zilongwang/ReadingBank huggingface dataset:
Site 1 Name or number: line of address: Town/City: Postcode: Telephone number: Email address: Website address: Name: House name or number: First line of address: Town/City: Postcode: Date of Birth: Basic Disclosure certificate attached: Yes No Site 2 Name or number: First line of address: Town/City: Postcode: Telephone number: Email address: Website address: Name: House name or number: First line of address: Town/City: Postcode: Date of Birth: Basic Disclosure certificate attached: Yes No Partnerships (If you are applying as a partnership, please provide the following details in respect of each partner – where there are more than two partners then please use a continuation sheet) Full name: Date of birth: Residential address: Basic Disclosure certificate attached: Yes No Full name: Date of birth: Residential address: Basic Disclosure certificate attached: Yes No
SECTION 4. TO BE COMPLETED IF APPLYING FOR A COLLECTOR’S LICENCE N.B- A collector’s licence authorises the licensee to carry out business as a mobile collector in the authority’s area only. Details of prospective licence holder Title (please tick): Mr Mrs Miss Ms Other (please state): I am 18 old or over. Please tick Yes No Date of Surname: Forenames: Please also state your maiden name or any other surnames you have previously been known by: I attach a Disclosure Certificate issued for the applicant by Disclosure Scotland: Yes No If you do not provide a disclosure certificate your application may be delayed or rejected. I attach a recent passport size photograph of myself . Yes No Contact details (we will use your business address to correspond with you unless you indicate we should use your home address) Business Address: House name or number: First line of address: Town/City: Postcode: Telephone numbers: Daytime: Evening: Mobile: Home address: House name or number: line of address: Town/City: Postcode: Please use my home address for correspondence Email address (if you would prefer us to correspond with you by email): Please note that you must provide us with a postal address SECTION 5. MOTOR SALVAGE (For all applicants)
Conclusion Please contact the DUB staff with any questions. The DUB staff is here to help you make your network a premier local data dissemination resource for your state and the nation as a whole. listing with desk numbers: Janice Valdisera 301-763-6121 Samantha Proctor 301-763-4013 Thomas Edwards 301-763-2184 Terri Nelson 301-763-2908 Barbara LaFleur 301-763-4022 Kathy Conklin 301-763-3964 Toni Hall 301-763-3978 Ti Anna May 301-763-2132 Appendix A – Steering Committee Member Tree States Bob - Chairperson bob.coats@osbm.nc.gov 919-807-4781 Arizona, Mississippi, Montana, Oregon, North Carolina, Pennsylvania, Wyoming Terry Jackson – Co-Secretary terry.jackson@dca.ga.gov 404-679-4946 Delaware, District of Columbia, Georgia, Maryland, New Hampshire, West Virginia Barnes allen.barnes@azdoa.gov 602-771-1155 American Colorado, Indiana, Minnesota, Rhode Island Amy Bittner amy.bittner@wyo.gov 307-777-7161 Alabama, Alaska, Hawaii, Iowa, Massachusetts, Nebraska Mary Craigle – Vice-Chairperson mcraigle@mt.gov 406-841-2739 New Mexico, Nevada, North Dakota, South Dakota, Utah, Washington Charles Rynerson – Co-Secretary rynerson@pdx.edu 503-725-5157 California, Guam, Illinois, Kansas, N. Mariana Islands, Virgin Islands Sue Copella sdc3@psu.edu 717-948-6427 Arkansas, Missouri, New Jersey, New York, Oklahoma, South Carolina Dan Veroff dlveroff@wisc.edu 608-265-9545 Connecticut, Florida, Kentucky, Maine, Virginia, Vermont, Wisconsin Clifford Holley saholley@olemiss.edu 662-915-7288 Idaho, Louisiana, Michigan, Ohio, Puerto Rico,
Exhibit H – Sample Performance Report Exhibit I - Sample White Paper/Research Report & List of Research Generated in 2012 & 2013 Exhibit J – Sample of Investment Manager Research/Due Diligence Report Exhibit K – Sample of “Finals” Report for Recent Public Markets Search Exhibit L – Fee Proposal
SDCG-12-19 Frank Martin to provide an update on Biomass COMPLETE SDCG-12-20 SDCG EXEC to confer on the use of SLC vs GRD for the CEOS radar ARD spec October 17 SDCG-12-21 SDCG EXEC to formulate a plan to update the CEOS Strategy for GFOI (2011), as well as the SDCG 3-Year Work Plan. To be presented at SIT-32. December 17
Set up a communication exchange with the students, staff and principal. Try to restore order. If unable to calm students and violent or uncontrolled behavior is probably, notify police of situation and request assistance. Send home with students for their parents/guardians a brief written description of the emergency, how it was handled and, if appropriate, what steps are being taken in its aftermath. Outside of School PRINCIPAL/SITE ADMINISTRATOR ACTIONS: Call 911. Move any students who are outside into the school building. If unable to do so, have students lie down and cover their heads. Once students are in the school building, lock and secure all exterior including restrooms. Have custodians remove trash containers and other burnable items from public access. Cancel all outside activities. Maintain an accurate record of events, conversations and actions. Assign staff members to assist nurse as necessary. STAFF ACTIONS: Close and lock classroom doors. Close all curtains and blinds. Keep students away from windows and take precautions to protect them from flying glass in the event windows are broken. Instruct students to DUCK AND COVER, lie on the floor and keep students calm. Care for the injured, if any. Remain with students within locked classrooms until all clear is given, regardless of bells and the school schedule. ADDITIONAL STEPS FOR THE SCHOOL:
