zilongwang/ReadingBank huggingface dataset:
impressions. Students will use a variety of reading strategies such as text annotation, QAR Relationship), thinking aloud, etc. identify and define the elements of narrative structure. understand that fiction includes a variety of genres, including short story, novel, and drama. understand that narrative nonfiction includes biography, autobiography, and personal essay. understand that poetry can be rhymed, unrhymed, and/or patterned. differentiate between narrative and poetic forms. understand that imagery and figurative language enrich describe how a fictional plot is often episodic, and how characters develop as the plot moves toward a resolution. notice an author’s craft, including use of : language patterns; sentence variety; vocabulary; imagery; and figurative language. recognize an author’s use of: simile – figures of speech that use the words like or as to make comparisons; hyperbole – intentionally exaggerated figures of speech; and metaphor – a figure of speech that makes a comparison equating two or more unlike things without using “like” or “as.” recognize poetic forms, including: haiku – a 17-syllable, delicate, unrhymed Japanese verse, usually about nature; limerick – a 5-line, rhymed, rhythmic verse, usually humorous; ballad – a songlike narrative poem, usually featuring rhyme, rhythm,
texts. recognize an author’s craft as the purposeful choice of vocabulary, sentence formation, voice, and tone. recognize an author’s theme(s). recognize that prior or background knowledge assists in making connections to the text. and refrain; and free verse – poetry with neither regular meter nor rhyme scheme. recognize poetic elements in prose and poetry, including: rhyme – recurring identical or similar final word sounds within or at the ends of lines of verse, e.g., farm/harm; rhythm – the recurring pattern of strong and weak syllabic stresses; repetition – repeated use of sounds, words, or ideas for effect and emphasis; alliteration – repetition of initial sounds, e.g., picked a peck of pickled peppers; and onomatopoeia – the use of a word whose sound suggests its meaning, e.g., buzz. recognize an author’s tone including serious, humorous, objective, and personal. use strategies for summarizing, such as graphic organizers. use graphic organizers to record plot elements that illustrate cause and effect relationships and plot development. use graphic organizers to record changes in characters as a result of incidents in the plot.
Title of Program/ Project: Baseline year Types of Outputs Outcome Performance Indicator of Outcome (target year) Results Year 1 Results Year 2 Results Year 3 Results Year 4 Data Source Data Collection Strategy Risks Specific Objective # 1: 1.1 1.2 1.3 1.4 Specific Objective # 2: 2.1 2.2 2.3 2.4 Specific Objective # 3: 3.1 3.2 3.3 3.4 Specific Objective # 4: 4.1 4.2 4.3 4.4 Overall Objective:
Connected: Connect individuals with practitioners and influencers. Connect employers with job and work experience candidates, including through targeted advertisements and communications (opt-in). These relationships can be supported through practitioners, as well as a wealth of online materials. Strong connection with education and training organisations. Current position: Inconsistent and often narrow guidance and advice is typically provided by a range of formal and informal stakeholders due to the absence of an authoritative single reference point. Formal systems tend to ignore and not enable the many sources of ‘informal advice’ that a user is subject to. Much of that informal advice is based upon historic perceptions and prejudices. There is a separation between central public (Commonwealth), local public (State, Territory, Public Education sector) and commercial (Private Education sector and commercial business) provision of career support with little interaction in delivery. The responsibility for joining up information sources and supporting informed decision making sits with the user. Gap analysis: Users groups ‘don’t know what they don’t know’ due to a lack of broad, up to date information and related signposting to other support options. Lack of consideration of the links between formal and informal advice. Potential investigation areas: Deep dive into the most appropriate connection mechanisms and pathways including the relationship between formal and informal support arrangements. Exploration of commercial opportunities arising from these connections and the aggregated data that they could generate. Accessible: Multiple channels to account for a diverse range of needs. Local provision of face-to-face support through the practitioner network. Branding and communications to improve recognition and access. Current position: There are variable levels of career support across vocational and higher education establishments often due to pressure on resources. Commercial solutions are often seen as expensive and only available at the upper end of the market. Users are reluctant to use services that charge access fees or full exploit ‘free trial’ style models due to their limited scope. Most information sources are online, making it difficult for those unable to access online resources or unable to work with online solutions. Gap analysis: Gap in availability of appropriate and user friendly channels to provide optimal support and advice to users. Gap in availability of standards to guide solution and service providers. Gap in support for those with special needs and those who wish to access local services. Potential investigation areas: Develop a model to categorise and determine the optimal route and level of support for each career support need. Develop minimum standards to guide those developing and delivering career support. See 3) above concerning support for those with niche needs.
CAPITAL EXPENDITURE Capital expenditure (capex) projects initiated or re-scoped to implement the Davies Review recommendations are set out in Table B. Table B – Capital Expenditure directly attributed to the Davies Review recommendations5 ($M) CAPEX $M (actual/ forecast) Davies Review recommendation 2008/09 2009/10 2010/11 2011/12 2012/13 TOTAL PXD39311 Restoration of Casuarina Zone Substation 11.11 Replace Casuarina Zone Substation 11kV Switchboard 3.07 4.67 -0.97∗ 1.03 0.00 7.79 PRD39541 Rebuild Snell St Zone Substation6 11.7 Report on asset condition, risks and failures 11.11 Undertake an overall remedial program 0.00 1.31 5.55 14.18 12.50 33.55 PRD39501 Replace Manton 22kV Switchboard 11.7 Report on asset condition, risks and failures 11.11 Undertake an overall remedial program 0.00 0.00 0.39 1.21 2.00 3.59 PRD39712 Reinforce Winnellie – Berrimah 11kV Network 11.7 Report on asset condition, risks and failures 11.11 Undertake an overall remedial program 0.00 0.00 0.01 0.80 1.80 2.61 PRD39703 PRD39707 PXD39713 Purchase spare zone substation transformers 11.7 Deliver improved systems and processes, 11.5 including supporting policies and policy documentation 0.00 0.77 2.18 0.67 0.19 3.81 For further background information on individual business cases for the projects, refer to Attachment 5. ∗ The negative 2010/11 capex figure relating to the Restoration of Casuarina Zone Substation project was due to a journal adjustment. This project was included in the Power Networks Capital Expenditure Works Program prior to the Casuarina incident. Only the expenditure due to the expanded scope of the project has been included.
I am currently in my second year as Headteacher at St. Matthew’s CE Primary School. Prior to that I was Headteacher for ten years at a Church controlled Primary school. Last year I was a member of the DBE and attended three meetings. I am now familiar with the way that this operates and would be interested to continue on the Board. I enjoyed finding out how the Diocese supports work across the schools in a much wider context than I had previously understood. My background of working in Hampshire schools for twenty five years has given me a broad understanding of educational issues from nursery to secondary. I was on the Heads Executive for nearly ten years and contributed to our district meetings. I also represented the district on various committees. Since moving to East Hants I am no longer involved with the Executive but would like to use my skills on the DBE. I am in a position to give time to this role and thank you for considering me. Kay Pennicotte- Henrie
PRESCRIBED FIRE PLAN For Use on Private Lands RANCH NAME: LANDOWNER: BURN UNIT NAME(S): PLAN PREPARED BY: Name (print): Signature: Date: PLAN REVIEWED BY: Name – RXBB (print): Signature: Date: PLAN REVIEWED BY: Name – Burn Boss (print): Signature: Date: 1. Description of Prescribed Fire Area A. Physical Description: County: Lat/Long: 911 Address: Size: Topography/Elevation: B. Vegetation/Fuels Description: Live Fuels – Type, Density, Size: Dead Fuels – Description, Moisture, Time-Lag, Load: C. Description of Unique Features, Natural Resources, Values at Risk: Inside the Unit: Structures: Utilities: Oil/Gas Facilities: Fences: Livestock: Wildlife: Threatened/Endangered Species: Other Protected Areas: Outside the Unit: Structures: Utilities: Oil/Gas Facilities: Fences: Livestock: Wildlife: Threatened/Endangered Species: Other Protected Areas:
Career Profile Application Form Public Works & Environmental Services – Seasonal Employment FALL/WINTER A resume accompanied by this application must be submitted by email and will be accepted until a qualified applicant is selected and the position is filled to . Please Print: Name: Address: 911 Street Address Apartment/Unit# City/ Town Telephone: Home Cell Work Email Address: Thank you for your interest in this posting. Please read the following information to assist you with completing this document: You will be required to submit a resume and application in order to be considered for this position. You also need to include detailed information regarding your related experience. Please include your resume along with this application. Failure to submit your resume will forfeit your opportunity to apply for this position. In the information boxes provided under the questions below, you will list the top three positions (including years in each position), job titles, and details of your work experience/skills. Failure to complete will forfeit your opportunity to apply for this position. Please indicate which seasonal position you are applying for: Seasonal Equipment Operator Seasonal Roads Labourer Seasonal Parks Operator If you are applying for more than one position, please indicate your order of preference: 1.
Washtenaw Dennis Hughes Deputy Field Macomb, Oakland, Flint 586.277.1331 Adam Knott Deputy Field Western, Northern MI 269.254.0122 Ed Goldberg Data Detroit - HQ 248.217.0310 Canvass Training and Launch Times Mon Tues Wed Thur Fri Sat Sun 5:00 PM 5:00 PM 5:00 PM 5:00 PM 5:00 PM 10:00 AM 1:00 PM 4:00 PM 12:00 PM 3:00 PM Staging Location Map
City: Council Area: Over what period between 1 April 2018 and 31 March 2019 are you seeking funding? Start Date: End Date: How many existing early years places will your project support? How many additional early years places will be created by the project for which you are applying for Pathway Funding? How many children, who are at risk of not developing their full potential within the school system, will your Pathway Fund project support? How many children with additional needs will your Pathway Fund project support? How many children from each age range will benefit from your Pathway Fund project? 0-1 years 1-2 years 2-3 years 3-4 years Please tick which area applies to your service delivery? Pre Pre-School Pre-School Crèche Daycare Family Support Other (Please give details below) SECTION C - ELIGIBILITY CRITERIA (Please Refer to Guidance Notes Page 13) Financial Assessment - Your Organisation A. Funding Income Does your organisation currently receive funding from any source e.g. Sure Start, Bright Start, SIF etc. Yes No If yes, please give details of source, amount and Funding Reference Number: Source Amount Funding Reference Description Does your organisation have any pending funding applications? Source Amount Date Claimed
Section 2 – Present/Previous Employment (please attach additional sheets if you require more space) Present/Last Position: (inc length of time in that position and whether or part-time) Employer’s Name, Address & Nature of Business Position held and brief details of duties (Indicate reason for leaving) Salary, starting and final Previous Employment History Section 3 – Secondary School Education (please attach additional sheets if you require more space) Schools attended….
Examinations Taken (state GCSE, RSA etc) Subjects Grades Scholarships, School Honours, Posts etc Section 4 – Further or Higher Education (Full Time or Part Time) (Please attach additional sheets if you require more space. Please provide us with as much detailed information as possible.) Name of College, University etc & course taken Full Time or Part Time Subjects Studied Course Detail Passes/Grades
Ballroom Dancing Athletic Sport 5k walk/run Yoga class Cheerleading Marching band Tae Kwon Do Writing Poetry CAS Service Opportunities Hospitals March of Dimes American Diabetes Association American Heart Association American Lung Association American Red Cross Hospice Organizations Food Banks Make-A-Wish Foundation Big Brothers/Big Sisters Nursing Centers Museums Humane Society Adult Literacy Goodwill Volunteer Coaching Special Olympics Salvation Army Blood Drives Habitat for Humanity Meals on Wheels YMCA Sole to Soul (sponsored by Nike) Amnesty International Fashion Show for Seniors Valentine Dance for Seniors Toy Drive Earth Day Humane Society Landmine survivors (landmines.org) Africabags.org Shelter Box Women’s Shelter Online Resources See the IB CAS page on the school website for other resources
PROGRAMME OF PHOOL WAALON-KI-SAIR 2014 10.10 2014 Venue Near Shamsi Talaab Mehrauli Event Innauguration of Mela Time 6.p.m. 11.10.2014 Venue India Gate Event Procession Time 3.p.m. Venue Gauri Shankar Mandir Chandni Chowk Event Procession Time 4.p.m.
Dan Christenson Grade 5 Grade 5 David Cresap Grade 6 Grant Dierkhising Health/PE Jodee Ebeling Technology Hannah Frink Social Studies Erin Gaffaney Music Darren Glynn Language Arts Brian Graff Technology Amber Gullingsrud Special Education Hans Hanson Math Lauren Hanson Art Ryan Hendrickson Phy Ed/DAPE Shelly Januszewski Language Arts Brittany Johnson Grade 6 Sue Jones Computer Mike Jordahl Grade 5 Rex Kingsbury Gifted/Talented Kevin Kosiak Band Deanna Kovash Geography Roberta Kuhlemeyer Special Education Jenson Maiden Band Nicole Mattfeld Choir Marica McEachran Reading Specialist Jenni Melvin Science Darrel Pederson Grade 6 Kay Peloquin ESL Dean Salo Industrial Technology Mary Schmidt Special Education Ali Schmitz Social Worker Nikki Schneeberger Health/PE Brian Schwantz Grade 6 Melody Scott Speech/Language Sue Seip School Nurse Ronna Severson PLEC Mallory Stoderl Math Nancy Stromstad Special Education TJ Super Geography Robert Tangen Spanish Rondi Ulmer Science Wayne Werner PLEC PWMS Support Staff Tanya Beachy Para Professional Stephani Berry Food Service Chad Disselbrett Cleaner Connie Foltz Para Professional Melissa Graham Admin. Assistant Lori Groff Para Professional Kathy Johnson Food Service Colleen Kroenke Para Professional Barb Krumwiede Para Professional Wanda Kupferschmid Para Professional/Media Roberta Miller Food Service Mark Nelson Cleaner David Ogroske Para-Professional Kathy Pesch Para Professional Sue Ruther Para Professional Deb Shannon Admin. Assistant Crystal Shepersky Para Professional Kellie Speicher Cleaner Amanda Starzl ASL Interpreter Stephen Sweere Para Professional Deb Troje Para Professional Vicki Wagenman Food Service Teresa Wiebe Para Professional Administration Erin Anderson Activities Director Mitch Anderson Superintendent Scott Bjerke Principal Bob Formanek Counselor Kristi Werner Business Manager Russ Winkels Buildings & Grounds Board of Education Sue Huebsch Jim Rieber Dr. Michael Hamann Myron Roe Sue Von Ruden Vince Pankonin Cyndy Huber School Begins
Global Vaccine Development and Sharing (GAVI) for global health security 23 September 2011, No. 39(86), 425–436. Sosler S, Kallenberg J, Johnson H. Gavi’s balancing act: Accelerating access to vaccines while ensuring robust national decision-making for sustainable programmes. Vaccine, 33S (2015) A4-5. Day 3 May 16 AID and the Rise of Aid, Multilateral Aid and Public-Private Partnerships AIDS and The Rise of Human Rights Approaches to Health Global Trade and Health (Acces to Meds) The Future of PEPFAR Case Study: Uganda’s HIV Response and Funding for Health Smith, Richard; Correa, C; Oh, Cecilia. Trade, TRIPS, and pharmaceuticals. Lancet 2009; 373: 684–91. Gruskin et al. “Rights-based approaches to health policies and programs: articulations, ambiguities, and assessment.” Journal of Public Health Policy, 2010; 31: 129–145. Mackintosh et al. Can NGOs regulate medicines markets? Social enterprise in wholesaling, and access to essential medicines. Globalization and Health 2011, 7:42012, 21(2):274-80. Uganda Aids Commission. 2014. The HIV and AIDS Uganda Country Progress Report 2014. The Republic of Uganda. Book Summary of ‘The Blue Sweater’ Reading Quiz Day 4 May 17 Global Trade and Health (not drugs) The Rise of NCD Governance and role of development agencies for health Global Health Diplomacy and Negotiations: Case Study of the FCTC Humanitarian Emergencies and the WTO and WHO. WTO Agreements and Public Health: A Joint study by the WHO and the WTO Secretariat World Trade Organization / World Health Organization, 2002. Lee, Kelley; Sridhar, Devi; McCoy, David. Bridging the divide: global governance of trade and health. Lancet, 2009; 373: 416-422 Smith, Richard; Chanda, Rupa; Tangcharoensathien V. Trade in health-related services. Lancet 2009; 373: 593–601 Taylor, A; Hwenda L; Larsen Daulaire, N. Stemming the Brain Book Summary ‘Imperfect Offering’ Reading Quiz
4.2 Description why the Geological formation substantiates the minerals to be prospected for (provide a justification as to why the geological formation supports the possibility that the minerals applied for could be found therein) 4.3 Attach a geological map that justifies the description why there is a possibility that the minerals applied for could occur on the land concerned. REGULATION 7(1)(f): A DESCRIPTION OF HOW THE MINERAL RESOURCE AND MINERAL DISTRIBUTION OF THE PROSPECTING AREA WILL BE DETERMINED AND REGULATION 7(1)(h): ALL PLANNED PROSPECTING ACTIVITIES MUST BE CONDUCTED IN PHASES AND WITHIN SPECIFIC TIMEFRAMES AND REGULATION 7(1)(i):TECHNICAL DATA DETAILING THE PROSPECTING METHOD OR METHODS TO BE IMPLEMENTED AND THE TIME REQUIRED FOR EACH PHASE OF THE PROPOSED PROSPECTING OPERATION
The table below incorporates the information required in respect of Regulations 7(1)(f), 7(1)(h) and 7(1)(i): Table 5.1 Phase Activity (what are the activities that are planned to achieve optimal prospecting) Skill(s) required (refers to the competent personnel that will be employed to achieve the required results) Timeframe (in months) for the activity) Outcome (What is the expected deliverable, e.g. Geological report, analytical results, feasibility study, etc.) Timeframe for outcome (deadline for the expected outcome to be delivered) What technical expert will sign off on the outcome? (e.g. geologist, mining engineer, surveyor, economist, etc)
Sketch Tools – These are suggested tools for this activity Construction Line Point Constraint – Vertical (point to point alignment) Share Sketch Trim Feature Tools – These are suggested tools for this activity Revolve Hole Circular Pattern Extrusion (Mid-plane/symmetric) Model the following flange plate part. Create a sketch based on the image above. Finish the sketch and use the Revolve command to create the part. Apply a sketch and place a Point that is vertically aligned with the sketch origin and located the appropriate distance from the part center point. Use the Hole Feature to place a Ø0.5 THRU hole located on that point. The pattern function allows the user to make multiple copies of an existing feature, such as a hole, (as opposed to a sketch component as you discovered in the previous exercise in this activity) in one of three ways. A circular pattern is often used to array a hole around a center axis. An edge on an existing feature can also serve as the center axis. Use the Circular Pattern function to pattern the hole on the flange plate such that 10 holes (including the first hole) are modeled around the part centerline. Save the file to your Practice project folder as CircularPattern.ipt. Create a 3D solid model of an Automoblox tire. Use your measurements or the dimensioned pictorials. The dimensions shown in the images below are for reference only. Sketch concentric circles and use a Midplane (or Symmetric) extrusion to create the rubber ring. The part does not need to be created to exact dimensions as it is a visual representation used to develop skills sets. Share the sketch by right clicking on the sketch in the Project Browser (under Extrusion1 parent) and choosing Share Sketch. An unconsumed copy of the Sketch will appear in the browser. Edit the sketch to create the geometry for one internal rib using a concentric
Product Recall Withdrawal Management (PWRM) System Vendor User Guide Procedure Product Recall Withdrawal Management Procedure – Vendor Author: Mark Bell Version: 2 Date: 25/10/11 Updated: 2.1 Date: 02/05/13 Copyright © 2007 by Woolworths Ltd. All rights reserved. No part of this document may be presented reproduced or copied in any form or by any means (graphical, electronic or mechanical including photocopying, recording tape or by any information storage and retrieval system) without the express written permission of Woolworths Ltd.
PWRR & Queen’s Museum Volunteer Role: Collections Assistant Responsible to: Assistant Curator Based at the PWRR & Queen’s Museum (inside Dover Castle) Hours & Time Frame: 6hrs per week (10.30-16:30 Mon-Fri) For further information please email: . The collections assistant(s) will play a key role in caring for our collection, as well as developing and delivering our exhibitions programme. Main task/ responsibilities: Object cataloguing Condition Checking Photography of museum objects Research Preventative conservation Requirements: • Enthusiasm for military history/ museums. • Prior experience useful but not essential. • Good attention to detail • Able to follow directions and to work on own initiative where appropriate Training opportunities: Full training in collections care for museum objects. • Gaining demonstrable practical experience working within the museum environment • Continued professional development
Semana de Agradecimiento 16 a 20 de noviembre Estamos AGRADECIDOS por …… Lunes “Clima de Suéter” usa tu suéter favorito! Martes “Un Buen Amigo” viste igual que tu amigo! Miércoles “Abrazo Afectuoso” trae tu mono de peluche! Jueves “Personas que aprecias” entrega una nota a personas especiales! Viernes “Temporada de agradecimiento” viste tu atuendo de día de acción de gracias!
Step 5: Where hazards are identified, consider what could be done to improve safety and reduce the risk of those hazards. List any shortcomings in your water supply system and its management and identify what improvements should be made. Document these improvements in your risk assessment template. Step 6: Prioritise actions that need to be taken to protect the water supply and give them a priority number or time frame in the risk assessment template. Risk Assessment Template Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Hazard Risk Rank Is the Hazard If Yes what is the control? How is this control What could be done to improve safety? Timeframe for action E.g. Surface water dam – access by farm animals (potential for microbiological contamination) High No Fencing of dam Installing chlorination system 12 months 6 months E.g. River water dirty looking after heavy rain (probable bacterial contamination) High Yes After >90mm of rain, pump is switched off and water carter called to top up main tank Rain gauge monitored hourly during rainfall. Visual check of river water colour Shut off as soon as rain begins. Currently managed E.g. Rodents/animals accessing roof (probably bacterial contamination Medium Partly Trees trimmed so not overhanging roof Visual inspection of trees annually Currently managed E.g Taste and discoloration of water from leaves entering storage tank Low Yes Overhanging branches trimmed. Gutter guards installed and maintained Inspection and maintenance records
(l) When a player leaves her team, she must meet all obligations and return all parts of her uniform and property of the team/local organization, or pay the cost of the same, before playing with another team. Failure to do so will automatically place said player under suspension until all property is returned or paid for. (m) The consumption of alcoholic beverages on or near diamond facilities. Exception: Any Licensed area. Automatic suspension for game, if a single game and/or automatic suspension for Tournament, if a Tournament. Note: Teams/Associations must submit any issues that may result in suspensions or discipline by September 5th of the BE IT RESOLVED THAT (Motion: State whether revision, addition, deletion, etc.) Addition: New (d) and renumber all (d) If a Manager, Coach, or member of the team is involved in a major incident at a Canadian Championship. Automatic suspension from participating in a Canadian Championship for a period of 2 years RATIONALE In the last 2 seasons, we have had 3 major infractions at a Canadian championship which is reflecting poorly on the Province of Ontario. FINANCIAL IMPLICATIONS None FINAL RECOMMENDATIONS: ___X__ Carried _____Amended _____ Withdrawn ______ Defeated financial
communities, fill in service gaps, promote population health, and be consistent with the Commission’s purpose. Work plan Applicants should describe their goals and objectives and the measures they intend to use to assess the process and the outcomes of the project. They should provide details of the processes by which they will 1) identify and select qualified individuals for training and/or recruiting; 2) enlist community partners to facilitate recruitment of potential trainees who live in the disadvantaged communities; 2) decide on the type of training to provide to selected individuals who will be employed in health-related positions, i.e. Social Worker, Community Organizer, Community Healthcare Worker, Peer Recovery Support Specialist, Case Manager, Patient Care and Transport Facilitator; 3) use competency-based curriculum to train the workforce to become culturally and linguistically competent in providing health education, care coordination, screening counseling and bolstering population health; 4) select the setting where trained workers can deliver the intended services to patients and other community members, and contribute to promoting the health of the Maryland population; 5) retain the trainees in positions that meet existing gaps in service; and 6) select replacements from disadvantaged communities, should the hospital decide to train some of their current employees to work in the community Evaluation plan Applicants should describe how the program-specific measures will be used to evaluate the impact of the project on 1) the workers who completed the training and are employed under the program; 2) the community from which the workers were recruited; 3) Maryland population intended and actually served by these workers; and 4) hospital return on investment and potential for non-hospital total cost of care savings. Applicants should collect data to assess the process, and the metrics to evaluate the impact and the outcomes of their projects (see Table 1 below). They should track 1) potential barriers they encountered and how they overcame them; 2) the adjustment they made during the course of the implementation; and 3) the factors that facilitated the success of their projects. The hospitals should be able to estimate the impact this initiative will have on
Outcome: Enhancing Agency Partnerships for Health and Rights: Working for Sexual and Reproductive Health and Rights for all in the Pacific (International Planned Parenthood Federation) Supporting the expansion of access to sexual and reproductive health services in the Cook Islands, Fiji, Kiribati, Papua New Guinea, Samoa, Solomon Islands, Tonga, Tuvalu and Vanuatu. $3,000,000 (2015–2022) Progressing Gender Equality in the Pacific (Pacific Community) Conduct stocktakes and support for the strengthening of government capacity to integrate gender equality and women’s empowerment into policies, legislation and programs and improve the collection and analysis of data to better track outcomes. $3,941,712 (2013–2018) $5,494,203 (2019-2023)
Do No Harm: Understanding the Relationship between Women’s Economic Empowerment and Violence against Women in Melanesia (State, Society and Governance in Melanesia Program) Research in Papua New Guinea and Solomon Islands on support women’s economic advancement without increasing their exposure to violence. In addition to research reports, guidelines for women’s economic empowerment programs have been developed. . $533,150 (2013–2016) Review of programs aimed at ending violence against women in the Pacific (International Centre for Research on Women) An independent review of six Australian-funded initiatives in the Pacific that represent different approaches to addressing violence against women. $408,000 (2013–2014) 12th Triennial Conference of Pacific Women (Government of Cook Islands) Supported the Government of Cook Islands to host the Triennial and enabling women’s groups to showcase and sell products. $30,000 (2013) Management Support Pacific Women Support Unit Funding the Support Unit which provides technical and administrative services to assist in the management of the Pacific Women program, including planning, delivery and monitoring of activities at the country and regional level, as well as research and communications. $25,000,000 (2015–2022) Gender Adviser for the North Pacific (Pacific Community) The Adviser supports the Funding the work of SPC’s the Pacific Community’s Gender, Culture and Youth Programme, and through DFAT's Post in Pohnpei, supports the implementation and monitoring of Pacific Women activities in the North Pacific. $391,739.33 (2015–2018)
Hit Tab to add more lines to table GOVERNMENT FURNISHED PROPERTY (GFP) AND SERVICES: The US Government will not provide any any equipment, fuel, personnel, utilities or facilities to the contractor for the execution of this contract. Should an emergency arise, only the necessary basic life saving and life support measures will be provided during the emergency. (NOTE: If GFP and Services ARE provided, delete the above paragraph. Then, use cASM Technical Exhibit 4-GFP and reference it here.)
At no time, without authorization, will a Contractor Personnel purchase any items from the local economy for any US Personnel. STANDARDS OF CONDUCT: Contractor Personnel must adhere to standards of conduct as established by the Installation Commander. SECURITY REQUIREMENTS: Contractor shall adhere to current installation security policies. The contractor shall provide an interpreter if English is not the primary language of the workers. The interpreter shall be on site at all times. SERVICE SUMMARY: (NOTE: SERVICE SUMMARY MUST BE CHANGED TO YOUR SPECIFIC PERFORMANCE OBJECTIVES. THRESHHOLDS CANNOT BE SET TO 100%; IF A REQUIREMENT IS A 100% THRESHOLD IT IS A CONTRACT REQUIREMENT AND NOT A PERFORMANCE OBJECTIVE. PERFORMANCE OBJECTIVES SHOULD INDICATE LEVELS OF PERFORMANCE THAT CAUSE CONCERN FOR REWORK OR REMEDIAL ACTION.) Performance Objective PWS Performance Threshold Clean and serviceable Latrines 1.1-1.4 There shall be no more than 2 customer complaints in a month. The contractor shall service and sanitize each Latrine. 1.1 A minimum of 2 times per day The contractor shall repair or replace any broken or unserviceable latrines 1.2 Within 24 hours (To add lines to services summary, hit Tab from this block) GOVERNMENT FURNISHED PROPERTY (GFP) AND SERVICES: The US Government will not provide any equipment, food, personnel or facilities to the contractor for the execution of this contract. Should an emergency arise, only the necessary basic life saving and life support measures will be provided during the emergency. (NOTE: If GFP and Services ARE provided, delete the above paragraph. Then, use cASM Technical Exhibit 4-GFP and reference it here.)
populations on the list of the 14 barrier populations? Guide also includes “and Other Groups designated by the Governor.” There needs to be a compelling need statement, with supporting data, about why you are serving the population that you choose, if they are not on the list. Would funding through other agencies, such as funding through the Department of Commerce for incumbent worker training be appropriate to list for sustainability in your proposal? You really need to connect with the organization or agency that has the funding you want to use. We are looking for systemic sustainability, so if they commit to change their deployment strategies if this project is successful than it is illustrating sustainability. Could the Upskill-Backfill Webpage have a Word version copy of the RFP Guidelines in order to help applicants (WDCs) in sharing document with various workgroups and partners? Yes we will put a PDF version on the webpage: Can you clarify the response that was provided at the January 12 Session on the balance in scoring between results and administration The scoring system was developed to help support the purpose of the funds. These projects are considered learning laboratories that will help instruct the state. It is essential that funded projects have committed partners willing to do the hard work of evaluating all aspects of a project’s implementation and results. The scoring emphasis on administration and the governance structure is meant to convey our interest in seeing that all partners are actively involved from beginning to end (sustainability), and in all aspects of the project. There is intended to be a healthy balance between specific project results and the ability to sustain successful project elements beyond the life of the project. Any further questions or comments can be sent to Patrick Woods at
Medical and Osteopathy (MD, DO, EMT-Paramedic, Physician Assistant, and Podiatrist) Motor Vehicle Industry Motor Vehicle Repair Naturopathic Medicine Nursing Optometry Pest Control Pharmacy and Pharmacist Physical Therapy Private Detective and Guard Psychology Real Estate Speech Pathology and Audiology Veterinary Marriage and Family Therapist Mental Health Counselor Mixed Martial Arts Contests Nurse Aide Nursing Home Administrator Occupational Therapy Port Pilot Real Estate Appraiser Respiratory Therapist Social Worker Subdivision Time Share Travel Agency Uniform Athlete Agents Veterinary Technicians (eff. 7/1/18) Licensing and Regulatory Requirements The licensing function includes the following: Applications through a secure web portal (approximately 18,000 applications/annual) Track documents submitted with the application Track questions submitted to the applicant with the applicant response (email integration) Track licensing fees paid and outstanding Electronic payment processing Use a workflow to guide the licensing process (application intake, assignments, reviews, approvals/denials, appeals) Allow for templates of correspondences Desktop scanning Track time spent on applications by type of application and throughout workflow; provide metrics to identify chokepoints. Submission of verification data by third parties (e.g., employers, insurers) Provide for license dependencies such as real estate agent/broker, contractor company/RME, motor vehicle dealer/salespersons. Provide for business entity name validation through Business Registration database? Capture license conditions, restrictions, and all other license limitations that may be issued by the board as a condition of initial licensure. Ongoing license maintenance through a secure web portal – including license renewals (approximately 222,000 license changes in 2016) Track documents submitted as required for continued licensure Track licensing fees paid and outstanding Electronic payment processing Use a workflow to guide the licensing maintenance processes (application intake, assignments, reviews, approvals/denials, appeals) License restoration
players permitted by either opposing team members or spectators. Sportsmanship is a MUST! FIELDS The infield will be 60 feet square. The distance from the “tail” of home plate to second base is 85 feet. The forward edge of the pitching rubber shall be 46 feet from the tail end of home plate. Players, coaches and spectators are responsible for removing any trash from their bench, stands, fields and surrounding areas after each game or practice. EQUIPMENT Players must wear either tennis shoes or rubber cleat baseball shoes. Metal cleats are prohibited. Players should wear team jerseys, baseball socks and hats to all games. Additionally, baseball pants are highly recommended and shirts must be tucked in. The head coach will suggest color once team colors have been assigned. PWYBA will supply each team with protective catcher’s equipment that must be worn at all times while playing the catcher position. This includes helmet/mask, chest protector and shin guards. Players must wear a hard cup athletic supporter. Bats must adhere to the NHSF standards. Bats must be 2 1/4" with unlimited weight differential or bats must be between 2 1/2" and 2 3/4"and have a–10 differential or less (i.e. 30” – 20.0 oz.) Wood bats are allowed provided they are stamped for use in Little League. UMPIRE PWYBA contracts with the North Metro Umpires Association () to provide umpires for this league. One umpire per game will be located behind home plate. Additional umpires on the field may be available during the end of season tournament. If the umpire fails to show up for the game, a substitute umpire (a “neutral” spectator) may be agreed upon by the two head coaches. The strike zone is that space over home plate, the top of which is halfway between the batter’s shoulders and their waistline, and the bottom being the batter’s knees. The strike zone shall be determined from the batter’s stance as the batter is prepared to swing at a pitched ball. Home plate umpire will decide when the ball is dead and play stopped.
Director, Umpires and Apparel Kris Jacobson The Director develops, promotes and sells all “branded” products that contain either the PWYSA brand name and/or Wayzata Fastpitch logo. The primary responsibility of this position is ensuring a positive revenue stream in conjunction with soft goods, uniforms, and spirit wear providers. This role also manages and develops process for managing our pool of umpires. BOARD SUPPORTING POSITIONS (non-voting) Tournament Manager, Hosted Travel Tournaments Various as tournaments dictate The Tournament Director, Hosted Travel Tournaments – is responsible for planning and executing our hosted tournament(s).
a) It’s the Designers responsibility to keep the RWD_CADD_files folder up-to-date per milestone/revision. Submit CADD files as required by the scope of work or Section Engineer requirement. b) Overwrite with current files when milestone plans/revisions submitted (especially for ROW/1st Order revisions). See “Replacing Files in PW” c) CADD files submittal for FINAL ROW & FINAL PLANS should include all sub-directories/files used to produce the plans [i.e. .DGN’s, .COR, .XLS, GeoPak files (.GPK, .PRJ, projdbs .X, .INP, .COR), etc.] d) Files that were generated but are not used in the plans (Junk, Temporary, alternate alignments not used, survey submittal directories, etc.) shouldn’t be submitted. e) See “Replacing files” section below for details because files have to be deleted since overwrite is not available in PW. f) Don’t bundle files in any compression software (ZIP, etc.). g) Non-milestone transmittal of CADD files/PDF’s (Potential revision, Survey from Section Engineer to Consultant, Alternate reviews, presentations, etc. should be placed in the General_File_Transfer folder under the Staging dorectory.) 2. a) Submission directories should be available for milestones. Place PDF’s in correct one. b) DRAFT applies only to consultants. c) See ROW Revisions Section below for handling ROW revisions. Projects – PLANS FOLDERS Uploading files to ProjectWise 1. Navigate to the folder where the files need to be uploaded.
The requirements for a redistribution order are: The spouse who seeks redistribution must have contributed directly or indirectly to the maintenance or increase of the other spouse’s estate during the subsistence of the marriage.(1) The court must be satisfied that, by the reason of such contribution, it is equitable and just to make a redistribution order.(1) In Beaumont v Beaumont (1) the spouses were married in 1964 and entered into an antenuptial contract which excluded community of property and community of profit and loss. Twenty years later, the husband sued the wife for divorce. At the time of divorce, his estate was R450 000 and his wife estate had only R10 000. During the subsistence of the marriage, his wife kept house for him and the children and fulfilled all the tasks of a wife and mother. She also assisted him in his business without receiving any remuneration.(1 mark for the facts of the case) When the husband sued for divorce, the wife instituted a counterclaim for a redistribution order in terms of section 7(3). The court granted her claim and awarded her R150 000 of his estate and maintenance. The court applied the one-third rule or guideline.(1) In light of the prerequisites and the requirements of section 7(3) and the decision in Beaumont v Beaumont, Mrs Steenekamp will succeed in a claim for a redistribution order against Mr Steenekamp.(1) There are 13 possible marks for this 10 mark question. (See the prescribed textbook pp 132-139, the prescribed casebook pp 207-213 and the study guide pp 82-83.)
Managers: Keep track of and acknowledge barriers and challenges impacting the division and be transparent with staff about what can be accomplished and what cannot. Managers: Explore with supervisors and directors barriers and solutions to implementing and sustaining the model. Directors: Keep track of and acknowledge barriers and challenges impacting the organization and be transparent with staff and partners about what can be accomplished and what cannot. Seek out and invite in input from staff in the organization: Supervisors: Hold regular supervision meetings with staff to review casework for fidelity to the CPM and to actively seek input and develop solutions for issues that impact the social worker’s ability to work effectively with children, youth and families. Managers: Hold regular supervision meetings with supervisors to review their unit’s work and to actively seek input and develop solutions for issues that impact the ability of their unit to work effectively within the Division and with children, youth, and families. Directors: Hold regular supervision meetings with managers to review the work of their division and to actively seek input and develop solutions for issues that impact the ability of their division to effectively deliver services to children, youth and families consistent with the CPM. Advocacy Behaviors for Leadership Promote advocacy Provide frequent and regular opportunities for Tribes, agency partners, staff, youth, families, and caregivers to share their voice. Advocate for resources Advocate for the resources needed to support and develop staff: Supervisors: Provide information to management about gaps in staffing and necessary resources needed to implement CPM. Managers: Provide information to executive leadership regarding staffing gaps to support requests for additional resources to fill the gaps. Directors: Become a champion for the CPM by advocating for resources to support CPM practices and working to establish policies and practices that eliminate barriers for staff. Directors: In partnership with the implementation team, review planning goals and timeframes for training, coaching, policy, and practice change so that expectations for staff are clear and realistic. Advocate for the resources needed to provide effective, relevant, culturally responsive services for families: Supervisors: Provide information about gaps in services and resources needed to implement CPM. Managers: Actively seek information about gaps in services for families and advocate to executive leadership for resources. Directors: Ensure that all contracts are supportive of CPM practices and aligned with the CPM.
Click the “Open Program” icon to open the list of programs. Select the PXRD program from your folder. Edit scan parameters (range, step size, time per step) such that the scan time is <10 min Close the window. A pop-up window will ask you if you want to save the program. Click “Yes.” Measure Program. Select your recently modified program from your folder. Click the folder icon to choose the save location and name your data file. Save all data on the C drive in your personal folder found in XRD Data Users folder. You can also enter comments, sample ID, etc. if you like (not required) Click “Ok” and the scan will begin. Measurement Scan: Click the “Open Program” icon to open the list of programs. Select the program that you edited in step 10. Edit scan parameters required to get adequate data on your sample Close the window and save the program Measure Program. Select your program from your folder. Click the folder icon to choose the save location and name your data file. Save all data on the C drive in your personal folder found in XRD Data Users folder. You can also enter comments, sample ID, etc. if you like (not required) Click “Ok” and the scan will begin. Before you leave after finishing your experiments Once all of your measurements are done, make sure to remove your sample (Instrument settings, double click any blue words, go to “Sample” tab, uncheck the box next to “Lift Up,” and click “Apply”). Also return the system to idle state (45 kV and 20 mA) in the tab (no need to go down in steps of 5 mA, just go straight to 20 mA). Don’t forget to write your time down in the logbook!!! Appendix 1
Patient Care Encounter (PCE) User Manual Version 1.0 August 1996 (Revised December 2017) Department Of Veterans Affairs Office of Information & Technology Product Development Revision History Date Description (Patch # if applicable) Project Manager Technical Writer 12/2017 PX*1*219 – Made update to section: 5.1. Added section 5.5 PCE/SD Debugging Utilities. Rishan Chandarana Tim Dawson 11/2016 OI&T TW Standards implemented and Section 508 accommodations added VA PM: Keith Magoon Seema Chaudhry Raymond Steele 08/2016 PX*1*216 – Made updates to sections: 3.13, 5.2, 6.4, 6.6. Added VA PM: Keith Magoon Alan Monosky/ Levi
new section 9.4. Teitelbaum/ Kathy Steele 08/2016 PX*1*215 – Made updates to sections: 1.5, 3.3.1, 3.5 thru 3.13, 3.15 thru 3.19, 5.2, 6.1, 6.1.1, 7.1, 7.2.9, 7.3. Added new sections 3.14, 6.7. VA PM: Keith Magoon Alan Monosky/ Levi Teitelbaum/ Kathy Steele 01/2016 PX*1*210 – Made updates to sections: 3.13, 3.15, 5.2, 6.1, 6.1.1, Added sections: 6.4, 6.5, 6.6 and formatting edits. VA PM: Keith Magoon Alan Monosky/ Kathy Steele/ Shelita Davis 03/2015 PX*1*206 – Updates to Skin Test information. VA PM: Keith Magoon Alan Monosky / Kathy Steele 12/2014 PX*1*201 – Remediated doc for 508 compliance. VA PM: Keith Magoon Helena Gilbert 10/2014 PX*1*201 – Made additions to the PCE Update Encounter screen and some format edits. VA PM: Keith Magoon Alan Monosky / Shelita Davis 08/2014 Manual updated to show changes with patch PX*1*201 VA PM: Keith Magoon Alan Monosky / Constance Ray / Shelita Davis 06/2014 PX*1*199 – Updates for ICD-10 PCE Encounter Actions: Changed DX Diagnosis (ICD9) to DX Diagnosis (ICD) (pp. 19, 21-27, 29-30, 34-36, 38-39, 41-42, 44, 47) Changed Diagnosis Ranked by Frequency Report codes (pp. 105, 113, 115-116) Miscellaneous ICD changes (pp. 108, 129, 134) Technical Edit VA PM: Curtis Clay HP PM: Mike Klein Ellen Phelps / Bob Thomas 03/2009 PX*1*168 – Enrollment VistA Changes Release 2 (EVC R2) Changed environmental Laura Prietula Corinne Bailey