zilongwang/ReadingBank huggingface dataset:
The framework agreement started on the 1st November 2009 for a duration of 1 year, with the option to extend for up to a further 16 months. The key services included this agreement are: Bespoke Services, Down Stream Access, End to End, Mail Consolidation, International Mail, Boxes, Pre-sortation for inbound delivery, Re-direction, Response Services, Secure Mail, & Trace, Undeliverables Who does this Good Practice Guide apply to? This Good Practice Guide applies to organisations that are sending post through any Postal Services provider. The guide advises on how organisations can improve efficiency through Royal Mail and also for those organisations that are currently using, or will commence using, TNT Post for their Second Class mail. To access the Procurement Scotland agreement, end user organisations were required to submit a ‘Notification of Interest’ document. In 80 organisations provided their indicative mail profile so that Procurement Scotland could undertake a mini-competition under the Buying Solutions framework. In monetary terms this equated to spend of circa £25m per annum. It is stressed that only those organisations who submitted a ‘Notification of Interest’ are entitled to participate in the Procurement Scotland arrangement and they will now be required to complete a ‘Commitment to Purchase’ prior to using the agreement.
39 partners from 13 countries containerising maritime information Demonstrating the function and business value of the Sea Traffic Management concept and its services. Seaing is believing! SAFETY - ENVIRONMENT - EFFICIENCY Swedish Maritime Administration ◦ SSPA ◦ Viktoria Swedish ICT ◦ Transas ◦ Chalmers University of Technology ◦ The Swedish Meteorological and Hydrological Institute ◦ Danish Maritime Authority ◦ Navicon ◦ Novia University of Applied Sciences ◦ Fraunhofer ◦ Jeppesen ◦ Carnival Corp. ◦ Italian Ministry of Transport ◦ SASEMAR ◦ Valencia Port Authority ◦ Valencia Port Foundation ◦ CIMNE ◦ University of Catalonia ◦ Norwegian Coastal Administration ◦ GS1 ◦ Cyprys University of Technology ◦ Port of Barcelona ◦ Costa Crociere ◦ Svitzer ◦ OFFIS ◦ Finnish Transport Agency ◦ Southampton Solent University ◦ Frequentis ◦ SAM Electronics ◦ University of Flensburg ◦ Signalis ◦ Maritiem Instituut Willem Barentsz ◦ SAAB TransponderTech AB ◦ University of Oldenburg ◦ Magellan ◦ Furuno Finland ◦ Rörvik ◦ University of Southampton ◦ HiQ
Northumberland Schools’ Athletic Association ESAA XC Cup 11am / Primary School Team & Year 7 Championships 1pm - Gateshead International Stadium – Tuesday 3 October 2017 Course Routes ESAA Cross Country Cup, Round 1 NSAA School Team Championships JG – 11.00am - 2000m - Start-A-B-C-D-E-F-A-X-A-Finish (1 full loop + 1 small) Y7 GIRLS – 12.30pm – 2000m - Start-A-B-C-D-E-F-A-X-A-Finish (1 full loop + 1 small) JB - 11.20am – 3000m – Start-A-B-C-D-E-F-A-X ….x2 (2 full loops) Y7 BOYS – 12.45pm – 3000m - Start-A-B-C-D-E-F-A-X ….x2 (2 full loops) IG - 11.40am – 3000m – Start-A-B-C-D-E-F-A-X ….x2 (2 full loops) Y3 & Y4 Races – from 1.00pm- 1300m – Start -A-B-C-F-E-G-F-A- Finish IB – 12noon – 4500m - Start- A-B-C-D-E-F-A-X ….x3 (3 full loops) Y5 & Y6 Races – from 1.40pm – 1550m – Start -A-B-C-D-E-F-A- Finish (1 full loop) Emergency Contacts: Paul Ponton (Event Organiser) – 07747 791 732 / Kevin Flannery (Course Control) – 07443 453 169 / Steve John (HQ - Event Control – 00000 000 000)
Cons Like Risk Level Can anyone using the plant, or in the vicinity of the plant, slip, trip or fall due to: Poor housekeeping allowing the build-up of waste materials or failure to immediately clean up spills could result in a slip hazard. Inappropriate placement of objects (e.g. electric cord, spare materials, bags, etc) in the immediate vicinity of the plant equipment may result in a trip hazard. Ensure appropriate cleaning and housekeeping standards are maintained at all times to minimise the risk of a slip, trip or fall. Uneven, slippery or steep work surfaces? Y N Poor housekeeping, e.g. spillage in the vicinity? Y N Minor Possible Medium Obstacles being placed in the vicinity of the plant? Y N Minor Possible Medium Inappropriate or poorly maintained floor or walking surfaces (i.e. lack of a surface, unprotected holes, penetrations or gaps?) Y N If operating or maintaining plant at height can anyone slip, trip or fall due to: Use of work platforms, stairs or ladders? Y N Lack of guardrails or other suitable edge protection? Y N Other Y N Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level FIRE AND EXPLOSION Can anyone be injured by fire? Y N
Useful Abbreviations RHAD – Registered Hearing Aid Dispenser BSHAA – British Society of Hearing Aid Audiologists HAA – Hearing Aid Audiology CCC – Certificate of Clinical Competency RCCP – Registration Council of Clinical Physiologists HCPC - Health and Care Professions Council PTP – Practitioner Training Programme MSC – Modernising Scientific Careers AHCS – Academy for Health Care Science Useful websites BSHAA- HCPC – http://www.hcpc-uk.org RCCP – http://www.rccp.co.uk AHCS - http://www.ahcs.ac.uk
Roving Pro - Coach Criteria PGA Professionals and Assistant PGA Professionals can deliver Stage 1. PGA Professionals and Assistant PGA Professionals (who have achieved their UKCC Level 2 Coaching Qualification) can deliver Stage 2. The following criteria should be used when recruiting and selecting the coach: Description Essential Highly Desirable Experience A minimum of 2 years experience of coaching children in golf; establishing, delivering and co-ordinating coaching programmes for players between the ages of 9-14. Knowledge and experience of coaching in ClubGolf. Experience of developing and delivering junior golf projects. Experience of mentoring, supporting and encouraging coaches and volunteers. Experience of monitoring and evaluation impact of sessions/programmes. Qualifications / training / knowledge PGA Professional or Assistant Professional with UKCC 2 Attended a Safeguarding & Protecting Children (SPC) course in the last 3 PVG Scheme membership Shown significant commitment to their personal and professional development in relevant subject areas LTAD/Child Development workshop Equity in your Coaching Disability awareness Fundamental movement/ physical development workshop Minimum AA Professional Status Key skills and abilities Can deliver fun coaching sessions, in a safe environment, utilising a based approach which focuses on the development of fundamental movement skills and key golf specific skills relevant for the age and stage of the children Ability to develop and implement high quality, varied and creative coaching sessions for juniors. Ability to inspire, motivate and encourage children through golf. Excellent communication and interpersonal skills Excellent planning and organisational skills. Understanding of Player Centred Coaching and ability to adapt coaching style to meet the learning style and needs of the participant. Is committed to working towards the aims of ClubGolf.