Secure Data Warehouse Quick Reference Guide Toolbar Buttons: Button Menu Item Description Document Home Apply Document Home Interactive Mode Document Home Excel Export current report in Excel or PDF format. Document Home Display Scaling Display scale 400% to 25%, Fit Width & Fit Page. Documents Home Notes ALL  Undo “Undo” a report manipulation. E.g., if you change the color scheme, you can revert back with the Undo button. ALL  Redo “Redo” an action that was just reversed with the Undo button. ALL  Grid Changes the view to grid mode. ALL  Graph Changes the view to graph mode. ALL  Grid and Graph Changes the view to show both a grid and a graph. Report Home  Print Exports the document to a PDF format for printing. Adobe Acrobat Reader must be installed on your PC. Printing is not automatic. This is equivalent to File  PDF. Report Home  Export Exports the document to Microsoft Excel on your PC. Report Home  PDF Exports the document to a PDF on your PC. Adobe Acrobat Reader must be installed on your PC. Report Home  Re-prompt Data  Re-prompt Allows you to change your prompt answers, then run the document using the new answers. Report Home  Full Screen Mode Document Home Full Screen Mode Removes Related Reports View, Toolbar Tabs & SDC Reports Toolbar to enlarge report details. Button Menu Item Description
Format  Increase Decimal Increase decimal position in numeric field. Format  Decrease Decimal Decrease decimal position in numeric field. Format  Advance Grid Formatting Format  Advance Graph Formatting Graph Graph Type Change current graph type. Graph Graph Type Change current graph type. Graph Legend Toggle Legend. Graph Data Values Toggle data Values. Graph Series by Row Toggle data by Row. Graph Series by Column Toggle data by Column. Graph Auto Arrange Categories, Series & Apply Changes number of fields in graph on the column & row. Pivot Move to Column Move to columns. Pivot Move to Row Move to rows. Pivot Move to Left Move to left. Move to Right Move to right. Pivot Page By Page by this field. Icons: A folder containing more objects, i.e. reports or more folders. Folders are commonly used to sets of reports that have a relationship to each other, e.g. a common subject area.
which each successive number is the sum of the two preceding numbers. A programmer has written the following algorithm which contains an error 1. first 2. second 3. first print second 5. for counter =1 to 5 6. sum = first + second 7. = second 8. second = sum 9. print first 10. end loop (a) The programmer decides to create a trace table to locate the error. The trace table shows the value of variable first, second and sum at the end of each pass through the loop. Copy and complete the trace table below. (b) The expected output is 2, 3, 5, 8, 13, 21, 34. The actual output does not match. (i) State the actual output of the algorithm for the first five values. (ii) Explain how the algorithm be corrected. 1 1 (c) A programmer can use breakpoints to the execution of a
(b) It is suggested that the logo may be stored as a vector graphic. Explain why this logo should be stored as a vector graphic rather than a bitmapped graphic. 2 H 2011 Q13(c) - S Remove from stem of (c) "in a memory read operation" and the reference to "control Low-level operations and computer architecture Describe the function of each of the following address bus data bus 2 H 2012 Q1 Low-level operations and computer architecture Write the ten digit binary number 1001001001 as a positive integer. 1 H 2012 Q3 Low-level operations and computer architecture Ali has created a poster using bitmapped graphic software. Describe how a bitmapped graphic is stored 2 H 2012 Q5 Low-level operations and computer architecture The table shows types of computer memory listed in descending order of speed of access, (fastest first). Identify the two missing types (1) and (3). 2 H 2012 Q17 (d) Low-level operations and computer architecture All processors contain an ALU and a control unit.
In order to be shortlisted you must demonstrate that you meet all the essential criteria and as many of the desirable criteria as possible. Where we have a large number of applications that meet all of the essential criteria, we will then use the desirable criteria to produce the shortlist. Selection Criteria Attributes Item Relevant Criteria Identification Method Rank 1 Skills & Abilities 1.1 Possess a high of written, oral and interpersonal skills. Able to demonstrate both independent and team working. Demonstrates competences, core behaviours and supplementary behaviours that support and promote the University’s core values. Demonstrates professionalism in learning / teaching and the values of the UK Professional Standards Framework for HE. Within module responsibility, work with others to design content of learning materials within existing frameworks and make modifications to existing materials to meet defined learning outcomes. Select appropriate assessment criteria, assess the work and progress of students by reference to those criteria and provide constructive feedback to students. Teach as a member of a teaching team in developing capacity within an established programme of study, with the assistance of a mentor if required. A, I, P A, I A, I A, I A, I A, I A, I E E E E E E E
3 Education & Training 3.1 Hold or be working towards a Masters in a subject relevant to the post. Membership of a relevant professional or learned body. HE teaching qualification or HEA Fellowship) or be willing to achieve within 12 months). Qualified Teaching Status essential (or equivalent qualifications in other countries). Curriculum development experience and knowledge of current curriculum initiatives in primary education in relation to the post for which you are applying. A, C A A, I A, I A, I E D E E E 4 Relevant Experience 4.1 Primary teaching experience. Demonstrate a desire and/or proven experience in contributing to the Research agenda within the School. Experience of curriculum development and the continuous improvement of programmes that meets the needs of the sector, students and the University. A, I A, I A, I E E E 5 Special Requirements 5.1 The ability to communicate through the medium of Welsh. Ability to communicate complex and conceptual ideas to a range of groups. A A D E Date of Revision Key Identification Method A Application Form I Interview T Test
