zilongwang/ReadingBank huggingface dataset:
GRAPHOPHONIC Competently and consistently recognizes and uses Canadian spelling conventions. OTHER CUES AND CONVENTIONS Skillfully uses communication elements such as neatness, underlining, indentations, spacing, and margins to enhance the clarity and the legibility of communication. Skillful use of written elements (font size, type face, formatting) to enhance meaning. GRAPHOPHONIC Accurately recognizes and uses Canadian spelling conventions. OTHER CUES AND CONVENTIONS Uses communication elements such as neatness, underlining, indentations, spacing, and margins to enhance the clarity and the legibility of communication. Uses appropriate written elements (font size, type face, formatting) to enhance meaning. GRAPHOPHONIC Inconsistent use of Canadian spelling conventions. OTHER CUES AND CONVENTIONS Inconsistent use of communication elements such as neatness, underlining, indentations, spacing, and margins. Inconsistent use of written elements (font size, type face, formatting). GRAPHOPHONIC Limited use of Canadian spelling conventions. OTHER CUES AND CONVENTIONS Limited use of communication elements such neatness, underlining, indentations, spacing, and margins. Limited use of written elements (font size, type face, formatting).
(b) Selects and uses appropriate strategies (before, during, and after) to communicate meaning when using other forms of representing. Before Uses prior knowledge & experience of purpose & audience Generates/collects ideas Uses organizers to plan Before Uses knowledge & experience Aware of purpose & audience Generates/collects ideas Uses organizers to plan Before Uses prior knowledge & experience Aware of purpose & audience Generates/collects Uses organizers to plan Before Uses prior knowledge & experience Aware of purpose & audience Generates/collects ideas Uses organizers to plan During Creates drafts Self-corrects Uses “fix-up” strategies Confers with others During Creates drafts Self-corrects Uses “fix-up” strategies Confers with others During Creates drafts Self-corrects Uses “fix-up” strategies Confers with others During Creates drafts Self-corrects Uses “fix-up” strategies Confers with others After Revises content, organization and flow Confers with others and considers feedback Polishes work Shares work After Revises content, organization and flow Edits Confers with others and considers feedback Polishes work Shares work After Revises content, organization and flow Edits Confers with others and considers feedback Polishes work Shares work After Revises content, organization and flow Edits Confers with others and considers feedback Polishes work Shares work Cues & Conventions CC3.2 (c) Understand and apply the suitable pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions to construct and communicate meaning when using other forms of representing. Purpose and focus are clearly established The composition effectively sticks to the topic and shows insight Awareness of audience is clearly addressed. Ideas are thoughtful and well chosen Purpose and focus are established The composition sticks to the topic and makes sense Awareness of audience is evident Ideas are clear Purpose and focus are usually established The composition attempts to stick to the topic but is not fully clear Limited awareness of audience The composition lacks a clear flow of ideas Purpose and focus are vague or unclear The composition does not stick to the topic Little awareness of audience Ideas are limited
You may attach supporting documentation or additional information you deem relevant. Time Limit Time limit for filing a reprisal complaint: Subsection 19.1(2) of the Public Servants Disclosure Protection Act provides that a reprisal complaint must be filed not later than 60 days after the day on which you knew, or in the Commissioner’s opinion ought to have known, that the reprisal was taken. The Commissioner may extend the 60-day period to file a complaint if he believes that an extension is appropriate considering the circumstances of the complaint. For additional information, consult the Office’s Policy on the Time Limit for Making a Complaint of Reprisal at . Please indicate when you became aware of the reprisal(s), to the best of your recollection, and how you became aware: If you are filing your complaint outside the 60-day limitation period, please explain the reasons for the delay:
BUDGET – Complete the table below to show ACTUAL/FINAL project TOTAL expenses. Please use Exhibit D form to itemize invoices and proof of payment documentation. LINE ITEMS From Grant Application BHAA GRANT ORGANIZATION’S MATCH TOTAL PROJECT COSTS Allocated in Original Grant Award Expended to date (or to be reimbursed) Allocated in Original Grant Application Expended to date (include in-kind 75% cash match at a minimum. 25% maximum in-kind . Over Match 1 2 3 4 TOTALS _____________________________________ ____________ SIGNATURE DATE
Lesson 2 review questions: Define puberty What are mood swings? What causes them? What are some physical changes that during the teen years? The Female and Male Reproductive System Quick Write: What are important things teens can do to care for their reproductive systems? The Male Reproductive System During puberty the testes (2 glands that produce sperm and hormones) produce a hormone called ________________ The testes also produce __________ (male sex cell) The testes are inside a sack like called the _________ Sperm move from the testes and are stored in the __________ (tube behind the testes) They mix with fluids from the seminal vesicle, prostate gland and Cowper’s gland. (3 glands that produce hormones/fluids) The mixture of fluids and sperm is now called __________ Semen exits the penis by ____________ (a series of forceful muscular contraction) Penis-external sexual organ
RE9.2 I CAN observe and describe the significance of cellular reproductive processes, including mitosis and meiosis. RE9.3 I CAN describe the processes and implications of sexual and asexual reproduction in plants and animals. RE9.4 I CAN analyze the process of human reproduction, including the influence of reproductive and contraceptive technologies. I CAN work with others to complete work towards a common goal. I CAN work independently to complete work. I CAN work with the textbook and online resources to find the information I need. What do you about the presentation? INC (Incomplete) 1 (Not Yet Meeting) 2 (Beginning to Meet) 3 (Almost There!) 4 (Congratulations!) Did not answer the question of how designer babies were made. From the presentation, I don’t really understand how designer babies are made. From the presentation, I understand either how to select genetic traits or the process of in fertilization. After the presentation, I have a general understanding of how designer babies are made, including how to select genetic traits and the process of in vitro fertilization. After the presentation, I completely understand how designer babies are made, including how to select genetic traits and the process of in vitro fertilization. Did not answer the question of whether we should make designer babies. They answered the question with a simple yes or no and did not back up their opinion. They answered the question with a simple yes or no and did not back up their opinion and gave a reason or two. They explored some of the scientific, or social implications of designer babies. They fully explored the scientific, moral and social implications of designer babies. They did not speak. The group spoke quietly or was hard to understand. The spoke without confidence but was loud enough. The spoke with confidence and was loud enough. The group spoke with confidence, was loud enough and was fun. Any additional comments or feedback?
