIC Clinic Site/Address Service Area County/Counties Office Hours Clinic Hours* Describe Handicap Accessibility Clinic Hours (DEFINITION) - Times of day / days of month when medical provider clinics are held (not “supply pick-up only” hours). Clinic hours may not necessarily match office hours
Attachment H FAMILY PLANNING COUNCIL OF IOWA SERVICES PROVIDED WITHIN THE TITLE X PROJECT SERVICES PROVIDED within the Title X Project (page 1) Clinic Site Informed Consent History Physical Assessment Lab Testing Cervical Cytology Client Education/ Counseling Pregnancy Diagnosis/ Counseling STD Testing STD Treatment HPV Vaccination VFC Program Legend 1=Provided on-site 3=Referral outside clinic, but paid for by Title X 2=Reserved for Grantee Use Only 4=Not provided at clinic site Attachment H
SERVICES PROVIDED within the Title X Project (page 2) Clinic Site Male Services Adolescent Counseling HIV Family Participation Resisting Coercion Abstinence Limits of Confidentiality Education Testing Linkage to Care Legend 1=Provided on-site 3=Referral outside clinic, but paid for by Title X 2=Reserved for Grantee Use Only 4=Not provided at clinic site Attachment H
SERVICES PROVIDED within the Title X Project (page 3) Clinic Site IA Breast & Cervical Cancer Early Detection Program Intimate Partner Violence Assessment/ Education GYN Conditions Health Promotion/ Disease Prevention Reproductive Life Planning Preconception Health Basic Infertility Services Legend 1=Provided on-site 3=Referral outside clinic, but paid for by Title X 2=Reserved for Grantee Use Only 4=Not provided at clinic site Attachment H SERVICES PROVIDED within the X Project (page 4) Clinic Site FERTILITY REGULATION IUD/IUS Hormonal Implant 3 Hormonal Injection Oral Contraceptives Contraceptive Patch Vaginal Ring Cervical Cap/ Diaphragm Emergency Contraception
Attachment K-1 FAMILY PLANNING COUNCIL OF IOWA County Specific Workplan – Clinical Agency Name:__ _________________ County:__ ________________ Will agency have a clinic site in this county: yes no. If yes, please complete the following objectives for this county only. OBJECTIVE ACTIVITY PERSON(S) RESPONSIBLE TIME FRAME EVALUATION MECHANISM clients will receive family planning services. females will receive family planning services. males will receive family planning services. teens will receive family planning service. Percent of family planning users will be minority clients Assure appropriate clinical staff available for projected level of service.
Request for Application (RFA) Country: Sudan Request for Application Number: / RFA/07/ 001/2018) Donor Award Title/ Program Description: Integrated Emergency Health and Nutrition Services for Conflict Affected Populations in South Kordofan and Blue Nile The project will support provision of lifesaving health and nutrition services, specifically for children under 5 years of age and pregnant and lactating women, in 16 clinics in seven localities in South Kordofan and Blue Nile States: Reef-Elshargi, Habila, Alabbasia, Abujebeha in South Kordofan and, Gaissan, Bau and Kurmuk in Blue Nile States. All clinics will provide basic primary health care services integrated with management of severe and moderate acute malnutrition. The clinics will also be linked with a strong network of community groups to provide outreach activities including health, nutrition and WASH education, screenings and follow up. Donor: OFDA Closing Date: Aug 2018 Closing Time: 4:30 pm Sudan Local Time OVERVIEW International Medical (IMC), an international non-governmental organization (located at 12400 Wilshire Boulevard, Suite 1500, Los Angeles, California), with a local office in Khartoum and in Darfur Sudan intends to enter into multiple subawards for the implementation of the program entitled, “Integrated Emergency Health and Nutrition Services for Conflict Affected Populations in South Kordofan and Blue Nile”. To this end, International Medical Corps is seeking applications from organizations interested in providing the services described in this solicitation.Applicants must be indigenous (local) organizations either currently registered in Sudan and with existing officesSouth Kordofan and Blue Nile States. Locally registered offices of international organizations are not eligible to compete. International Medical Corps plans to sub-award under this program. Subject to the availability of funds, the costs of each separate sub award are estimated for a12 month period for activities in the following localities/ administrative units only.
