zilongwang/ReadingBank huggingface dataset:
ANNEX EIGHTH MEETING OF THE Stakeholders’ Platform Geneva, November 18, 2013 LIST OF PARTICIPANTS I. VISUALLY IMPAIRED SECTOR AND RIGHTHOLDERS REPRESENTATIVES Jens BAMMEL, Secretary General, International Publishers Association (IPA) Maryanne DIAMOND, Immediate Past President and Chair, Copyright Committee, World Blind Union (WBU) Nicolaas FAASEN, Publishers Association of South Africa François HENDRIKZ, Director, South African Library for the Blind George KERSCHER, Secretary General, DAISY Consortium Stephen KING, President, DAISY Consortium Francisco Javier MARTÍNEZ CALVO, WBU representative and Technical Advisor, National Organization of Spanish Blind Persons (ONCE) Bárbara MARTÍN MUÑOZ, WBU representative and Director, Technical Office, National Organization of Spanish Blind Persons (ONCE) Margaret MCGRORY, Vice President and Executive Director, Canadian National Institute for the Blind (CNIB) Library Pedro MILLIET, Senior Developer and Information Architect, Fundação Dorina Nowill para o Cego Dan PESCOD, WBU representative and Campaigns Manager, Royal National Institute of Blind People (RNIB) Carlo SCOLLO LAVIZZARI, Legal Counsel, International Association of Scientific, Technical and Medical Publishers (STM) Olav STOKKMO, Chief Executive and Secretary General, International Federation of Reproduction Rights Organizations (IFRRO) Alicia WISE, Director, Universal Access, Elsevier II. OBSERVERS Bernhard HEINSER, DAISY Consortium and TIGAR Project Management Team Jim RUSSELL, RPM Associates and TIGAR Project Management Team
PANAMA Zoraida RODRÍGUEZ MONTENEGRO (Sra.), Representante Permanente Adjunta, Misión Permanente, Ginebra PARAGUAY Rodrigo Manuel IRAZUSTA ZARACHO, Director, Promoción de Industrias Creativas Folklore, Asunción Roberto RECALDE, Second Secretary, Permanent Mission, Geneva PAYS-BAS/NETHERLANDS Richard ROEMERS, First Secretary, Permanent Mission, Geneva PÉROU/PERU Martín MOSCOSO, Consultor, Lima Luis MAYAUTE VARGAS, Consejero, Misión Permanente, Ginebra PHILIPPINES Maria Asunción INVENTOR (Mrs.), Attaché, Permanent Mission, Geneva POLOGNE/POLAND Maciej DYDO, Deputy Director, Copyright Division, Department of Intellectual Property and Media, Ministry of Culture and National Heritage, Warsaw Wojciech PIATKOWSKI, First Counsellor, Permanent Mission, Geneva PORTUGAL Filipe RAMALHEIRA, First Secretary, Permanent Mission, Geneva Nuno Manuel DA GONÇALVES, Adviser, Secretary of State for Culture, Lisbon RÉPUBLIQUE DE CORÉE/REPUBLIC OF KOREA HWANG Sohyun (Ms.), Deputy Director, Copyright Policy Division, Copyright Bureau of the Ministry of Culture, Sports and Tourism, Sejong KIM Soohong, Prosecutor, Seoul Central District Prosecutors Office, Ministry of Justice, An-yang-si
– (Argentina, Brazil, (1) Contracting Parties may, in their national legislation, provide for the same kinds of limitations or exceptions with regard to the protection of broadcasting [or cablecasting] organizations as they provide, in their national legislation, in connection with the protection of copyright in literary and artistic works, and the protection of related rights. (2) Any Contracting may, in its domestic laws and regulations, provide for exceptions to the protection guaranteed by this Treaty as regards: (a) private use (subject to clarification on scope); (b) use of short excerpts in connection with the reporting of current events; (c) ephemeral fixation by a broadcasting organization by means of its own facilities and for its own broadcasts; (d) use solely for the purposes of teaching or scientific research; (e) the use to specifically allow access by persons with impaired sight or hearing, learning disabilities, or other special needs; (f) the use by libraries, archives or educational institutions, to make publicly accessible broadcast protected by any exclusive rights of the broadcasting organization, for purposes of preservation, education and/or research; (3) Contracting Parties confine any limitations of or exceptions to rights provided for in this Treaty to certain special cases which do not conflict with a normal exploitation of the programme-carrying signal and do not unreasonably prejudice the legitimate interests of the broadcasting [or cablecasting] organization. [End of document]
SCHOOL COUNSELING CORE CURRICULUM ACTION PLAN Grade Level Lesson ASCA Domain and Mindsets & Behaviors Standard(s) Curriculum and Materials Projected Start/End Process Data (Projected number of students affected) Perception Data (Type of surveys/ assessments to be used) Outcome Data (Achievement, attendance and/or behavior data to be collected) Contact Person
RESULTS REPORT SCHOOL COUNSELING CORE CURRICULUM Grade Level Lesson Topic ASCA Domain and Mindsets & Behaviors Standard(s) Projected Start/End Process Data (Number of students affected) Perception Data (Data from surveys/ assessments) Outcome Data (Achievement, attendance and/or behavior data) Implications
industry, and further designation opportunities exist and need to be implemented urgently,” he concludes. Seifsa.co.za – SEIFSA High Profile Business Executives to judge SEIFSA awards 08 April 2016 AVE: R19 628 Article link: The Steel and Engineering Industries Federation of Southern Africa (SEIFSA) has announced the names of the panel of judges for the upcoming SEIFSA Awards for Excellence. Born out of the need to encourage growth and celebrate excellence in the metals and engineering sector, the SEIFSA Awards for Excellence a great opportunity for companies operating in this vital sector to receive well-deserved recognition by industry peers for their capabilities, expertise and innovation. “In such turbulent economic times and a challenging business environment, we at SEIFSA believe that it is critically important for those companies which excel at what they do to get the acknowledgement and recognition that they deserve,” SEIFSA Chief Executive Officer Kaizer Nyatsumba said. Among the panel of this year’s judges are Business Unity South Africa CEO Khanyisile Kweyama ,Chamber of Mines Safety, Environment and Quality Executive Thuthula Balfour; KPMG Director Boitumelo Ngutshane; Constructional Engineering Association Executive Director Louis Breckenridge; Centre for Industrial and Scientific Research Project Manager: Fabrication, Capital and Transport Equipment Sector Chule Qalase; Consulta Founder and CEO Professor Adre Schreuder; Gijima Managing Executive Werner Guse, and Environmental Impact Management Services Senior Environmental Consultant Nicus Durieux. “The panel will meet over two rounds of adjudication to determine the category finalists and winners,” Mr Nyatsumba said. The SEIFSA Awards for Excellence seven different categories, namely: The Most Innovative Company of the Year, which will be awarded to a company which showed the highest level of innovation in research and development or production in 2015. The Health and Safety Award of the Year will be offered to a company with the best legal compliance record in Health and Safety or the lowest Lost-Time Injury Frequency Rate in 2015. Entries are also invited from companies Corporate Social Investment (CSI) programme/s in 2015 had a major impact on the lives of their beneficiaries.
