zilongwang/ReadingBank huggingface dataset:
Project Period: XX/XX/XX – XX/XX/XX OR two line verson below if project had No Cost Extension Original: XX/XX/XX – XX/XX/XX NCE: XX/XX/XX – XX/XX/XX Regulatory Permissions Required: [Choices: None, IRB, IACUC, NIH] Date report received: Summary Report: Future Plans: Value Added by the CFAR:
Progress-Monitoring Meeting Note-Taking Template (DATE) Meeting Attendees Facilitator Intervention Provider Timekeeper Scribe Note-Taker Other Attendees Summarize Student Plan and Discuss Implementation of Plan Student: Intervention provider: Summary of student plan: Note: You may choose to attach or refer to the plan from the previous meeting. Discuss implementation of plan: Describe any factors that have impacted the implementation of the plan (e.g., scheduling, attendance, resources, behavior, and so on). Review Progress-Monitoring Data and Additional Data Review of progress-monitoring data: Is the student making adequate progress toward his/her goal(s)? Are the four most recent progress-monitoring data points above or below the goal line? Is the student’s trend line flatter or steeper than the goal line? Other information? Were additional data collected? (If so, note below.)
Progress Monitoring Review Checklist Student: Group: Interventionist: Time: Question Response: Notes: Is the group making adequate progress? Compared to aimline Compared to pathway According to embedded asmts The student? Compared to aimline Compared to pathway According to embedded asmts According to Wonders asmts Observations during Wonders small group instruction Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Does the intervention appear to be a match? Yes No Do we have the most appropriately qualified teacher with this group? Yes No Sufficient frequency? Yes No Sufficient time? Yes No Adequate pacing? Yes No Monitored at appropriate level? Yes No Is problem solving warranted for the group? The student? Yes No Are there behaviors that need to be addressed? For the group? This student? Yes No Yes No
Location Codes: 1= Office, 2= Field, 3=Phone, 4= Home, 5= School, 6= Stateline Clinic, 9= Inpatient/SNF MH OBJ. # DATE HRS:MM LOC SVC Code NOTES (Begin with language service provided in, if interpreter—indicate such and relationship to client). MM/DD/YYYY FTF/TT CPT/BIS HCPCS/BIS
Tabela 1: Vendet e Marrjes së Mostrave Parametri Pika e daljes Pika e furnizimit Rubineti i Konsumatorit Shënim E.Coli √ √ 2 Enteococci √ √ 2 Akrilamidet 3 Antimoni √ 4 Arseni √ Benzeni √ √ √ 6 Benzo(a)pyereni √ √ Bori √ √ √ Bromatet √ √ √ 7 Kadmiumi 4 Kromi 4 Bakri √ 4 Cianidet √ √ √ 1.2-dikloroetani √ √ √ 6 Epiklorohidrin 3 Fluoridet √ √ √ Plumbi √ 4 Merkuri √ √ √ Nikli √ 4 Nitratet √ 5, 8 Nitritet √ 5, 8 Pesticidet √ Pesticidet, total √ √ √ PAH √ √ Seleni √ √ √ Tetrakloroetani √ √ √ 6 Trikloroetani THM, total √ √ 6, 9 Vinilkloridi √ √ √ 3, 6, 10 Alumini √ √ √ 7 Amoniaku √ √ √ 7 Kloridet √ √ √ C.perfringens √ √ √ 11 Ngjyra √ √ Përqueshmëria √ √ pH √ √ Hekuri √ √ Mangani √ √ Era √ √ Oksidueshmëria √ √ Sulfatet √ √ √ 7 Natriumi √ √ √ 7 Shija √ √ Nr i kolonive 22o C √ √ 2, 11 Nr i kolonive 37o C √ √ 2, 11 Bakteret koliforme √ √ 2, 11 TOC √ √ Turbiditeti √ √ 12 Tritiumi √ √ √ 13 Doza totale indikative √ √ √
G R U P I K O O R D I N U E S N D Ë R I N S T I T U C I O N A L PËR ZBATIMIN E UA NR. 16/2012 PËR CILËSINË E UJIT TË PIJSHËM Grupi Punues për MBROJTJEN E BURIMEVE TË UJIT TË PIJSHËM K O N K L U Z I O N E T NGA TRYEZA E RRUMBULLAKËT PËR MBROJTJEN E BURIMEVE TË UJIT TË PIJSHËM MBAJTUR MË 13 KORRIK 2016 - 27 korrik 2016
IV.2 Project outputs Please list the outputs and results related to the project objectives, its aims, the best practise(s) and if available your policy recommendations. Please provide a list of all deliverables as foreseen in your application. Please note that your deliverables (available online) should be arranged by deliverable number and/or work package number (e.g. WP4 Stakeholder Group, Del. 4.2 Policy Recommendation Report) in a structured way and have to be uploaded into the . Work package & Deliverable Nr. (as in your application) Type of Output Delivery month % Achieved (at the end of the reporting period) Number of issues/items disseminated Electronic, Paper, Online or Event (E, P, O, EV) Language versions (Use the language ISO codes) Available to public - how? Comment Add rows as required.