Measure Type Outcome Data Source Collection Process and Calculation Collection Frequency Quarterly Data Limitations Establish treatment or harm reduction programs for justice-involved persons, including education, naloxone in-hand, and linkage to community resources. Measure Baseline value as of 07/01/2018 Target to be reached by 06/30/2019 Number of treatment or harm reduction programs for persons established Measure Type Output Data Source Collection Process and Calculation Collection Frequency Quarterly Data Limitations Measure Baseline as of 07/01/2018 Target to be reached by 06/30/2019 Number of unique justice-involved persons reached through funded programs Measure Type Output Data Source Collection Process and Calculation Collection Frequency Quarterly Data Limitations Measure Baseline as of 07/01/2018 Target to be reached by 06/30/2019 Number of naloxone kits distributed through treatment or harm reduction programs to justice-involved persons Measure Type Output Data Source Collection Process and Calculation Collection Frequency Quarterly Data Limitations Measure Baseline as of 07/01/2018 Target to be reached by 6/30/2019 Percentage of justice-involved persons trained who demonstrate increased knowledge and skills to use naloxone to reverse an opioid overdose Measure Type Outcome Data Source (E.g. pre- and post-tests, or post-tests) Collection Process and Calculation Collection Frequency Quarterly Data Limitations
2. Sustainability Incorporate sustainability activities within work plan sections (1) community engagement and (2) educating key decision makers. Activities should address increasing leadership and other decision-makers’ knowledge, awareness, and support of tobacco control; building and maintaining relationships with the media to increase public support for tobacco control; increasing public knowledge of the health and economic burden of tobacco use and exposure to SHS based on state data, evaluation reports, personal stories and testimonials; convening partners on a regular basis to identify new relationships and outlets for informing the public and decision-makers about tobacco use, exposure to SHS, and tobacco-related disparities. 3. Changing Community Condition and Establishing Community Engagement Community engagement is essential for meaningful change to occur in the way that tobacco products are marketed, sold, and used. The National Association of County and City Health Officials have developed guidelines for comprehensive local tobacco control programs (CDC, 2014). Each proposal must demonstrate progress toward changing social norms regarding tobacco use through a community approach in the applicant’s catchment area. Activities should focus on local and/or statewide community programs, policies, and coordinated multi-component interventions that are part of a comprehensive effort to create tobacco-free social norms. Creating tobacco-free social norms include increasing the unit price of tobacco products, conducting anti-tobacco media campaigns, restricting minors’ access to tobacco products, and making environments tobacco-free. Applicants must demonstrate need for this work through a thorough examination of current tobacco use and tobacco control status in their targeted areas. This is demonstrated through a community based assessment and included as part of the grant application. 4. Work Plan All applicants must include deliverables in their application. Required strategies for all activities must include community interventions, community engagement, including youth and community members inclusive of coalition members, educating key decision makers and mass-reach health communications. A sample work plan is provided in Appendix Note: Although promoting quitting among adults and youth is not the main focus for this RFA, applicants should include offering cessation resources and promote ATQ when working with worksites and other organizations when implementing comprehensive tobacco free policies. D. Applicant Commitments/Requirements Collaboration and Communication: Applicant will develop and maintain active partnerships with diverse organizations and community-focused interest groups that support the mission of fostering a tobacco-free society through the use of proven activities and partnerships among communities and the people of Arkansas. This will be demonstrated through coalition meetings and members assisting and attending events.
Strategy – Identify the GOEC strategy you plan to use Identified Need- What need will be addressed Desired Outcomes Affected - What positive result are you trying to achieve Activities – What programs, partnerships, or activities will your CECC use to address the need Indicators- What data will you collect to track the effect your activity has had on your outcome Date End Date Example: Lowest domain for Kindergarten Readiness on the Early Childhood Profile was Language and Communication Example: Increase parent awareness of Screener Results and importance of early literacy and language development Example: In partnership with the Public Library host a “GetReady! Reading At Home” day to Provide parents information on importance of early literacy Example: Have parents conduct an exit survey to measure how much the parents learned during the event
Ohio County, Kentucky 1542 $ 12,000.00 Oldham County, Kentucky 2913 $ 20,000.00 Owen County, Kentucky 522 $ 6,000.00 Owsley County, Kentucky 256 $ 5,000.00 Pendleton County, Kentucky 827 $ 7,000.00 Perry County, Kentucky 1822 $ 12,000.00 Pike County, Kentucky 3580 $ 22,000.00 Powell County, Kentucky 864 $ 7,000.00 Pulaski County, Kentucky 3654 $ 22,000.00 Robertson County, Kentucky 74 $ 5,000.00 Rockcastle County, Kentucky 931 $ 7,000.00 Rowan County, Kentucky 1332 $ 8,000.00 Russell County, Kentucky 1125 $ 8,000.00 Scott County, Kentucky 3467 $ 22,000.00 Shelby County, Kentucky 3164 $ 22,000.00 Simpson County, Kentucky 1131 $ 8,000.00 Spencer County, Kentucky 924 $ 7,000.00 Taylor County, Kentucky 1583 $ 12,000.00 Todd County, Kentucky 918 $ 7,000.00 County, Kentucky 746 $ 6,000.00 Trimble County, Kentucky 492 $ 5,000.00 Union County, Kentucky 801 $ 7,000.00 Warren County, Kentucky 7623 $ 25,000.00 Washington County, Kentucky 717 $ 6,000.00 Wayne County, Kentucky 1135 $ 8,000.00 Webster County, Kentucky 874 $ 7,000.00 Whitley County, Kentucky 2463 $ 16,000.00 Wolfe County, Kentucky 440 $ 5,000.00 Woodford County, Kentucky 1393 $ 8,000.00 Appendix I- W-9
Attachment 5: List of Participating Ethiopian Universities and Technical Vocational Institutes Region Name of TVET Link to University Afar Adedale Semera Gewane Amhara Anbesame Bahir Dar Bahir Dar Zuria Dangla Durbete Liben Semen Ashefir Oromia Ada'a Hawassa Agarfa (ATVET, TVET) Bekoji Bishoftu Kofele Robe Yabelo SNNP Hawassa SNNP Dawuro Jimma Holeta Yem Somali Jijiga Jijiga Gode (ATVET, TVET) Tigray Alamata Mekele Korem Maichew (ATVET, TVET) Maichew Tilahun Yigzaw