13 Walter G. Harlow Contrary to the headstone, other documentation records "Walter C. Harlow, born , died 06/21/1928" (likely incorrect). PLOT 14 Loving/Vail 14 Otera Loving 1848 1911 14 Virginia H. Vail 1922 1922 Funeral Home marker; located across (east) from Otera L. Taylor. 14 William Toliva “Herbert” Loving Headstone incorrectly spells middle name as "Toliver." Located between Otera L. Taylor and Julia Etta Loving. 14 Julia Etta Loving Wife of William T. Loving; parents of Margaret Wingfield, Joyce Stanley, Vernon Loving, Francis Hale, Doris Tignor, Jean Goodman, Monroe Loving, H. T. Loving and Alvin Loving. 14 Reserved 8/11/1930 Reserved: Herbert Temple Loving, letter on file dated . NOTE: Headstone was set at foot of burial plot. 14 Joyce Blair Loving 2/29/1934 2/26/2014 Wife of Herbert T. Loving, Sr. Mother of Patricia Penley, Herbert Loving, Jr., Harrison and Sherri Smith. NOTE: Headstone was set at foot of burial plot. 14 Annie Loving Williamson 11/04/1928 10/28/2015 Husband Charles, son Chuck, and granddaughter, Genevieve Williamson Heidenreich. Interment November 7, 2015. PLOT 15 15 Leonard Tyler Husband of Lessie S. Tyler. Contrary to the headstone inscription, the metal grave marker erected by Hanover Funeral Home and still in place indicates William Leonard Tyler, 1889 – 1973. 15 Lessie S. Tyler Wife of Wm. Leonard Tyler. Contrary to the headstone inscription, the metal grave marker erected by Hanover Funeral Home and still in place indicates Lessie S. Tyler, 1893 – 1971.
INTRODUCTION With reference to relevant guidance, codes of practice and recommended standards applicable to surveillance camera technology, the purpose of this section is to provide an easy to use guide in preparing a basic operational requirement for a proposed surveillance camera system. The justification, problem analysis, objectives, scope and nature of the system will have been covered in Stage 1 (Justification and Planning) and this will prove invaluable when completing of the following sections. Surveillance technology is changing rapidly and whilst this document does not attempt to cover all the technological aspects of a surveillance camera system it may assist those with limited knowledge to at least produce some requirements. These requirements will contribute toward the specification, design, planning, operation and maintenance of the surveillance system. This will be used to identify the following: the purpose of observation operational issues system requirements engineering issues maintenance Within the following pages there are a series of questions for each of the above headings. Most of these can be answered by ticking the appropriate boxes, however, some will require further clarification within the free text area. Providing relevant information can assist in reducing costly mistakes and ensure that the system is fit for purpose. The references mentioned in the first column will lead to further detailed guidance on each requirement. The example of a technical site assessment diagram below, will be referred to in the guidance.