2. Logical Framework Intervention logic/project summary Objectively verifiable indicators of achievement How indicators will be measured Assumptions & risks Project's general objective(s) (GO) What is the general objective the project aims to achieve? "Title of the GO What are the key indicators related to the general objective including Quantity, Quality, Time? GO. "Indicator 1" What are the sources of information on these indicators? Project's specific objective (SO) What is (are) the specific objective(s) the projects intends to achieve? SO1 – "Title of the specific objective" What are the quantitative and qualitative indicators showing whether and to what extent the project's specific objectives are achieved? SO1. "Indicator 1" SO1. "Indicator 2" What are the sources of information that exist or can be collected? What are the methods required to get this information? Which factors and conditions outside the partners' responsibility are necessary to achieve that objective? (external conditions) Which risks should be taken into consideration? Results (R) What are the outputs (tangible) and outcomes (intangible) contributing to the specific objectives(s)? R1 – "Title of result 1" What are the indicators to measure whether and to what extent the project achieves the envisaged results and effects? R1 "Indicator 1" What are the sources of information for these indicators? Indicator 1.1: source 1 Indicator 1.2: source 1 What external conditions must be met to obtain the expected results on schedule?
R2 – "Title of result 2" R1 "Indicator 2" Activities (A) What are the key activities (grouped in Work Packages) that lead to achieving the expected results? Group the activities by result and number them as follows: A1.1 – "Title of activity 1" (R1) A1.2 – Title of activity 2" (R1) What inputs are required to implement these activities? What preconditions must be met before the action starts? What conditions outside the partner’s direct control have to be met for the implementation of the planned activities?
2. Logical Framework Intervention logic/project summary Objectively verifiable indicators of achievement How indicators will be measured Assumptions & risks Project's general objective(s) (GO) What is the general objective the project aims to achieve? "Title of the GO What are the key indicators related to the general objective including Quantity, Quality, Time? GO. "Indicator 1" What are the sources of information on these indicators? Project's specific objective (SO) What is (are) the specific objective(s) the projects intends to achieve? SO1 – "Title of the specific objective" What are the quantitative and qualitative indicators showing whether and to what extent the project's specific objectives are achieved? SO1. "Indicator 1" SO1. "Indicator 2" What are the sources of information that exist or can be collected? What are the methods required to get this information? Which factors and conditions outside the partners' responsibility are necessary to achieve that objective? (external conditions) Which risks should be taken into consideration? Results (R) What are the outputs (tangible) and outcomes (intangible) contributing to the specific objectives(s)? R1 – "Title of result 1" What are the indicators to measure whether and to what extent the project achieves the envisaged results and effects? R1 "Indicator 1" What are the sources of information for these indicators? Indicator 1.1: source 1 Indicator 1.2: source 1 What external conditions must be met to obtain the expected results on schedule?
the national curriculum redevelopment commenced in 2009 (English, Mathematics, Science and History). Respectful Relationships is being included in the Health and Physical Education curriculum (Phase Three). Work on this phase started in February 2011. Input was provided to ACARA in February and March 2012 on the Draft Shape of the Health and Physical Education Curriculum, during the consultation process for that document, drawing on existing best practice information, discussions between jurisdictions and early advice from the Respectful Relationships evaluation. Governments will provide further input into the National Curriculum: Health and Physical Education during the development phase of the curriculum and through national consultations from February to April 2013. The curriculum is expected to be published at the end of 2013. Respectful Relationships Programs—Collaborative Helping young people to be able to have respectful relationships is vital to preventing violence in the long term. The Commonwealth Government has invested $9.1 million over five years to 2013 in Respectful Relationships education projects. In total, 32 projects have been funded across three funding rounds. As at October 2012, 32,000 participants have attended Respectful Relationships education sessions, including 60 young people with intellectual disability and over 8,100 young people from Indigenous backgrounds. The Institute for Social Science Research, University of Queensland, was engaged in August 2011 to undertake the evaluation of the Commonwealth Government’s Respectful Relationships initiative. Good practice guidelines for implementation of respectful relationship projects will be developed as part of the evaluation. Early advice from the evaluators helped to inform the Respectful Relationships Round Three selection process in December 2011, as well as the input to ACARA on the draft shape of the Health and Physical Education Curriculum. The final evaluation report is on target for completion in April 2014. States and territories have also developed and implemented a range of approaches through schools and local communities to support education on issues of respectful relationships, as outlined below. Western Australia The Western Australian Department of Health’s Sexual Assault Resource Centre has an Education and Training Coordinator (Respectful Relationships) to develop sustainability for the Respectful Relationships program and contact schools, universities and professional groups to offer Respectful Relationships training programs. The Women’s Council for Domestic and Family Violence Services (Western Australia) is also delivering a schools-based Respectful Relationships program. They will work intensively