How is the balance sheet of Rovio, the maker of Angry Birds, impacted by its Initial Public Offering? Rovio Entertainment Corporation, the maker of the Angry Birds mobile games, recently made its Initial Public Offering (IPO) on the Helsinki NASDAQ stock exchange. Rovio stock is not available through U.S. stock exchanges. Rovio’s headquarters is in Finland. It also has offices in the United States, Sweden, China, and the United Kingdom. Rovio’s IPO in September 2017 resulted in gross proceeds to the company of 30 million euros (roughly $35 US million.) Rovio has stated that it wants to use the IPO proceeds to acquire other game makers and to reward employees. Fun facts about Rovio: Rovio’s games have been downloaded more than 3.7 billion times as of June 30, 2017. In the second quarter of 2017, there were, on average, 80 million active monthly users of Rovio games. NOTE: For the purpose of this blog post only, ignore any underwriting, professional, or other fees normally associated with an IPO. These costs are usually significant, but would overly complicate this situation at the introductory accounting level. Questions Assume that Rovio received the proceeds from its IPO in cash. How would Rovio’s balance sheet be impacted by its IPO? (Ignore any underwriting, professional, or other fees related to an IPO.) Would there be any impact on Rovio’s income statement in 2017 from this IPO? Explain. What would be the impact on Rovio’s balance sheet if it used its cash to then purchase another game maker company as a long-term investment?
EXPEDITION ROUTE CARD (use one per day) Kent Scouts Aim of expedition: Team Members: Date/Day Map (& Mag Var) Team Name: Leg GRID REF (PLACE) General direction or bearing Distance in km Height climbed in m Travelling Time Activity Time (see over for detail) Total time for leg Estimated Time of Arrival Start Time: End Time: START Route Description Escape or Safety Notes 1 2 3 4 5 6 Totals: Supervisor’s name, location and Tel No:
The EIR of the associated project stated that “The main adverse impact associated with this project is stated to be the increase in motor vehicle congestion on weekends and holidays.” The waterfront project is many greater than this project. City of Redondo agreed with the impact of the Air resource board, stating that “The comments of the Air Resources Board is a legitimate one. Clearly a project that envisions a commercial- recreation center can be expected to have secondary effects on air quality as a result of increased automotive traffic and use.” A great opportunity of the “Dynamic duo” The AES power plant location and waterfront represent a great opportunity, once never thought possible. Now, this is possible. The AES power plant site represents a large amount of potential commercial, residential and office development. Constraining such a large amount of development into such a small part of the waterfront is thinking that was only available due to the fact that the power plant would never be demolished. This is no longer the case. The intent of the CARE act was to include full development of the power plant location, working harmoniously together with the waterfront. Martin F. Holmes Craig Nils Nehrenheim 6 December 2016
The compacted soil in the basin will be loosened so they absorb more water. The stream channel and banks of the stream will not be disturbed or changed. The basin can be expected to capture and clean more run-off following construction. Excavation will be completed in one day, and be supervised by Tom Biebighauser. Tom Biebighauser has discussed the project with Ms. Barbara Scott, Kentucky Division of Water. Funding The recommended budget for this project is attached. The budget can be modified to meet your needs. The Sheltowee Environmental Education Coalition (SEEC) is willing to provide up to $2,000 towards building the wetlands. SEEC is a nonprofit 501(c)3 that helps schools and private landowners restore wetlands. SEEC prefers to pay the excavator or suppliers direct instead of the school for portions of the project. The school is asked to approve a one-page agreement with SEEC stating that they plan to maintain the new wetlands for the next 10-years to receive the funding (attached). It is recommended that the school consider contacting the following organizations for additional funding to help complete the project: Lowes Foundation Wal-Mart Foundation Eastern Kentucky PRIDE Rowan County High School A repair is needed on one of the wetlands at the Rowan County High School. This wetland is the old farm pond that was present on the site before the High School was built. Water is flowing over the low dam on the farm pond into another wetland, causing erosion. A gradually sloped spillway would be constructed on the pond to handle overflow, and the dam would lowered and repaired. Scheduling Tom Biebighauser is available to assist with your wetland project. Please contact him to schedule a date for construction when you are ready. Tom can bring rakes and shovels the students can use to help with the wetland project on the day of construction.