Reproduction in Animals Q.4) Differentiate between: Unisexual and Bisexual organisms Viviparous and Oviparous animals External and Internal Fertilization Sexual and Asexual Reproduction Ans.(i) UNISEXUAL BISEXUAL OR HERMAPHRODITE are separate,i.e.,either male or female sex organs are present in an organism. Both male and female sex organs are present in one organism. Each organism produces only one type of gamete,i.e.,either male or female gametes . Examples: dog, cat, cow,fish, birds, reptiles, human beings, etc. Each organism produces both male and female gametes. Examples: earthworm, leech, hydra, etc. (ii) VIVIPAROUS OVIPAROUS Animals which give birth to young ones. Examples: dog, cat, cow, rat, human being, etc. Animals which lay eggs. Examples: lizard, fish, frog, snake, crow, hen, butterfly, etc. (iii) EXTERNAL FERTILIZATION INTERNAL FERTILIZATION The fusion of male and female gametes take place outside the body of the female. Examples: frog, fish The fusion of male and female gametes take inside the body of the female. Examples: cat, dog, human beings, etc. (iv)
Day 6-14 Day 1-5 Bleeding occurs Day 15-28 Increased levels in progesterone Tissue and blood detach and pass through vagina Nutrients secreted into uterine cavity LH and FSH levels peak Ovulation occurs at end due to surge of LH Only constant interval in females Growing follicles increasing estrogen levels Endometrial blood supply replenishing Continue increase blood supply in endometrium 50-150 mL blood is lost Rising estrogen levels Station #6 Identify the following stages of fetal development as (Just write #s) Use book or PPT to complete: 0-8 weeks 9-12 weeks 13-16 weeks 17-20 weeks 21-30 weeks 30-40 weeks ______All body systems present (rudimentary form) ______All major brain regions present ______Assumes fetal position ______Blinking of eyes and sucking motion of lips ______Bone formation accelerates ______Bone marrow begins forming blood cells ______Bone marrow only site for blood cell formation ______Embryonic Period ______Eyes are open ______Face looks human ______Facial features become present
9-12 weeks Facial features become present Smooth muscles forms in ________ of hollow organs Bone marrow begins forming __________ cells Bone formation accelerates __________ is detectable by genitalia 13-16 weeks General sensory organs are present ___________ of eyes and __________ motion of lips Face looks human Most bones distinct and joint cavities apparent 17-20 weeks ___________ _________ (fatty substance) and ___________ (silk-like hair) covers skin Assumes ________ position Limbs become more proportionate Spontaneous muscular activity 21-30 weeks Substantial weight increase Myelination of spinal cord Eyes are _________ Red, wrinkled skin ______________ and toenails Bone marrow ________ site for blood cell formation 30-40 weeks _______ accumulates subcutaneous tissue Turns skin a whitish pink color Testes ____________ into scrotum (males) Lanugo disappears ____________ complete development
Standard Operating Procedure Reproductive Toxins Print a copy of this SOP and insert into your Safety on Site (SOS) Binder. Department: Date SOP was written: Date SOP was approved by PI/lab supervisor: Principal Investigator: Principal Investigator Signature: Internal Lab Safety Coordinator/Lab Manager: Lab Phone: Office Phone: Emergency Contact: (Name and Phone Number) Location(s) covered by this SOP: (Building/Room Number) Type of SOP: ☐ Process ☐Hazardous Chemical X Hazardous Class Contents Purpose Subject Chemicals Used in this Laboratory Properties & Hazards Administrative Controls Engineering Controls Personal Protective Equipment (PPE) Special Handling & Storage Requirements First Aid Procedures Medical Emergency Spill & Accident Procedure Disposal Procedure Safety Data Sheet (SDS) Location Required Training/Approvals Additional Notes Documentation of Training APPENDIX A: Lab-Specific Use Procedures Purpose
Barrier to learning 8 : Parental engagement (for parents of pupils with PPG) Allocation of resources to meet need Part time parent liaison worker (learning mentor) Renaisi project Input from Assistant head for Inclusion Total cost: Included in the cost of learning mentors above (barrier 4) Provisions made through use of resources Programme of weekly for parents ESOL course and workshops Signposting service and advice for a wide range of issues facing parents Support in primary school and secondary school applications Objectives To provide parents with the opportunity to attend meetings/workshops once a year on on a wide range of topics relating to supporting children accross different curriculum areas and significant safeguarding issues. To provide parents with the opportunity to attend ESOL courses within school. To provide parents with support through the signposting of services and offering advice for a wide range of issues parents face. To provide parents with support for school applications. Barrier to learning 9: Access to extra-curricular activities: trips, music lessons, sports activities Allocation of resources to meet need Music tutors After school sports tutors Funds to pay for school trips Total cost £38,081.24 Provisions made through use of resources Saxophone and recorder lessons Afterschool multi-skills group, basketball club and football club Gross motor skills development groups Access for all to school trips
For Questions 8–13, write the letter of the correct answer on the line at the left. 8. The contractions of labor before childbirth are triggered by A. the amniotic fluid. B. the hormone oxytocin. C. the umbilical cord. D. the uterine wall. 9. The term “afterbirth” refers to the A. amnion and the chorion. B. clamping of the umbilical cord. C. placenta and amniotic sac. D. production of milk for the baby. 10. What is a belly button? A. a structure with an unknown purpose B. a scar left from the umbilical cord C. remains of the notochord D. the point where implantation occurred 11. Which hormone causes the mother’s breast tissue to begin producing milk? A. estrogen B. oxytocin C. progesterone D. prolactin 12. Using alcohol during pregnancy can harm a developing embryo, especially its A. reproductive system. B. circulatory system. C. endocrine system. D. nervous system. 13. Which public health measure has decreased the incidence of spina bifida? A. the addition of folic acid to grain products B. the development of new types of baby formula C. the programs at reducing smoking and alcohol use D. the use of a vaccine that prevents German measles 14. Women with Type 1 diabetes may face challenges controlling blood sugar levels during pregnacy. Early in pregnancy, the developing fetus removes glucose from the mother’s blood at a great rate. Would this raise or lower her need for insulin?