Program REview Key data form Data (fall semester unless noted) Standard Data Source Next Previous Year Previous Year Most Current Year ARP Data Source Student Enrollment Majors (headcount) SCTCS: 16 Program Analytical Data by Program (ENR 105) Majors (FTE) SCTCS: 12 Program Analytical Data by Program New Majors (headcount) -- Program Analytical Data Total Enr. Program Classes (headcount) -- Program Analytical Data Total Enr. Program Classes (FTE) -- Program Analytical Data Student Success Success rate in Prog. Classes -- Program Analytical Data % % % Success rate Majors in Gen Ed Classes 80% Program Analytical Data % % % Persistence Rate in Program Classes -- Program Analytical Data % % % Withdrawal/dropout rate Prog Classes -- Program Analytical Data % % % Fall-Fall retention rate; majors -- Program Analytical Data % % % Learning Outcomes Mastery of Program Competencies - Competency 1 faculty; SLO form % % % - Competency 2 faculty; SLO form % % % - Competency 3 faculty; SLO form % % % - Competency 4 faculty; SLO form % % % Program Graduates (Sum Fall Spring) SCTCS: 6 per year, total Program Analytical Data SCTCS Program Review Report Placement of Graduates in Field (Sum Fall Spring) SCTCS: 90% Program Analytical Data % % % SCTCS Program Review Report Student Goals Achieved 90% Alumni Survey % % %
PROGRAM REVIEW KEY DATA FORM (cont’d) Data Standard Data Source Next Previous Year Previous Year Most Current Year ARP Data Source Faculty Faculty credentials 100% meet SACS faculty % % % Adjunct by discipline (AA/AS only) -- Program Analytical Data Total WSCH (Fall only) -- Program Analytical Data Hrs. Hrs. Hrs. Classroom Average Section Size -- Program Analytical Data # of sections taught (Fall) Program Analytical Data # of sections taught (Spring) Program Analytical Data # of sections taught (Summer) Program Analytical Data % sections beginning 5 pm or after -- Program Analytical Data % % % % online sections -- Program Analytical Data % % % % of blended sections -- Program Analytical Data % % % % class sections taught by adjuncts 40% Program Analytical Data % % % Client Satisfaction Student Satisfaction 90% with program Student Survey % % % Alumni Satisfaction 90% with program Alumni Survey % % % Employer Satisfaction With program graduates 90% with grads Employer Survey % % % With graduates general education skills 85% with GE skills Employer Survey % % % Employment Projections (if necessary) Job Openings in Field (EMSI) Program Analytical Data Advisory Committee Participation 80% members Advisory Survey % % %
LEVEL 5 Module Code Module Title Credits (Number) Status Mandatory (M) or Optional (O) Prerequisites (Code of Module required) Delete unused columns Requirements at Level 5 Students must take the … mandatory modules, i.e. …. plus … optional modules from those listed above. Students must successfully complete 120 credits in total at Level 5. 16. QAA and professional academic standards and quality Statement on the academic level of the course with reference to how the relevant, subject and/or qualification benchmark has been applied, with reference to the QAA’s . This section can also include reference to PSRB requirements and/or other professional or national reference points where applicable; provide full title and date of any relevant benchmarks in each case. This section must include an explicit statement: This award is located at Level 5 of the FHEQ. 17. Support for students This section should set out the course arrangements for Personal Academic Tutoring (including detail of its purpose, and how it is integral to the academic programme for the specific course) together with any course specific support arrangements, e.g. mentors for work-based learning, specialist tutors or workshops, induction etc. For HNDs with approved progression routes to Honours Degrees, this must include reference to arrangements to support students’ transition to the linked Honours Degree/Top-Up route (cross-referenced to detail in Section 22). It should NOT include general University wide support, but the following hyperlinks to Student Services and the Disability and Dyslexia Service should be included. 18. Admissions Please use the following headings: Admissions policy Please state the policy on admissions (who the course seeks to recruit, for example young people leaving school/college, adults in work, international students; whether you interview or have other processes for selecting applicants), together with any commitments to widening participation, equality and diversity, and inclusion. Entry requirements Specify the entry requirements for the course in terms of the minimum standard entry qualifications (e.g. GCSE and A level requirements) and any professional or other requirements (e.g. being in relevant work and having employer support). The University’s minimum requirements are stated below – modify/add to these as appropriate. Do not include the current UCAS tariff point offer – note reference to publication in prospectus.
Skills and capabilities related to employability Transferable/key skills Learning Outcomes: Integrated Master’s Degree [insert name of exit award] By completing level 7 of the programme, as set out on the award map, students will have attained all the intended learning outcomes as set out below. Knowledge and Understanding LO no. On successful completion of the named award, students will be able to: Module Code/s 1. 2. Cognitive and Intellectual skills Skills and capabilities related to employability Transferable/key skills
Level 6 Module Code Module Title Credits (Number) Status (Mandatory (M) or Optional (O)) (Code of Module required) exclusions and other notes* Delete unused columns Single Honours Requirements at Level 6 Single Honours students must take 120 credits from the table above to include all mandatory modules ……. Level 7 Module Code Module Title Credits (Number) Status (Mandatory (M) or Optional (O)) (Code of Module required) exclusions and other notes* Delete unused columns Integrated Masters Requirements at Level 7 Integrated Masters students must take 120 credits from the table above to include all mandatory modules …… including a minimum of 45 credits from the dissertation. (See Section 14.5 in the for details).
Maryland Department of Human Resources Office of Licensing and Monitoring 311 W. Saratoga Street Baltimore, Maryland 21201 Office: 410.767.7871 Fax: 410.333.8408 Child Placement Agency Report Provider Organization: Progressive Steps, Inc. Licensing Agency: DHR Contracting Agency(s): DHR Name of Chief Administrator: Jerry O. Pittman Email: License Type: Treatment Foster Care Type of Inspection: Quarterly Name and Address of CPA Office License Capacity DHR Contract Limit Census by Placing Agency License#/ Exp. date Date of site Inspection Progressive Steps, Inc. 6201 Liberty Road, Suite C Baltimore, MD 21207 Un limited 15 10 00229 April 4, 2016 1/28/2015 Inspection Summary Number of Records Reviewed: Youth 6 Staff 2 Foster Parent 0 Adoptive Parent N/A Number of Interviews: Youth 0 Staff 0 Foster Parent 0 CPA Office Inspection: None Number of ILP Apartments Inspected: N/A Number of Foster Homes Inspected: 0 COMAR Violation: Yes X No If Yes, list Cited Violation(s) below: Violation(s) Scope of Violation(s) Impact of Violation(s) 07.05.02.10 D (3) No foster parent progress notes for August, September, October and November for 1 record Serious Corrective Action Plan: Yes No X If yes, date of CAP: 1/29/2015 Complaint Outcome: N/A Current Status of License: Continued Licensing Coordinator: Gary Lee Date: 1/29/2015 Email: Program Manager: Richard Berger Date: 1/29/2015 Email:
ACCOUNTANCY PROGRAM Master of Accountancy (M.Acc.) Degree DEGREE INFORMATION Program Admission Deadlines: Fall: March 1 Spring: October 1 Summer: March 1 Minimum Total Hours: 30 Program Level: Masters CIP Code: 52.0301 Dept. Code: ACC Program (Major/College): MAC BA Effective: 1970 Concentrations: Audit/Systems (AUS) Tax (TAX) Also offered as: Concentration under Business Administration (Ph.D.) CONTACT INFORMATION College: Business Department: School of Accountancy (ACC) Contact Information:
Geography AND ENVIRONMENTAL SCIENCE AND POLICY PROGRAM Doctor of Philosophy (Ph.D.) DEGREE INFORMATION Program Admission Deadlines: Fall: February 15 Fall Admission Only Minimum Total Hours: 60 Program Level: Doctoral CIP Code: 45.0799 Dept. Code: Program (Major/College): GEP AS Approved: 2005 CONTACT INFORMATION College: Arts and Sciences Departments: Contact Information:
Maryland Department of Human Resources Office of Licensing and Monitoring 311 W. Saratoga Street Baltimore, Maryland 21201 Office: 410.767.7871 Fax: 410.333.8408 Child Placement Agency Report Provider Organization: Progressive Steps Inc. Licensing Agency: DHR Contracting Agency(s): DHR Name of Chief Administrator: Jerry Pittman Email: License Type: Treatment Foster Care Type of Inspection: Quarterly Name and Address of CPA Office License Capacity DHR Contract Limit Census by Placing Agency License#/ Exp. date Date of site Inspection Progressive Steps Inc. 6201 Liberty Road, Suite C Baltimore, MD 21207 Un- Limited 15 6 00229 4/4/14 1/31/14 Inspection Summary Number of Records Reviewed: Youth 0 Staff 0 Foster Parent 6 Adoptive Parent N/A Number of Interviews: Youth 0 Staff 0 Foster Parent 0 CPA Office Inspection: Approved Number of ILP Apartments Inspected: N/A Number of Foster Homes Inspected: N/A COMAR Violation: Yes No X If Yes, list Cited Violation(s) below: Violation(s) Findings Corrective Action Plan: Yes No X If yes, date of CAP: Complaint Outcome: N/A Current Status of License: Continued Licensing Coordinator: Gary C. Lee Date: 2/21/14 Email: Program Manager: Richard Berger Date: 2/21/14 Email:
If you wish to know more information about your diagnosis and support available in your area, please visit the charity website on How PSP can affect communication? The majority of people diagnosed with PSP will experience problems with their communication. Typical characteristics include: Slurred speech (dysarthria) Strained/harsh/hoarse/quiet voice Speaking at a very fast rate Reduced facial expression/ability to maintain eye contact Small handwriting Reduced body language, including hand gesture People with PSP can experience decreased cognitive functioning, which may also impact on communication. People may experience: Slow thinking/ slow learning/ reduced attention and inability to follow fast conversations Losing one’s train of thought while speaking Difficulties problem-solving and forward planning Problems storing and retrieving memories Difficulty making sense of perceptions/ concepts Problems with language (e.g. word- finding difficulties) Difficulty sequencing actions, finding it harder to carry-out everyday tasks. How can Speech and Language Therapy help? Your Speech and Language Therapist can: Offer advice/ strategies and provide specific exercises/ programmes to help improve speech intelligibility Introduce alternative communication systems, which can help you to express yourself if speech becomes difficult How can PSP affect swallowing? PSP may affect your ability to swallow. Symptoms may include: Coughing/ choking when eating and drinking Drooling and poor saliva management Difficulty clearing and controlling food/ drink in the mouth Delayed swallow reflex Food sticking in throat Problems swallow medication Discomfort in chest or throat Recurrent chest infections Increased phlegm which may be difficult to clear Fatigue when eating and drinking Reduced oral intake leading to malnutrition, weight loss and reduced energy, dehydration and constipation How can Speech and Language Therapy help? It is important to identify symptoms of swallowing difficulties early. The Speech and Language Therapist can offer advice regarding swallowing techniques, food/ drink texture modification (dependent on the stage of your condition) and saliva management. They can provide compensatory strategies to help ensure food and drink is being swallowed safely. Alternative methods of eating and drinking (e.g. feeding tubes) may also need to be explored in the
“Together we explore, discover, achieve and grow: developing outstanding practice” HEACHAM INFANT & NURSERY SCHOOL RICH CURRICULUM Curriculum Subject and colour code Science Geography Art and Design Religious Education History Design and Technology Music Physical education Computing Characteristic Of Effective Learning Thinking Creatively and Critically Engagement, Enjoyment and Exploration Attention and Thinking Creatively Motivation, self-esteem and thinking , and Attention and Thinking Creatively Thinking Attention and Motivation, Attention and Self Esteem Attention , Enjoyment and Thinking Critically Computing
What was the result of the Progressive Era reforms of the 17th Amendment, 19th Amendment, and the Direct Party Primaries? The Federal Reserve Act of 1913 created a central banking system in the USA with what responsibility? What was the USA government’s first large-scale effort to regulate business? What did W.E.B. Dubois and other prominent Progressive leaders found in an attempt to expand political and economic rights for African Americans? What did some of Francis Willard’s efforts as a Progressive reformer include? What foreign policy was created I response to the unemployment and declining wages on the West Coast? What prominent social concerns during the Progressive Era were evident in the subject matter of Upton Sinclair’s book The Jungle? How did the creation of the Progressive Party affect the 1912 presidential election results?
CATEGORY 4 3 2 1 Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples. Information clearly relates to the main topic. It provides supporting details and/or examples. Information clearly relates to the main topic. No details and/or examples are given. Information has little or nothing to do with the main topic. Amount of Information Reform topics are addressed and all questions answered with at least 2 sentences about each. Reform topics are addressed and most questions answered with at least 2 sentences about each. Reform topics are addressed, and most questions answered with 1 sentence about each. One or more reform topics were not addressed. Organization Information is very organized. Information is organized. Information is not organized. The information is organized, but not on topic Diagrams & Illustrations Diagrams and illustrations are neat, accurate and add to the reader\'s understanding of the topic. Diagrams and illustrations are accurate and add to the reader\'s understanding of the topic. Diagrams and illustrations are neat and accurate and sometimes add to the reader\'s understanding of the topic. Diagrams and illustrations are not accurate OR do not add to the reader\'s understanding of the topic. Homework 5-3.5 Name:_______________________________Date:__________________
Figure 5. Molded-to-size stator core Starting Torque Starting torque should be considered. This is important in determining the HP required for the pump, but also impacts the life of the stator and its efficiency. Optimizing starting torque versus efficiency is important in the final selection. Selecting a pump manufacturer that optimizes stator compression (see Figure 6) for performance and balances efficiency is essential to optimal PC pump performance. Figure 6. Optimized stator compression Conclusion In summary, make careful choices when considering what type of PC pump to purchase, and what stator options to choose. It impacts the initial capital cost and affects the overall life cycle cost of the pump. Choosing the lowest cost pump may not always be the best choice. Consider the stator material, number of stages and type of geometry, construction and the quality of manufacturing to ensure the best overall value. This value is maximized when considering capital cost, operating cost, spare parts cost and maintenance cost. Avoid considering only one of these during the evaluation. Name Email Website Title Comment ) >
RESOLUTIONS OF THE ORDINARY GENERAL MEETING OF SHAREHOLDERS OF METAV S.A. 20.11.2018 The shareholders of METAV S.A., a company registered with the Bucharest Trade Register under number J40/4031/1991, Sole Registration Code RO 1583522, with its registered office in 67-77 Biharia Street, District 1, Bucharest, Romania, with a share capital of RON 49,043,220 (hereinafter referred to as the “Company”) met on the date of 20 November 2018, starting with 12:00 in the Ordinary General Meeting of Shareholders (“OGMS”) at the Company’s headquarter, with the observance of the convening formalities for such meeting, in accordance with article 117 of the Law no. 31/1990 on companies, republished, as subsequently amended and supplemented and the article 13 of the Company’s articles of association. At the meeting were present and represented shareholders representing […]% of the share capital and of the voting rights of the Company (the “Shareholders”). Following the discussions, the Shareholders legally and statutory adopted the following resolutions: RESOLUTION no. 1 The Shareholders [approved]/[disapproved] the increase for the monthly remuneration granted to the Company’s President of the Board of Directors, Mr. Dimitrios Sophocleous, from Lei 3,600 gross, to Eur 5,000 net, as of 01.12.2018. RESOLUTION no. 2 The Shareholders [approved]/[disapproved] the empowerment of the Company’s General Manager, Mrs. Cristina – Valentina Dinu, to sign on behalf and for Metav S.A. the addendum to the administration agreement concluded with the director Dimitrios Sophocleous. RESOLUTION no. 3 The Shareholders [approved]/[disapproved] granting the President of the Company’s Board of Directors, Mr. Dimitrios Sophocleous, a performance bonus amounting to EUR 25.000.
Table 1. Summary of the key contested ethical and social issues in biodiversity offsetting. Tractability of both scientific and implementation elements of each issue is coded from High to Low: H = Approximate solutions exist or are easily discoverable; M = Solutions are in theory empirically discoverable, but unknown/uncertain/very hard to learn about (scientific) or unlikely to be put in place because of the political and governance context (implementation); and L = Issue is fundamentally intractable. Challenge Tractability Response needed Barriers Scientific Philosophical/Ethical What values are important? L L Continuing societal debate Fundamentally unresolvable value judgement about competing philosophies Ethical basis for conservation M M Carefully designed evaluation of effect of offset-type policies on development Diverse and changing value sets for biodiversity
approvals and social acceptance of impacts Social No net loss compared with what? M M Explicit statement of frame of reference in all cases, and provision to periodically revise this baseline in light of better knowledge Frames of reference describing ongoing biodiversity decline unpalatable No net loss of what? M M Explicit statement of targeted biota and/or processes in all cases, and elicitation of willingness to substitute among targets Diverse views on acceptable levels of inclusiveness and substitutability. No net loss for whom? M-L M Broad and deep social impact assessments designed to identify stakeholders and Fiendishly complex to identify relevant valuers, and to quantify and weight
for biodiversity; develop strong supporting policy for a ‘savings bank’ approach where feasible making a ‘savings bank’ approach challenging and an unattractive investment without strong supporting policy Accounting approach H M Encourage transparency in offset calculation; ensure impact assessment approaches link with offset calculation approach Increased transparency often unpalatable Governance Agency problems M M Incentivise compliance (minimise transaction costs, outcomes-based contracts, risk severance); increase Increased scrutiny of offset trades is politically unpalatable. Incentive to under-deliver offset obligations, or to
capacity for monitoring & evaluation; independent auditing; enhance public participation and scrutiny. accept poor trades cannot be entirely eliminated. Trust fund models H M Development of robust methods for estimation of the replacement cost of biodiversity; systems to track funds to ensure original impacts are compensated for; independent control and oversight. Risk of funds being absorbed into consolidated revenue; mismanagement of funds; increased transparency may be politically unpalatable; concerns about move away from “like for like”. Monitoring, evaluation and auditing M M Design of monitoring and evaluation programs to evaluate offset outcomes at site and policy level; database infrastructure to store and share Lack of incentive and/or capacity to evaluate; oversight and transparency may be politically unpalatable
Information about the grants Kelechek-HP has received over the last three years Name of Project Donor Grant Amount Start and end date of project Supporting children with disabilities in Kyrgyzstan Big Lottery Fund 500,000 GBP September 2016 One School for All Soros Foundation Kyrgyzstan 16,000 USD August 2014 - May 2015 Provision of Basic Education for Children with Disabilities Living in Institutional Care Soros Foundation Kyrgyzstan 21,049 USD September 2014 Accessible School Buildings and Right to Education Democracy commission at the US Embassy in Bishkek, Kyrgyz Republic 2,305 USD September 2014 Preventing Institutionalization of children, especially with disabilities, and creating conditions for their rehabilitation” Ministry of Social Development of Kyrgyzstan 419,870 Kyrgyz soms August 2013 Prepare socially active citizen to address the issues of disabled children in the Talas Region Soros Foundation Kyrgyzstan 9,968 USD November 2012 June April
3. Projected timeline if successful through Global Giving and if weather permits. 8 9 10 11 Complete application to Global Giving Finalise layout of playgrounds and quotes from providers/costs (incl. various scenarios). Prepare and submit project concept and docs (including budget and technical drawings) to Global Giving by 28.08 Fundraising Strategy (both through Global Giving and alternatives) Communications Strategy (how to use social media) to support our fundraising. Agree on project responsibilities at Kelechek after volunteers are gone. Active promotion of the project and fundraising, mainly online. Organise “work days” with parents and volunteers to clear the grounds (without funds: weeding, taking out stones, painting) at both playgrounds. Organise meetings with parents to present timeline and work ahead, allocate responsibilities (incl. future upkeep) at both playgrounds. Confirm with provider(s) that they are able to start the work as soon as funds are transferred. Review and adapt work plan in accordance with amount of funds raised. Report to donors on amount raised. Give go-ahead to providers to start building, after transfer of funds and advance payment made. Build the playgrounds. promotion of project online. Develop project.
12 1 2 3 promotion of project online. Develop project. promotion of project online. Develop project. Report to donors on project progress through GG. promotion of project online. Develop project. Organise Spring launch of playgrounds in once completed. 4 5 6 Complete any outstanding work on playgrounds. Launch events at playgrounds. Report to donors on project progress through GG. Produce video. Draft final report. Publish final report. Meeting with parent groups to review upkeep plan and roles. End of project Communications
PROGRESSIVE SCORES AS AT 11/11/2018 Values Day Age Division Team Name Total - Wins Total - Draws Total - Losses Total - For Total - Against Total +/- Total - Points Ranking Tuesday 10 Blue MCWFTA Green 7 0 0 69 16 431% 21 1 The Green Backs 4 1 2 54 41 132% 16 2 Cambridge Park Cougars 4 0 3 42 41 102% 15 3 Skillz that Killz 3 1 3 38 33 115% 14 4 Ravens 2 0 5 27 58 47% 11 5 Sparkling Divas 0 0 7 27 68 40% 7 6 12 Blue Angry Birds 6 0 1 87 25 348% 19 1 Mixed Lollies 5 1 1 55 22 250% 18 2 Flaming Marshmallows 5 0 2 66 41 161% 17 3 Left Right Out 4 0 3 51 47 109% 15 4 Rebels 4 0 3 45 52 87% 15 5
In vitro maintenance of open potato cultivars Maintenance of open – and licenced ARC cultivars in vitro To make nuclear material available for mass production by commercial tissue culture laboratories In vitro plants were delivered to five commercial laboratories Effect of calcium fertilisation on potato production in South Africa To determine the effect of calcium in irrigation water on the yield and quality of potatoes Infrastructure and methodology for studies on different soil types have been established Early cultivar evaluation in South Africa To comprehensively evaluate pre-commercial cultivars in four different climate regions in South Africa Thus the results of this project contributes towards identification of high-yielding and widely adapted cultivars To contribute to speedy commercialisation of new cultivars Evaluation of 12 cultivars was done on four farms viz Dendron (Limpopo), Tala Valley (Kwazulu-Natal), Aurora (Sandveld) and Petrus Steyn (Eastern Free State) The production methods, climate and prevalence of pests and diseases in the four areas differed considerably. The value of cultivars for specific uses could thus be identified. One new cultivar for the fresh market, one dual purpose cultivar were identified and one for processing
1050 BCE - The Dark Ages of Greece and fall of the Mycenaean culture 850 BCE - Development of the first Greek Alphabet 776 BCE – The First Olympic Games are stages 750 BCE – Homer writes the Iliad and the Odyssey 730 BCE – The first Messenian War and the Spartans conquer southwest Peloponnesia 650 BCE – The Rise of the Greek Tyrants 621 BCE – Draco’s code of law is introduced 600 BCE – Greek coin currency introduced 500 BCE – The Greek Classical Period 505 BCE – Cleisthenes introduces democracy to Athens 490 BCE – Greek/Persian Wars led by Xerxes 468 BCE – Sophocles writes his first tragedy 461 BCE – The Peloponnesian Wars begins between Sparta and Athens 449 BCE – Construction of the Parthenon and the Acropolis in Athens 441 BCE – Euripides writes his first tragedy 443 BCE – Pericles leads Athens 430 BCE – Outbreak of Bubonic Plague in Athens 431 BCE – Second of the Peloponnesian Wars between Sparta and Athens 420 BCE – Construction of the Temple of Athena Nike 399 BCE – Socrates is executed for his opposition to the Thirty Tyrants 386 BCE – Plato founds the Academy 384 BCE – Aristotle is born 359 BCE – Philip II becomes the king of the Greeks 356 BCE – Alexander the Great, son of King Philip II, is born 333 BCE – Alexander the Great defeats the Persians and is given Egypt where he builds a capital at Alexandria and founds the great library. 323 BCE – Alexander the Great dies at Babylon 323 BCE – The Hellenistic Period 224 BCE – Earthquake destroys the Colossus of Rhodes 200 BCE – First Roman victory over Greece 197 BCE – King Philip V of Greece loses to Roman forces 86 BCE – The Roman General Sulla captures Athens EXAMPLE OF STUDENT TIMELINE PROJECT
Table 2) Peak Hour Parking Occupancy Survey (…….Noon…...Afternoon) Date: ……………………………………………………………………………………………………………………………………………………….. Hours: ……………………………………………………………………………………………………………………………………………………. Persons: ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………. Parking Zone Number of Occupied Parking Spaces 1-Storrs Center Parking Garage 2- Dog Lane Off Street Parking 3-On Street Parking- Dog Lane Road 4- On Street Parking- Storrs Road 5-On Street Parking- Royce Circle 6-On Street Parking- Village Street 7-On Street Parking- Wilbur Cross Way Total
Project 2 Teams Section 1 Design Team Review Team Campbell, Joseph Mattiuz, Brendon Stanley, Noah Abel, Allyson Hollis, Zachary McKean, Amanda Adam, Georges Barber, Benjamin Stallings, Wade Campbell, Joseph Mattiuz, Brendon Stanley, Noah Huang, Yingfeng Lee, LaShawn Peoples, Lucas Adam, Georges Barber, Benjamin Stallings, Wade Kadam, Sailesh Riffey, Connor Whitacre, Jacob Huang, Yingfeng Lee, LaShawn Peoples, Lucas Edwards, Lauren Miller, Sydney Magill, Michael Kadam, Sailesh Riffey, Connor Whitacre, Jacob Bauer, Greg Sawin, Sarah Sheehan, Cameron Edwards, Lauren Miller, Sydney Magill, Michael Kollman, Tyler Myers, Robert Yao, Qifan Bauer, Greg Sawin, Sarah Sheehan, Cameron Barnes, Shayla Schultz, Andrea Thompson, Scott Kollman, Tyler Myers, Robert Yao, Qifan Abel, Allyson Hollis, Zachary McKean, Amanda Barnes, Shayla Schultz, Andrea Thompson, Scott Section 2 Design Team Review Team
Provide alternatives for time-based media. Criteria Supporting Feature Remarks and Explanations 1.2.1 Audio-only and Video-only (Prerecorded): For prerecorded audio-only and prerecorded media, the following are true, except when the audio or video is a media alternative for text and is clearly labeled as such: • Prerecorded Audio-only: An alternative for time-based media is provided that presents equivalent information for prerecorded content. • Prerecorded Video-only: Either an alternative for time-based media or an audio track is provided that presents equivalent information for prerecorded video-only content. Not Applicable 1.2.2 Captions (Prerecorded): Captions are provided for all prerecorded audio content in synchronized media, except when the media is a media alternative for text and is clearly labeled as such. Not Applicable 1.2.3 Audio Description or Media Alternative (Prerecorded): An alternative for time-based media or audio description of the prerecorded video content is provided for synchronized media, except when the media is a media alternative for text and is clearly labeled as such. Not Applicable 1.2.4 Captions (Live): Captions are provided for all live audio content in synchronized media. Not Applicable 1.2.5 Audio Description (Prerecorded): Audio description is provided for all prerecorded video content in synchronized media. Not Applicable Guideline 1.3 Adaptable Create content that can be presented in different ways (for example simpler layout) without losing information or structure. only only
Rockefeller argued that he and other stockholders had not had “one cent of return” on their investments in the company in twelve or fourteen years. Assuming for the sake of argument that this statement was true, did it mean that Rockefeller and other stockholders had not benefited from their ownership of the company? Why or why not? Why did Rockefeller believe that he understood what was “the best thing for us all”? Did he believe that he had a special self-interest or point of view? Did his boasting about visiting miners and their families suggest that he realized they had different lives and interests from his? Imagine that you were a miner who witnessed the Ludlow Massacre. How might you have responded to Rockefeller's remarks? Mother Jones on the Futility of Class Harmony Progressive impulses to reconcile differences, to find common ground, and to reduce conflict rang false to labor union activists. Struggling to defend working people from industrial abuses, union organizers often viewed progressive reforms as dangerous compromises that defeated the goals of working people. Mother Jones, a tireless organizer for the United Mine Workers, expressed in a public letter her opinion of the efforts of a Chicago socialite, Mrs. Potter Palmer, to reduce the strife between labor and capital. Born in 1830, Mother Jones began to attend meetings of the Knights of Labor in
sheet Submittal is named properly and name, course, section, and project information are on all documents in the submission /5 Project contains no syntax errors (else grade is “F”) /5 Correctness UML diagram complete and shows relationships among the classes /10 Source code files are properly documented and code is readable and maintainable /10 Driver and all other classes follow the specs /15 Arrays are set up, used, and managed correctly in the driver (or ParkingLot) class /10 Driver class handles ALL user interaction (I/O) /10 Output is readable and clear, including user’s name, and is formatted correctly /10 Results are correct and program uses O-O properly /20 Bonus All I/O done using methods from JOptionPane /10 ParkingLot implemented/used according to specs /20 Total Grade: /100
Table B1 Environmental Risk Analysis Risk Description Probability of Risk Severity of Risk Countermeasures Status of Countermeasure Environmental disasters (floods, hurricanes, tornadoes) damaging and inhibiting access to PHI (CMS, 2007, p. 4) Low High Contingency plans for accessing and charting PHI during emergencies (CMS, 2007, p. 18) Implemented Technology malfunctions and power outages inhibiting access to PHI (CMS, 2007, p. 4 ) Medium Medium Contingency plans for accessing PHI, charting PHI, and placing orders during emergencies (CMS, 2007 , p. 18) Implemented Hackers using computers and wireless internet to access PHI (Bertin, 2009, p. 190) Medium Medium Password requirements, firewalls, antiviruses, and encryption of data (Bertin, 2009, p. 186, 189, 190) Implemented Paper MARs being lost or destroyed (Coiera, 2003, p. 115) High Medium Mobile BCMA system for access to PHI at the bedside (Perry, Shah, & Englebright, 2007) Proposed Location of computer screens next to patient rooms threatening confidentiality of PHI (Bertin, 2009, p. 185) High Medium BCMA system laptops with configurable screens (Howard Medical, 2011.) Proposed
Manual data entry introducing possibility for errors and data manipulation (Bertin, 2009, p. 185) High Medium BCMA system barcode scanners for immediate, accurate, and complete charting (AHA, HRET, & ISMP, 2002, p. 3.1.3) Proposed Shared, cluttered, poorly lit medication room introducing distractions (Perry, Shah, & Englebright, 2007) High High Mobile BCMA system to allow for medications to be pulled at the bedside (Perry, Shah, & Englebright, 2007 ) Proposed Easy accessible, mobile medication carts threatening PHI confidentiality and data integrity (Bertin, 2003, p. 191; AHA, HRET, & ISMP, 2002, p. 3.1.4) Medium Medium Automatic log offs and tracking software for BCMA (Bertin, 2009, p. 191) Proposed
YOU WILL BE GRADED BY THE FOLLOWING RUBRIC Name:__________________________________ Period:___________________ Progressive Era Project US History I (400 points) Exceeds Expectation (200) Meets Expectation (180) Approaching Expectation (150) Below Expectation (100) Score Webquest Written Rubric Answered all questions completely and all answers are correct Answered all questions; one question is incorrect Answered questions; two questions are incorrect Answered all questions; three questions are incorrect Exceeds Expectation (200) Meets Expectation (180) Approaching Expectation (150) Below Expectation (100) Museum Exhibit Visual Project Rubric Unique and very original, very colorful; good organization, items are logically ordered and sharp sense of beginning and end Good originality, somewhat colorful; organized items are somewhat jumpy Some originality, almost no color; some organization, items jumped around, start and end are unclear No originality, no color at all; Not organized, items make no sense Grand Total Total number of points earned _______________________ /400 The Due Date of my Museum Project is: __________________________________
EXPECTED OUTCOMES: (R) Financial support that eliminates or significantly reduces financial burden for candidates/residents: EXPECTED OUTCOMES: (R) Increase in diversity among teachers/leaders in educator pipeline: EXPECTED OUTCOMES: Goal Number(s) Description of Goal(s) Objective Number(s) Format: #.## Description of Objective(s) Activity Number(s) Format: #.## Description of Activity(ies) (PE) Candidates/residents are incentivized or required to commit to teaching or leading in the partner LEA upon completion of the program:
EXPECTED OUTCOMES: REQUIREMENTS FOR ALL GRANTS: Goal Number(s) Description of Goal(s) Objective Number(s) Format: #.## Description of Objective(s) Activity Number(s) Format: #.## Description of Activity(ies) EVALUATION: EXPECTED OUTCOMES: REPORTING: EXPECTED OUTCOMES: GRANT ADMINISTRATION AND OVERSIGHT:
period of several months.(e.g. to an event) Problem solving & initiative Ability to apply specialist knowledge and experience to assess complex situations Ability to use own initiative and suggest and implement practical and effective solutions Application/ Interview Management & teamwork Able to solicit ideas and opinions to help form specific work plans. Able to positively influence the way a team works together. Able to manage self and prioritise workload Able to work independently Application/ Interview Communicating & influencing Evidence of excellent interpersonal skills Ability to respond effectively in a pressurised environment to colleagues, students and other stakeholders With training, have the ability to provide quality, appropriate and timely advice in response to specialist enquiries from customers and colleagues Able to take minutes at meetings Application/ Interview Other skills & behaviours Ability to interface with relevant departments within the University and external bodies. An essential requirement will be the ability to develop good relationships and networking skills Ability to organise events and meetings Application/ Interview Special requirements A willingness to travel within the UK to attend PTPMM events. Flexible hours of work will be required by these activities as well as core hours. Excellent communication skills are essential as is the use of confidentiality in data management at all times. The post will require the holder to possess excellent attention to detail, record keeping skills, interpersonal skills and customer service skills. JOB HAZARD ANALYSIS Is this an office-based post? Yes If this post is an office-based job with routine office hazards (eg: use of VDU), no further information needs to be supplied. Do not complete the section below. No If this post is not office-based or has some hazards other than routine office (eg: more than use of VDU) please complete the analysis below.