such that it could adversely affect Ms Rowan’s ability to metabolise the dothiepin leading to toxic levels in her liver and blood. Professor Wing’s response was as follows: 'Although the test results in Ms Rowan during the period of interest indicated that her liver cells were under stress from a cholestatic process, the overall processing capacity of the liver was such that it could still break down bilirubin or synthesise albumin in a normal manner. Likewise the capacity for a drug such as dothiepin would be overall no different from that for bilirubin and thus on the basis of Ms Rowan’s liver function test, results would be expected to be essentially normal.' Further consideration as to of death These new reports and statements were referred by counsel assisting to Dr John Gilbert who revised his cause of death to ‘ischaemic and hypertensive heart disease complicated by dothiepin toxicity’. He acknowledged the opinions of both Professor Hugh Harley and Emeritus Professor Lindon Wing in doing so. He did note: 'The reason for the abnormally high post-mortem blood and liver levels of dothiepin is uncertain. Emeritus Professor Wing’s suggestion that this may have arisen because Ms Rowan began taking a larger daily dose or took a single larger dose is a plausible hypothesis.' Dr Gilbert apparently remained concerned that there was no discernible reason for Ms Rowan having such high levels of dothiepin in her liver and blood. He submitted a third supplementary report detailing a new analytical method to measure the levels of the dothiepin metabolite nordothiepin in the blood and liver tissue. The purpose of this exercise was to establish whether Ms Rowan may have taken a deliberate overdose or whether the drug had somehow built up in her system to dangerous levels over time. The finding was of a high parent to metabolite ratio. This supported an acute overdosage as opposed to gradual accumulation of toxic levels due to chronic overdosage or impaired metabolism. However, Dr Gilbert noted that this finding had to be balanced against the lack of scene evidence of excessive tablet consumption and the fact that there were possible post-mortem causes for the results. Dr Gilbert that Ms Rowan was prescribed dothiepin to be taken at night. She appeared most likely to have died overnight because she was found in her pyjamas. It is therefore possible that she died while there was a high concentration of dothiepin in
Tuesday am Remainder of the week College not open Mon Introduction to Unit 12 Power Point 1 – Introduction to Unit 12 What is expected i.e. Portfolios etc How it works – Personal Schedule Study Groups Peer Review Critiques Why – Unit 13 WHO AM I? Objective for session: - Schedule Week 1 produced Work on your schedule Last lesson of the week: - Peer Review Critique Reflective Log Wed pm (x3) Tues pm (a’s) Thurs am (x3) Introduction to Unit 12 Power Point 1 Introduction to Unit 12 What is expected i.e. Portfolios etc How it works – Personal Schedule Study Groups Peer Review Critiques Why – Unit 13 WHO AM I? Objective for session: - Schedule Week 1 produced Schedule agreed with Lecturer Advisory Schedule: - Produce Timeline for skills development to date Mind Map on Who am I? – my favourite media products, my inspirational media producer My skills focus WEEK 2 – w/c 8th January 2018 Mon am (x3) Mon pm (x2) Remainder of the week Wed pm (x3) Thurs am (x3) Power Point 2 – The Report How to undertake a Literature Review, both generally and specifically for The Report, based on weeks 1 tasks – favourite media Practioners, and favourite Media Product and should tie in with skills focus. Objective for session: - Schedule Week 2 produced Schedule agreed with Lecturer Advisory Schedule: - The Report Work on your schedule Last lesson of the week: - Peer Review Critique Reflective Log
WEEK 3 – w/c 15th January 2018 Mon am (x3) Mon pm (x2) Remainder of the week Wed pm (x3) Thurs am (x3) Power Point 3 Experimentation and Skills How to structure an experiment – what is the research question and what is the research plan to find the answer to that question. Based on weeks 1 tasks – when you looked at your skills, and what you want to focus on. If you are unsure of what to do, then use the FEAR project to get you focused and doing Schedule Week 3 produced Schedule agreed with Lecturer Advisory Schedule: - Detail planed experimentation and skills task What is their research question and what is their research plan to answer that question? You can leave college if necessary and relevant. Or FEAR Project Work on your schedule Last lesson of the week: - Peer Review Critique Reflective Log Week 4 and Week 5 w/c 22nd and 29th January 2018 Mon am (x3) Mon pm (x2) Remainder of the week Wed pm (x3) Thurs am (x3) Independent now…. Schedule Week 4 and 5 produced and approved Work on Schedule – With constant checking by staff Work on your schedule Last lesson of the week: - Peer Review Critique Reflective Log Week 6 – 5th February 2018 Presentation and Progress Review Week – All students present their findings and possible thoughts on Unit 13. Portfolio made perfect! Self-Directed Study Week Appendix 3 – Chapter Bibliographies
3. The determination of a subject’s incapacity to consent to study participation by the physician making the determination must be documented and retained in both the medical and research records. This documentation must be retained as part of the permanent source documents for the IRB-approved study. II. IRB Responsibilities: A. In order to approve the use of a surrogate in a study, the IRB must make a determination and document that the research relates to the cognitive impairment, lack of capacity, or serious physical or behavioral conditions and life-threatening diseases of the research subjects and either: 1. offers the prospect of direct benefit to the subject, provided that the IRB has determined that the risk is justified by the anticipated benefits and that the relation of the anticipated benefit to the risk is at least as favorable to the subject as that presented by available alternative approaches. If a currently recognized treatment exists, the subject, guardian, or surrogate shall be presented with the choice of the recognized treatment and the research protocol; or 2. does not offer the prospect of direct benefit to the subject, provided that the IRB has determined that it: (1) is likely to yield generalizable knowledge about the subject’s disorder or condition; (2) by its very nature cannot be conducted without the participation of decisionally incapacitated persons; and (3) involves no more than a minor increase over minimal risk. “Minimal risk” means that the probability and magnitude of harm or discomfort anticipated in the research are not greater than those ordinarily encountered in daily life or during the performance of routine psychological exams or tests. B. The IRB must ensure that all of the following elements are specified in the approved Surrogate Consent Form in nontechnical terms and in a language in which the subject or the subject’s guardian or authorized representative is fluent: 1. an explanation of the procedures to be followed in the study and any drugs or devices to be utilized, including: a) the purposes of the procedures, drugs, or devices; b) the use of placebo controls, when applicable; c) the process by which persons will be assigned to control groups.