Wage Determination No.: 2005-2579 Revision No.: 10 Date Of Revision: 06/13/2012 State: Wisconsin Area: Wisconsin Counties of Columbia, Dane, Green, Iowa, Jefferson, Lafayette, Rock, Sauk Wage Determination No.: 2005-2581 Revision No.: 12 Date Of Revision: 06/13/2012 State: Wisconsin Area: Wisconsin Counties of Milwaukee, Ozaukee, Racine, Walworth, Washington, Waukesha Wage Determination No.: 2005-3003 Revision No.: 12 Date Of Revision: 06/13/2012 State: Wisconsin Area: Wisconsin County of Kenosha Wage Determination No.: 2005-2587 Revision No.: 11 Date Of Revision: 06/13/2012 States: Nebraska, Wyoming Area: NEBRASKA COUNTIES of Banner, Box Butte, Cheyenne, Dawes, Deuel, Garden, Kimball, Morrill, Scotts Bluff, Sheridan, Sioux WYOMING Statewide Hazardous Pickup/Disposal Services Wage Determination No.: 1996-0223 Revision No.: 30 Date of Revision: 06/13/2012 States: Nationwide Area: Applicable in the continental U.S. and Hawaii. Regions are defined as follows: MIDWEST REGION: Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota, and Wisconsin; NORTHEAST REGION: Connecticut, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, and Vermont; SOUTH REGION: Alabama, Arkansas, Delaware, District of Columbia, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, Carolina, Oklahoma, Carolina, Tennessee, Texas, Virginia, and West Virginia; WEST REGION: Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, and Wyoming. Aerial Photographers/Seeding/Spraying Wage Determination No: 1995-0222 Revision No: 33 Date Of Revision: 06/18/2012 States: Nationwide Area: Applicable in the continental U.S. Alaska, Puerto Rico, Hawaii and Virgin Islands. Diver Services Wage Determination No: 2004-0047 Revision No: 11 Date Of Revision: 01/23/2012
S.C. Das et al., “ A PC based Bi-polar constant D.C. High Current (±3 A) Source for Resistive and Magnet coils,” NSI-30, 2005. S.C.Das et al., “ Design and fabrication of high temperature annealing set up for thin films and multi-layers,” DAE-SSPS, 2006. A. Sharma, S. Tripathi, R. Brajpuriya; S. C. Das and T. Shripathi, “Study of Co thin films synthesized using different deposition techniques,” DAE-SSPS, 2007. S.C.Das et al., “A Low cost LASER diode sinusoidal intensity modulator for MOKE,” DAE-SSPS, 2004. M.V. Rama Rao, S.C. Das, and T. Shripathi, “X-ray photoelectron spectroscopic studies of BaxPbOy,” DAE-SSPS, 1994. Archana Sharma, M.V. Rama Rao, S.C.Das and T Shripathi, of X-ray induced damage in CeO2 using XPS,” DAE-SSPS, 1995. Archana Sharma, M.V. Rama Rao, S.C.Das and T Shripathi, “Study of X-ray induced damage in CeO2 using XPS,” DAE-SSPS, 1995. Sadhan Chandra Das, “Multi Channel Call Bell with Digital Display,” Electronics For You, pp. January 1996. Sadhan Chandra Das, “Multiple Control Remote Switch,” Electronics For You, pp. 84-85, August 1998. Sadhan Chandra Das, “Intilligent Water Level Controller,” Electronics For You, pp. 52-53, February 2001. Sadhan Chandra Das, “Unique Liquid Level Indicator,” Electronics For You, pp. 56-57, February 2001.
Describe the relevance of the independent learning activity to your practice in driving and community mobility. (average word guideline–200) Describe how the knowledge acquired from this activity “demonstrates knowledge of relevant evidence specific to evaluation in driving and community mobility.” How did the activity influence the way you practice, or how did it affect your client outcomes? (average word guideline–200)
MENTORING RELATIONSHIP–MENTEE Back to Criteria Criterion 6—Intervention: Performance Skills In collaboration with the supervising occupational therapist, performs interventions that are unique to driving and community mobility integrating impact of varying client factors and contexts. Guidelines Must represent a minimum of 10 hours over a minimum of 2 months. Does not include supervisory relationships. Relationship must have occurred in the past 5 years. Dates of mentoring relationship Approximately how many hours did this represent in total? Applicant’s for mentoring relationship. Goals must have been met by time of application. List no more than 3. Mentor Position/Role of Mentor Workplace of Mentor Contact Information for Mentor (email or phone number)
Articulate how this case demonstrates your ability to “collaborate with the supervising occupational therapist to recognize immediate and long-term implications of psychosocial issues related to conditions found in clients with driving and community mobility needs and modify therapeutic approach and occupational therapy service delivery accordingly.” (average word guideline–500)
ETHICAL PRACTICE SCENARIO (Part 1 of 3)—Client Based Guidelines The applicant identifies ethical implications associated with the delivery of services and articulates a process for navigating through the identified issues. The applicant shall review the and align the dilemma with the ethical principle(s) that is/are challenged. Ethical Scenarios Scenario #1 An 89 year old client is referred to your clinic by her family. During an OT driving evaluation she presented with reasonable reaction time, good judgment, and safe driving skills for on-road assessment. However, family members believe she should no longer be driving due to her age, and they want the OT to recommend driving retirement. Scenario #2 A client with a BKA completes a driving evaluation using mechanical hand controls. The OT practitioner recommends 2 additional training sessions for this equipment and provides him with a follow-up schedule. The client calls a week later to cancel the training sessions and informs the OT practitioner that he has been driving with his right prosthesis and no longer needs additional training. Scenario #3 An 86 year old client lives alone in her home of 40 years. She has advanced macular degeneration and moderate dementia. She was referred to OT for a community mobility evaluation. She has a long history of taking the bus to the hair dresser and local grocery store. She reports multiple recent episodes of getting lost while walking and taking the bus, requiring family to search for her and pick her up. After an evaluation, the OT practitioner recommends supportive transportation (escorted use of the bus and door-to-door services); however, the client questions the additional cost and declines. To which scenario are you responding? From the , ethical principle(s) has/have been challenged in this scenario? Select the top ethical principle(s) that apply, up to a maximum of 3. Beneficence Justice Nonmaleficence Veracity Autonomy Fidelity