Qualifications & Experience a good standard of education including English and Maths administration, office or reprographics experience At least 5 or more GCSE’s including English and Maths at grade C or above (or equivalent) Knowledge & Understanding knowledge of office and administration skills knowledge of MS Office, including Word, Excel, Publisher and PowerPoint understanding of Safeguarding and Child Protection issues. Skills & Abilities IT skills work as an effective team member and apply given instructions able to apply written and verbal instructions to equipment able to accurately input information onto databases able to organise, plan and complete tasks able to work in a school environment, around children and young people high personal standards and able to provide a role model for students and staff seek support and advice when necessary willingness to develop own understanding through advice and training think clearly in emergency situations Personal Qualities an excellent record of attendance and punctuality prioritise and manage own time effectively reliability, integrity and stamina respect confidentiality
Main route – red points London Harwich International Port Hook of Holland Leiden Alphen aan den Rijn Utrecht Wijk bij Duurstede Wageningen Arnhem Nijmegen Millingen aan de Rijn Xanten Cologne Nettersheim Bonn Drachenfels Remagen Koblenz Trier Bernkastel-Kues Cochem Bingen Mainz Worms Speyer Strasbourg Riquewihr Biesheim Badenweiler Basel Schaffhausen Konstanz Sigmaringen Ehingen Ulm Donauwörth Ingolstadt Regensburg Straubing Passau Aschach an der Donau Linz Mauthausen Grein Krems an der Donau Vienna Sites and Museums visited – blue squares Rijksmuseum van Oudheden Archeon Fort Vechten Museum het Valkhof and park, Xanten Clemens Sels Museum Roman-Germanic Museum Köln Naturzentrum Eifel, Nettersheim LVR-LandesMuseum Bonn Igeler St Peter's Cathedral, Trier Imperial Baths, Trier Konstantin-Basilika, Trier Porta Nigra Trier Rheinisches Landesmuseum Trier Museum Antike Schiffahrt Mainz Theater, Mainz RGZM, Strasbourg Gallo-Romain Biesheim Antikenmuseum Basel Augusta Raurica Landesmuseum Konstanz Heuneburgmuseum, Hundersingen Temple of Apollo Grannus, Faimingen Straubing Museum Quintana, Künzing Kastell Boiotro, Passau Wien Kunsthistorisches Museum Wien Naturhistorisches Museum Wien
Under 18 Boys Caleb Croker Jack Pocock Matt Ruddell Jack Beavan Jai Carney Callum Smith Deacon Ladmore Ben Hargrave Rhys Hargrave Jhy Thompson Coach: Andrew Pocock Manager: TBA Under 16 Boys Isaac White Brendan O’Rourke Brayden Cram Sam Neate Liam Smith 3 players to be added Mark White Manager: TBA Under 14 Boys Noah Smith Bailey Marshall Ryder Edwards Boyd Gabe Wakefield Reid Thompson Coach: Sam Ross Manager: TBA Under 12 Boys TBA
Under 18 Girls Abbey Emmerton Maddie Dodson Chelsea Croker Zoe Roulston Georgina Mitchell Hannah Freebody Alyssa Gregory Rylee Bowles Andrew Stewart Manager: TBA Under 16 Girls Stewart Amber Croker Charlotte Adam Nikea Casey-Swan Zoe Divall Meg Angel-Lees Eden Robertson Hannah Bowles Alyssa Croker Lily Beavan Coach: Tracy Croker Manager: TBA Under 14 Girls Melissa Upfield Sarah-Grace Curry Nicole Waddell Hannah Neate Lucy Rice Holly Doggett Emily Rice Ava Keast Maddison Cockburn Kira Spence Coach: Alison Stewart Manager: Nicole Neate Under 12 Girls SJL Lily Curry Rhiannon Wild Kadence Wild Chloe McGregor Taylor McClelland Charli Rhall Charlotte Writer Tamia Cobry Millie Dean
2 Dr Abul Hossain Ministry of Women and Children Affairs Project Director, Multi Sectorial Program on Violence Again Women 3 Mahtabul Hakim UN Women Programme Coordinator 4 GorkeyGourab icddr’b Manager, Monitoring & Evaluation gorkey@icddrb.org 5 HabibaAkther Network of PLHIV President 6 ShamimaPervin Senior Programme Officer- Gender 7 Md Abu CARE- Bangladesh Team Leader, Emphasis Project, HIV Program 8 Shale Ahmed Bandhu Social Welfare Society, (MSM Network) Executive Director 9 Dr Lima Rahman Save the Children Program Director, HIV/AIDS Sector Technical Support will be provided by: Sl Name Designation 1 Smriti Aryal International Consultant aryal_smriti@yahoo.com 2 S.M Naheeaan National Consultant NaheeaanS@unaids.org
CPTF AUDITIONS REPERTOIRE LIST 2017-2018 CPTF Solo Auditions – March 10-11, 2018 The Auditions List consists of three groups of compositions. Each contestant must play one composition from each group. For scores and editions, consult the 2017-2018 NCMTA list and/or the current Federation Festivals Bulletin. Please see the current NCMTA lists for incipits and score suggestions. ***NEW FOR 2018: the Primary Division no longer offers the Federation Festival substitute for the Group 3 piece. Courtesy reminder to those entering the CPTF Auditions: It is inappropriate for teachers, parents, or students to contact the auditions judges regarding their comments or ratings. PRIMARY (Grades K-3) The Primary repertoire corresponds to Junior A from the current list. Group 1 – 18th Century Bach, Johann Sebastien Minuet in g BWV anh. 115 Beethoven, Ludwig van Russian Folk Song in G Major, Op. 107, No.7 Graupner, Christoph Bourree in d minor Hassler, Johann Ecossaise in G Major Franz Joseph Gypsy Dance Mozart, Wolfgang, Amadeus Minuet in C Major, K. 6 Telemann, P. Gavotte in C Major Turk, Daniel G. Rondino Turk, Daniel G. Hunting Horns with Echo Any selection from the Notebook for Anna Magdelena Bach Group 2 – 19th Century Chaminade, Cecile Op. 126, No. 1 Gurlitt, Cornelius Celebration Kohler, Louis Country (Village) Waltz, Op. 249, No. 81 Schubert, Franz Ecossaise in G Major, Op. 18, No.4 Spindler, Franz Flying Leaf Streabbog, J-L Garden Party, Op. 63, No. 3 Group 3 – 20th/21st Century Armistead-Jones, Mary #9 Jig OR #11 March Alexander, Dennis Teratornis Bartok, Bela Children’s Song (Springtime) Sz.42, No. 2 Boyd, Bill Over Easy OR Easy Over Lybeck-Robinson, Lynda Aurora Borealis Rebikov, V. Playing Soldiers, Op. 31, No.4 Salutrinskaya, Tat’iana Sonatina Tan, Chee-Hwa Toccata Fantasia
Facilities Commission REQUEST FOR QUALIFICATIONS FOR CONSTRUCTION MANAGER-AT-RISK FOR TSD & Deferred Maintenance Campus Wide Improvements PROJECT # 16-001-8801 RFQ #303-6-00902A Dated: 2/5/2016 Qualifications and HSP Due Date: 3/3/2016 @ 3:00 PM
eeo, aa, and ada required reporting chart REPORT RESPONSIBLE TIMELINE SUBMIT TO Executive State Agencies and MnSCU ; Due July 31st - Even-numbered years; plans encompass two fiscal years MN Management & Budget Selected State Agencies and MnSCU ; Odd-numbered years (MMB will solicit the audit report from agencies to be audited) MN Management & Budget All Agencies with 25+ Employees Ongoing; each hiring transaction when there is a disparity/underutilization in the EEO job group Agency Affirmative Action Officers/Human Resources All State Agencies with 25+ employees ; Reported quarterly using the calendar year: Quarter 1 – Jan – March (report due: 3rd Friday of April) Quarter 2 – April – June (report due: 3rd Friday of July) Quarter 3 – July – Sept (report due: 3rd Friday of Oct) Quarter 4 – Oct – Dec (report due: 3rd Friday of Jan) MN Management & Budget All State Agencies ; Ongoing; within 30 days of final disposition of complaint MN Management & Budget All State Agencies ; Reported by calendar year; due January 30th annually MN Management & Budget All State Agencies ; ; Reported by fiscal year; due September 1st annually MN Management & Budget
No. Technical parameter Required of technical parameters Information fulfilment of the requirement (indicate whether a value meets the requirement by entering YES or NO) Information about fulfilment of the requirement (enter the value of the parameter of the offered device) Required value of technical parameters Information about fulfilment of the requirement (indicate whether a value meets the requirement by entering YES or NO) Information fulfilment of the requirement (enter the value of the parameter of the offered device) Required value of technical parameters Information fulfilment of the requirement (indicate whether a value meets the requirement by entering YES or NO) Information about fulfilment of the requirement (enter the value of the parameter of the offered device) Comments (enter if applicable) 1. Supply voltage of the system 400V … …V 400V … …V 400V … …V 2. Supply current max. 630A … … A max. 630A … … A max. 400A … … A 3. Maximum output voltage min. 6000A … … A min. 6000A … … A min. 6000A … … A 4. Minimum length of the main loop 200 m … … m 180 m … … m 60 m … … m 5. Minimum length of the reference loop 40 m … … m 40 m … … m 30 m … … m 6. Number of regulators 2 … … 2 … … 2 … … 7. Number of power cabinets 2 … … 2 … … 2 … … 8. Minimum number of connections in the cabinet of the main loop 14 … … 12 … … 8 … … 9. Number of (carts) of the main loop 10 … … 8 … … 4 … … 10. Compensation system of the main loop min. 1900 kVar … … kVar min. 1400 kVar … … kVar min. 900 kVar … … kVar 11. Minimum number of connections in the cabinet of the reference loop 8 … … 6 … … 6 … … 12. Number of coils (carts) of the reference loop 6 … … 4 … … 2 … … 13. Compensation system of the reference loop min. 600 kVar … … kVar min. 480 kVar … … kVar min. 240 kVar … … kVar
14. Minimum dimensions of window of the heating 380x380 mm … … mm 380x380 mm … … mm 380x380 mm … … mm 15. Number of tappings of the windings of the heating transformer coil 2 … … 2 … … 2 … … 16. Minimum rated output of the coil 120 kVA … … kVA 120 kVA … … kVA 90 kVA … … kVA 17. Control panel LCD display dimensions min. 10” … …” min. 10” … …” min. 10” … …” 18. Minimum number of hours of continuous operation (heating) 16 h … … h 16 h … … h 8 h … … h 19. Number of thermocouplse 50 … … 50 … … 16 … … 20. Operating temperature range min. 5C ÷ 40C … …-…C min. 5C ÷ 40C … …-…C min. 5C ÷ 40C … …-…C
C8.1(ii) The Laboratory should use standard taxonomy for referring to Specimens in reports. Appendix A Template for Molecular testing validation for an in-house assay (Informative) Whilst validation must be performed in accordance with the Requirements for the Development and Use of In-house in-Vitro Diagnostic Devices (IVDs), below is a template that may be useful for the technical aspects of validation. Assay validation will be performed in two major steps: 1) Developmental Validation: this addresses specificity, sensitivity, accuracy, bias, precision, positives and false negatives. Appropriate controls should be determined and reference databases used should be documented. 2) Operational Validation: once a method has been developed and initially validated, it may be transferred to the Laboratory as an operational method for implementation. Operational validation is accumulation of test data during testing to demonstrate that the established method(s) and procedure(s) are carried out within predetermined limits in that Laboratory. This includes quality control, competency assessment of personnel, proficiency testing and instrument calibration. 1. Developmental Validation 1.1 Description of Test Note: Appropriate personal protective equipment (PPE) and environmental containment conditions must be used when working with infectious organisms. 1.2 Test Method Protocol 1.2.1 Primers and Probes: Primers and Probe Sequence Working Concentration Reference 1.2.2 Mastermix: All reagents must be stored and used according to the manufacturer’s instructions. Component No Concentration Volume / reaction Vol / working run Reaction mix
3.2 Summary of air transport requirements Shipment type Proper shipping name UN or ID number IATA IATA Packing Instruction Packing group Max net quantity/pkg for passenger aircraft Max net quantity/pkg for aircraft Label (see Figure 3.1) Biological Substance, Category B Biological substance, Category B UN 3373 Hazard Class 6.2 650 — 4 L or 4 kg 4 L or 4 kg UN 3373 mark Cytology vials not containing any Specimen Flammable liquid, n.o.s., (contains methanol) Hazard Class 3 Dry ice Dry ice, or carbon dioxide, solid UN 1845 Hazard Class 9 904 Packing III 2.5 kg in aircraft cabin, 200 kg in hold 200 kg Miscellaneous (Hazard Class 9) Exempt Exempt human substance or exempt animal substance No limit No Formalin <25% Not restricted Infectious Substance, Category A, affecting animals only Infectious substance, affecting animals UN 2900 Hazard Class 6.2 602 50 mL or 50 g 4 L or 4 kg Infectious Substance (Hazard Class 6.2) Infectious Substance, Category A, affecting humans, or humans and animals Infectious substance, affecting humans UN 2814 Hazard Class 6.2 602 — 50 mL or 50 g 4 L or 4 kg Infectious Substance (Hazard Class 6.2) Lyophilised substances Must be classified according to contents Primary receptacles for lyophilised substances must be either flame-sealed glass ampoules or glass vials with rubber stoppers Adapted from the Office of the Federal Register, National Archives and Records Administration (2005) IATA = International Air Transport Association; ID = identification; n.o.s. = not otherwise specified; UN = United Nations
International Maritime Organisation — International Marine Dangerous Goods Code available from National Transport Commission — Australian Dangerous Goods Code Office of the Federal Register — National Archives and Records Administration Office of the Gene Technology Regulator — Guidelines for the Transport of GMOs http://www.ogtr.gov.au/internet/ogtr/publishing.nsf/content/transport-guide-1 Standards Australia — AS 4834-2007 Packaging for Surface Transport of Biological Material that may cause Disease in Humans, Animals and Plants available from United Nations — Recommendations on the Transport of Dangerous Goods, Model Regulations, 14th edition Websites Australian Quarantine and Inspection Service Australian Red Cross Blood Service Further information Other NPAAC documents are available from: NPAAC Secretariat Primary Care, Diagnostics & Radiation Oncology Branch Department of Health GPO Box 9848 (MDP 951) CANBERRA ACT 2601 (02) 6289 4017 Fax: (02) 6289 4028 Email: Website:
I. Need A. Job Market Need – Provide short- and long-term evidence of the need for graduates in the job market. B. Student Demand – Provide short- and long-term evidence of demand for the certificate. C. Enrollment Projections – Use this to show the estimated cumulative headcount and full-time student equivalent (FTSE) enrollment for the first five years of the certificate. (Include majors only and consider attrition and graduation.) YEAR 1 2 3 4 5 Headcount FTSE II. Quality A. Degree Requirements – Use this table to show the degree requirements of the certificate. (Modify the table as needed; if necessary, replicate the table for more than one option.) Category Semester Credit Hours Clock Hours Required Courses Prescribed Electives Free Electives Other (Specify, e.g., internships, clinical work) (if not included above) TOTAL B. Curriculum – Use these tables to identify the required courses and prescribed electives of the certificate. Note with an asterisk (*) courses that would be added if the certificate is approved. (Add and delete rows as needed. If applicable, replicate the tables for different tracks/options.) Required Courses Prefix and Number Course SCH
Prescribed Elective Courses Prefix and Number Course Title SCH Free Elective Course Menu Prefix and Number Course Title SCH Other Prefix and Number Course Title SCH C. Faculty – Use these tables to provide information about Core and Support faculty. Add an asterisk (*) before the name of the individual who will have direct administrative responsibilities for the certificate program. (Add and delete rows as needed.) Name of Core Faculty and Faculty Rank Highest Degree and Awarding Institution Courses Assigned in Program % Time Assigned To Program e.g.: Robertson, David Asst. Professor PhD. in Molecular Genetics Univ. of Texas at Dallas MG200, MG285 MG824 (Lab Only) 50% New Faculty in Year __ New Faculty in Year __ Name of Support Faculty and Faculty Rank Highest Degree and Awarding Institution Courses Assigned in Program % Time Assigned To Program
Telephone number – mobile Report if available Email address Report if available Provider data items Medicare provider number Healthcare provider identifier – organisation (HPI-O) Report if available Healthcare provider identifier – individual (HPI-I) Report if available Provider family name Provider given names Provider name of practice or medical centre Provider practice address Provider practice suburb/town/locality name Provider Australian state/territory name Provider Australian postcode HPV Test Group National Cervical Screening Program HPV test collection method 1 Practitioner-collected sample 2 Self-collected sample HPV test specimen site 0 Not stated 1 Cervical 2 Vaginal 3 Other gynaecological site Reason for HPV test 1 Primary screening HPV test 2 Follow-up HPV test (Repeat HPV test after intermediate risk result or unsatisfactory test) 3 Co-test Test of cure Investigation of signs or symptoms Other, as recommended in guidelines 4 Other HPV test result—oncogenic HPV U Unsatisfactory 0 Oncogenic HPV not detected 1 HPV 16/ 18 detected Type 16 detected Type 18 detected Type 18/45 detected 2 Oncogenic HPV (not 16/18) detected One or more of the following detected: 31, 33, 45, 52, or 58 One or more of the following types detected: 35, 39, 51, 56, 59, 66, or 68
HPV test type 1 Qiagen Hybrid Capture II 2 cobas 4800 6800 cobas 8800 3 Abbott m2000 Alinity m 4 Becton Dickinson Onclarity 5 Cepheid 6 Hologic Cervista Aptima 7 Seegene Anyplex 8 Genera PapType 9. Euroimmun i Euroarray 999 other HPV Test Group National Cervical Screening Program HPV test sample 0 Not stated 1 PreservCyt Solution 2 SurePath medium 97 Other commercial self-collection device 98 Specimen transport medium 99 Flocked or cotton swab HPV test batch information Control kit Lot number Expiry date Amplification kit Lot number Expiry date Cellular (LBC) extraction kit Lot number Expiry date Detection kit Lot number Expiry date Nucleic acid extraction kit Lot number Expiry date Wash buffer Lot number Expiry date Cytology Test Group National Cervical Screening Program
Anti-D, -C, -c, -E, -e Yes Antigen negative Anti-CW Rarely IAT crossmatch compatible at 37°C Anti-Lua Rarely IAT crossmatch compatible at 37°C Anti-Lub Yes Antigen negative Anti-K, -k Yes Antigen negative Anti-Kpa Rarely IAT crossmatch compatible at 37°C Anti-Lea, -Leb, -Lea+b Rarely IAT crossmatch compatible at 37°C Anti-Fya, -Fyb Yes Antigen negative Anti-Jka, -Jkb Yes Antigen negative Anti-Coa Yes Antigen negative Antibody Specificity Clinically Significant Selection of Units Anti-Cob Sometimes IAT crossmatch compatible at 37°C Anti-Wra Rarely IAT crossmatch compatible at 37°C
High titre low-avidity antibodies (HTLA) Unlikely Local policy or seek advice from reference laboratory Antibodies to low/high frequency antigens Depends on specificity policy or seek advice from reference laboratory Other antibodies active by IAT at 37°C policy or seek advice from reference laboratory * Antigen negative red cells should be crossmatched by IAT at 37°C For rare anti sera IAT, crossmatch compatible blood is appropriate if antisera is not available Appendix B Red Cell Antibodies and the Risk of HDFN (Informative)8 Antibody Specificity HDFN Likelihood HDFN Severity Rh Common Mild to severe Kell Common Mild to severe
Attributes Legend: U – Unique (Y or N) M – Mandatory (Y or N) R – Repeating (Y or N) <Copy this table for each entity> Entity: NAME U M R Data- Type/ Length Valid values Default value Owner Definition ID:
Starting time < 2.0s < 1.5s if P < 10W < 1.0s if P ≥ 10W Lamp warm-up time to 60% ϕ < 40s or < 100s for lamps containing mercury in amalgam form < 40s or < 100s for lamps containing mercury in amalgam form Premature failure rate ≤ 5.0% at 500h ≤ 5.0% at 1000h Lamp factor for lamps with integrated control gear ≥ 0.50 if P < 25W ≥ 0.90 if P ≥ 25W ≥ 0.55 if P < 25W ≥ 0.90 if P ≥ 25W Colour rendering (Ra) ≥ 80 ≥ 65 if the lamp is intended for outdoor or industrial applications according to point 3.13(l) of this Annex ≥ 80 ≥ 65 if the lamp is intended for outdoor or industrial applications according to 3.13(l) of this Annex Table 18 – Functionality requirements for other directional lamps (excluding LED lamps, CFLs and high intensity discharge lamps) (Stage 1 = September 2013, Stage 2 = September 2014, Stage 3 = September 2016) Functionality Parameter 1 and 2 Stage 3 Rated lifetime at 50% survival ≥ 1000h (≥2000h in stage 2) ≥2000h for ELV lamps not complying with the stage 3 filament lamp efficiency requirement in point 1.1 of this Annex ≥ 2000h ≥ 4000h for ELV lamps Lumen maintenance ≥ 80% at 75% of rated average lifetime ≥ 80% at 75% of average lifetime Number of switching cycles before failure ≥ four the rated lamp life expressed in hours ≥ four the rated lamp life expressed in hours Starting time < 0.2s < 0.2s Lamp warm-up time to 60% ϕ ≤ 1.0s ≤ 1.0s Premature failure rate ≤ 5.0% at 100h ≤ 5.0% at 200h
Request a League Observer to Attend a Fixture PROCEDURE FOR REQUESTING MATCH VISITS FROM LEAGUE OFFICIALS/MATCH WATCHERS If you feel it would be appropriate for a League Official/Match Watcher to observe one of your games please follow the procedure below: Discuss your concerns with your Club Welfare Officer Consider whether it would be more appropriate for your concerns to be dealt with by your Club Welfare Officer and/or Club Committee If a visit from a League Official/Match Watcher is still felt appropriate please ask your Club Welfare Officer to follow the link below and complete the match visit request form All requests will be assessed and prioritised by League Welfare Officers who will liaise with Club Welfare Officers as appropriate. PLEASE NOTE: Due to the increased number and duplication of requests for match visits over the past couple of seasons it has been necessary to introduce changes as above. There have been occasions when this has resulted in two League Officials/match watchers attending the same game which is a waste of invaluable time. REQUESTS WILL ONLY BE ACCEPTED FROM CLUB WELFARE OFFICERS.
Qualification Profile Qualification Title in English Enter qualification title Title in Arabic Note: Qualification title must be identical throughout all documents and supporting material. Is the qualification and its comprising expressed in learning outcomes? Yes No Is the qualification already included in/aligned to any other Qualifications Framework (QF), if yes, please provide the details below Qualifications Framework Country of Origin Not applicable Qualification Qualification Credit Qualification Number Link to the QF Register/Database Notes Qualification Description Supporting Material Target Learners and Admission Requirements Supporting Material
2: Mapping Scorecard Alignment of NQF Level and Credit for Units (Repeat this section for each mandatory and core elective unit in the qualification) - Attach unit syllabus / course specification Unit Code Unit Title Mandatory Optional Level & Credit on other QF (where applicable) Not applicable Prerequisite (where applicable) Code Unit Objectives (if any) Intended Learning Outcomes (including core skills) LO 1 LO 2 LO 3 Add as necessary Alignment to NQF Level Descriptors Strands LO Assessment NQF alignment Rationale Description Formative / Summative
Knowledge Theoretical Understanding Practical Application Skills Generic Problem Solving & Analytical Skills Communication, ICT & Numeracy Competence Autonomy, Responsibility & Context Overall Unit (if any) Alignment to NQF Credit Learning Activity Activity Duration Frequency Notional Hours Lessons / Lectures / Seminars Tutorial Practical / Laboratory Supervised Assessment
Department of Management Services Division of Resource Management REQUESTS FOR AUTHORITY TO PAY MOVING EXPENSES AGENCY NAME: NAME OF EMPLOYEE SOCIAL SECURITY NUMBER TYPE OF APPOINTMENT Original Promotion Reassignment Demotion Reinstatement FROM TO CLASS TITLE PLACE OF WORK ANTICIPATED DATE OF MOVE: / / _______________________________ POUNDS: __________________________ ESTIMATED COST: $ 0.00_______________________________________________ JUSTIFICATION: Payment of moving expenses for this employee is in the best interest of the State of Florida for the following reasons: ACTION TAKEN: Approved Disapproved Agency Authorized Signature (Print Name) (Print Title) (Sign) Date
REQUEST FOR PROPOSALS – ROUND TWO TABLE OF CONTENTS 1. Context 2. Pilot Area 3. Non-Transmission Alternatives – General 4. Non-Transmission Alternatives – Specific 5. Bid Guidelines 6. Bid Submissions Exhibits: A. Map of Pilot Area B. NTA Resource Application Form – Energy Conservation C. NTA Resource Application Form – Solar PV D. NTA Resource Application Form – Wind Turbines E. NTA Resource Application Form – Tidal Power F. NTA Resource Application Form – Hydroelectric G. NTA Resource Application Form – BUGS H. NTA Resource Application Form – Prime Power Units I. NTA Resource Application Form – Demand Response J. NTA Resource Application Form – Energy Storage K. NTA Resource Application Form – Battery Storage L. Capacity Ratings M. NTA Resource Application – Samples of Each Form N. Form of Contract (To be provided)
23 WHAT IS THE METHOD/APPROACH YOU WILL USE? WHY DID YOU CHOOSE THIS METHOD/APPROACH? 24 WHAT IS THE TECHNICAL CHALLENGE OF THIS APPROACH? 25 WHAT ARE THE RISKS OF THIS APPROACH? HOW WILL YOU REDUCE THESE RISKS? 26 WHAT OTHER METHODS/SOLUTIONS ARE AVAILABLE (BOTH TECHNICAL AND NONTECHNICAL)? WHY IS YOURS BETTER? 27 ARE ANY ETHICAL OR LEGAL ISSUES LINKED TO THIS APPROACH? Annex D– WORK PACKAGES OVERVIEW (Section 4 of the application form) W1 WHEN IS YOUR PROJECT EXPECTED TO W2 HOW MANY MONTHS WILL THE PROJECT TAKE TO COMPLETE? Work Package Cost Table Add as many WP as necessary by adding more columns to the table Participant WP1 (€) WP2 (€) WP3 (€) WP4 (€) WP5 (€) WP6 (€) WP7 (€) WPn (€) Total Add as many participants as necessary by adding more rows to the table Total
This serves as acknowledgement by __________ of a restrictive clause placed in all Missouri S&T linkage agreements. If you receive approval for your requested linkage, this restrictive clause will be included in the proposed agreement. The restrictive clause reads as follows: “The terms of such mutual collaboration for each program and activity implemented under the terms of Memorandum of Academic Cooperation Between The Curators of the University of Missouri on behalf of Missouri University of Science and Technology, USA, and NAME OF UNIVERSITY, COUNTRY, will be jointly discussed and agreed upon in writing by authorized officials of both institutions prior to the initiation of the particular program or activity. Both parties agree to diligently and strictly comply with any and all applicable U.S. export control regulations. All activities will be based upon publicly available information and any resulting information will be published and shared broadly in the scientific community.” It is the responsibility of ___________to inform in writing other faculty, staff and students (graduate or undergraduate) involved in this work/linkage agreement of the possibility of export control implications and the restrictions associated with this project. Acknowledgement: I have read and understand the restrictive clause referenced above and am aware that it will be included in this agreement. Further, I understand the possibility of export control implications on this project and agree to comply with any conditions set forth to manage such technology controls. I also agree to fully report any potential conflicts of interest present with my involvement in this study. Signature of Sponsoring Faculty: Signature of Department Chair:
(Safety Officer Use Only) date recv’d: date picked up: picked up by: RETURN FORM TO University Police/Safety Officer 337-475-5711 mpowell@mcneese.edu READ GUIDELINES FOR CHEMICAL AND WASTE DISPOSAL BEFORE FILLING OUT REQUEST FOR DISPOSAL OF CHEMICAL AND HAZARDOUS WASTE FORM DEPARTMENT: RESPONSIBLE FACULTY OR STAFF MEMBER: BUILDING, OFFICE, AND PHONE: DATE OF REQUEST: PERSON PREPARING FORM: BUILDING OFFICE AND PHONE: LOCATION OF WASTE: (SAFETY OFFICER USE ONLY) ITEM NUMBER IDENTIFICATION OF WASTE CHEMICALS SOLID LIQUID GAS pH NUMBER, SIZE, AND TYPE OF CONTAINER (EX. 3 X 1 L Bottle) VOLUME OR WEIGHT IN CONTAINER (ex. 750 ml in each bottle) TOTAL WEIGHT OF EACH WASTE TYPE IN POUNDS (lbs) (SAFETY OFFICER USE ONLY) DOT/EPA DRAW A LINE BETWEEN WASTE TYPES Special Notes or Handling Instructions: Certification: I hereby declare that the identification/description of waste chemicals is accurate and complete to the best of my knowledge and that I have made a reasonable effort to detoxify and/or recycle this material. Printed Name: Signed Name: Date:
Other points that should be covered in support of the noncompetitive procurement (Example: Public Emergency) (Ohio EMA approval required if project costs exceed the simplified acquisition or small purchase threshold amount: $100,000) A declaration that this action is in the best interests of the agency Enter Signatory Authority or Authorized Representative Name and Title and sign request Reserved for Fiscal/Grant Management Branch use only Reserved for Fiscal/Grant Management Branch use only
REQUEST FOR PAYMENT LEA Financed Purchase of Replacement School Buses Authorized by NC Department of Public Instruction We the _____________________________________ Board of Education (LEA), hereby request that the North Carolina Department of Public Instruction (DPI) make the installment payments detailed below on our behalf. Payment #1 made by DPI on behalf of LEA to Banc of America Public Capital Corp (BAPCC) within 10 days of acceptance of bus. Payment made by BAPCC to school bus vendor within 30 days of acceptance of bus. Payment # 2 made by DPI to BAPCC on behalf of LEA by 11/15/18 or within ten days of the acceptance of the school bus, whichever is later; Payment # 3 made by DPI on behalf of LEA by 11/15/19 to BAPCC; Payment # 4 made by DPI on behalf of LEA by 11/15/20 to BAPCC. Description of DPI Authorized Buses (See Note 1) Purchase Price Unit Cost (See Note 1) Payment # 1 Per Bus (See Note 1) Payment # 2 Per Bus (See Note 1) Payment # 3 Per Bus (See Note 1) Payment # 4 Per Bus (See Note 1) Total Unit Cost- Financed (See Note 1) Quantity (See Note 1) Purchase Price Payable by BAPCC to Int’l Trucks, Gregory Poole Equip. Co. & or Thomas Built Buses (See Note 1, 2, & 3) Financed Cost Payable by DPI for LEA to BAPCC (See Note 1 & 2) TOTALS: Notes: Information available on EXHIBIT “B”, LIST OF REPLACEMENT SCHOOL BUSES AUTHORIZED BY NC DEPARTMENT OF PUBLIC INSTRUCTION. Payments per bus dependent on date of delivery. purchase price payable by BAPCC to school bus vendor equals the Purchase Order (PO) amount. __________________________ ___________________________ Superintendent Finance Officer
Modification or withdrawal of Request for Proposal Notice to Contractors If the Palabora decides to withdraw, modify, correct, clarify or otherwise vary the RFP, before or the proposal closing date, it may do so by means of a written notice to all the Contractors. Notice to Contractors to form part of Proposal Documents Any notice to Contractors issued by the Palabora will be sent to all Contractors and will form part of the Request for Proposal. Questions Questions to the Company Contractors may direct any questions relating to the RFP to the Palabora two days before the closing date. Questions concerning this RFP must be provided in a "Request for Proposal - Questions Form" as set out in Annexure 2. Acknowledgement and response to questions Palabora will acknowledge the receipt of all questions submitted in accordance with clause 9.1 and may provide answers within a reasonable period of receipt but before the closing date. Responses to questions to be advised to all Contractors All Contractors may be advised of the Palabora's response to a particular question. However, to the extent possible, the Palabora will endeavour not to identify the Contractor asked the question. Withdrawal of Proposals Withdrawal prior to end of Proposal Period A Contractor who has submitted a proposal may withdraw its proposal at any time prior to the end of the proposal period by giving written notice to that effect to the Palabora’s representative. New Proposals Following withdrawal of a proposal, a Contractor may submit a new proposal (provided such new proposal is submitted prior to the end of the proposal period). 10.3 Withdrawal after Proposal Closing Date: After the proposal closing date has passed, a Contractor may only withdraw its proposal after the expiration of 90 days from the proposal closing date.