400+ 0.11 (-0.04, 0.36) -52.7 30.6 0.13 (-0.05, 0.41) -53.3 35.9 0.18 (-0.07, 0.47) -46.7 40.5
Mediumc 100+ 0.09 (-0.04, 0.29) 101.6 65.9 0.09 (-0.04, 0.31) 105.8 65.5 0.08 (-0.04, 0.28) 115.2 66.9
150+ 0.26 (-0.09, 0.59) 42.8 43.1 0.27 (-0.08, 0.60) 47.1 42.2 0.21 (-0.06, 0.54) 56.4 43.3
250+ 0.69 (0.48, 0.80) -7.3 26.4 0.76 (0.69, 0.82) -3.0 26.7 0.73 (0.59, 0.82) 6.4 27.7
300+ 0.46 (-0.10, 0.76) -18.6 24.3 0.58 (0.00, 0.81) -14.4 25.6 0.73 (0.61, 0.81) -5.0 26.6
350+ 0.30 (-0.08, 0.65) -26.1 23.6 0.41 (-0.10, 0.73) -21.9 25.7 0.58 (0.10, 0.79) -12.5 26.9
400+ 0.22 (-0.06, 0.55) -31.5 23.6 0.30 (-0.08, 0.64) -27.3 26.4 0.45 (-0.08, 0.73) -17.9 27.6
Highd 100+ 0.05 (-0.03, 0.17) 122.0 71.3 0.04 (-0.03, 0.16) 130.4 72.1 0.03 (-0.02, 0.13) 139.5 73.9
200+ 0.28 (-0.09, 0.61) 31.6 33.4 0.21 (-0.07, 0.54) 40.0 34.1 0.15 (-0.05, 0.43) 49.0 35.6
250+ 0.54 (0.03, 0.77) 13.2 25.7 0.40 (-0.10, 0.71) 21.6 27.3 0.26 (-0.08, 0.59) 30.7 27.6
300+ 0.73 (0.65, 0.80) 1.8 21.5 0.60 (0.12, 0.80) 10.3 22.3 0.40 (-0.10, 0.71) 19.3 23.2
350+ 0.69 (0.46, 0.81) -5.7 19.3 0.73 (0.64, 0.80) 2.7 20.2 0.54 (-0.02, 0.78) 11.8 20.8
400+ 0.55 (-0.04, 0.80) -11.1 18.3 0.72 (0.64, 0.80) -2.6 19.2 0.65 (0.36, 0.79) 6.5 19.5
Lowb 100+ 0.15 (-0.06, 0.43) 79.9 80.0 0.16 (-0.06, 0.46) 79.9 59.5 0.16 (-0.05, 0.45) 87.1 61.1 150+ 0.50 (-0.02, 0.75) 22.9 41.1 0.54 (-0.01, 0.78) 22.8 40.5 0.48 (-0.09, 0.76) 29.9 42.6 200+ 0.68 (0.51, 0.78) -8.0 32.7 0.71 (0.54, 0.80) -8.2 33.4 0.74 (0.68, 0.80) -1.0 36.3 250+ 0.39 (-0.10, 0.71) -25.9 29.7 0.42 (-0.10, 0.73) -26.0 32.1 0.54 (0.01, 0.77) -18.9 35.6 300+ 0.23 (-0.06, 0.56) -36.9 29.0 0.25 (-0.07, 0.59) -37.1 32.6 0.35 (-0.10, 0.67) -29.9 36.6 350+ 0.15 (-0.05, 0.45) -44.3 29.2 0.18 (-0.06, 0.48) -44.4 33.7 0.25 (-0.09, 0.57) -37.3 37.9
350+ 0.31 (-0.08, 0.65) -24.5 23.2 0.38 (0.10, 0.71) -19.8 25.2 0.61 (0.25, 0.78) -9.9 26.5 400+ 0.22 (-0.06, 0.55) -29.7 23.1 0.28 (-0.08, 0.61) -24.9 25.7 0.48 (-0.03, 0.73) -15.2 27.0 Highd 100+ 0.04 (-0.03, 0.17) 119.1 71.4 0.04 (-0.03, 0.15) 128.0 70.5 0.03 (-0.02, 0.12) 137.1 72.7 150+ 0.11 (-0.05, 0.36) 62.0 46.5 0.10 (-0.05, 0.31) 70.9 47.3 0.07 (-0.04, 0.24) 79.9 49.5 200+ 0.26 (-0.09, 0.58) 31.1 33.3 0.21 (-0.08, 0.52) 39.9 33.4 0.13 (-0.05, 0.40) 49.0 36.0 250+ 0.51 (0.02, 0.75) 13.2 25.7 0.40 (-0.09, 0.69) 22.1 26.3 0.23 (-0.08, 0.55) 31.1 28.0
Verb + to Would + like Punctuation: exclamation point/comma Abbreviations Possessives Countable/non-countable Adverbs: frequency/time Articles Politeness markers High Beginning 3) Verb tenses: Simple Future Future with going to verbs: Could Should Verbs: want/need Have to + verb Punctuation: semicolon/hyphen/dash Objects: direct/indirect Indicative Comparatives Superlatives Intensifiers Sequence words Interjections Conjunctions: Coordinating Correlative Subordinating Low Intermediate (Level 4) Verb tenses: Past Progressive Future Progressive Future with will Modals: may/must Ask + infinitive Punctuation: parentheses/ brackets Conditionals: if/then Prepositional phrases Infinitives Gerunds Subjunctive Dependent clauses When clauses While clauses Questions: How far? How long? How many? How much? High Intermediate (Level 5) Verb tenses: Present Perfect Verb phrases Punctuation: ellipsis/apostrophe
Past Perfect Future Perfect Participles: present/past Questions: What What if? 6 - Advanced Verb Tenses: Present Perfect Progressive Past Perfect Progressive Future Perfect Progressive Verb Moods: Indicative Imperative Interrogative Conditional Subjunctive Future with Probably Active/Passive Voice Adverbial Clauses Verbals Gerunds Participles Infinitives Pronouns: Reflexive Intensive Subjective, objective, and possessive case Sentence Structures: Simple Compound Complex Compound-complex Punctuation: Comma Parenthesis Quotation marks Ellipsis Dash Colon Semicolon
Format The class will meet each week for five hours. In general, most of the meeting will include three components: Reporting back on previous week’s work. Learning of new knowledge and skills. Workshop the work for the following week’s class assignment. After the initial meeting with the client we will finalize the final structure and deliverables of the workshop. Roxbury Neighborhood Design and Planning Workshop Schedule Week 1, September 10th Goals and Strategies Background on Roxbury Ongoing Planning Processes in Boston Last Year’s Workshop Class norms and processes Week 2, September 17th Meeting Councilor Jackson (location- District 7) Roxbury – History + Context Dinner Week 3, September 24th Big Democracy + Planning for/from the Margins Participation + Engagement Meeting Design Stakeholders Analysis (seek maximum appropriate involvement) – theory + workshop Week 4, October 1st Stakeholders Analysis – report back Process Analysis/Pathways (focus on result, process, and relationship) – theory + workshop Week 5, October 8th Process Analysis/Pathways – report back Facilitate Agreement + Create Shared Vision – theory + workshop Week 6, October 15th Meeting Councilor Jackson Preparation for community meeting Week 7, October 22th Stakeholders Meeting Week 8, October 29th Debrief of stakeholder meeting Process Analysis/Pathways – workshop Week 9, November 5th To be designed by students Week 10 November 12th To be designed by students November Design, Development, Democracy Conference Week 11, November 19th Meeting Councilor Jackson Week 12, November 26th Thanksgiving Week 13, December 3rd Stakeholders Meeting Week 14, December 10th Final Reflection and celebration