Intervention: Performance Skills Ensures that driving & community mobility interventions are performed competently and include the integration of varying client factors and contexts. Analysis of Performance Case Study, client-based Case Study, instructional Formal Specialized Consultation for Intervention Program Development Research Intervention: Critical Reasoning Ensures that the selection, planning, and modification of interventions in driving & community mobility are based on evidence and evaluation data. Analysis of Performance Case Study, client-based Case Study, instructional Formal Specialized Consultation for Intervention Program Development Research Psychosocial Critical Reasoning Recognizes immediate and long-term implications of psychosocial issues related to conditions found in clients with driving & community mobility issues and ensures that therapeutic approach and occupational therapy service delivery are modified accordingly. Analysis of Performance Case Study, client-based Case Study, instructional Formal Specialized Consultation for Intervention Program Development Research Establishes Networks Establishes and collaborates with referral sources and stakeholders so that clients and relevant others may achieve outcomes that support health and participation in the area of driving & community mobility. Formal Specialized Consultation Marketing Activities Presentation Volunteer Leadership Advocating for Change Influences services for clients (person, organization, population) in driving & community mobility through independent or collaborative education or advocacy activities. Advocacy Efforts Advocacy Case Study Volunteer Leadership Service to BASC Demonstrates leadership in service to support BASC operations. Documentation of Service Ethical Practice Identifies ethical implications associated with the delivery of services in driving & community mobility and articulates a process for navigating through identified issues. 3 ethical practice scenarios, 1 for each of the following: Fiscal & Regulatory, Scope of Practice
Tentative Agenda State DECA Competition Sunday, March 2, 2014 8:30 AM Bus Leaves HHS Parking Lot 10:00 AM Arrive Holiday Inn - Springdale 10:30 AM Distribution of Name Badges and Conference Materials 11:00 AM Lunch in Hotel – Students on their own 12:30 PM Competition Begin Individual Events Team Decision Making Events Chapter Events 6:30 PM Dinner in Hotel – Students on their own 9:00 PM Opening General Session Begins 11:30 PM Curfew – all students in their rooms for the night Monday, March 3, 2014 7:00 AM Breakfast in Hotel 10:30 AM Awards Session 11:30 AM Check out of Hotel and Board Bus Noon – Stop in Springdale for Lunch
S/CDN Agenda: Mental Health Thursday, June 1, 2017 and Friday, June 2, 2017 Wolf Road Marriott, Albany, NY Guiding Questions: What does it mean to be mentally and emotionally healthy? How do we assist our students, teachers and leaders with this? How do we ensure it in ourselves? What school/community resources do we have in my region to address mental health issues? What gaps do we have in our region? June 1, 2017 Time Session Presenter/Facilitator Format 7:30 a – 8:30 a Light Breakfast Available 8:30 a – 8:45 a SCDN Welcome, Housekeeping and Introduction of the Meeting Theresa Gray, Laurie Hedges and Lynne Wells Welcome 8:45 a – 9:30 a State Education Department- Mental Health Renee Rider, Assistant Commissioner Office of Student Support Services facilitated by Julie Donlon, GV BOCES Presentation 9:30-10:00a Suicide Safety for Teachers Pat Breux, RN BSN, is the State Coordinator of School and Youth Initiatives at the Suicide Prevention Center of New York. facilitated by Michael DeCapiro, WSWHE BOCES Presentation 10:00-10:15a 10:15-12:15 p Mindfulness Overview Liane Benedict, Staff Development Coordinator Presentation
What school/community resources do we have in my region to address mental health issues? What gaps do we have in our region? June 2, 2017 Time Session Presenter/Facilitator Format 7:30 a – 8:15 a Light Breakfast Available/NTN Leaders 8:15 - 9:00 a Welcome, ReCap, Look Ahead Jane Bullowa Award Laurie Hedges, Theresa Gray, Lynne Wells Remarks 9:00 a -9:45 a SED Updates Jhone Ebert, Senior Deputy Commissioner for Education Policy facilitated by Lynne Wells Presentation 9:45-10:30a Assessment Updates Steve Katz, Director Clara Desorbo, Bureau Chief Office of State Assessment, NYSED facilitated by Steve Graser Presentation 10:30 a -10:45 a Break 10:45 a – 11:30 a NYS Curriculum and Assessment Updates Mary Cahill, Director, Curriculum and Instruction, NYSED Marybeth Casey, Middle Level Donna Merlau, Social Studies facilitated by Dawn Shannon Presentation 11:30-12:00 Wrap-Up facilitated by Theresa Gray & Lynne Wells Remarks
Cost Effectiveness Maximum SCDP assistance per duplex (cannot exceed $25,000): $ SCDP assistance is proposed to be what percentage of total rehabilitation costs per duplex (cannot exceed 70%): % SCDP estimate average costs per duplex: $ Of the SCDP funds proposed per unit (not total project costs), what percentage of SCDP assistance is being proposed as a deferred or forgivable loan? % What would be the term in months (minimum of 60) of these deferred or forgivable loans? Months If the SCDP funds proposed per unit for deferred or forgivable loans are not 100% of the SCDP assistance, complete the following: What percentage of the SCDP funds will be an installment (where regular payments are required) loan? % What is the length of the installment loan? Months What is the interest rate of the installment loan? % In 1,000 characters or less describe the following: Project need and impact – including any unique How target area is impacted by this and other activities (activities with or without SCDP funding). How activity is cost effective
Property Inspector Info: ------------------------------------------------------------- Name: Title: Name of Organization: #: Email: Income Verification Coordinator Info: Name: Name of Organization: Phone #: Email: Rent Limit and Rental Notice Coordinator ------------------------------------------------------------- Name: Title: Name of Organization: Phone #: Email: Labor Standards Coordinator Info: Name: Title: Name of Organization: Phone #: Provide qualifications of those performing the following roles. If the role does not apply to any activity in the proposal, enter “N/A”. Include work on past SCDP projects, SCDP trainings attended, or other relevant information. If no experience or training is in place, provide plan for how capacity to fulfill the role will be developed. Primary Implementation Agency: Environmental Coordinator: Fair Housing/Equal Opportunity Coordinator: Rehabilitation Coordinator: Labor Standards Coordinator: Property Inspector. Provide information on all inspectors if multiple activities and inspectors would be used: Income Verification Coordinator: Rent Limit and Rental Notice Coordinator:
10th Street Colorado Street Brazos Street Local Traffic Only 02/06/2016 8:00 a.m. 02/06/2016 Noon W. 10th Street San Jacinto Boulevard Brazos Street Left Lane Closed 02/06/2016 8:00 a.m. 02/06/2016 Noon 11th Street Lavaca Street Brazos Street X 02/06/2016 8:00 a.m. 02/06/2016 Noon 11th Street Brazos Street San Jacinto Boulevard WB Closed 02/06/2016 8:00 a.m. 02/06/2016 Noon W. 11th Street Trinity Street Brazos Street Lane Closed 02/06/2016 8:00 a.m. 02/06/2016 Noon Colorado Street W. 2nd Street Cesar Chavez Street Left Lane Closed 02/06/2016 8:00 a.m. 02/06/2016 Noon Alternative Routes: North/South: IH-35, , , East/West: Drive Parking and Transportation Options: For bus routes and schedules visit: For parking information (02/06/2015) 1:31 p.m. Information provided by applicant.
Date: Planned operating date of April 2013 39 AV Solar I Description: Interconnect a 250 MW Solar Generating Facility to SCE's Whirlwind 220 kV Substation. Date: Planned operating date of September 2012 40 Genesis-McCoy Solar Project Description: Interconnect a 500 MW Solar Generating Facility to SCE's expanded Colorado River 500/220 kV Substation. Date: Planned operating date of May 2016 41 Desert Stateline Description: Interconnect a 300 MW Solar Generating Facility to SCE's Ivanpah 220 kV Substation. Date: Planned operating date of October 2015 42 Silver State South Description: Interconnect a 220 MW Solar Generating Facility to a new SCE Primm 220 kV Substation. Date: Planned operating date of October 2015 43 Pacific Wind Project Description: Interconnect a 250 MW Wind Generating Facility to SCE's Whirlwind 220 kV Substation. Date: Planned operating date of May 2012 44 Alta 2012 Project Description: Interconnect a 720 MW Wind Generating Facility to SCE's Windhub 220 kV Substation.
Date: Planned operating date of March 2013 45 North Sky River Wind Project Description: Interconnect a 297 MW Wind Generating Facility to SCE's new Highwind 220 kV Substation. Date: Planned operating date of December 2012 46 Antelope Valley Solar PV 1 Description: Interconnect a 325 MW Solar Generating Facility to SCE's Whirlwind 220 kV Substation. Date: Planned operating date of January 2014 47 Antelope Valley Solar PV 2 Description: Interconnect a 325 MW Solar Generating Facility to SCE's Whirlwind 220 kV Substation. Date: Planned operating date of January 2014 48 McGrath Beach Peaker Project Description: Interconnect a 47 MW Peaker Generator to the existing Mandalay – Gonzales 66 kV sub-transmission line located in the Clara system. This generator will serve the community of Oxnard. The generator would operate at times of peak electricity demand, system strain or imbalance when a major power plant or transmission line becomes suddenly unavailable, and to provide black start capability. Date: Planned operating date of July 2012 If you have any questions regarding SCE’s 2012 Annual Progress Report, please call Tariq Niazi at (909) 274-1633. Sincerely, Original Signed
If any location is in a country listed on as a “do not travel” or “reconsider need for travel” destination or listed at , have you obtained the written approval of the Deputy Vice-Chancellor (International) to undertake research travel to that country? Yes – please attach a copy of the written approval to this application No – I understand any funding will be conditional on obtaining this written approval Forward completed form with Advisor Approval to the RHD Administrative Officer: INCOMPLETE APPLICATIONS WILL NOT BE CONSIDERED.
The ‘My section within the Strengthened Career Planning Resource should be used regularly across your child’s journey at school to allow them to set targets for things they want to achieve. It will help you and your child to record and review goals and can also be used as an important tool to monitor progress and refine their learning goals each time the Student Support Group meet across the year. In the senior secondary years, the ‘My Goals’ section can assist in preparing for workplace learning opportunities and identifying meaningful post school pathways. The new Strengthened Career Planning Resource for students with disability incorporates the principles of quality career education into a reflective online resource that guides students through the process of self-awareness, career exploration and career management. Students will transition through each stage based on their personal development and community context. The resource constantly evolves as the student progresses through structured career education interventions. The Strengthened Career Planning resource has been designed to help empower students to lead the planning process and set their own directions for their individual learning and additional support needs with the support of their parents and carers, teachers and careers practitioners. The different sections will help prompt ongoing conversations between students, parents, carers, teachers and career practitioners about their post-school interests and explore meaningful options. Completing the Skills activity in the ‘My Experience and Interests’ section can highlight the range of skills students have and open up discussions about their options after they finish school, including career options. Completing the ‘My Goals’ section can assist the Student Support Group to identify which specific supports may be required to facilitate your child’s aspirations and best prepare them for exploring options transitioning from school, including career pathways. The information from the ‘My Profile’ and ‘My Experience and Interests’ sections also provide helpful information for potential employers and external agencies offering workplace learning opportunities to students with disability. 5 When students leave school, it is important to maintain social contact with peers, and undertake fulfilling activities that promote lifelong learning and development. Some students with disability aspire to pursue employment and financial independence. Other students pursue further education or training which can provide social connections with peers, and opportunities for future
POSITIVE Select all of the that best describe you. If you can think of any other words, add them at the bottom of the next page. A person who has or shows courage Caring A person who care and compassion Communicative A person who is able to communicate easily Cooperative A person who is willing to work fairly with others Creative A person who is able to imagine and make or do something new Determined A person who is committed to do or achieve something Flexible A person who is able to adjust easily to different situations Friendly A person who is nice to other people and shows interest in them Funny A person who can make others laugh and feel happy Generous A person who shares time or things with others Happy A person who feels joyful and shows it, often by smiling Honest A person who is truthful, sincere and fair Kind A person who is considerate and helpful Leader A person who guides and inspires others Loyal A person who shows commitment to someone or something
Organised A person who is a good planner and has things in order Outgoing A person who is comfortable and friendly when interacting with others, often talkative Persistent A person who can carry on with a task and does not give up easily Polite A person who is mindful of others in their manners and what they say and do Practical A person who is good at putting or plans into action Reliable A person who can be trusted or relied on Resilient A person who is able to recover easily from changes and difficult situations Respectful A person who is polite, courteous and thoughtful to others Self-confident A person who has faith in themselves and their own abilities Sensitive A person who is very aware of their own feelings and the emotions and actions of others Shy A person who is not always comfortable with other people Tolerant A person who is willing to accept or respect what is different about how others speak and behave Other positive words that describe me are:
Theme 1 Critical Self Awareness - Residential Induction Initial delivery of the Excellence in Headship programme will begin with a residential induction event covering the first theme of the programme: leadership and critical self-awareness. Please select your top two preferences for the induction residential event you wish to attend from the list below by entering a ‘1’ in the box next to your first choice and a ‘2’ in the box next to your second choice. Please note that due to limited spaces at each event we cannot guarantee first choices. Theme 1 Critical Self Awareness: Residential Event 27th – 28th August 2018 Glasgow (Cumbernauld) Theme 1 Critical Self Awareness: Residential Event 10th – 11th September 2018 Dundee Theme 1 Critical Self Awareness: Residential Event 1st – 2nd October 2018 Stirling Declaration Statement to be signed by the applicant: I confirm that all the information given by me on this form is correct and accurate. Signed: Date: Endorsement by local authority: Name: Post: Signed: Date:
Background and context to the professional learning programme In the following section, please provide detailed information on the course/programme/activity you wish to have endorsed. Please specify where the learning is directed. More than one box may be ticked if appropriate Teacher Middle School System Title of the course/programme/activity: Target audience and proposed participant numbers: Specific learning outcomes: Core components of course/programme/ activity. e.g. themes, topics: Modes of delivery:
Purpose and rationale of the research. (average word guideline–250) Describe how this research demonstrates your ability to “collaborate with the supervising occupational therapist to select, plan, and modify interventions in environmental modification on evidence and evaluation data.” (average word guideline–400)
why the mentor was selected to help you meet the goals identified above relative to the criterion. (average word guideline–50) Briefly describe how the skills acquired from this mentoring activity influenced your service delivery with clients, specific to your ability to “collaborate with the supervising occupational therapist to recognize immediate and long-term implications of psychosocial issues related to conditions found in clients with environmental modification needs and modify therapeutic approach and occupational therapy service delivery accordingly.” (average word guideline–350)
MARKETING ACTIVITIES Back to Criteria Criterion 10—Establishes Networks Establishes and collaborates with referral sources and stakeholders to help the client and relevant others achieve outcomes that support health and participation in the area of environmental modification. Type of used for marketing: (check all that apply) Presentation to potential referral source audience Presentation to potential clients Participation in community such as health fairs Speaking to community groups Development and dissemination of marketing materials (e.g., brochures, Web podcasts) Participation in media interview (e.g., television news, newspaper) Target Audience of Marketing Date(s) of Marketing Efforts Approximate Hours Engaged in Marketing Activity Provide a brief summary of the marketing activity. (average word guideline–50) Applicant’s objectives for the marketing. List no more than 3.
Purpose and rationale of the research. (average word guideline–250) Describe how this research demonstrates your ability to “ensure that environmental modification interventions are performed competently and include the integration of varying client factors and contexts.” (average word guideline–400)
AOTA CERTIFICATION APPLICATION REVIEWER Criterion 2–Knowledge: Assessment Demonstrates knowledge of relevant evidence specific to assessment in environmental modification. Guidelines Complete required training for reviewers at the time of the review period, or once 2 application cycles if reviewing more than once per year. Serve as a reviewer for 3 AOTA Specialty Certification applications in environmental modification in the last 5 years. Please verify activity information: Date(s) of reviewer training Date(s) of application review number of applications reviewed Describe how the knowledge acquired from this activity helped you “demonstrate knowledge of relevant evidence specific to assessment in environmental modification.” How did the activity influence the way you practice, or how did it affect your outcomes? (average word guideline–350) EXPERT WITNESS Criterion 2–Knowledge: Assessment Demonstrates knowledge of relevant evidence specific to assessment in environmental modification.
AOTA CERTIFICATION APPLICATION REVIEWER Criterion 3–Knowledge: Intervention Demonstrates knowledge of relevant evidence specific to intervention in environmental modification. Guidelines Complete required training for reviewers at the time of the review period, or once every 2 application cycles if reviewing more than once per year. as a reviewer for 3 AOTA Specialty Certification applications in environmental modification in the last 5 years. Please verify activity information: Date(s) of reviewer training Date(s) of application review Total number of applications reviewed Describe how the knowledge acquired from this activity helped you “demonstrate knowledge of relevant evidence specific to intervention in environmental modification.” How did the activity influence the way you practice, or how did it affect your outcomes? (average word guideline–350) EXPERT WITNESS Criterion 3–Knowledge: Intervention Demonstrates knowledge of relevant evidence specific to intervention in environmental modification.
MENTEE Criterion 3–Knowledge: Intervention Demonstrates knowledge of relevant evidence specific to intervention in environmental modification. Guidelines Must represent a minimum of 10 hours over a minimum of 2 months. Does not include supervisory relationships. Relationship must have occurred in the past 5 years. May be with a non-occupational therapy professional if appropriate to goal(s) of relationship. Dates of mentoring relationship Approximately how many hours did this represent in total? Applicant’s goals for mentoring relationship. Goals must have been met by time of application. List no more than 3. Mentor Position/Role of Mentor Workplace of Mentor Contact Information for Mentor (email or phone number)
Growth in Median Income Scenario Flat Change in Income Distribution Creeping Inequality Prices and Affordability Flat Percentile 25% Income Ratio 3.2 Proportion of market who buy 40% Upper income-to-rent threshold 25% income-to-let threshold 35% Rent Growth Recovery Modest Increases Table 18 Scenario 5South Ayrshire (Constrained) 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025 Social Rent 111 121 119 120 115 128 87 82 75 59 Below Market 51 52 46 41 35 37 25 22 20 16 PRS 86 81 71 66 58 56 38 37 35 27 Buyers 87 89 82 78 71 75 51 48 44 34 Total 334 343 318 304 278 296 201 190 174 136 Table 19 Scenario 5 Ayr Urban HMA (Constrained) 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025 Social Rent 99 107 105 106 102 114 77 73 67 52 Below Market 45 46 40 35 30 32 22 19 17 13 PRS 79 75 67 62 54 52 36 35 33 26 Buyers 77 79 73 69 63 67 45 43 39 30 Total 299 307 285 272 249 265 180 170 155 122 Table 20 Scenario 5 G&SC HMA (Constrained) 2016 2017 2018 2019 2020 2021 2022 2023 2024 2025 Social Rent 12 14 13 13 13 14 10 9 9 7 Below Market 6 6 6 5 5 5 3 3 3 2
INTRA-SCHOOL COMPETITION SCENARIO 3 Activity: ____________________________________________
Scenarios: Everyday Examples of Homophobia During a committee pizza lunch, a committee member casually asks you about another group member's love life, wondering if "he is seeing anyone." You happen to be good friends with the group member and know that he is gay, but in the closet, with a lover of 2 years. How do you respond to the question? After a good workout, your racquetball partner tells you that she won't go into the shower room when Terry is there because Terry is a lesbian and she doesn't want to be checked out by her. What do you do? A classmate, with whom you are friendly but not particularly good friends, says to you that they hear that Chris is bisexual. Then this same classmate turns to you and asks if you are also. What do you say? As a Resident Assistant, a resident on your floor comes out to you. At dinner, you overhear other residents of your floor make homophobic jokes concerning that resident. What do you do?
The scenario agenda is a matter of identifying the issues or concerns that need investigation. There can be a number of questions or decisions that need answers or solutions. The task of defining these questions is done in collaboration with the client (Lindgren et al, 2009: 56-57; Heijden 2006: First, there it is necessary to get an understanding of the client and its concerns. Elicitation of the views of the client may be conducted in a number of ways. The typical procedure for elicitation of views of business leaders are either through SWOT, group brainstorming or in depth individual interviews. For this thesis the method of interviews was chosen. With regards to detail it gives a more productive result than the other two methods (Heijden, 2006: 168). The in-depth and interview approach mentioned in the methodology chapter will be applied in this thesis. When the interviews are made and the transcriptions finished, the analysis can take place. The result from the interviews is usually a mix of internal and external information of the company and industry. Internal information is typically issues in areas the client organization or company has control over. It is called the transactional environment and involves matters of strategic options, business policies or competitors close to them (Heijden, 2006: 185). The internal information can be used for making a Business Idea (herinafter BI) description. Because of limited time and resources, it is not possible make a complete BI. For the purpose of the thesis the internal information will be used after the description of the scenarios to look at the strategy needed in the future should any of the scenarios happen in reality. The external information is called the contextual environment and concerns matters of society, economic developments or powers of buyers and suppliers as examples. All though the client or company has very little or non-existing control in this environment, the changes happening here can be of utmost importance. Scenarios are playing out in this contextual environment and therefore it is important that only the external information will be used for the further process leading towards the scenarios. In that way the external developments are expressed in scenarios and separated from the internal issues which belong to strategizing. This is important because scenarios are meant to be testbeds for strategy (Heijden, 2006: 186-190).
Patient Status Trigger Conditions Mannequin settings Operator Dialogue Statements: Additional info if asked Learner Actions Teaching Points Baseline: Presentation: B/P HR RR T O2 Sats Eyes Other Correct: Incorrect: Stage 1: Correct: Incorrect: TRIGGER 1: B/P HR RR T O2 Sats Eyes Other TRIGGER 2: B/P HR RR T O2 Sats Eyes Other Stage 2: Correct: Incorrect: TRIGGER 1: B/P HR RR T O2 Sats Eyes Other TRIGGER 2: B/P HR
TWO SIX Dorothy, Scarecrow, Tinman, Lion, Lead Jitterbug, & Jitterbugs Jitterbug Haunted Forest TWO Dorothy, Scarecrow, Tinman, Lion, Nikko, & Flying Monkeys - Haunted Forest TWO EIGHT Dorothy, Wicked Witch, Nikko, Flying Monkeys - Witch’s Castle TWO NINE Scarecrow, Tinman, Lion, Winkle General, Winkies Winkies March (Reprise) Main Gate of Witches Castle TWO TEN Dorothy, Scarecrow, Tinman, Lion, Wicked Witch, Winkie General, Winkies, Nikko Over the Rainbow (Reprise) Ding Dong the Witch is Dead (Reprise) Witch’s Castle TWO ELEVEN Dorothy, Scarecrow, Tinman, Lion, & OZ - Wizard’s Chamber TWO TWELVE Dorothy, Scarecrow, Tinman, Lion, OZ, Guard, & Ozians - Balloon Fair Ground TWO THIRTEEN Dorothy, Scarecrow, Tinman, Lion, & Glinda - Balloon Fair Ground TWO FOURTEEN Dorothy, Aunt Em, Uncle Henry, Professor Marvel, Hunk, Hickory, & Zeeke - Kansas
SCENE CHANGES ACT ONE Pre-set: Nikki sets 2 chairs on 2nd platform for Ed Sullivan After Ed Sullivan: Maddy and Jake Take chairs off SL After the Button: Casey and Daniel bring on Green chairs SR and exit SL After The Car: Victoria and Rob Take off Chairs SL, Casey enter with Table USR, Kaitlyn enter SR with Basket, Daniel and Corey bring on bed SR After Running Away: Daniel and Corey enter SR Take off bed SR, Ali exit with Table USR, Kaitlyn exit USR with Basket, Jake enter SL with record player and exit SL After Southern Boy: Jake enter SL to take off Record player SL, CharMeka takes chair off USR, Churaqui brings on table SR, exit SL After Snapshot: Churaqui enter USR to take off SL, Jake enter SR with Shelf and cassette bag Intermission: ASMS take down window, take off shelf, bag, and set podium ACT TWO After Academia: Daniel takes Podium off SL. Churaqui bring on coffee table SR and exit SL, Rob and Nicole enter SR with chairs, After Artifact: Rob abd Nicole take off Chairs SR, Churagui enter SL to take off table SR After Shelter: Rob and Casey bring on Desk USL and exit USL, Daniel M bring on chair and things SR Publishing: Casey and Rob enter USL to take table off USL, Daniel takes off chair USR, Jake and Charmeka enter SR with bed and exit USR, Peyton enter SL with Luggage. After Leaving: Jake and Charmeka enter SR to take off bed SR, Peyton and Nicole take off luggage SL, Victoria and Jen enter SL with Chairs After Impersonator: Casey take off DS chair off SL, Charmeka move US chair onto platform, Jake and Nicole bring on Table USL to top platform and exit USL, Rob brings on toys from SL and exit SR, Peyton enter USR with shelf
INSECT CARDS (BACK) Bees Pollinate All plants gain 1 seed Bees Pollinate / Ants defend territory Plants without Ants: gain 1 seed Plants with Ants: lose 1 seed infestation! Plants with Ants: gain 1 seed Plants without Ants: lose 1 seed Grasshopper infestation! Plants with Ants: gain 1 seed Plants without Ants: lose 1 seed Slug infestation! Plants with Ants: gain 1 seed Plants without Ants: lose 1 seed Wasps eat nectar Plants without Ants but with rhizobia: lose 1 seed Plants without Ants and rhizobia: lose 2
Name: Section: Reading Date: Heading: Antigone Reading Questions, Scene 4 and Ode 4 (723-726) Scene 4: The play is moving toward its climax. What dramatic action is about to occur? Compare and contrast Antigone to the following characters: Niobe Tantalos What do these characters have in common? What change do you notice in Antigone’s manner? What two things does Antigone ask of the elders of ? What does Antigone mean in line 41 when she says that her father’s “marriage strikes from the grave to murder” her own marriage? How does the Chorus argue against this view in lines 45-48? Why do you think that Creon publicly reasserts that his hands are clean in this matter? Do you think his hands are clean?
t Incident Command System (ICS) Roles and Responsibilities Position Duties and Responsibilities Incident Commander Manages the people and resources to respond to the incident. Incident Liaison Coordinates with community and outside organizations involved in the incident. Public Information Officer Provides information to the public and media regarding the event in accordance with the IC. Safety Officer Assures safety issues are mitigated, announced and addressed. Planning Section Chief Gathers and analyses incident information; conducts Planning Meetings, and prepares Incident Action Plans (IAP). Operations Section Chief Responsible for incident tactical operations – actions, personnel, resources, and staging areas. Logistics Section Chief Obtains requested incident facilities, services, and materials. Admin Section Chief Tracks and manages incident finances and personnel issues. Evacuation Specialist Develops plan to shelter in or move individuals to a safe location. Shelter Coordinator Sets up, operates and closes shelter(s) and/or coordinates shelter activities. Security Specialist Keeps unauthorized personnel from physically accessing resources, buildings, or confidential information. Medical Specialist Provides and/or coordinates emergency health care services. Who will fill these roles in your community? will your Emergency Operations Center (EOC) be? Building, address, phone number:____________________________________________________________________ Community Contact Information Name Agency Email Incident Commander Incident Liaison Public Information Officer Safety Officer Planning Section Chief Operations Section Chief Logistics Section Chief Finance Section Chief Evacuation Specialist Shelter Coordinator Security Specialist Medical Specialist