September 2015 12 - Kingsbury County Dinner, Lake Preston 17 - Empire Dinner, Sioux Falls 24 - Brookings Dinner 24 - Watertown Dinner 24 - Huron Dinner October 2015 01 - Canton Dinner 03 - Lookout Mountain Dinner, Spearfish 10 - Yankton Dinner 17 - Britton Dinner 19 - Pony Hills Dinner, Woonsocket 20 - Miner County Dinner, Howard 20 - Gettysburg Dinner 23 - Chamberlain Dinner 24 - Sisseton Dinner 24 - McPherson County Dinner, Eureka 24 - Springs Dinner, Wessington Springs 29 - Aberdeen Dinner November 2015 04 - Life Sponsor Rendezvous, Pierre 06 - Vermillion Dinner 07 - Lake Poinsett Dinner, Arlington 14 - Lyman County Dinner, Presho 16 - Mitchell Sponsor Event 19 - Madison Dinner December 2015 10 – Rosebud Dinner, Winner January 2016 30 - Lake Alvin Dinner, Harrisburg February 2016 06 - Groton Area Dinner 06 - Tri-State Dinner, Belle Fourche 11 - Pierre Dinner 12-13 - SDDU State Convention, Mitchell 25 - SDSU Waterfowl Hunters Party - Brookings 27 - Big Sioux Dinner, Crooks March 2016 05 - Walworth County Dinner, Mobridge 06 - Kranzburg Dinner 10 - Gun Bash, Watertown 19 - Hartford Dinner 26 - Custer Dinner 26 - Dietrich-Schubloom Dinner, Miller 31 - Sioux Falls 100 for 100 Dinner 2016 09 - Lennox Dinner 16 - Castlewood Dinner 16 - Choteau Creek Dinner, Armour 22 - Mitchell Dinner 25 - Aberdeen Sponsor Event 28 - Day County Dinner, Webster 29 - Sioux Falls Sponsor Event 29 - Split Rock Dinner, Brandon May 2016 07 - Rapid City Dinner 26-30 - DU National Convention - Alaska June 2016 22-23 - Life Sponsor Rendezvous, Spring Creek July 2016 16 - Deuel County Golf Event, Clear Lake 21-23 - Region 2 Leadership Conference, Deadwood
Stakeholders: Who uses the information from the use case? PreConditions: What has to be true beforehand? PostConditions What has to be done afterwards? Flow of Events: Actor System 1. Flow of Events. 2. For the actor. 1.1. Flow of Events. 2.1. For the system. Exception Conditions: 2. If 2 is not true, use case ends SEQUENCE DIAGRAM:
Courtmate is an autonomous tennis ball retrieval robot meant to decrease downtime during tennis training sessions. It uses machine vision to identify tennis balls and calculates the optimal retrieval path to take to collect all of them and bring them to the ball thrower machine so that the person being trained doesn’t have to. Tensegrity Snake Robot Taryn Bailey, Bryan Cao, Rosemarie Murray, and Joshua Woods A biologically-inspired, tensegrity robot uses peristaltic motion to generate forward movement. By combining this unique method of locomotion with tensegrity design principles, this flexible, lightweight, and robust rrobot is well-suited to the exploration of unknown terrain, with applications in space-exploration, pipe monitoring, and search-and rescue.
Embracing co-design What is co-design? “involving the end user of the service or experience in the design phase of a project or piece of work that aims to improve outcomes” (2015 NDIA co-design framework) ‘deliberately engaging of the system, delivers of services and other experts to actively understand, explore and ultimately change a system together’. (Huddle Academy) Why co-design? “Nothing about us without us!” Empowers service users – people with disability are supported to create vision and lead change as partners is on outcomes of change Can deliver practical implementation solutions Everyone is involved so everyone has buy in Negotiates a pathway for everyone in the organisation Ideas and possibilities become visible and tangible Ensures informed decisions are made How to do co-design (Huddle) Understand the problem Reframe Explore ideas Make and test decisions Take action Reflect Huddle’s Co-design principles Be person-centered Be creative Be collaborative Be courageous
Co-design uses but is not limited to these things Communicate (informing people what is on) Letters, phone calls, email, website update, social media, brochures, advertisement, public displays, exhibitions, meetings Consult (engaging with people to indirectly influence outcomes) Individual and group meetings, hotline, surveys, presentations, community and public meetings, community event, open days Coordinate (consolidating different and multiple elements towards a shared outcome) Facilitate stakeholders to come together. Provide training for service users to self advocate and advocate on behalf of others Collaborate (people working together towards a shared goal) Work together to develop solutions and incorporate advice and recommendations into decisions. Implementing what service decide things to remember Use empathy Share power together It’s a mindset Discussion questions What is the difference between co-design and consultation? What do we need to do differently? What does co-design look like in your organisation? Give examples. How can you support more co-design in your organisation? A shared vision involves everyone Engaging people with disability and families Service users and families are experts – work together Engage people with disability as peer educators, mentors and change agents Have a clear message about change – the same message for all audiences
5:30 - 5:40 PM WRAP-UP/CLOSING SESSION – PLEASE SUBMIT YOUR EVALUATION FORM BREAKOUT SESSIONS PROGRAM DIRECTOR BREAKOUT ONE 3:00-4:00 PM BREAKOUT TWO 4:15-5:15 PM Jennifer Weller, DBI BIO – Biological Sciences BIO + BRAIN Beth Plale, OAC CISE – Computer & Inform. Science & Engineering CISE + Advanced computation, BIGDATA, cyber-security, robotics, CPS Stephanie August, DUE EHR – Education and Human Resources EHR + REU, NRT, RET, RUI, ROA, PUI Richard Fragaszy, CMMI ENG – Engineering ENG + ERCs, CAREER Linda Molnar, IIP ENG - Engineering, Translational Research Translational Research + SBIR, STTR, ICORPS Justin Lawrence, EAR GEO – Geosciences GEO + PREEVENTS, GRFP Cynthia Phillips OIA – Office of Integrative Activities / Evaluation OIA + NSF INCLUDES, Evaluation and Assessment Capability Kelsey Cook, CHE MPS – Mathematics and the Physical Sciences MPS + Chemistry Bob O’Connor, SES SBE – Social Behavioral Economic Sciences SBE + Big Ideas, INFEWS, CRISP, Science and Engineering Indicators Libby Lyons OISE – International Science and Engineering OISE – International Science and Engineering + partnerships, NSF INCLUDES, ADVANCE Samantha Hunter BFA – Office of Budget, Finance and Award Management – Proposal and Award Policy Update BFA – Office of Budget, Finance and Award Management – Policy and Award Q&A
BA.09 LPG Launches Barnes Brinkcraft Part funding of 6 new, low-emission, LPG powered, boats. £7,200 BA.10 The Ark Nancy Oldfield Trust Part funding of new base on Barton Broad that will be used to support year-round boating activities for people of all ages who are disabled or disadvantaged. £10,000 BA.11 Tourism and Bank Erosion - A Sustainable Solution Notre Dame High School, Norwich Investigation by Year 10 students into the impact of tourism on the Broads eco-system and production of a sustainable tourism case The results will be shared with other schools - here and in Malawi - and used to develop a teachers’ pack for the Broads. £825 BA.12 Wheelchair Accessible Electric Day Boat Ellis Frost Marine t/a King Line Part funding of a new, upgraded, wheelchair accessible electric day boat, the second such in their fleet. £6,000 BA.13 Chedgrave Common Chedgrave Parish Council Provision of fencing and a disabled access gate to allow sustainable management of the Common and enhance biodiversity. £2,980 BA.14 City Electric Day Hire Craft City Boats Part funding of a project to convert two dayboats to electric and install wheelchair lifts on both. £6,000 BA.15 Restoration of Wroxham Broad Island Norfolk Broads Yacht Club Part funding of littoral restoration work and reed planting at Wroxham Broad Island to protect the river margins and adjacent moorings in an innovative and sustainable way. £17,846 BA.16 Broads Reed and Sedge Harvesting Rejuvenation 1 Broads Reed and Sedge Cutters Association Part funding of a 5 year programme to rejuvenate the Broadland reed/sedge cutting industry and promote sustainable management of the Broads landscape. (Phase 1 - purchase of new cutting/harvesting machinery plus training and administration costs). £26,710 BA.17 Broad Futures 1 How Hill Trust Provision of LfS2 courses at How Hill and in schools via Education Officer, INSET courses for teachers, assisted places for deserving students, teachers’ resource packs and an outreach service. £19,905
Sustainable Development Fund projects supported in 2008/2009 Ref. No Project Applicant Description Grant BA.121 Establishment of the Three Rivers Way Association The Three Rivers Way Association Establishment and promotion of a community group that is campaigning for the development of a safe route for walkers, cyclists and other non-motor vehicle users between Hoveton, Horning, Ludham and Potter Heigham. The bulk of the grant will be used to fund awareness raising materials and events. £1,000 BA.122 Suffolk Energy Busters Suffolk County Council/ National Trust A five school pilot project that will build on the good practice and experience gained during BA.59 Broader Energy Choices to develop an energy programme for Broads primary schools in Suffolk. £7,754 BA.123 Flegg High School Biomass Project Flegg High School Part-funding of a new 550kW biomass boiler that will reduce the school’s energy consumption by 197,000 kWh and CO2 emissions by 177 tonnes p.a.; be used as a teaching resource; and help raise Martham’s awareness of sustainability issues and renewables. £30,000 BA.124 Ellingham Wind Turbine Enhancement Project Ellingham VC Primary School Installation of a wireless weather station, which will initially be used to monitor wind speed and help assess the true potential of the school’s wind turbine. £700 BA.125 Carbon Neutral Workshops Nutmeg Puppet Company A series of 15 all-day workshops in Broads primary and middle schools that will encourage innovative thinking about ways of living with a reduced dependence on carbon-based technologies. £6,081 BA.126 Marshes Restoration - Wind Pumps Norfolk Wildlife Part funding of two wind pumps, which will be used to manage water levels - and therefore habitat - at the Upton Broad and Marshes Nature Reserve. £5,602 BA.127 Country Trust Broads Initiative The Country Trust An initiative that will introduce 450 children from deprived areas of Norwich, Great Yarmouth, Lowestoft and the London Borough of Tower Hamlets to the Broads landscape, its management and wildlife. £5,000
BA.189 Broad Sweep: Reducing the Impacts of Invasive Alien Species in the Broads Norfolk Species Initiative (NNNSI) Improving the availability/quality of information on the distribution and status of Invasive Alien Species within and adjacent to Broads; by involving local communities, developing and launching a voluntary accreditation scheme for garden centres which agree not to sell invasive aquatic plants and share lessons and experience between Broad Sweep Project and the New Forest Non-native Plants Project (the latter is already the recipient of New Forest SDF support and has a similar focus). £9,850 BA.190 Replacement of Topper Sailing Dinghy Fleet Norfolk Schools Sailing Association Replacement of 12 of the Sailing Associations ageing fleet of Toppers (some over 20 years old). Used mainly for teaching 11-17 year olds. £20,727 BA.191 Beccles Tourism Project The Community Forum Promoting and enhancing tourism in Beccles. Signage and interpretation relating to the Bell Tower part of the overall project £6,000 BA.192 Broad Depth Furniture Designs Steve Bluck Assistance in setting up a furniture business using reclaimed timber piling from the Broads rivers £1,500 BA.193 Electricity Generation by Renewable Energy Museum of the Broads Grant towards the installation of PV panels £6,000 BA.194 Time for Wildlife How Hill Trust Working with local schools with a range of practical sustainable environmental tasks (wildlife areas, ‘bug hotels’, etc.) £7000 BA.195 Journey on Wherryman’s Way Future Projects Multimedia project focussing on Wherryman’s Way. (Building on the success of Your Broads, Your Future) £9,500 BA.196 Green Energy project Hellesdon Church Extension Ground source heat pump for new extension to St Mary’s Church £5,000 BA.197 Electric engine for wherry Norada Wherry Yacht Charter Charitable Trust Grant towards cost of electric engine for pleasure wherry Norada £3,200
Membership The 2017 Membership fee is £42.50 for 10 lectures commencing in February. We have a pro rata arrangement for members joining in subsequent months. Full details are available from our Membership Secretary Shirley Moffat Telephone 01943 863765 Visitors Visitors are welcome to our meetings to assess whether they like to become a member. Admission £5 Outings and Days of Special Interest 2017 At Cartwright Hall on 15th March a guided tour of the Royal Collection “Splendours of the Sub Continent: A Prince’s Tour of India, 1875-76” On 12th April a full day trip to Duncombe Park and Sion Hall In April the Society’s Annual Lunch In June a two night holiday in the Cotswolds visiting Rodmarton Manor, Owlpen Manor, Chavenage and Harvington Hall Printed January 2017 Saltaire Decorative and Fine Arts Society What’s all this about?
Fisheries Act 1995 FISHERIES NOTICE 2016 I, Travis Dowling, Executive Director Fisheries, as delegate of the Minister for Agriculture and having undertaken consultation in accordance with Section 3A of the Fisheries Act 1995 (the Act), make the following Fisheries Notice under Section 152 of the Act: Date: / /2017 Travis Dowling Executive Director Fisheries FISHERIES (ROCK LOBSTER TAGGING TRIAL) NOTICE 2017 Title This Notice may be cited as the Fisheries (Rock Lobster Tagging Trial) Notice 2017. Objectives The objectives of this Notice are to specify measures for the protection of rock lobster through the introduction of a tri a l tagging system to quantify the recreational take of rock lobster; and fix and enforce catch limits for rock lobster that are possessed by a fisher without the use of a rock lobster tag. Authorising provision This Notice is made under sections 68A and 152 of the Act. Commencement This Notice comes into operation on 1 July 2017. Application This notice does not to – a person acting a Rock Lobster Fishery Access Licence; or an authorised officer or employee of the VFA in the execution of a power, function of duty under the Act. Definitions In this Fisheries Notice: “CEO” means the chief executive officer of the VFA; “fishing season” means a period commencing on 16 November and ending on the following 15 September; “rock lobster tag” a tag issued by the VFA for attaching to rock lobster taken for non-commercial purposes; “tag number” means the unique identification number stamped on or otherwise affixed to a rock lobster tag by the VFA; Comment [SF1]: Important to explicitly state this is a trial. 1
How difficult is it for staff to ‘step back’ in their role as a paid supporter and build informal supports? 6. Sharing ideas and practice The following quotes were made by our Community of Practice reflecting on their current workforce and readiness for the NDIS Recruitment “We changed from a three day orientation course to a three day paid training course prior to employment to assess suitability for positions and a match with the organisation’s values. Not everyone is offered a position at the end of training.” “Potential complete a one page personal profile that tells us about them and their strengths. People with disability are always on the interview panel.” “We employ people on a contract to provide support to just one person. They know they have work for as long as the person with disability wants them.” “We offer TAFE placements to students and get a good idea of whether they will be a fit for our organisation when qualified.” “Six weeks is the critical point in employment. If a person is not performing by then, waiting for the three month probation period to end is too late.” Hard and Soft Skills “Both hard and soft skills need to be balanced but soft skills are more important.” “We’re in a remote region and rely almost exclusively on a casual workforce. The right soft skills are essential; we provide training for the technical skills.” “We get our really good staff to mentor new staff. They see good practice and how it meets our values.” “Position descriptions list the required soft skills.” “We need people who can make good decisions in the grey areas, where there is no clear right or wrong answer.” “Our staff must be culturally aware, take time to build trust with families, not make assumptions and always ask questions if they are unsure.” “We rely heavily on feedback from people and their families on their satisfaction with staff.” Transitioning existing staff “We have some great staff who really get community inclusion. We ask them to share their experiences with other staff.” “We are taking a person-centred approach to our staff now. We asked staff why they were resistant to change. They told us they don’t feel valued and couldn’t play to their strengths.” “We have put in significant effort to buddy, mentor, supervise and train existing staff. Some end up leaving and in many cases this has been the best outcome for everyone.”
Limited audio and visual signage limits accessibility for people with sensory disability People with cognitive disability may need travel supports to aid with perception, comprehension, learning memory, and concentration Discussion Questions Is your service located in an area accessible by multiple forms of transport? What are the most commonly used transport options for people you support? What are some common journeys e.g. travel between activities, travel to centre, travel home? Getting around This is a table showing some of the advantage and disadvantages of types of transport from the perspective of people with disability and then for service providers. People with disability Type of transport (walking, wheelchair, bicycle) Car Taxi Provider Bus Public Transport Advantage You’re in charge – not reliant on others Cheap Come and go anytime Convenient Healthy Get to know locals en route Convenient You/your family is in charge Come and go any time Independence Get to know your driver(s) More flexible than public transport Taxi subsidies Prearranged Pick up and deliver door to door Cheap Independence Normal Develop skills Meet people Increases community options and interactions access to local area and facilities Weather! Inaccessible footpaths Cycling on unsafe roads and hills Cost to purchase Cost of vehicle modification Expensive to maintain Petrol costs Time commitment Reliability Cost, especially if limited transport funding Wait times can mean less service hours Some people need maxi taxis Public perception of ‘big white bus’ and disability Segregation Long commute times on routes Inaccessibility (steps, few lifts, poor shelter, platforms, communication) May need support to use Doesn’t suit everyone
Sector Development Fund Community Inclusion Community of Practice Topic 5: Costing and Pricing This is the sixth in a series of resources to support providers of disability day services and community participation to increase community inclusion for people with disability. It is based on best practice and research as well as feedback from organisations participating in the NDS Community Inclusion Initiative. It is intended as a conversation starter with frontline disability workers and managers, but can also be used with people with disability and their families. Why is understanding Costing and Pricing important? The NDIS future… Individuals are funded under the NDIS - not organisations Individuals choose which organisations they want to provide them with supports Organisations need to know how much it costs to provide supports The cost of providing supports should not exceed the NDIA prices Costing and pricing needs to be right so the organisation is sustainable and does not go into debt COST (amount the organisation needs to spend to deliver an activity) plus PRICE (amount the organisation charges people to receive an activity) equals sustainable organisations which means: people get a choice of services staff have jobs organisation can focus on mission Discussion Question Do you understand why costing and pricing is essential in maintaining your organisation’s sustainability? The link between costing, pricing and community participation Community Participation… 50% of all NDIS plans include community participation
Wednesday 25th February 2015 Kwazulu Natal Province TBA 09h00 – 14h00 Sajeedah Ally - Tel - 031 301 9614 Fax - 031 301 9614 Email - Thursday 26th February 2015 Gauteng North (Midrand/Pretoria) TBA 09h00 – 14h00 Mantlwane Kgobe –Tel - 011 577 7090 Fax -086 597 6369
A KNOWLEDGE CITY Strategy / Plan SDGs the Council is delivering on SDGs that be used better / drive deeper action City Strategy (approach in development) A CONNECTED CITY Strategy / Plan SDGs the Council is delivering on SDGs that could be used better / drive deeper action 2012- 2030
opportunities, providing more public places and spaces, and delivering better transport. Further, the Parramatta Light Rail project is being used to support Parramatta as Sydney’s Central City and improve and support the places on the route. The first stage of the project will link Parramatta’s CBD and train station to the Westmead Health precinct, Parramatta North Urban Transformation Program, the new Western Sydney Stadium, the Camellia Precinct, the new Powerhouse Museum and Riverside Theatres Cultural Hub, the private and social housing redevelopment at Telopea, Rosehill Gardens Racecourse and three Western Sydney University campuses. The Northern Beaches B-Line project will deliver high frequency double-decker bus services on the Northern Beaches to the CBD and reliable and accessible services to customers. Web link: Sydney Metro - CBD and South East Light Rail - Newcastle Light Rail - Parramatta Light Rail - http://www.parramattalightrail.nsw.gov.au/ Northern Beaches B-Line – Title: Reforming land use planning systems to improve housing affordability Organisation: Department of Environment Land Water and Planning Partners (if any): Other Victorian Government agencies; local government Goals addressed: SDG11 Sustainable Cities and communities- Adequate, safe and affordable housing Objective (maximum 50 words): To reform the land use planning system to facilitate the supply of housing affordable for low and moderate income households Case Study Text (maximum 300 words): Housing affordability is a significant challenge in Victoria: Significant price rises has meant that fewer young households can afford to enter into
4.1 Hardware 4.1.1 Microcontroller One of the very difficult tasks of this project was choosing the microcontroller that would allow the application to work. The reason behind the complexity of choosing a microcontroller was because it should of work for all the parts of the project. All components that included data transfer, LCD in addition to the motor and the sensors should be managed by one microcontroller. The work is divided in a way that allows every individual involved in this project to do their own search about the requirements of a microcontroller related to the part they are in charge of. The PIC, the the Motorola 68HC, and the Basic Stamp were all types of microcontrollers that were considered for the application at hand. One generalization is that the microcontroller chosen has to allow for C programming language. The PIC microcontrollers are considered small, fast, and inexpensive with strong I/O capabilities. PIC stands for "Peripheral Interface Controller". The PIC is a RISC (Reduced Instruction Set Computer) design, with only thirty odd instructions to remember; its code is efficient, and easy to understand allowing it to run with typically less program memory than its larger competitors. The PIC micros are found in many projects that include motor controls, sensors, and a lot of other applications that require programmable logic. Figure 4.1.1.1 shows the advantages and disadvantages of the two most popular brands of microcontrollers. AVR PIC Available in DIP Package Available in DIP Package $8.17 (40 pins) $10.35 (40 pins) Programmable with C Programmable with C Free IDE Free IDE $80 Development $40 Development Board Beginner's Development Board Advanced Development Board Few Extras Many Extras 4.1.1.1 Microcontroller Comparison To control the speed of a motor, the chosen MCU must have at least one pin with pulse width modulation (PWM). Most microcontrollers have that to a varying extent, if the PWM pin isn’t found then a separate circuit with a 555-timer will be used to generate a PWM wave. The price of the microcontroller chip is cheap, around few dollars, but the concern is about the programming kit and the development board that come with it since
Table 3 – Evaporative effectiveness calculated from performance measurements resulting in smallest RMSE Performance Metric EE RMSE Average CV Power 0.51 44.0 2442.4 Watts 1.8% Capacity 0.46 323 Watts 11,170 2.9% COP* 0.44 0.18 4.6 3.9% Table 4 – RMSE calculated from performance measurements with EE = 0.51 Performance Metric EE RMSE Average CV Power 0.51 44.0 Watts 2442.4 1.8% Capacity 0.51 331 Watts 11,170 3.0% COP* 0.51 0.23 4.6 5.0% Table 5 – RMSE calculated from performance measurements with EE = 0.51 for subsequent data set that was not used in the model development Performance Metric EE RMSE Average CV 0.51 67.1 2396.3 2.8% Capacity 0.51 200 Watts 11,357 1.8% COP* 0.51 0.14 4.9 2.9% Figure 6 - Measured condensing unit with pre-cooler compared to predictions based upon constant evaporative effectiveness of 0.51 in Equation 5. Figure 7 – Measured system capacity with pre-cooler compared to predictions based upon constant evaporative effectiveness of 0.51 in Equation 5. Figure 8 – Measured system COP* with pre-cooler compared to predictions upon constant evaporative effectiveness of 0.51 in Equation 5. Power for evaporator fan not included. Figure 9 – Measured condensing unit with pre-cooler compared to predictions based upon constant evaporative effectiveness of 0.51 in Equation 5, for second data set that was not used to calculate evaporative effectiveness..
Reported Data: Tout/TWB [oF/ oF] Capacity [W] Compressor Power [W] Water Use[kg/hr] a 105/73 b 95/75 c 90/64 d 82/73 Test 4: Cooling Equipment with Wet Evaporative Pre-Cooler Installed (WIND TEST) (Tout/TWB[oF] = 90/64) This test shall carry the superscript “WIND” for wind testing Reported Data: Wind [m/s] Wind Dir [deg] Capacity [W] Compressor Power [W] Water Use [kg/hr] a 2.5 0 b 2.5 45 c 2.5 90 d 2.5 135 e 2.5 180 Test 5: Cooling Equipment with Wet Evaporative Pre-Cooler Installed (WATER-IMPACT TEST) (Tout/TWB[oF] = 90/64) This shall be denoted by the SuperScript “WORN”. Reported Data: Cycles [-] Capacity [W] Compressor Power [W] Water Use [kg/hr] a Full Season* *Full Season = 1000 Full-load Derived Data Table 6: Power Draw Reduction, Capacity Improvement and COP Improvement (%) over no precooler * Reported Data: Tout/TWB Power [%Pinc ] Capacity [%CAPinc] COP [%COPinc] a 105/73 b 95/75
II. Financial information Please upload your detailed financial report as per the annual work plan and budget for this reporting period here and complete the summary as below: UN Agency SDG-F Total approved funds Total funds Transferred to date Total funds committed to date Total funds disbursed to date Name of Agency Name of Agency Name of Agency Name of Agency Total Source Matching funds Total approved funds Total funds Transferred to date Total funds committed to date Total funds disbursed to date Name of source Name of source Name of source Name of source Name of source
FORMS Students have easy access to important departmental and university forms that are available in the forms spinner outside the department door in Barnard Room 230. Forms are arranged according to the following scheme: Admissions Internship Practicum A-1 Admissions Informational Packet for Master of Science Degrees B-1 CNSL 591 Application for School Counseling Internship C-1 CNSL 503 Application for Supervised Counseling Practicum A-2 Graduate Application Form B-2 CNSL 594 Application for Professional & Rehabilitation Counseling Internship C-2 Practicum Agreement - Professional & Rehabilitation Counseling A-3 Application for Degree Candidacy B-3 CNSL 592 Application for Student Development in Higher Education Internship C-3 Practicum Agreement – Student Development in Higher Education A-4 Recommendation Form B-4 Internship Agreement Supervised Clinical Practice - Professional & Rehabilitation Counseling C-4 Practicum Agreement – School Counseling A-5 Advising B-5 Internship Agreement Counseling C-5 Professional & Rehabilitation Counseling Site Supervisor Monthly Evaluation Form A-6 CCA Membership Application and Renewal Form B-6 CNSL 592 Internship Outline and Contract for Supervised Internship in Student Development in Higher Education C-6 CNSL 503 Supervised Counseling Practicum Site Supervisor’s Evaluation A-7 B-7 Practicum/Intern Evaluation of Site C-7 Parental Release Form A-8 CNSL 592 Site Evaluation Form (SDHE) B-8 CNSL 591 School Counseling Internship Site Supervisor’s Evaluation C-8 CNSL 503 – Supervised Counseling Practicum Goal Statement Agreement A-9 Monthly Log – Student Development in Higher Education B-9 CNSL 594 Professional & Rehabilitation Counseling Internship Site Supervisor’s Evaluation C-9 Application for Master’s Comprehensive Examination (Plan B) CNSL 592 Student Development in Higher Ed Internship Site Supervisor’s Evaluation Internship Weekly Schedule CNSL 591 (Yellow) Professional & Rehabilitation Counseling Monthly Practicum/Internship Log CNSL 591 Intern Evaluation of Site CNSL 591 Monthly Internship Log (Green) APPENDIX II 10 11
Learning Ability? Need assistance (list/describe) Is falling a concern for you? Yes No If yes, how often do you fall? Describe how you fall (like a tree, etc.), what commonly causes you to fall, and how you recover. Please rate with one number for each limb below. No Use Full Use 1 2 3 4 5 6 7 8 9 10 Left Side Rating Right Side Rating Hand Strength Dexterity Arm Strength Arm Reach/Extension Upper-Body Strength Leg Strength Leg Control How do you handle the following?
A good basic estimate for the cost of an SDI dog at $2000 per year based on the cost of food, treats, toys, accessories, annual vet checkup, vaccinations, and a small stipend for unexpected veterinary occurrences. However, serious veterinary issues can arise. You routinely play fetch to exercise your dog. It suddenly starts limping, so you stop¸ but later your dog continues to limp and cannot put any weight on one leg. Your vet diagnoses a torn ligament requiring surgery – a not uncommon injury in large dogs. The cost will be anywhere from $2,500-$3,000 for surgery and post-operative expenses. Please describe how you would proceed. DO YOU AGREE TO THE FOLLOWING CONDITIONS REQUIRED TO RECEIVE AND RETAIN AN SDI DOG? That there is a reasonable expectation that your medical situation will allow you to use and benefit from your dog’s skills for 8 to 10 years. Yes No Please explain either answer. That an SDI dog will spend most of it time with its partner at home AND at work, at school, and social events and that it will NOT be in a yard or kennel or home alone for long periods of time. Yes No, explain
5x Drill test Achievement 1 5x test Achievement 2 5x Drill test Achievement 3 5x test Achievement 4 5x Drill test Achievement 5 5x Drill test Achievement 6 5x Drill test Achievement 7 20x CAPF 2a 10x CAPF 10R 10x CAPF 15 10x CAPF 23 10x CAPF 31 20x CAPF 50-1 5x CAPF 50-2 10x CAPF 52-2 10x CAPF 52-3 10x CAPF 52-4 10x CAPF 58 5x CAPF 66 40x CAPF 100 10x MNWNG Form 10u 15x MNWNG Form 10v 3x CAPR 52-16 1x CAPR 100-1 1x CAPR 100-3 1x CAPR 900-2 1x CAPM 39-1 1x CAPM 39-3 1x CAPM 50-5 1x CAPM 50-18 1x CAPM 50-20 1x CAPM 52-4 1x CAPM 59-2 2x 36-2203 1x CAPP 50-5 1x CAPP 50-6 1x CAPP 52-14 2x CAPP 52-18 5x ICS 211 2x Leadership 2000 & Beyond Manual 9x AE Module 6 10x AE Module 5 9x AE Module 3 9x AE Module 2 10x AE Module 1 5x AE Study Guide
and are often female and home-makers (Figures 7 and 8). A third cluster (6.4%) views only during prime-time – not during the day at all - and tends to high-income professionals (Figures 9 and 10). Cluster 1 Percent of time spent viewing each hour. x-axis is hour of day, and y-axis is average percent of viewing minutes by persons in this cluster. Z-score Demographic -0.106813 0.103301 -0.069408 prob_children_new -0.068654 Education-InputIndividualID 0.057203 nascar 0.051696 spectatorsports-football 0.049739 homemaker 0.045212 retired Cluster 1 Demographics Cluster 2 daily viewing profile x-axis is hour of day, and y-axis is average percent of viewing minutes by persons in this cluster. Variable -0.169457 0.102205 prob_children_new 0.064553 0.062038 parenting Cluster 2 Demographics Cluster 3 Daily viewing profile. x-axis is hour of day, and y-axis is average percent of viewing minutes by persons in this cluster. Z-score Demographic 0.084194 republican_mean 0.081697 Education-InputIndividualID 0.080796 0.069406 professional -0.064145 prob_children_new -0.053708 Gender-InputIndividualID 0.041032 prob_married 0.032880 christianfamilies Cluster 3 Demographics B. PII ANONYMIZATION METHODS USED IN CURRENT WORK
accessibility difficulties or the information you require is in a format that you cannot access, please contact us. The Murray–Darling Basin is one of the largest river systems in the world, but also one of the driest. Home to more than two million people (including 18% of Australia’s Aboriginal people) this 14% of mainland Australia accounts for around half of our irrigated agricultural production. The Basin plays an important role in supporting biodiversity. It includes 16 internationally significant wetland sites, and supports over 60 species of fish and 98 species of waterbirds. It also contains Australia’s largest river red gum forest. The Basin Plan is about addressing significant environmental decline that has been brought about by over-use of the Basin’s water resource, combined with recurrent drought. Contact us ph: (02) 6279 0100 +61 2 6279 0100 (int) email: info@mdba.gov.au blog: freeflow.mdba.gov.au
Square Dance Minnesota, Inc. “Preserving the heritage of square dancing.” Member of SDM and Insurance Paid: Square Dance Minnesota, Inc. “Preserving the heritage of square dancing.” Member of SDM and Insurance Paid: Square Dance Minnesota, Inc. “Preserving the heritage of square dancing.” Member of SDM and Insurance Paid: Square Dance Minnesota, Inc. “Preserving the heritage of square dancing.” Member of SDM and Insurance Paid: Square Dance Minnesota, Inc. “Preserving the heritage of square dancing.” Member of SDM and Insurance Paid: Square Dance Minnesota, Inc. “Preserving the heritage of square dancing.” Member of SDM and Insurance Paid: Square Dance Minnesota, Inc. “Preserving the heritage of square dancing.” Member of SDM and Insurance Paid: Square Dance Minnesota, Inc. “Preserving the heritage of square dancing.” Member of SDM and Insurance Paid: Square Dance Minnesota, Inc. “Preserving the heritage of square dancing.” Member of SDM and Insurance Paid: Square Dance Minnesota, Inc. “Preserving the heritage of square dancing.” Member of SDM and Insurance Paid: