zilongwang/ReadingBank huggingface dataset:
The recent years of below average river has resulted in some in inshore and corals. The urgency now is to increase of land that will this trend through higher Dr Roger Shaw, Chair of the Reef Water Quality Plan Science Panel Member of the practice seagrass
Reef 2050 Expert Panel Figure 5: Map of the Great Barrier Reef Natural Resource Management regions. Legislation and regulation Reef protection regulations first came into force under Queensland law in 2010 and apply to cattle grazing on properties of more than 2000 hectares and all commercial sugarcane farming in the Burdekin, Mackay Whitsunday and Wet Tropics catchments. However, enforcement of these laws was discontinued in 2011 and instead a voluntary industry led approach supported. Since the release of the Reef 2050 Plan, the current Queensland Government has reinstated and strengthened its compliance program for these regulations. Eight new officers have been appointed and existing officers have been trained and are undertaking compliance inspections at properties in the catchments. the regulations, it is mandatory for regulated cane farmers to: • fertiliser at no more than the amount calculated in accordance with a prescribed methodology, taking into account soil testing. Applying fertiliser in accordance with this methodology minimises the risk of nutrient run off from excess application. • Follow specific controls when using herbicide products containing atrazine, ametryn, hexazinone and diuron, which prevents overspray and run off from herbicide products. • Keep records of use of fertilisers and agricultural chemicals to provide evidence to compliance officers of the improvement in practices. It is mandatory for regulated graziers to: • Follow specific controls when using herbicide products containing tebuthiuron. • Apply fertiliser for improved pastures at no more than the amount calculated in accordance with a prescribed methodology, taking into account soil testing. • Keep records of fertiliser and agricultural chemical use. Since March 2016, on farm inspections have taken place, with a focus on fertiliser application requirements on cane farms. The inspections are focused on farms that are currently not accredited under the SmartCane Best Management Practice (BMP) program. An accredited cane farmer demonstrates compliance with the regulated standards. Initial compliance inspections are showing around 40 per cent of growers are not meeting regulatory requirements, suggesting that improvements to water quality will be gained through increased enforcement. Now that the compliance program has been re-established and growers are aware of the legal requirements, stronger enforcement action may become necessary during follow up inspections where non-compliant growers have not improved their practices to meet the legal standards. One of the Queensland Government’s commitments in the Reef 2050 Plan is to strengthen vegetation management legislation to protect remnant and high value regrowth native vegetation, including riparian zones (EHA20). This
Environmental responsibility: aerial view of Port Douglas. Shopping for alternatives Australians dispose of four billion plastic bags each year, with the average bag used for just 12 minutes, but taking 1000 years to break down. Plastic bags in the environment are detrimental to birds, marine animals and ecosystems, as well as human health and the economy. Plastic Free Douglas focuses on reducing the number of disposable plastic bags ending up as litter and landfill. The group includes various business and community stakeholders, as well as the council. Plastic Free Douglas encourages the community to utilise reusable bags, old boxes or baskets for shopping, and inspires businesses to register as ambassadors and offer alternatives to the single-use plastic bag. Reducing reliance on plastic: Plastic Free Douglas promotes plastic bag alternatives. SES saves power The council has installed a solar power system on the State Emergency Services (SES) building in Diwan, making it the main power supply for the facility. The new 1.56 kilowatt system replaced an old and inefficient generator. The installation incorporates a 12 volt gel battery bank, which stores energy during daylight hours, ensuring power is available 24 hours a day. The system has the capacity to be supplemented by a generator, if required during bad weather or in the event of an emergency. The building’s primary power requirements are lighting, two-way radio charging and powering emergency equipment. Storing power: rooftop solar panels at the SES building in Diwan. Gladstone Regional Council Plan spans diverse habitats The council’s landmark Biodiversity Conservation Strategic Plan is designed to preserve and conserve regional biodiversity values on behalf of the community. Biodiversity across the region includes grazing land, woodlands and forests extending west to the Great Dividing Range, and seawards to include the Great Barrier Reef. The plan prioritises the main threats to the region’s biodiversity and outlines what can be done to achieve environmental outcomes. Planning in place: Biodiversity Conservation Strategic Plan 2016–25. Drawing the line against pests The council’s Biosecurity Plan 2016–19 provides strategic direction for government, industry, community groups and landholders to manage invasive species within council boundaries. The plan ensures resources are invested to achieve effective outcomes for invasive species management and incorporates mechanisms for monitoring, evaluating and reporting on the effectiveness of actions implemented. Combatting known threats: feral pigs cause damage to waterways.
IMPORTANT INFORMATION These Reef Trust Phase Three Investment Applicant Guidelines 2015-16 (Guidelines) provide information to help prepare an Application for a programme supported by the Reef Trust Phase Three Investment Programme (Programme). To assist Applicants to plan their Programmes, these Guidelines and other key information will be available online from 22 December 2015. Applications must be submitted before the Closing Time of 2.00pm Queensland time (AEST)/ 3pm Canberra time (AEDT) on 15 February 2016. KEY DOCUMENTS The following documents are available online () to help you prepare your Application for funding the Programme: Reef Trust Phase Three Investment Applicant Guidelines 2015-16 (this document) Reef Trust Phase Three Investment Application Form Reef Trust Phase Three Investment Prioritisation Guide Reef Trust Phase Three Investment Programme Frequently Asked Questions Reef Trust Phase Three Investment Programme Sample Funding Agreement – Part A, B and C Capitalised terms used in these Guidelines are defined in Appendix B: Glossary. KEY DATES Anticipated timeframes: Application Form and Guidelines available Applications Open Applications Close Application assessment period Programmes announced Acceptance of Funding Agreements Programmes must be completed before 22 December 2015 22 December 2015 2.00pm Queensland Time(AEST)/ 3pm Canberra time (AEDT) 15 February 2016 February – March 2016 March 2016 April 2016 30 June 2019 Table of contents Part 1: About the Reef Trust Phase Three Investment Programme 1 1.1 Background 1 1.2 Delivery of the Programme 2 1.3 Responsibilities 5 1.4 Grant funding available 6 1.5 Objectives and outcomes 7 1.6 Timing 8 Part 2: Eligibility 9
6. Drainage management associated with roads and tracks Wherever a proximate road, vehicular or existing stock track directs overland flow into the Gully head 1, 2, 3, (4, 5) 0.2 7. Runoff diversion bank or contour ripping (other than roads and stock tracks) Where overland flow is contributing to erosion and can be safely implemented 1, 2, 3, (4, 5, 6) 0.2 8. Gully head drop structures At Gully headcuts migrating at > 1m/yr over last 10+ yrs 1, 2, 3, 4, 5, (6) 0.6 9. reshaping + gypsum, compost, revegetation Rapidly eroding Gullies with dispersive/slaking soils – EAT class 1 & 2 1, 2, 3, 4, 5, (6) 0.6 Alluvial options to above (require specialist advice from Technical Partner—all hillslope Gully treatments can be used for alluvial Gullies where appropriate ) 10. Actively revegetate Gully (without reshaping but including brush matting & contour debris placement on slopes) Soil EAT >2 1, 2, 5, 6, (3) 0.2 additional
11. Gypsum/lime + composting/mulching to support revegetation without reshaping Small active Gullies/scalds with dispersive/slaking soils – EAT class 2 1, 2, 6, (3) 0.6 12. Reshaping + Gypsum/lime + Composting/Mulching to support revegetation Highly active Gullies with dispersive/slaking soils – EAT class 1 & 2 Land management agreement ensures no grazing for at least 10 years 1, 2, 3, 4, 5, (6) 0.6 13. Soil capping with stable soil/rock as alternative to 10 & 11 Highly active Gullies with dispersive/slaking soils – EAT class 1 & 2 Land management agreement that preferably excludes grazing for at least 10 years 1, 2, 5, 6, (3) 0.5 Stream Bank management (various combinations of approaches will be appropriate for all stream types) 14. Cattle exclusion fencing, weed and animal management Essential pre-requisite for all activities livestock are present or likely to be present in the future 0.1
20. Placement of debris or silt traps at bank toe to facilitate sediment and seed deposition to encourage tree/shrub regeneration Minor streams only 14, 15, 17, 18 0.2 21. Engineered Stream Bank toe protection or bed protection using rock or timber structures and/or battering & revegetation Only if extensive section of bank erosion with rates >1m/yr – requires consultation and approval from technical team 14, 15, 17, 18 0.7 22. Actively revegetate riparian areas and associated floodplains Where no/minimal vegetation currently exists on riparian/ floodplain surface 14, 15, 17, 18 0.2 1 Gullies will likely respond more quickly in humid tropics (where present) 2 Watering points are complementary to fencing so do not contribute to erosion control on their own 3 Emerson Aggregate Test (NSW OEH, 2013) 4 The effect of Gully catchment activities can be added to that of within-Gully activities
Grants Rule and Guidelines Competitive Tender The market based mechanism whereby the Department invites Applicants who registered their expression of interest to apply for funding. CSIRO Commonwealth Scientific and Industrial Research Organisation. Department The Department of the Environment. Environmental Benefits Index An objective cost-effectiveness index used to compare and prioritise Tenders. Environmental Offense An illegal act which directly harms the environment. Expression of Interest The stage in which sugar cane farmers register their expression of interest to participate in the Competitive Tender. Grant Contract A contract (in the form approved by the Department from time to time) between Terrain NRM and Successful Applicants for the provision of Grant Funding to Applicants by Terrain NRM in return for the undertaking of activities by the Applicant to improve nitrogen use efficiency in accordance with the relevant contract. Grant Funding Funding received through this Programme. Great Barrier Reef The extending from just north of Fraser Island in the south to the tip of Cape York Peninsula in the north, including areas from the low water mark on the mainland eastwards past the continental shelf and includes all islands, and internal Queensland and Commonwealth waters. Hotline 1800 357 755 Legal Entity A legal entity, such as: • an individual • a legally incorporated organisation • a body corporate, or • a company. Nitrogen Fertiliser Application Rates / Applied Nitrogen Fertiliser Refers to the mineral nitrogen rate (kg/ha) of fertiliser blends (i.e. the specific mineral nitrogen content of fertiliser blends applied to the cane crops, not simply the total fertiliser applied, which will consist of other elements). Nitrogen Use Efficiency Calculator The calculator developed for use by Applicants when preparing their Tenders. Pollutant Reduction Score An estimation of the pollutant reduction potential of a Tender. Programme The Reef Trust Tender - Wet Tropics Programme. Proposed Nitrogen Use Efficiency Target The Applicant’s Proposed Nitrogen Use Efficiency Target for the purposes of the Programme. Reef Trust An Australian and Queensland Government Programme which will provide cost effective, strategic investment which goes above and beyond existing programmes to address key threats to the Great Barrier Reef and catchments for the long-term protection and conservation of the outstanding universal value of the Great Barrier
87228 Cherokee McClung, C.M. & Co 199148 Paul Bunyon's Means, Norman E.L. 153602 Takapart Meisselbach, A. F. Manufacturing Company 153603 Fishing Reel of Quality Meisselbach, A. F. Manufacturing Company 153605 Tripart Meisselbach, A. F. Manufacturing Company 175606 Okeh Meisselbach, A. F. Manufacturing Company 117573 Rainbow Meisselbach, A. F. & Brother 522955 Flo-Line Meyer, Lou Co
563205 Smoothcast South Bend Bait Company 646417 Spin Cast 77 South Bend Tackle Company, Inc. 648186 Spin Cast South Bend Tackle Company, Inc. 677282 Norseman South Bend Tackle Company, Inc. 698932 Contour Control South Bend Tackle Company, Inc. 698933 Futura South Bend Tackle Company, Inc. 699371 Spincast R Bend Tackle Company, Inc. 633099 Fin-Nor Southern Tackle Distributors Inc
Spring 2013-Fall 2013 Assessment Data Spring 2014-Fall 2014 Assessment Data Semester Spring 2013 Fall 2013 Spring 2014 Fall 2014 Count 90 42 88 56 STAR (US) E1a Manages time and materials, 100% 100% 99% 98% STAR (US) E1c Monitors and responds to student behaviors, 99% 100% 100% 96% STAR(US) E2b Communicate effectively with students, 100% 100% 100% 100% STAR (US) E2c Encourages students to articulate understanding of content, 100% 100% 100% 98% STAR (US) E2d Embraces diversity in the school community and in the world, 100% 100% 99% 96% STAR (US) E3c Creates opportunities for learner response, 100% 100% 100% 98% STAR (US) E4a Develops plans that are aligned with state and district curriculum, 100% 100% 100% 98% STAR (US) E4b Monitors and adjusts lesson plans to meet and enhance student progress towards goals, 100% 100% 100% 98% STAR (US) E5a quality questions, 99% 100% 99% 96% STAR (US) C1d Self-evaluates teaching and professional role 100% 100% 100% 98% Count 90 43 90
STAR (US): 5A Establishes and Maintains a Positive Climate 100% 100% 100% 98% STAR (US): 9A Self-evaluates Teaching and the Professional Role 100% 100% 100% 98% STAR (US): 10A Communicates with Families 99% 98% 99% 100% STAR (US): 10B Utilizes School and Community Resources 100% 100% 100% STAR (US) K1b Sets expectations for learning and achievement, 99% 100% STAR (US) E1d Establishes and maintains a positive climate, 100% 100% STAR (US) C1a Assumes the professional role and maintains high ethical standards. 100% 100% 47 56 Assessment of Professional Dispositions: APD Spring 2014 Fall 2014 APD D1 Impact, 96% 96% APD D2 Professional Identity and Growth, 92% 96% APD D3 Leadership 89% 96%
and Records Assessment Data STAR (US) K1a Individualizes the instructional environment, 100% 100% STAR (US) E3A Uses a variety of formal and informal assessment strategies, 99% 95% STAR (US) E3b Establishes criteria and provides assessment feedback, 100% 96% STAR (US) E3d Uses, monitors, and records assessment data, 100% 95% STAR (US) E4b Monitors and adjusts lesson plans to meet and enhance student progress towards goals, 100% 98% STAR (US) E4c Collaborates and plans with other professionals. 100% 98% Count 90 43 90 ISL: 1a.1: Evaluates student 100% 98% 100%
13 Was staff able to readily locate/operate the following: Available, and was used Available, but not used on the patient Available, but defective Not Available Emergency Medicines Defibrillator Laryngoscope Ambu bag Oxygen Cylinder (filled or not) Suction machine & suction catheter Glucometer Annexure-13b
Logistic Checklist Code Blue Performa 2015,2016,2017 Ambu Bag Laryngoscope & intubation Defibrillator ET tube & Airways O2 therapy Emergency Medicines Others ( Non-compliance (%) 0.5 0.3 0.3 0.0 0.5 0.3 2.5 Compliance (%) 99.5 99.7 99.7 99.5 99.7 97.5
Specified Personnel: Only the personnel of the Contractor specified in the table below are to perform the Services (education, training, assessment or other specified services). Processes for amending the list, should this be necessary, are outlined in clause 11 of the Contract. Name of employee of contracted provider Role Qualification / Experience Working With Children Compliance provided Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No (Schedule 2 ends here)
SCHEDULE 3 – CONTRACT VARIATION NOTICE Date: To: Insert Name of Contractor Insert Address Details of Contractor [Insert name of School] hereby confirms that pursuant to clause 2.2 of the contract between [insert name of School] and [insert name of Contractor] for provision of a re-engagement program dated [insert date of contract](“Contract”), services are required for Additional Students. Details of Additional Students and additional Service Fees payable to [insert name of Contractor] by [insert name of School] are detailed below. Details of Students: Student name Date of Year level enrolment Program / course title (eg Certificate II in General Education for Adult) Scheduled contact per week Start date Anticipated completion date Service Fee (per Student) is calculated according to the following Student Name Length of placement (in days or weeks) Placement fee (SRP daily rate* x days of placement OR weekly/annual rate as appropriate) Additional Funding where applicable (eg VETiS, MIPs, PSD calculated for number of days placement) TOTAL fee for each student placement Total Service Fee
distribution of the remainder. Even in this group more than half (58%) have no more than two such pupils. 1.10 Pupils Per School in Longer-Stay CLA Group Number of Schools Number of CLA in schools Percentage of CLA sample Percentage of the schools attended by CLA Schools with one child looked after 1430 1430 30% 54% Schools with 2 children looked after 672 1344 28% 26% Schools with 3 children looked after 299 897 19% 11% Schools with 4 children looked after 125 500 10% 5% Schools with 5 or more children looked after 111 676 13% 4% Total 2637 4847 100% 100% At the census point (31 March 2013), 61% of the longer-stay CLA sample were in what we called ‘Mainstream Schools’. This classification combines six sub-categories: “Academy Converter or Mainstream”, “Community school”,” Academy Sponsor Led”, “Voluntary Controlled”, “Foundation” and “Voluntary Aided”. Nearly four out of ten (39%) of the CLA children were not in schools that we defined as mainstream. Of these over half (57%) were in special schools, one in six (17%) in pupil referral units, one in seven (15%) in alternative provision, and the remaining one in eight (12%) in a miscellaneous category we called ‘other’. Two thirds of the latter were in fact in further education (FE) colleges. Table 1.11 gives the proportions of children in mainstream schools in our five main need groups. Table 1.11 Need Groups at KS4 by whether in a Mainstream School In Mainstream School No Yes Neither CLA nor CIN 11% 89% CIN 35% 66% Shorter-stay CLA 41% 59% Longer-stay Late-entry CLA 41% 59%
REEVALUATION OF UNLICENSED TEAM MEMBER PERFORMANCE Delegation Teaching TASK: ________________________________________________________________________________ PERSON RECEIVING SUPPORTS: ___________________________________________________________ UNLICENSED TEAM MEMBER: ____________________________________________________________ REGISTERED NURSE: ___________________________________________________________________ REVIEW DATE RN INITIAL TEAM MEMBER INITIAL Approved length up to 180 days DEMONSTRATED COMPETENCY & COMMENTS YES/NO My Initials in the corresponding boxes indicate that I have been observed performing the delegated task and agree with the corresponding statements and I am willing to continue do this task. _______ _____________________________________________________ Initial Team Member Signature My initials in the above corresponding boxes indicate I have assured the corresponding statements are true, and that I am continuing to delegate this task. _____ _____________________________________________________ RN Initial Registered Nurse’s Signature
APPENDIX 3 Reason for Non-competitive purchase Academy: The Education Village Academy Trust Purchase of: Total contract value: £ Proposed supplier: Reason for non-compliance and evidence of value for money. Signed: Executive Principal Date: Signed: Chair support and resources committee Date:
Survey Data Source From the main Survey Data page, click on “Add Data Source.” ID Data Item Response Options Guidance 1.1.1 *Survey Data Source American Drug and Alcohol Survey Behavioral Risk Factor Surveillance System (BRFSS) Campus survey Communities That Care (CTC) Youth Survey Local/community survey National Survey on Drug Use and Health (NSDUH) School survey Search Institute survey survey Survey Youth Risk Behavior Surveillance System (YRBSS) Other (Specify) Use the drop down box to select one response to indicate your data source. If you select enter the name of the data source. Click “Save.” Select the arrow to the right of your selected survey. Click “Add item” underneath the survey name. Sample scenario response: American Drug and Alcohol Survey 1.1.2 *Measure: Source Item Open-ended text Enter the name of the source item exactly as it appears on the survey. Sample scenario response: How in the past month have you had alcohol to drink? 1.1.3 *Measure: Response Options Open-ended text Enter the response options exactly as they appear on the survey. Sample scenario response: None; 1–2 3–9 times; 10–19 times; 20 or more times
2.1 Event/Surveillance Data Source From the main Event/Surveillance Data page, click on “Add Data Source.” ID Data Item Response Options Guidance 2.1.1 *Event/Surveillance Data Source Campus health center Campus mental health center Campus security/police Community health center Community mental health center Fatality Analysis Reporting Systems (FARS) General college/university administrative records Hospital records Local/community agency reporting system State agency reporting system State/local police Uniform Report (UCR) Other (Specify) Select one response from the drop down menu to indicate the event/surveillance data source. If you select “Other,” enter a description of the data source. Sample scenario response: Community health center 2.1.2 *Measure: Event Definition Open-ended text Enter a definition of the measure. Sample scenario response: Of patients who receive routine HIV screening, the percentage of HIV tests that screen positive.
Cross-Check Items None Skip Pattern None A2 Intent/Key Points The intent of the question is to ascertain whether the client is Hispanic or Latino, and, if yes, of which ethnic group the client considers him/herself. Note that this is a two-part question. If the client responds that he/she is not Hispanic or Latino, check “no” and continue with question A3. If the client refuses to answer if he/she is Hispanic or Latino, check “Refused” and continue with question A3. If the client responds that he/she is Hispanic or Latino, check “yes” and inquire about which ethnic group the client considers him/herself. Read the available response options. If the client identifies a group that is not represented on the list, select “other” and write in the group. Additional Probes None Coding Topics/Definitions Response options for the first part of the question: Are you Hispanic or Latino are “yes,” “no,” and “refused.” The follow-up question is: [If yes] What ethnic group do you consider yourself? Please answer “yes” or “no” for each of the following. You may say “yes” to more than one. Read the available response options, and allow the respondent to answer “yes” or “no” to each. If the client identifies an ethnicity that is not on the list, select “other,” and write in the ethnicity. Cross-Check Items None Skip Pattern Skip the second half of the question (If yes, what ethnic do you consider yourself) if the answer to the first part of the question (Are you Hispanic or Latino) is “no” or “refused.” A3 Intent/Key Points The intent of the question is to determine what race the client considers himself or herself. Record the response by the client, not the interviewer’s opinion. ARE
Scanning Electron microscope Off-line analysis of particle shape, morphology, size Frequently used with EDX analysis to identify the chemical composition of the sample. Particles smaller than approximately one nanometre require use of TEM. Expensive, requires highly trained technicians, only small fraction of sample analysed. [42], [57] Chemical analysis Can include EDX, or range of other methods such as NIOSH Manual of Analytical Methods (NMAM) Method 7303 for metals, NMAM Method 5040 was used to quantify the amount of carbonaceous material [42], [52], [71], [60], [61] Phase contrast microscopy (PCM) and polarized light microscopy (PLM) Particle Particle shape, size, surface characterisation [60] Q-Trak Plus (Temperature, relative humidity, carbon monoxide, carbon dioxide) Carbon monoxide and carbon dioxide can be used to indicate presences of combustion-derived ultrafine particles Temperature º C, relative humidity %, carbon monoxide ppm, carbon dioxide % [42], [55] Filter membrane and a sampling pump Collection of particles for off-line analysis Collection of particles for gravimetric, morphological, and chemical analysis [42], [51], [52], [53], [60], [61]
during or between process operation at emission point c) 10 no yes = 70 μg m-3 no no 4∆ a) 5.5 x 102 yes = 1.2 x 104 p cm-3 yes = 1.5 x 105 p cm-3 no no no data collected BEL Default insoluble: 300 μg m-3 b) < 1 yes = 4.0 x 102 p cm-3 yes = 8.0 x 102 p cm-3 yes = 50 p cm-3 yes = 100 p cm-3 c) 1 yes = 450 μg m-3 yes = 16000 μg m-3 no yes = 170 μg m-3 6A a) 4.0 x 103 no yes = 5.7 x 104 no no no data collected Proposed ES 7 μg m-3 b) 3 yes = 86 p cm-3 yes = 550 p cm-3 no no c) 7 yes = 420 μg m-3 yes = 18000 μg m-3 no no 6B a) 3.1 x 103 no yes = 2.1 x 105 p cm-3 no no no data collected Proposed ES 7 μg m-3 b) 3 no no no no c) 3 yes = 19 μg m-3 yes = 550 μg m-3 no no # - no values are able to be calculated because particle concentration measurements were not conducted n/a - not applicable because particle reference values were not calculated * mean between process value is of 2A, 2B, 2C combined values, whilst peak values are highest for 2A, 2B, 2C
FencingWA PO Box 399, Nedlands WA 6009 http://www.fencingwa.com/ Competition: Weapon Start time: Finish time: Referee Poules DE Finals Payment Due Signature Competition: Weapon time: Finish time: Referee Poules DE Finals Payment Due Signature Candidate Weapon Result Signature Refereeing Assessment Done by: Sign: Director Technique_______________________ Date______________ FWA Representative______________________ Date______________
In to be eligible, circumstances must have had a significant constraint on an individual’s ability to carry out research, usually over a period equivalent to 12 months’ full time equivalent working. The exception is that each discrete period of statutory maternity leave or statutory adoption leave (regardless of length) and each discrete period of additional paternity or adoption leave taken lasting four months or more, automatically qualifies for a reduction of one output. If you received any ‘reasonable adjustments’ related to a disability they will be taken into account in assessing whether you are eligible for a reduction in expected outputs for the relevant period. We will contact you if further information or evidence is required (for example, confirmation from your GP or department/faculty). You may withdraw your disclosure at any time. If insufficient information is available, the Committee will not be able take the case forward. Section two I wish to make the University aware of the following clearly defined circumstances which have had an impact on my ability to produce four outputs or to work productively between 1 January 2008 and 31 October 2013. Please describe the relevant circumstance(s). Any information provided in section two will be seen by the relevant Unit of Assessment Coordinator, University REF officers, and senior academics involved in the preparation of the REF return. Clearly defined circumstances career researcher (started career as an independent researcher on or after 1 August 2009) Date on which you started your career as an independent researcher (see footnote definition): Please describe how you met the criteria of independent researcher from that date (e.g. first held award as principal investigator): Part time working Dates, FTE (full time equivalent), and duration in months: Any further information? Career break or secondment outside of the higher education sector Dates and duration in months:
Evidence of conducting leading research in your field (for example, key academic appointments or achievements) Other indicators of standing in your academic community (for example, editorial posts or chair positions for subject bodies) or your professional community. Relevant experience of research management or commissioning, using or benefitting from research. Relevant experience of leading, managing or practising interdisciplinary research. Relevant experience of peer review, research quality standards, or of evaluating the impact, benefits or quality of research 500-word limit Nominee panel and role You may be nominated for up to three roles. Please indicate the role(s) and panel(s) you would like to be considered for, in order of preference, in the following table. Details of relevant roles and panels are given below. Preference Role Panel Sub-panel roles only: Do you wish to be nominated for the role of interdisciplinary research advisor? First Second (if applicable) (if applicable) Information about roles and panels
SECTION C: STABILITY IN HOUSING OVERVIEW Section C is at all interviews. This section pertains to the consumer’s housing situation in the past 30 calendar days. Do not read options that are shown in ALL CAPS. Intent/Key Points The intent of these questions is to determine the consumer’s ability to maintain life within the community during the past 30 days. Read each question and record the number of days spent in each type of setting. Additional Probes If the consumer is having trouble remembering, start with the past week and work backward in small increments. Coding Topics/Definitions HOMELESS—defined as living in a shelter, on the street (in cars, vans, or trucks), outdoors, or in a park. HOSPITAL FOR MENTAL HEALTH CARE—defined as a hospital for the care and treatment of patients affected with or chronic mental illness; includes a stay in the psychiatric ward of a general hospital. Do not count veteran’s hospitals. OR RESIDENTIAL SUBSTANCE ABUSE TREATMENT FACILITY—defined as a medically supervised treatment program for alcohol or drug addiction designed to purge the body of intoxicating or addictive substances. CORRECTIONAL FACILITY INCLUDING JAIL OR PRISON—defined as living in lockup and/or holding in courts or other locations, in addition to living in a prison facility. [Healthy Transitions Grantees: Include juvenile detention in this category.]
22 Center for Substance Abuse Treatment, SAMHSA. Government Performance and Results Act (GPRA) Client Outcome Measures for Discretionary Programs, Question-By-Question Instruction Guide. 23 Center for Substance Abuse Treatment, SAMHSA. Government Performance and Results Act (GPRA) Client Outcome Measures for Discretionary Programs, Question-By-Question Instruction Guide. 24 Center for Substance Treatment, SAMHSA. Government Performance and Results Act (GPRA) Client Outcome Measures for Discretionary Programs, Question-By-Question Instruction Guide. 25 Evidence-Based Tool Kit. Mental Health Transformation State Incentive Grants. 26 Evidence-Based Tool Kit. Mental Health Transformation State Incentive Grants. 27 American Academy of Family Physicians, Policy and Advocacy. Retrieved February 16, 2007, from 28 Evidence-Based Tool Kit. Mental Health Transformation State Incentive Grants. 29 Evidence-Based Tool Kit. Mental Health Transformation State Incentive Grants. 30 Evidence-Based Tool Kit. Mental Health Transformation State Incentive Grants. 31 Evidence-Based Tool Kit. Mental Health Transformation State Incentive Grants.
MEASUREMENTS Ph. Applied Voltage Injected Current Measured Voltage Ph - Ph Measured Current Active (P) MW Reactive Power (Q) MVAR FREQ P.F R-N Y-N B-N R-N Y-N B-N R-N Y-N B-N R-N Y-N B-N Ph. Applied Voltage Injected Current Measured Voltage Ph - Ph Measured Current Active Power (P) MW Reactive Power (Q) MVAR FREQ P.F
CURRENT SETTING Amps I> CURRENT SETTING Amps P/U A D/O A P/U A D/O A P/U A D/O A P/U A D/O A TIME MULTIPLIER TEST: In=1.0A, I>> PHHPTOC1[3I>>(1)]= OFF, PHIPTOC1[3I>>>]=OFF, EFHPTOC1[Io>>]= OFF, EFIPTOC1[Io>>>]=OFF I>=0.3 IN, I>>=∞ Normal Inverse, I>inj. = 5*Is = 1.5A, Io>=0.4 IN, Io>>=∞, Io>inj. = 5*Is = 2.0A TMS VALUE K R-PHASE Y-PHASE B-PHASE E/F N RANGE SEC CALC ACTUAL CALC ACTUAL CALC ACTUAL CALC ACTUAL RELAY OPERATING VALUE AS PER CURVE PHHPTOC1[3I>>(1)]= OFF, PHIPTOC1[3I>>>]=OFF, EFHPTOC1[Io>>]= OFF, EFIPTOC1[Io>>>]=OFF In=1A, Is (I>) =0.3 x In =0.3A, Io> = 0.3In FUNCTION INJECTED CURRENT Amps EXPECTED TIME IN Sec OPERATING TIME IN Sec K= RANGE SEC R DPHLPDOC1 Y DPHLPDOC1 B DPHLPDOC1 N DEFLPDEF1
NORMAL INVERSE 2 X Is 5 X Is 8 X Is VERY INVERSE 2 X Is 5 X Is 8 X Is EXTREMELY INVERSE 2 X Is 5 X Is 8 X Is LONG INVERSE 2 X Is 5 X Is 8 X Is General formula for IDMT characteristics CURVE A B C NORMAL INVERSE 0.14 0 0.02 VERY INVERSE 13.5 0 1 EXTREMELY INVERSE 80 0 2 LONG INVERSE 120 0 1 DEFINITE TIME CHARACTERISTICS: Is (I>, Io>) =0.3, In=1A DPHHPDOC1[3I>>(1)]= OFF, PHIPTOC1[3I>>>]=OFF, DEFHPDEF1[Io>>]= OFF, EFIPTOC1[Io>>>]=OFF INJECTED CURRENT Amps TIME SET - Sec OPERATING TIME IN Sec DPHLPDOC1 3I> RANGE IN SEC R Y B N
MSA Message Acknowledgment Y 2 [{ ERR }] Error Y 2 Vocabulary Model With the update to version 2.9 the (old) chapter 2C is generated from a database. No further manual maintenance of this document is necessary. The representation can thus be enhanced per discussion to closer relate it to HL7 V3 and FHIR. Update Process Quite a lot of the work can be supported by scripts. However, manual processing is necessary: # Procedural Step Comment Estimation resposnsible 1 Copying and splitting the chapters according to the new structure 0,5 da Frank 2 Assigning new chapter numbers 0,5 day Frank 3 Updating Headlines, footers and document metadata 0,5 day 4 Restructuring the Documents internally according to new guidance 2 days Frank + WG 5 Updating the sections according to new layout requires new input or WG internal discussions… ? WG 6 Reformatting the attribute tables by macro 1 day Frank 7 Reformatting the segment tables by macro 1 day Frank 8 Introducing the new message pair tables This should have been done already WG 9 Generating new TOC and Appendix 0,5 day Frank
University of the Western Cape A hard copy of this report must be sent via post to: The Programme Co-ordinator Department of Psychology Private Bag X17 Bellville 7535 No or emailed reports will be accepted University of Cape Town A hard copy of this report must be sent via post to: The Director UCT Child Guidance Clinic Chapel St Rosebank 7700 No faxed or emailed reports will be accepted Stellenbosch University An electronic copy of this report can be sent via email to:
7. What is your opinion on the applicant´s ability to complete a clinical programme in psychology? I seriously doubt his ability to complete the programme I think it will be very hard for him to finish the programme He has shown some strengths but he will struggle in some areas I think he will do well in the programme I think he will show excellent success in the programme I don´t know 1 2 3 4 5 8. How would you rate applicant´s following skills? Under average Average (Top 50%) Good (Top 25%) Excellent (Top 5%) Don´t know Written skills 1 2 3 4 Verbal skills 1 2 3 4 Independent work skills 1 2 3 4 Team work skills 1 2 3 4 Academic work skills 1 2 3 4 Initiative 1 2 3 4 9. Anything else you want to say about the applicant, e.g. regarding his strengths and weaknesses? Signature____________________________________________ Date__________________ If you have any questions regarding the references please contact Áslaug Pálsdóttir Programme Administrator by e-mail aslaugpals@ru.is.
Provides quality education for students and makes decisions based on educational needs. Undertakes ongoing professional development for self and provides for staff developments programs. Not Applicable/ Unknown Serious Concern Some Concern Satisfactory Commendable Exemplary/ Outstanding Supporting Comments: Community Leadership Develops collaborative leadership in the creation of community Facilitates partnerships between parish and school Establishes and maintains effective care of students and staff Provides a range of opportunities for parent partnership Establishes and maintains just and effective decision making and communication structures Establishes links with the wider community Not Applicable/ Unknown Serious Concern Some Concern Satisfactory Commendable Exemplary/ Outstanding Supporting Comments: Administrative Leadership Analyses policy and its implications Effectively delegates decision making and task allocation Supervises staff and work practices Promotes a positive working environment Leads school improvement Effectively manages financial resources, and equipment Works within and contributes to the Diocesan school system Develops and implements policy based on Diocesan priorities and reflecting principles of justice, equity and merit Communicates effectively Not Applicable/ Unknown Serious Concern Some Concern Satisfactory Commendable Exemplary/ Outstanding Supporting Comments: strengths of Applicant: areas needing development: SUITABILITY FOR THIS POSITION Highly Recommended Recommended Recommended with Hesitation Not Recommended
Referee Statement Referee Details Title First Name(s) Family Name Home Address Line 1 Mobile Home Address Line 2 Email Home Address Line 3 Town/City County/State Post/Zip Code Country Current IFE Membership Grade IFE Membership Number I confirm that I have seen the application and supporting papers submitted by the applicant, ___________________________________________________ , and that, to the best of my knowledge, all details provided are true. Signed ________________________________ Date: _______________
STROUD & DISTRCT FOOTBALL LEAGUE – REFEREE’S MATCH RESULT CARD Please use BLOCK CAPITALS and send this card to Gary Chapman leagueassistantsecretary@gmail.com REFEREE’S NAME : [ ] WERE YOU PAID YOUR MATCH FEE BEFORE THE KICK-OFF AS REQUIRED IN 2018-19 (Yes/No) : [ ] LEAGUE or CUP [ ] DATE : [ ] HOME TEAM : [ ] AWAY TEAM : [ ] HOME TEAM SHIRT COLOURS : [ ] AWAY TEAM SHIRT COLOURS : [ ] HOME TEAM GOALS SCORED : [ ] AWAY TEAM GOALS SCORED : [ ] HOME TEAM SPORTSMANSHIP MARK (0-10): [ ] AWAY TEAM SPORTSMANSHIP MARK (0-10): [ ] HOME TEAM REFEREE ASSISTANT MARK (0-10): [ ] AWAY TEAM REFEREE ASSISTANT MARK (0-10): [ ] CAUTIONS : [ ] CAUTIONS : [ ] DISMISSALS : [ ] DISMISSALS : [ ] HOME TEAMSHEET PROVIDED (Yes/No): [ ] AWAY TEAMSHEET PROVIDED (Yes/No): [ ] Any other reason to issue either team a League fine? (please refer to SDFL handbook – Fines Tariff section, Rules 19,20 & 23) : [ ]
References Author, F. M. (2012). Title of reading. In Guest, A. (Ed.), Taking sides: Clashing views in life-span development (4th ed., pp. xxx-xxx). New York, NY: McGraw-Hill. Author, F. M. & Author, F. M. (2012). Title of reading. In Guest, A. (Ed.), Taking sides: Clashing views in life-span development (4th ed., pp. xxx-xxx). New York, NY: McGraw-Hill.
All staff participated in professional organizations to remain current on industry and technical trends as well as to facilitate networking opportunities. Staff member participation included: Systems of Higher Education Chief Audit Executive forum. Association of College and University Auditors Professional Education Committee Chair. Co-presenting at a Treasury Institute for Higher Education Workshop Quality Assurance (QA) Goals Accomplishments Employ internal operational practices that comply with auditing standards and promote efficient use of limited resources. 2017 - The CAE participated on QAR teams for Oregon State University and Idaho State University in FY17. 2017 - Implementation of 2016 QAR recommendations. 2016 - Received a rating of “Generally Conforms” from a peer review conducted by the chief audit executive from Washington State University. This is the highest possible rating and signifies an upgrade from the prior rating in 2011 of “Partially Conforms.” It highlights the improvements the department continues to make on an ongoing basis. The review is required to occur at a minimum of every 5 years. Outreach Goals Accomplishments Provide valuable resources through system-wide communication and education to assist campuses in meeting their objectives. Provided: Presentation on internal audit and internal controls to UAF grants and contracts personnel. Statistics on the reports received through the UA Confidential Hotline and directly to A&CS. Information about fraud and emerging risks occurring at other higher education institutions. Resources on risk assessment processes and enterprise risk management theory. Up-to-date information on the department website: Regularly attended board and executive leadership team meetings to remain current on institutional changes and provide consultation on current issues and initiatives. Discussed compliance and information security within and formal committees.
Date: (Insert date here) Reference Check for: (Insert Candidate’s name here) Position Applied for: (Insert position title here) Referee’s Name: (Insert referee’s name here) Title and Company: (Insert Referee’s position title and company here) Phone: (Insert Contact number here) Candidate’s role at this company: (Insert role candidate held here) Dates candidate was employed: (Insert date of employment here) Questions for Referee Effectiveness in role “How effective was (insert the candidate name here) in the performance of their role? “Why do you say that?” “How was their performance measured?” Strengths “What do you think (insert the candidate name here) strengths are? “Why do you say that?” Technical Competence “How would you describe (insert the candidate name here)’s level of technical skills and knowledge? Ask any questions that you have specific to the position Deals with pressure “How well do you think (insert the candidate name here) deals with pressure? “Can you give me some examples of times when (insert the candidate name here) was under a lot of pressure?”
Reference Details Form Date I, authorise WYSport/SYSport corresponding with the following employment referees covering the period 2011 to date. Signature: ........................................................................ date …………………………....... Most recent Name of previous Employer: ............................................................................................. Line manager’s name ……………………………. Job title………………………….. Postal Address: ................................................................. Or email ................................................................. ................................................................. Position you held ……………………………………………….. Dates employed From ……………………… to ………………………………………
Click Citrix Receiver. When the application launches, enter ADMSU\your NetID, (example smithj) in the Domain/Users field, and your NetID password in the Password field. Click the Log On button. If you have not added the Citrix published application links to your Citrix Receiver desktop, you must add them the first time you connect. on the “+” sign on the left side of the window. An application list displays: Click All Applications. Scroll to and click the PeopleSoft Portal with the Windows Explorer icon. A check mark displays next to it to indicate it has been added to your favorites. Click the PeopleSoft Portal Internet Explorer icon to launch Internet Explorer. It may take a moment to load.
OK button once attachments are uploaded to save them to the request. These attachments will be visible to the entire approval flow. An Approver can Approve, Deny, or place a request on Hold. Comments must be added when denying or placing a request on hold. To add comments click the Comments link (E) in the Voucher Details section and enter notes in the text box. Click the appropriate action button (F) (Approve, Deny, Hold) to process the request and save the comments. Denied and Hold actions require a comment be entered BEFORE the action button is selected. To enter the action comment, click the Add Comments button, and type your comments into the request. Then select the Deny or Hold button. Denied requests trigger a notification back to the Requisitioner with your notes. Requisitioners must create a NEW Quick Invoice to resubmit the information into the system. The original Quick Invoice cannot be resubmitted into the system. Note – If Denied, funds will be by Accounts Payable via a night batch process, and will be available the next day. Requests that are held will trigger a notification to the Requisitioner that the request is on hold. The Approver will need to return to the request and select another action to remove the hold and process the request.
Main Menu > Reporting Tools > Query > Query Viewer Once on the Query Viewer screen, enter the Query Name into the Begins with field and click the Search button to locate the query. From the results list (or the My Favorite Queries list) the HTML link to launch the targeted query. On the Query page, enter parameters and click Search, if required, to view your data. To download and sort query data, click the ExcelSpreadSheet link in the upper left corner of any results screen in PeopleSoft. Some of the most popular queries are listed below: Requisition-Purchase Order Cross Reference Query Name – MSU_REQ_PO_INFO_1 Displays information based on a CWID for the following: Requisition ID Number – Purchase Order Number – Requisition Name – Requester CWID – Requester Name – Date Entered – Buyer CWID – Buyer Name – Merchandise Amount – Status – Department – Supplier ID Number – Supplier Name Note: if you are a requisitioner and someone else’s receiver, you will see data on all of the requests associated to both CWIDs. Department Query Query Name – MSU_DEPT_BALANCES_BY_ACCT Displays information based on the Department and Fiscal Year selected for all revenues and expenses for both Children and parent accounts. Allows for drill down into financial summaries to view line item detail for Budget, Actual Expenses/Revenue, Encumbrances, and Quick Invoices Invoices should only be used by employees for travel and non-travel reimbursements of funds expended for MSU activities. Compensation requests for any type of work performed must be processed through the Payroll Department. Employee Reimbursements All employee reimbursements for travel and non-travel expenses are processed through PeopleSoft using the Quick invoice functionality. Please note the following parameters of submitting requests for these types of expenses. Reimbursements for a Department Manager automatically to the Deaprtment Manager’s supervisor for review and approval within FMS. An email will be sent to the supervisor once the voucher is ready for processing. In accordance with MSU Travel Regulations, requests for reimbursements should be submitted within 15 days of returning from the trip.
Reference list for the product xx Please, list all test and study reports submitted with your application in the template below. Annex point Author Year Title Report number testing facility GLP or GEP published or unpublished Vertebrate study Ja/Nej Data protection claimed? Ja/Nej Justification why the study is necessary for the product authorisation. Has the study been used earlier to support a product authorisation in Sweden under Regulation (EC) No 1107/2009? Has the study been used earlier to support a product authorisation in any Member State within the European Union under Directive 91/414/EEC? Study owner To be filled out by KemI To be filled out by KemI To be filled out by KemI