Category Below Average 1 Average 2 Good 3 Excellent 4 Score Content Thesis is not clear/not well developed Main idea addresses prompt/has a thesis Main idea addresses prompt/well developed and consistent thesis Main idea addresses prompt/well developed and consistent thesis. Organization There is little or no organization of the essay’s content. The essay is difficult to follow because of inadequate transitions and/or disorganized format The essay flows logically, can be easily followed, and professionally written with some exceptions. The essay flows logically and can be easily followed. The essay is professionally written. Spelling, Grammar and Formatting Major mechanical errors (S/V agreement, fragments, etc.) The essay is difficult to read and understand (>10 errors) Some mechanical errors (5-10 errors) Relatively free of mechanical errors; complex and varied sentence structure (<5 errors) Completely free of mechanical errors. Motivation for Nursing No sense of caring or altruism is demonstrated. Voice is not personal. Caring and altruism is mentioned; however, the ideas are not supported by examples of personal motivation and experiences. Voice is generally impersonal. Caring and altruism is discussed; however, the ideas are minimally supported by examples of personal motivation and experiences. Voice is generally individualistic. Caring and altruism is evident throughout the supported by multiple examples of personal motivation and experiences. Voice is strongly individualistic. Total Score:
ROY H. RICHARDS, JR. MEMORIAL SCHOLARSHIP Registered Professional Forester #280 2016/2017 SCHOLARSHIP APPLICATION & INSTRUCTIONS The California Licensed Foresters Association (CLFA) is pleased to announce that we are currently accepting and facilitating scholarship applications for the 2017/2018 Roy H Richards, Jr. Memorial Scholarship. The scholarship is available to students pursuing an education in Forestry and who will be attending, full time during the 2017/2018 school year, a University or College with a Forestry Program accredited by the Society of American Foresters (SAF) OR a Junior College with transferable credits to an accredited Forestry Program. The application must be sponsored by a voting member of CLFA, a Professor of a University or College with a Forestry Program accredited by the Society of American Foresters (SAF) or a Junior College with transferable credits to an accredited Forestry Program. The successful applicant will be awarded a $1500 scholarship and a complimentary admission to the CLFA Annual Conference, to be held in March 2018, in Anderson, CA. To receive payment the successful applicant will be required to submit an enrollment verification form to CLFA. Roy, one of the Founding Fathers of CLFA, worked as a seasonal Forester with Shasta Forest Company (1953-1959), and the US Forest Service, while attending college. He received a degree in Natural Resources from the University of Massachusetts in 1960 and worked full time for a year as a Timber Cruiser and Log Scaler. He took a Forester’s job with Paul Bunyan Lumber Company, eventually becoming their Chief Forester and Manager for Walker Forest. In 1986 Roy entered the Consulting Forester business. Roy loved to teach while living in Shingletown and was a Scout Master with the Boy Scouts. He served on the Board of Forestry’s Technical Advisory Committee, and received his Professional Forester’s License in 1973. Complete the following Application Form and return to CLFA postmarked no later than February 5, 2018. A receipt of application will be sent upon CLFA’s receipt of your scholarship application. The successful applicant will be notified in February. Electronic application are available from CLFA at . Applications must be submitted in paper form to: MAIL TO: California Licensed Foresters Association Scholarship Application Committee 2149 Carson Mesa Road Acton, CA 93510
If you do consider yourself to be disabled, please tick the option below that best describes your disability Two or more impairments and/or disabling medical conditions Specific learning disability (such as dyslexia, dyspraxia or AD(H)D) General learning disability (such as Down’s syndrome) A social/communication impairment such as Asperger's syndrome/other autistic spectrum disorder Long standing illness or health condition (such as cancer, diabetes, HIV, chronic disease, or epilepsy) Mental health condition (such as depression, schizophrenia or anxiety disorder) Physical impairment or mobility issues (such as difficulty using arms or using a wheelchair or crutches) Deaf or serious hearing impairment Blind or serious visual impairment uncorrected by glasses Other type of disability, impairment or medical condition that is not listed (please specify) Prefer not to say Ethnicity White Gypsy or Traveller Black or Black British – Caribbean Black or Black British – African Other Black background Asian or Asian British – Indian Asian or Asian British – Pakistani Asian or Asian British – Bangladeshi Chinese Other Asian background Mixed – White and Black Caribbean Mixed – White and Black African Mixed – White and Asian Other mixed background Arab Other ethnic background Not known Prefer not to say Thank you for providing this information. All information will be kept and processed in accordance with the provisions of the Data Protection Act 1998.
APRIL 2017 MON TUES WEDS THURS FRI SAT SUN 1 East Heathcote 2 3 4 5 6 Reids Flat 7 8 McDonalds Flat 9 10 Yeramba GRNP 11 12 13 Track trim Audley to Warumbul Rd 14 Good Friday 15 Easter Saturday 16 Easter Sunday 17 18 19 20 pm - SSC Nursery (Patsy) 21 22 Royal Volunteers’ Seminar 1 - Kamay 23 24 Yeramba GRNP 25 ANZAC Day 26 27 Jibbon MoM 4pm – Friends’ meeting 28 29 Warumbul 30 MAY 2017 MON TUES WEDS THURS FRI SAT SUN
Jibbon – Eric St APZ weeding & Mother of Millions (MoM) weeding at Jibbon Pt – protecting beach, dune, wetland, aboriginal cultural precinct, Shelley beach, Kurnell Dune Forest Oliver St – Heathcote NP RCT track trimming s.5 & 6 – Royal Coast Track vegetation trimming in s. 5 & 6 from Wattamolla south to Curracurrong Volunteers’ Seminars 1-4 – Upskilling Volunteers in Biodiversity Protection – two different venues - Kamay Botany Bay NP theatrette (1& 2) and Audley Dance Hall (3&4) – see flyer Nursery – tubestock production for rehabilitation works – links to SSC Nursery SSC Nursery – see attached notification about this special activity Warumbul – picnic area on Port Hacking foreshore Yeramba Lagoon - Georges River NP with Ranger (Barry) Sutherland Shire Council (SSC) Nursery Commencing from Thurs 20 April 2017 the SSC has offered to work in partnership with Royal National Park and the Royal Bushies to assist in seed collection, propagation of stem material, and imparting nursery skills for NPWS Volunteers one afternoon each month. When – 12.30pm- 3pm - 3rd Thursday of every month Where - SSC Community Nursery, 345 The Boulevarde, Gymea Contacts SSC Cristine Breitenbach T 9524 5672 or NPWS Nagle T. 9542 0633 Bookings are essential with Patsy to provide Council with an idea of numbers prior to each activity date Council Registration You need to be a registered Council Bushcare Volunteer.
The “hale and hearty” 102 year-old Hein Schipper was declared Senior Sailor of the Year Ken Botwood and Lewis Horton being congratulated by Charmaine Warburton – honoured as Double-Handed Sailors of the year David Garrad was awarded Most Improved Sailor of the year. Mike Bartholomew – International Sailor of the Year Hylton Hayle – RCYC Sailor of the Year Commodore Dale Kushner and Ian Coward receiving the cup and club colours for winning the Division 2 Club Championships
Some of the crew of VULCAN – RCYC Club Championship winners – Division One The inaugural RCYC Colour Awards ceremony has been hailed as a huge success and members can look forward to this becoming an annual event – one which recognises talent, performance success, persistence and perseverance on the water. A great evening was had by one and all
53) Four of the five sentences have the same meaning. Which one sentence has a different meaning. A) My library book is due back today. B) Today is the day on which my library book is due. C) My library book is now overdue. D) my library book is due back. E) I must bring my book back to the library today. 54) The word outside the bracket will go with only four of the words inside the bracket to make longer words. Which one word will it not go with? A B C D E super (human power star sonic tend) 55) Which word has a meaning that extends to or includes the meaning of all the others? A) antelope B) giraffe C) lion D) animal E) 56) The sentence below has a word missing. Which one word makes the best sense of the sentence? Jane has bought a very . . . , new computer with a wide range of different programmes, even though she only really needs it for basic functions such as word processing and email. A) popular B) dependable C) sophisticated D) sleek E) heavy
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Virtualisation Reduces Risk of Downtime and Data Loss The previous infrastructure carried with it a high risk of downtime from the existing Windows environment. Steel says: “Due to most of our servers being six or seven years old, the risk of a server failure was ever present and real—and with this came the concern of losing data or compromising the business core function. With virtualisation, disaster recovery is simplified, operations and maintenance are easier.” Hyper-V uses the clustering capabilities of Windows Server 2008 R2 to provide support for disaster recovery within IT environments and across data centres. Monitoring Tools Improve Operations and Maintenance Operations and maintenance of the previous physical servers was time consuming and expensive. The work is now managed in an automated way and is less reliant on the special skills of individual technicians. The move to virtualisation is also helping RMG meet its environmental sustainability commitments through reduced energy consumption. Microsoft Virtualization Microsoft virtualization is an end-to-end strategy that can profoundly affect nearly every aspect of the IT infrastructure management lifecycle. It can drive greater efficiencies, flexibility, and cost effectiveness throughout your organization. From accelerating application deployments; to ensuring systems, applications, and data are always available; to taking the hassle out of rebuilding and shutting down servers and desktops for testing and development; to reducing risk, slashing costs, and improving the agility of your entire environment—virtualization has the power to transform your infrastructure, from the data center to the desktop. For more information about Microsoft virtualization solutions, go to: www.microsoft.com/virtualization Microsoft Services Microsoft Services helps customers and partners discover and implement Microsoft solutions that generate rapid, meaningful, and measurable results. As the consulting, technical support, and customer service arm of the world’s leading software company, Microsoft Services enables the successful adoption, deployment, and use of Microsoft solutions and technologies for all customers, from the individual to the enterprise.
FILING TYPE (A1) For A1 form type and GC form Code, the only valid filing types are REG, RCA, AUD, SET, or LIT. X FILING TYPE (O1) O1 form type must ALWAYS be with Filing Type REG. X DETAIL DATA ELEMENTS DETAIL DATA ELEMENT DESCRIPTION O1 A1 AC VV S1 PT LINE NO. Line numbers must be included, sequential, and not duplicated or skipped. X X X X X X PRODUCT CODE Product must be valid codes. Product code cannot be X X X PRODUCT CODE (A1, O1) Product Codes ‘D’ and ‘W’ can only be used with Report Code ’GC’ on A1 and O1 reports Product Codes ‘CD’, ‘LD’, ‘O’, and ‘OH’ can only be used on Report Code ‘OR’ on A1 reports. Product ‘C’, ‘CD’, ‘LD’, ‘O’, and ‘OH’ can only be used on Report Code ‘OR’ on O1 reports. Product Code ‘N’ can be used on either Report Codes ‘GC’ or ‘OR’ on O1 reports, but can only be used on Report Code ‘OR’ on A1 reports. X X ACCOUNTING UNIT CODE (AC) For Account Code DV or PR, the Accounting Unit code is either ‘LEASE’ or a valid Accounting Unit Code. For Account Code NP, the Accounting Unit code is X ACCOUNTING UNIT CODE The Accounting Unit code(s) must be and active and be in all CAPS X X X
Royal and Ambassadorial Visits to Concordia and CLV Date Personage Event/Reason Country June 8, 1939 Crown Prince Olav and Crown Princess Martha Olav presented with first honorary degree, a law degree, from Concordia and gave Commencement address Norway May 17, 1954 Wilhelm M. Morgenstjerne, Norwegian Ambassador to the United States Spoke on “The Role of Norway in Today’s World” as part of Syttende Mai celebrations on campus Norway May, 1968 King Olav V Gave Commencement address Norway November 7, 1978 Crown Princess Sonja Dedicated the ALC mural in Grant, awarded St. Olav medal to Paul J. Christiansen Norway October 19, 1979 Ambassador Knut Hedemann Inducted Pres. Paul Dovre as Knight, First Class, of the Royal Norwegian Order of St. Olav Norway October 7, 1982 King Olav V Attended luncheon in his honor, awarded St. Olav medals and Knight’s Crosses – Order of St. Olav to several faculty members Norway October 20, 1986 Kjell Eliasson, Norwegian Ambassador to the United States For the unveiling of the bust of King Olav V, sculpted by J. Paul Nesse Norway September 5, 1986 Ambassador Gunther van Well Convocation (Chapel?) speaker Germany November 4, 1986 Ambassador Gunther van Well Awarded honorary Law degree and visited Institute of German Studies Federal Republic of Germany October 20, 1995 King Harald V and Queen Sonja Harald spoke at royal convocation and was awarded honorary Doctor of Laws, midsemester break rescheduled to accommodate royal visit Norway February 14, 2003 U.N. Ambassador Anwarul K. Chowdhury Keynote speaker at the Nobel Peace Prize Forum on campus United Nations February 14, 2003 Knut Vollebaek, Norwegian Ambassador to the United States Speaker at the Nobel Peace Prize Forum on campus Norway July 5-7, 2004 Ambassador Jukka Valtasaari, Mrs. Etel Valtasaari, and Mrs. Tuula Yrjö-Koskinen-Smith, Finland’s cultural officer in Washington, D.C. To visit Salolampi at CLV Finland July 21, 2004 Ambassador Claudia Fritsche, the first Washington-based resident ambassador of Liechtenstein To visit Waldsee at CLV Liechtenstein
June 22, 2005 Ambassador Wolfgang Ischinger, the ambassador of Germany to the United States To attend event announcing partnership between German Environmental Foundation and Waldsee at CLV Germany August 12, 2005 Klaus-Peter Gottwald, Deputy Chief of Mission, Embassy of the Federal Republic of Germany To visit Waldsee at CLV for International Day Germany August 12, 2005 Kirsten Hammelbo, Counsellor, Royal Norwegian Embassy To visit Waldsee at CLV for International Day Norway August 12, 2005 Caroline Vicini, Deputy Chief of Mission, Embassy of Sweden To Waldsee at CLV for International Day Sweden April 18, 2006 Princess Martha-Louise Promoted her book “Why Kings Don’t Wear Crowns” and do book-signing Norway March 8, 2007 U.S. Ambassador to Norway Benson Whitney and Norwegian Ambassador to the U.S. Knut Vollebaek Met with administrators and promoted educational exchanges between the U.S. and Norway Norway
& Ph..D Course Work w.e.f.………………….. MASTER ROUTINE DAY SEMESTER ↓ THEORY PRACTICAL/LIBRARY/TUTORIAL TIME → 11:10- 12:10 1:30- 2:30 2:30-4:10 1st KA PBS SS R E C E S S Practical(KA+MSB) 3rd MSB KA/JVV Dogra PBS PBS SS Library/Seminar Ph.D Course Work SS KA RP PKM 1st KA PBS MSS 3rd PBS KA MSB SS ------------------------ Ph.D Course Work SS KA RP PKM 1st KA PBS MSS ------------------- 3rd SS KA SS PKM Library/Seminar Ph.D Course Work SS KA RP ----------------------- 1st KA PBS SS Comm. English. Library/Seminar RKD 3rd PBS KA/JVV Dogra MSB ------------------------------------- Ph.D Course Work SS KA RP ----------------------- FRIDAY 1st KA PBS SS Comm. English. Library/Seminar RKD 3rd PBS KA MSB PKM Practical(SKS+PBS) Ph.D Course Work SS KA RP PKM
Presentation 3: Reflections and learning from implementing Routine Enquiry on Gender Based Violence Katie Cosgrove (Organisational Lead – Gender-based Violence, NHS Health Scotland) Background NHS Health Scotland policy on gender-based violence is to adopt a systems approach to ensure that the NHS recognised and met its responsibilities on gender-based violence as a service provider, employer and partner agency. It introduced routine enquiry on gender based violence as it was not being done - if you don’t know people’s life experiences then likelihood that the intervention will be partial at best. Previously the onus was on individuals to disclose even though that is very difficult for them and they don’t always make the connections. There is a debate about the traditional public health screening model which is about a population health intervention. Routine enquiry is not about screening, it’s about understanding and working with people to discuss what will help them. Implementation The intention wasn’t that should be assessed when they come in contact with every service, rather that routine enquiry should be done by key services that are more likely come into contact with women who have experienced abuse. Before implementing training, the team worked with Health Boards to encourage them to consider how to introduce routine enquiry effectively. Some services were in a better position to implement it than others, and those that are aligned to a medical model can find it harder to shift. Routine enquiry training was mandatory. Change is difficult. Some of the issues that were raised included lack of time, lack of expertise, opening can of worms, what we going to do, child protection concerns. Staff resistance is understandable as services are under pressure. Staff can be fearful of talking about abuse. Many NHS employees will have experienced abuse themselves – in every training session at least one member of staff disclosed abuse, reinforcing the need to take care of our staff. Leadership is incredibly important, both nationally from the Scottish Government and at a local level. There wasn’t a script for workers to follow; instead they were trained and supported on how to have the conversation. It’s not about asking ‘are you experiencing domestic abuse?’, rather ‘are you living in fear? are you being harmed?’ etc. Not all people recognise their experiences as abuse. They may need help to piece it all together and recognise it as abuse, and information to help them make informed decisions – their narrative is important as they’re the expert on their lives not services/workers. Not everyone will need counselling.
Culture – the set of life patterns passed down from one generation to the next in a group of people Organizational culture – how an organization thinks, what it finds important, and how it conducts business Culture shock – confusion or anxiety that sometimes results when people come into contact with a culture different from their own. Social responsibility – an obligation or willingness to work toward the well-being of others Conflict – a struggle between two or more parties who sense interference in achieving goals. QUESTIONS: What are the two symbols of communication? verbal non-verbal Identify two factors that will help you make the most appropriate choices in the roles you play. Being aware of your roles flexible enough to change them as you change contexts.
Routines Based Interview Questions (for families with newborn infants) Tell me how your day begins? Tell me how it’s going? Is this harder or easier than you thought it would be? How are you sleeping and eating? How do you take care of yourself and your needs? Are any challenges around feeding your baby? How do you know your baby is hungry? What does he/she do? How are you feeling about your baby being referred/eligible for early intervention services? Where does your baby sleep? How often is he/she awake? How do you know when your baby is tired? What of sounds does your baby make? Does your baby have cries for different things? Do you think your baby shows an interest in people? How? How do you think your baby is growing? What concerns or questions do you have about your baby’s development? I might re-word this question in this way: Cultural considerations to think about (i.e. naming ceremonies, cultural practices, restrictions and/or beliefs):
Tier Assessment Candidate name: For Advanced Only Research Operations: Contracts and Agreements Date: Competency Fundamental Skilled Advanced Recognizes when agreements (MTAs, CDAs, DUAs, DTAs, etc.) are necessary and alerts the study team. Recognizes when typical agreements (MTAs, CDAs, DUAs, DTAs, etc.) are necessary and alerts the team. Recognizes when most types of agreements (MTAs, CDAs, DUAs, DTAs, etc.) are necessary and alerts the study team. Recognizes when all types of agreements (MTAs, CDAs, DUAs, DTAs, etc.) are necessary and alerts the study team. Demonstrates application of knowledge of contracts and agreements outside of individual job or assigned studies. Advanced Only: Describe any instances where you have demonstrated advanced application of your knowledge and understanding of contracts and agreements outside of your individual job or assigned studies. Some examples might include: a description of difficult challenges you have met or helped others to address providing mentorship to others outside of your team developing and provided training to others, and/or evidence that you are seen as a go-to resource for several faculty or staff Evaluation Level This documentation: Demonstrates Advanced Competency Does NOT Demonstrate Advanced Competency Attester comments about candidate’s competency level: Attester Name (Print): Attester Title (Print): Attester Signature: Date: