zilongwang/ReadingBank huggingface dataset:
Date and location of the TFN event the organisation is being nominated for: eg. Sydney, 26 June 2014 Advocate’s statement of support: Max. 50 words testimonial from an advocate on why they think the organisation deserves support. Presenter’s short biography: Max. 40 words. Short description of the organisation: Max. 50 words. If selected, this text is printed on materials at TFN events and listed on our website Core team members of the organisation: Max. 30 words. Insert only names and positions. When was the organisation established? dd/mm/yyyy Average (or predicted if very new) annual turnover in AUD (choose one of the below): $0 – 10,000 $10,000 – 50,000 $50,000 – 250,000 $250,000 – 500,000 $500,000 – 800,000 Please list your existing significant funders (if not confidential): of organisation, foundation or individual. Geographic focus of the organisation (choose one of the below): Domestic programs International programs (with Australian HQ – please list the countries in which it operates) Domestic and international programs (please list the countries in which it operates) If b) or c) list the countries in which it operates: Social issue area that the organisation addresses (choose one of the below): Health Education Employment / Economic development Human rights Crime reduction and peace building Environmental sustainability Social inclusion (please describe): Within the social issue area above, please describe the organisation’s primary focus: Max. 40 words.
7.60 Country – the country for the residential address of the payee. This field may be left blank if the country is Australia. If the Payee postcode entered is 9999 then this field must be a country other than Australia. 7.61 Payee payroll number/identifier – this number (allocated by the payer) will be quoted on any ATO correspondence regarding the payee’s declaration to assist in correct identification of the payee. If no payroll number/identifier then blank fill. 7.62 tax status – this field must be set to one of the following codes: A payee has indicated they are an Australian resident for tax purposes F payee has indicated they are a foreign resident for tax purposes H has indicated they are a working holiday maker employed under the relevant visa (subclass 417 or subclass 462) No other code is valid. 7.63 Basis of payment – this field must be set to one of the following codes: F full time payee P part time C casual payee L labour hire payee S pension/annuity payee No other code is valid. 7.64 Tax free threshold claimed – where the payee has claimed the tax-free threshold this field must be set to Y. If the payee has indicated they do not wish to claim the tax-free threshold this field must be set to N. Where both Yes and No boxes are marked, or neither box is marked then the field must be left blank. 7.65 Higher education loan programme (HELP), Student Start-up Loan (SSL) or Trade support loan (TSL) indicator – if the payee has indicated an existing HELP, Student Start-up Loan (SSL) or TSL debt this field must be set to Y. If the payee has indicated that no HELP or TSL debt exists, this field must be set to N. 7.66 Student Financial Supplement Scheme indicator – a Financial Supplement Scheme debt is notified on the TFN declaration this field must be set to Y. Otherwise this field must be set to N. 7.67 signature present – where the record reported is supported by a hardcopy signed by the payee this field must be set to Y. Otherwise set to N.
Character position Field length Field format Field type Field name Reference number 1-3 3 N M Record length (=) 4-11 8 A M Record identifier (=IDENTITY) 7.30 12-19 8 DT M Period of report start date (DDMMCCYY) 7.31 20-27 8 DT M Period of report end date (DDMMCCYY) 7.32 28-38 11 N M Payer Australian business number or withholding payer number 7.33 39-41 3 N O Branch number 7.34 42-241 200 AN M Payer business name 7.35 242-441 200 AN M Payer trading name 7.36 442-479 38 AN M Payer address line 1 480-517 38 AN O Payer address line 2 7.37 518-544 27 AN M Suburb, town or city 7.38 545-547 3 A M State or territory 7.39 548-551 4 N M Postcode 7.40 552-571 20 AN C Country 7.41 572-609 38 AN O Contact name 7.42 610-624 15 AN O Contact telephone number 7.43 AN 7.44 A S Filler Character position Field length Field format Field type Field name Reference number 1-3 3 N M Record length (=) 4-11 8 A M Record identifier (=SOFTWARE) 7.45 12-91 80 AN M Software product type 7.46 9- A S Filler Character position Field length Field format Field type name Reference number 1-3 3 N M Record length (=)
rejected where neither field is present. Where the payee’s address is not reported any correspondence will be issued to the payee c/o the payer. If the payer has captured more than one address for a payee residing overseas and one of those is an Australian address, then the Australian address (including the postcode) must be reported rather than the overseas address. 7.1 Record length – must be set to . 7.2 Record identifier – must be set to IDENTREGISTER1. 7.3 Supplier Australian business number – the Australian business number (ABN) of the data supplier and must be a valid ABN. Refer to Section 9 for information on ABN/WPN validation. 7.4 Run type – identifies the information contained in the file as test or production data. This field must be set to either T for test data or P for production data. 7.5 Report end date – contains the end date for the reporting period. For example, if the information reported in the file is for the period 01/07/201 to the 14//201, this field would be set to . 7.6 Data type – identifies the type of information contained in the file. For TFN declaration reporting the field must be set to T. 7.7 Type of report – identifies the type of data lodged. This field must be set to D. 7.8 Type of return media – identifies the medium to be used by the ATO for return of information to the supplier. For TFN declaration reports this field must be set to P (paper). 7.9 ATO report specification version number – must be set to the version number of the specification that the report corresponds to. For reports produced using this specification this field must be set to FTFNDV0 7.10 ATO Corporate Gateway User identifier– contains the supplier’s registered ATO Corporate Gateway User Id. If the supplier is not registered with ATO Corporate Gateway, this field should be blank filled. 7.11 Filler – for use by the ATO. It must be blank filled. 7.12 Record identifier – must be set to IDENTREGISTER2.
question of why, in the face of all of the positive effects of marriage, more and more people are not bothering to get married before having children. In the absence of a clear understanding of the causal factors for the retreat from marriage, these theories should form the foundation for any policy intervention, and so student knowledge of these theoretical frameworks will be pivotal in later weeks when we assess both what is known about what works to prevent the occurrence of unmarried families and what is currently being implemented by states as part of their marriage promotion activities. Naturally, there are many ideas about what constitutes the central cause for the retreat from marriage, and this week’s readings will expose students to some of the more prominent ones. For example, part of the impetus for the marriage-related language in PRWORA stems directly from the arguments of conservative scholars like Charles Murray who have argued that the retreat from marriage is due in large part to values and norms in low-income populations that differ from those held by mainstream . Particularly, he argues in the assigned reading that low-income populations have stopped valuing marriage as a social institution (, 2001). Therefore, he claims that in order to reinstate marriage as the normative practice across the socio-economic scale, low-income populations must be re-socialized into the belief that marriage is important and valuable. In contrast, others have argued that sex has been decoupled from marriage, with the result being that other practices, such as cohabitation, have become more socially acceptable and couples are choosing to cohabit rather than to marry. The article by Bumpass, Sweet and Cherlin (1991), while slightly dated, nonetheless provides a comprehensive overview and some empirical support for the argument for the role of the cohabitation alternative, and is used because it remains one of the most cited papers in support of the argument that cohabitation has replaced marriage among many young American couples. Still others have argued that changing economics have altered the American family; the Casper and Bianchi (2002) chapter provides a general portrait of the changing economic circumstances, such as women’s increased financial independence, that may have affected rates of marriage among American couples. Similarly, the Wilson and Neckerman (1987) article outlines ’s now infamous “marriageable man” hypothesis, stating that the decline in marriage in the African-American community is due to a lack
OCTOBER 31 Bridging Controversy and Building Consensus: The Theory of Paradox (Part 2) A national family agenda is “neither liberal nor conservative . . . the core issues facing the American family . . .will fit the strategic need of either party. Thus, it is twice blessed, good policy and good politics.” - Blankenhorn, 1998a, p. 2 Stacey, J. (1993). Good riddance to “the family”: A response to David Popenoe. Journal of Marriage and the Family, 55, 545-547. Smith, D. E. (1993). The standard North American family: SNAF as an ideological code. Journal of Family Issues, 14, 50-65. What societal trends does the impatient camp focus on and how do they propose responding to them? What is the theory of paradox and how can it help build common ground? What is the Standard American Family (SNAF) ideological code? How does it affect research, policy, and practice? “Constructing a Family Policy Map Based on Walljasper’s American Political Landscape” 5 Looking Back to Move Forward: Lessons from the History of Family Policy Those who cannot remember the past are condemned to repeat it. - George Santayana (1863-1952) The essence of doing science is discovery. And that means more than uncovering new facts. The important thing may not be new facts. It may more likely be new ways of thinking about old facts. - H. Priestley (1980) Bogenschneider, K. (2014). Chapter 10. family policy originated in the 1970s, what have been some of the controversies and defining questions of each decade? How do individualistic societies like the United States justify social programs? READINGS GUIDING QUESTIONS NOVEMBER CLASS
Guest lecturer Week 14 Topic Readings Assignments Due 4-8 New Family Issues Mason, Ch. 13 Group #4: Panel discussion on Programs for Immigrant Families 7 Week 15 4-15 Criminal and Juvenile Justice Articles on Reserve Quiz #7 Articles on Reserve Paper 8 Policy Meeting Reports Week 16 4-22 Strengthening Marriage & Families Articles on Reserve Quiz #8 Paper 9 Debate #5
Substantive Aspects of Family Law & Public Policy Partnership Entrances & Exits Week 5 Feb 13* & 15 Marriage Policies & Marriage Promotion: Healthy Marriage Initiative; Defense of Marriage Act; Covenant Marriage Should Policymakers Promote Marriage Among the Economically Disadvantaged? Alternatives to Marriage: Cohabitation, Domestic Partnerships, and Civil Unions 2/15 VIDEO: “Tying the Knot” pp. 1-64 Edin & Reed, “Why Don’t They Just Get Married?” Meezan & Rauch, “Gay Marriage, Same-Sex Parenting…” Week 6 Feb 20* & 22 Divorce: No Fault Divorce Laws Property Division, Alimony, Child Support, Custody pp. 79-195 June Carbone, “A feminist perspective on divorce” Week 7 Feb 27 Violence Against Women Act (VAWA) Guest Lecture—VOICE on VAWA Midterm Review pp. 196-203 Mar 1 MIDTERM EXAM Policies for Children, Youth, & Families: Family Health & Well-being Week 8 Mar 6* & 8 Welfare Reform (TANF) 3/8 VIDEO: “A Day’s Work, A Day’s Pay” Mark Greenberg, et al. “The 1996 Welfare Law” Week 9 no Classes Spring Break!!! Week 10 Mar 20* & 22 Foster Care, Kinship Care, and Adoption Indian Child Welfare Act (ICWA) pp.65-78 Carol Tebben, “A family lawyer’s guide to the Indian Child Welfare Act” (available: InfoTrac database, MSU) [Optional: Allen & Bissell, “Safety & Stability for Foster Children: The policy context”] Week 11 Mar 27* & 29 Food Insecurity and Nutrition Programs: School Lunch Programs, Food Stamps, Women, Infants & Children (WIC) Health Care and Child Well-Being Medicaid/CHIPS “Obesity, food insecurity and the federal child nutrition programs: Understanding the linkages” TBD: Health care policy [Optional: Mann et al., “Historical overview of children’s health care coverage”] Work & Family Issues Week 12 Apr 3* & 5 Work and Family: The Conflicts Between Earning and Caring Gornick pp. 1-83 Week 13 Apr 10* & 12 Ensuring Time to Care: Family Leave Policy Work Regulatory Policies Gornick pp. 84-184
Bogenschneider, Chapter 13 Child Support: The Effect of the Current System on Families (Wisconsin Family Impact Seminar-pp. 2/9 CHAT ROOM DISCUSSION #3 Marriage and Divorce Issues http://divorcereform.org/cov.html Hawkins, A, et al. (2002). Attitudes covenant marriage and divorce: Policy implications from a three-state comparison. Family Relations, 51, 2/16 CHAT ROOM DISCUSSION #4 Parent Issues Bogenschneider, Chapter 6 Can Government Promote Competent Parenting? (Wisconsin Family Impact Seminar-pp. 1-32) 2/23 CHAT ROOM DISCUSSION #5 Children’s Issues Quiz #1 online Building Resiliency and Reducing Risk: What Need From Families and Communities to Succeed ( Family Impact Seminar-pp. vi-36) 3/2 CHAT ROOM DISCUSSION #6 Adolescent’s Issues Steinberg, L. & Cauffman, E. (1999). A developmental perspective on serious juvenile crime: When should juveniles be treated as adults? Federal Probation, 63, 52-59. --------------------------------------------------------------- Bogenschneider, Chapter 14 --------------------------------------------------------------- Building Resiliency and Reducing Risk: What Youth Need From Families and Communities to Succeed (Wisconsin Family Impact Seminar-pp. 37-58) 3/9 CHAT ROOM DISCUSSION #7 Elderly Issues Harlton, S. et al. (1998). Defining eldercare for policy and practice: Perspectives matter. Family Relations, 47, 281-288.
Swedeen, B., (2002). Waiting for family support: Supporting families who have children with disabilities (pp. 6-11; 14-19). Madison, WI: Wisconsin Council on Developmental Disabilities. November 9 School finance and accountability Jerald, C. (2009). Aligned by design: How teacher compensation reform can support and reinforce other educational reforms. Washington, D.C.: Center for American Progress. November 11 Higher education as a family issue Wisconsin Legislative Reference Bureau. (2005). State of Wisconsin Blue Book. Executive branch: University of Wisconsin System (pp. 527, 529, 537-538). Madison, WI: State of Wisconsin, Department of Administration. November 16 Marriage policies Ooms, T. (2002). Marriage and government: Strange bedfellows? Washington, D.C., Center for Law and Social Policy. November 18 Defining a balance between work and family Due: Letter to the editor or public official (including response) Hewlett, S.A., & West, C. (1998). Managerial greed and the collapse of economic security. The war against parents: What we can do for America’s beleaguered moms and dads (pp. 57-87). New York: Houghton Miflin. Wolfe, A. (1998). Developing civil society: Can the workplace replace bowling? The Responsive Community: Rights and Responsibilities, 8(2), 41-47. November 23 & 25 Thanksgiving Recess – No Class Meetings November 30 Can policies be developed to promote good parenting? Riley, D., & Bogenschneider, K. (2006). Do we know what good parenting is? Can public policy promote it? (Chapter 6). In K. Bogenschneider, Family policy matters: How policymaking affects families and what professionals can do (2nd ed., pp. 67-84). Mahwah, NJ: Erlbaum. December 2 Families and the criminal justice system
TBD December 7 & 9 Poverty, welfare, and reform Corbett, T. ((1993). poverty and welfare reform: Progress or paralysis? Focus, 15, 1-16. Hutson, D.C. (2002). Reforms and child development. The Future of Children, 12(1), 59-73. Haskins, R., & Sawhill, I.V. (2007). Introducing the issue. The Future of Children, 17(2), 3-14. December 14 What’s next: Understanding the past and developing an agenda for the future Bogenschneider, K., & Corbett, T. (2006). What can we learn from the roots of American social policy about building enduring family policies in the 21st century? (Chapter 10). In K. Bogenschneider, Family policy matters: How policymaking affects families and what professionals can do (2nd ed., pp. 141-159). Mahwah, NJ: Erlbaum. Bogenschneider, K. (2006). What current policies and proposals are changing the political landscape for families? (Chapter In K. Bogenschneider, Family policy matters: How policymaking affects families and what professionals can do (2nd ed., pp. 97-111). Mahwah, NJ: Erlbaum. Bernanke, B.S. (2007). The level of distribution of economic well-being. A speec to the Omaha, NB, Chamber of Commerce. Washington, D.C.: Federal Reserve Board. Tuesday, December 21 Final exams due Final exams are due no later than 10:00 AM on Tuesday, December 21 to the Instructor’s mailbox on the third floor of the Middleton Building.
Developing Reading Course Booking Form Name and address of school: Course & date required: Name and role of main contact: Name: Email and Telephone of main contact: Role: Names of delegates Role/ Year Group Teaching Responsibility Dietary / Accessibility Requirements: Please provide any other information that you feel may be relevant.
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December 31, 2017. Original Improving the quality of CPI data by including rural areas Yes/No Value No No Yes Date 22-Dec-2015 07-Jul-2016 31-Dec-2016 Comment Revised Higher quality price data Yes/No Value No No Yes Date 22-Dec-2015 07-Jul-2016 31-Dec-2017 Comment The end-target date is extended from December 31, 2016 to December 31, 2017. Original Higher quality price data Yes/No Value No No Yes Date 22-Dec-2015 07-Jul-2016 31-Dec-2016 Comment Revised More representative data from the HICS Yes/No Value No No Yes Date 22-Dec-2015 07-Jul-2016 31-Dec-2017 Comment The end-target date is extended from December 31, 2016 to December 31, 2017. The reference to the more
ODRA it is strongly encouraged to prepare one before applying for a non-NSDS or OD implementation project. Project proposals are required to set out specific targets for capacity development. The resources provided must be additional and cannot be used simply to replace national budgetary resources. For example, while it may be possible to use funds to meet some of the costs of data collection activities, especially where new activities are being tried out, projects that are just concerned with maintaining existing systems are unlikely to be approved. In all proposals, recipients are required to demonstrate their commitment to the project by providing some contribution to the overall cost, which may be a monetary or in-kind contribution. TFSCB Aims to achieve the PARIS21 vision and is a key component in supporting the implementation of the Busan Action Plan for Statistics. Foster evidence-based policy making and effective monitoring. Promotes a strategic approach to the development of statistical capacity, supporting the preparation and implementation of nationally prepared and owned strategic statistical development plans. Provides an intervention mechanism to help initiate changes in policy and decision-making through improved availability and use of information and statistical data. Most projects operate at the national or sub-national level, but the trust fund can also support regional and global projects where there is a case for intervention at this level. Improves the use of resources for development through better-informed decision-making resulting from improved statistical systems and better data quality and analysis. Promotes partnerships and improves coordination among local and international agencies and civil society organizations. The TFSCB finances two kinds of projects as outlined above: those concerned with the preparation of an NSDS; and other, non-NSDS projects that aim to strengthen capacity in key priority sectors such as gender statistics, administrative data sources, Open Data projects, and post-MDG 2015 indicators. Projects should also be results-oriented and promote partnerships and knowledge sharing. TFSCB grants may be used either to finance country-based activities or global or regional programs. However, TFSCB grants cannot be used to supplement the administrative or logistical needs of these projects. Regional and global projects will only be financed where there is a clear case of intervention at this level and where a single implementing agency is identified. In general, regional projects will be linked to the follow up of PARIS21 regional workshops. It is also important to note that the Trust Fund has been set up to build statistical capacity and not simply to fund data collection activities. Applications must indicate where there are presently capacity weaknesses in the statistical system and how the proposal will address them.
* Please indicate your gender Male Female I do not wish to disclose this Equality Act 2010 The Equality Act 2010 protects people who are married or in a civil partnership. * Please indicate the option which best describes your marital status Married Single Civil partnership Legally separated Divorced Widowed I do not wish to disclose this Equality Act 2010 The Equality Act 2010 protects people against discrimination on the grounds of race which includes colour, nationality, ethnic or national origin. * Please indicate your ethnic origin or Asian British Bangladeshi Indian Pakistani Any other Asian background Black or Black British African Caribbean Any other Black background Mixed & Asian White & Black African White & Black Caribbean Any mixed background White British Irish Any other White background Other Ethnic Group Chinese Any other ethnic group I do not wish to disclose this Equality Act 2010 The Equality Act 2010 protects bisexual, gay, heterosexual and lesbian people from discrimination on the grounds of their sexual orientation. * Please indicate the option which best describes your sexual orientation
Asian or Asian British Bangladeshi Indian Pakistani Any other Asian background Black or Black British African Caribbean Any other Black background Mixed White & Asian White & Black African White & Black Caribbean Any other mixed background White British Irish Any other White background Other Ethnic Group Chinese Any other ethnic group I do not wish to disclose this Equality Act 2010 The Equality Act 2010 protects bisexual, gay, heterosexual and lesbian people from discrimination on the grounds of their sexual orientation. * Please indicate the option which best describes your sexual orientation Lesbian Gay Bisexual Heterosexual I do not wish to disclose this Equality Act 2010 The Equality Act 2010 protects people against discrimination on the grounds of their religion or belief, including a lack of any belief. * Please indicate your religion or belief Atheism Buddhism Christianity Hinduism Islam Jainism Judaism Sikhism Other I do not wish to disclose this Equality Act 2010 The Equality Act 2010 protects disabled people - including those with long term health conditions, learning disabilities and so called "hidden" disabilities such as dyslexia. If you tell us that you have a disability we can make reasonable adjustments to ensure that any selection processes - including the interview - are fair and equitable.
DENTAL FOUNDATION, THERAPIST FOUNDATION AND DENTAL CORE TRAINING TFT TRAINING PRACTICE APPLICATION FORM 2016 – 2017 TIMETABLE FORM PART C-TFT For Therapist Foundation Training Posts Practice Address Address Line 1: Address Line 2: Town: County: Post Code: Telephone Number: Email Address: Dental Trainee Timetable and Supervision Arrangements (if applicable) Dental Training Post 1 First Educational Supervisor (name) Initials: Second Educational Supervisor (if joint) Initials: Monday Tuesday Wednesday Thursday* Friday Saturday Time Initials of Educational Supervisor Time Initials of Educational Supervisor Time Initials of Educational Supervisor Time Initials of Educational Supervisor Time Initials of Educational Supervisor Time Initials of Educational Supervisor AM Start time AM Finish time Break PM Start time Total Weekly Hours PM Finish time Total daily hours worked excluding breaks (7.5) (22.5) *Outside term time the trainee is expected to carry out clinical work every week
Section 1. APPLICANT INFORMATION Name of Applicant: (Attach copy of W-9) Name and of Chief Officer: (If more than one, attach a list of all officers) Name: Title: Address: Fax: E-mail: Applicant Address: City, State, ZIP Code: Telephone: Fax: E-mail: Website: Applications must be received no later than * 5 p.m. – Monday, November 25, 2013 Applications may be mailed or delivered to: * 535 W. Jefferson St., Floor Springfield, IL 62761 * Fax copies will not be accepted * Submit one signed original and three photocopies of the application. *Please also email a PDF of your application to * Section 2. APPLICANT GRANT HISTORY Description of applicant organization: (200 Character Maximum) Has this applicant received a grant from the federal government or the state of Illinois within the last three years? If yes, provide the following: (Add additional rows if needed) YES NO Agency providing grant funding: Grant number: Grant amount: Grant term: Brief description of grant:
Ability to hire or high-skilled workers TFWs can only work for a maximum of 8 months between Jan 1 and Dec 15 (disadvantageous when labour required throughout the winter months Production must be on the National Commodities List (excludes grains and oilseeds) Work must be in On-farm Primary Agriculture Employers responsible for transportation, housing and insurance costs Commodities List (reminder: excludes grains and oilseeds) Employers requiring work falling within the definition of On-farm Primary Agriculture Agricultural Stream TFWs can come from any country Ability to hire low- or high-skilled workers Maximum 1 year LMIA duration Subject to Cumulative Duration regulation Production must be on the National Commodities List (excludes grains and oilseeds) Work must be in On-farm Primary Agriculture Employers responsible for transportation, housing and insurance costs Producers involved in the production of commodities listed on the National Commodities List (reminder: excludes grains and oilseeds) Employers requiring work falling within the definition of On-farm Primary Agriculture Stream for Lower-skilled Occupations TFWs can come from any country Allowed to work in the production of any commodity Lower wages and skill levels Maximum 1 year LMIA duration (if non On-farm Primary Agriculture work) Subject to Cumulative Duration regulation Subject to 10 per cent cap on low-wage TFW workforce Employers responsible for transportation and insurance costs, and must help the TFW find affordable and suitable housing Any agricultural employers seeking labour, including those involved in value-added processing Incentive to hire for On-farm Primary Agriculture work (exemptions) Stream for Higher-skilled Occupations TFWs can come from any country Maximum 2 year LMIA duration Allowed to work in the production of any commodity Higher-skilled occupations Employer not responsible for transportation, housing or insurance costs Subject to Cumulative Duration regulation Transition plan required with LMIA application Higher wages and skill levels Any employers seeking higher-skilled labour, including involved in processing Incentive to hire for On-farm Primary Agriculture work (exemptions)
18. PVC long band Pc 19. PVC washer ½” Pc 20. PVC washer ¼” Pc 21. Steel Sink 37 X 18 X 9 Pc 22. PVC waste pipe 1 ¼” Pc 23. Urinal Waste Pipe Pc 24. R/elbow ½” x ¾” Pc 25. ¾” x 1” Pc 26. R/socket ½” x ¾” Pc 27. R/socket ¾” x 1” Pc 28. Seat cover white and black Pc 29. Stop cock Pc 30. Socket ½” Pc 31. Socket ¾” Pc 32. Socket 1” Pc 33. Sink Pc 34. T ½” Pc 35. T ½” x ¾” Pc 36. T ¾” Pc 37. Union ½” Pc 38. Union 1” Pc 39. Union ¾” Pc 40. Wash basin 22” x 16” Pc 41. WC Seat (Orissa Pan 20”) Pc 42. White Zinc ---- 43. PVC Pipe 1’, ½”, 2”, 3”, 5” & 6” 44. GI Pipe 1”, 2” & 3” 45. Floor Tiles ( All Size) Per Box Per Box of 12”X12” 46. Wall ( All Size ) Per Box Per Box 47. White Cement 1kg Bag Per bag 48. Fixing Charges of Tiles per sqft Per sqft 49. Floor Tiles 16” X 16” Per box 50. Monoblock 1” & ½” 51. Angle Wall PC 52. Concealed Stop Cock Pc 53. Jet Set Pc 54. PVC Water Pipe 1”, 2” & 3” Pc 55. Urinal Pot ( Half) Pc 56. Water Tap Ordinary Pc 57. Water Tap Brass Pc 58. Western Seat Pc 59. Water Tank 500 ltr 1000 ltr & 2000 ltr Per Pc
2. Download Plans and Other Documents 1. Navigate to your property data (see section 1) 2. Select ‘Documents’ from the View menu on the left hand side of the screen 3. Open the document filter by clicking on the “Show Filter” button 4. In the “Group” option on the right hand side select either “12 – Property > Land Asset Plan”, “5 – Education > Capacity Plan” or “2 – Property > Floor Plan” depending on which document you want to download. (See appendix A for descriptions of these document types as well as other documents you can download from tf.cloud) Click “Apply Filter” to filter the list. Your document(s) will appear in the document list below the filter 5. The first column in the document list is a link labelled ‘Show’. Click this link to open your document. 6. The documents open in tf.cloud’s inbuilt PDF viewer To download a copy of the PDF onto your local drive click the “Download Document” button
3. Download Asbestos Report NB. Before downloading the asbestos report you will need to download a floor plan which should be used in conjunction with the asbestos report. Please refer to section 2 for instructions on how to download a floor plan. If your school is made up of more than one site (see section one, point 4), you will need to run and download an asbestos report and floor plan for each site 1. Navigate to your property data (see section 1) 2. Click on ‘Asbestos Survey Report’ in the ‘Actions’ menu on the left hand side of the page 3. If you want to run the report for your entire site proceed straight to step four. If you want to filter the report to show only one building on the ‘Find’ button next to the location field On the ‘Choose location’ screen find the building you require and click the ‘Select’ link 4. Click the ‘Create Report’ button 5. On the next screen that appears click the ‘Download PDF Report’ button 6. A pop up box will appear at the bottom of the screen. Click on the “Open” button 4. Access Net Capacity Data 1. Navigate to your property data (see section 1) 2. Select ‘Documents’ from the View menu on the left hand side of the screen
duly avalised/guaranteed by a local bank acceptable on the forfaiting market while in an ECA-backed financing you have to produce a lot of documentation and lose a lot of your time. Cross-border leasing There is a leasing solution that sometimes buyers located in certain countries would like to have ie importing the machinery on a leasing basis rather than buying it under a sales contract. In many countries the importer of leased equipment obtains various benefits such as delayed and/or reduced custom duties on the equipment imported or accelerated terms for the fiscal depreciation of the machine waving any import licence since no licence is usually required on an equipment imported on a temporary basis. It is however rather difficult for sellers to meet leasing requests from customers as in general leasing companies are unwilling to lease equipment on a cross-border basis due to the political and commercial risks. To solve this problem we have found a way that removes entirely such difficulties allowing the importer to meet their goal ie to get the machine leased and the supplier to collect their price cash upon delivery. What we use in this case is the 'purchase-leasing instrument'. How we do it is quite simple. First of all we arrange that for each rental the lessee issues a promissory note duly avalised/guaranteed by his banker and then once the leased equipment is delivered and installed at the buyer's factory all the promissory notes covering the whole lease period will be discounted on the forfaiting market and the relevant net proceeds paid to the in our case Italian supplier in one lump sum. Copyright ©2011 Wilmington Publishing & Information Ltd 2010, a division of the Wilmington Group PLC. Wilmington Publishing & Information Ltd is a company registered in England & Wales with company number 03368442 GB. Registered office: 19 - 21 Christopher Street, London EC2A 2BS. VAT NO.GB 899 3725 51
No Trainer Trainer highlights there are four types of resources which need to be allocated to tours: Physical resources – these are the goods/assets needed to support the tour. They include an extremely wide variety of items such as: Vehicles; Camping equipment; Cooking equipment; Food and beverages; Maps, information sheets and Fact Sheets for tourists Financial resources – these are the funds that will be needed to enable the tour to process as planned and operate in whatever circumstances are experienced. Financial resources can include: Cash in local currency; Cash in currencies of the various countries to be visited; American dollars; Travellers’ cheques. Human resources – these are the staff provided to support the tour. Human resources can be internal of from outside the organisation and might include: Tour leaders; Tour guides; Drivers; Security Information – this is the knowledge required to facilitate tour operations and activities. It includes: Local knowledge; Knowledge of countries, carriers, currencies and cultures; Knowledge of all attractions and destinations to be visited; Knowledge of routes and sights; Knowledge of SOPs that tour staff are required to comply with. Classroom Activity – Discussion/Q&A Trainer asks students to identify examples of resources for the four types of resources using the examples listed above as sample answers. Slide Slide No Trainer Notes Trainer indicates ways to identify resources which might be needed on a tour: Research and read tour brochures and promotional materials – to identify what has been advertised for the tour Review contracts relate to the tour – to identify arrangements which have been negotiated and form the basis of this legally binding agreement Talk to others – see later slides Read end-of-tour de-briefing reports from previous tours – to identify lessons learned when the tour returned/was complete Refer to tour-specific resourcing sheets – some operators develop an evolving list of resources required for the different tours they offer. The list begins with a common sense listing of requirements for the first trip and is up-dated after subsequent tours as other resources are identified as being necessary. Over time this list can grow into a rich and accurate source of resources required for individual tours types/categories. Not all operators use this approach. Read customer comments/feedback from previous tours – to obtain the tourist perspective about what needs to be maintained and/or changed in relation to resourcing future tours Use common sense – this is a very big element when determining resources needed for a tour – management and the people on the tour will expect you to use common sense based on previous experience, personal knowledge and expertise
Evidence of the following is essential: Demonstrate correct use of telephone equipment Demonstrated ability to provide courteous and friendly telephone service Demonstrated ability to be clear and concise both verbally and in writing Demonstrated ability to receive and relay messages accurately Demonstrated ability to make telephone calls for different purposes. Context of Assessment This unit may be assessed on or off the job: Assessment should include practical demonstration of the ability to communicate on the telephone either in the workplace or through a simulation activity, supported by a range of methods to assess underpinning knowledge Assessment must relate to the individual’s work area, job role and area of responsibility Assessment must include project or work activities that allow the candidate to communicate on the telephone Assessment must include demonstration of communicating on the telephone and operating telephone equipment under normal workplace conditions. Resource Implications Training and assessment to include access to a real or simulated workplace, including access to telephone equipment and in particular procedures, policies and guidelines that guide effective work practices in relation to communicating on the telephone; and access to workplace standards, procedures, policies, guidelines, tools and equipment. Assessment Methods The following methods may be used to assess competency for this unit:
picture puzzle of compound words. Story Chart of “A Letter Soup” References: Curriculum Guide: CG in English 5 Week 2 EN5LC – Ib – 12 and 13 EN5RC – Ib – 1.6 Focus Skill/s: Speaking, Oral Reading Fluency, Vocabulary Development Value Focus: Being polite PROCEDURE Setting Up the Stage Motivation: Divide the class into 8-10 groups. Give them the picture puzzle of compound words. Ask them to solve the puzzle and write the name of the picture on a strip of paper. Have a representative from each group present the picture and the word they have formed. cupcake mailman love letter fairy tale Basketball merry-go-round one-half rainbow Explaining the Students What To Do Say: “Today we are going to study about compound words.” Have the pupils read “Find Out and Learn” from the LM page ____. Answer the questions the sentences. Modelling for Students Read the story in the “Try and Learn” in the LM page ____. Identify the compound words in the story. Write it down on your notebook. Guided Practice Match the words in Column A to the words in Column B in order to create a compound word. Note that the words in Column B can only be used once. Column A Column B rain flower window butter police book sun case drop fly light man pane pot
10. __________ he's overweight, Tony eats a lot of food before he goes to bed. That's not healthy. Independent Practice Compose a coherent and clear sentence using the different subordinating conjunctions. The group who presents the most coherent sentences will be the winner. Remind the students to be tactful in constructing a sentence. once because in that even if even though than wherever Closure What is a subordinating conjunction? Give the correct subordinating conjunction on the following sentence. The teacher got angry because the students were talking _______ he was trying to teach the class. IV. Evaluation Compose a coherent and clear sentence using the different subordinating conjunctions. Use the following subordinating conjunctions below. after since if so that although than
Essential: A can do attitude with a flexible approach to a constantly changing environment. Must enjoy teaching and learning processes and take a positive and optimistic approach to developing our students. Organised and effective in team working Desirable: Flexibility, adaptability and a willingness to embrace processes of change and development College Values In addition to job role competencies Cornwall College values are embedded in all Therefore, all employees will be expected to review the College values document and ensure they understand how the values apply to their role and the wider organisation. Putting the student first and respect for others Responsiveness to others High quality in all we do Responsibility – Individual and team Pride in what we do Please note: All employees of Cornwall College are required to undertake mandatory Safeguarding, health and safety, data protection and Equality & Diversity Training. All statutory checks governed by “every child matters” will need to be completed before commencing employment. Please assume if you have not heard from us within 28 days of the closing date, that you have not been shortlisted for this position.
School v School Comparison Officer / Leadership Demographics President TAMU UT1 UTD TSU BU TECH Vice President UTD TSU TECH Treasurer TAMU UT UTD TSU TECH Travel Coordinator UT Men's Captain TAMU UT Women's Captain TAMU UT Historian/ Webmaster TAMU UT Safety Officer TAMU UTD TSU Public Relations Officer TAMU UTD TSU Secretary TSU TECH 1 Separate Men’s and Women’s Presidents Workout Facility Club On Campus? Cost Workout UT No – Crenshaws ~$4000 / year M-Th 8-10pm TAMU Yes -- M-Th 6-9pm TSU Yes -- M-Th 6-9pm UTD No – Eagles Wings $0 M-Th 7-9pm Baylor No – Zero Gravity $1200-$1500 / sem TTh 8-10pm MW 7-9pm 1 Tech No – Rock Solid Athletics $500/ semester M-Th 7-9pm 1 M and W only for competitive gymnasts, everyone else can come on TTh. Occasional Fri conditioning Club Finances Membership Dues
Introduction The proposed project will have the objective of providing election officials, voting system manufacturers and the voting public with a revised, updated and improved set of voting system guidelines providing specifications and requirements against which voting systems can be tested to determine if they provide all the basic functionality, accessibility, usability and security capabilities required of modern voting technology. The final work product of this project will represent the fourth iteration of national-level voting system standards/guidelines. The Federal Election Commission published the Performance and Test Standards for Punchcard, Marksense and Direct Recording Electronic Voting Systems in 1990. This was followed by a revised document titled the Voting Systems Standards in 2002. Version 1.0 of the Voluntary Voting System Guidelines (VVSG) was adopted by a vote of the U.S. Election Assistance Commission (EAC) on December 13, 2005. Version 1.1 of the VVSG was created and adopted by the EAC on March 31, 2015 as an effort to improve Version 1.0 of the VVSG by providing updates to requirements in the areas of security, reliability, usability, and accessibility as well as to enhance the testability and clarity of several of the requirements contained in Version 1.0 of the VVSG. Objectives In order to align with the goals articulated by both the National Association of State Election Directors (NASED) and the EAC Future VVSG Working Group, this Committee agrees that the primary objectives of Version 2.0 of the VVSG shall be: To assess the ability of the election systems to correctly execute secure, usable and accessible elections in order to provide assurance to voters that the election is an accurate reflection of the voters’ will. To enable, not obstruct or impede, innovation and needed response to changing statutes, rules, jurisdictional and voters’ needs. To create a set of implementable guidelines that allows deployment of systems by jurisdictions constrained by election calendars, schedules and budgetary restrictions. To facilitate the interoperability of election systems. To facilitate an open and transparent process that allows voters and election jurisdictions to assess the performance and capability of the election systems.
CONTENT & SCHEDULE Teaching Weeks Content Required Reading and Supporting Materials WEEK 1 Begrüßung. Einführung der Themen des Wohnung. Das ist das Wohnzimmer. Greeting. Introduction to the subjects of the course. Schritte 1 Kursbuch -Lektion 4 Seite 38,39,40 WEEK 2 Die Wohnung gefällt mir sehr gut. Du hast aber schöne Möbel! Seite 41,42,43 WEEK 3 Wohnunugsanzeigen, Wohnstile. Grammatik. Die Adresse ist........ 44.45.46 WEEK 4 Mein Tag. Wie spät ist es? Ich räume die Wohnung auf. Lektion 5 Seite 48.49.50.51 WEEK 5 Ich von Montag bis Freitag um halb acht auf. Tageszeiten. Öffnungszeiten. Seite 52.53,54,55 WEEK 6 Freizeit Das Wetter ist doch schön. Lektion 6 58,59,60 WEEK 7 Reflections WEEK 8 Freizeit und Hobbys Lektion 6 Seite 63 WEEK 9 Sie haben ja einen Jogginganzug,oder? Habe ich das Geld nicht dabei?Doch,da ist es ja Seite 61,62 WEEK 10 Modalverben Ich kann aber nicht Tango tanzen Lektion 7 Seite 68,69,70,71 WEEK 11 Einführung in das Perfekt WEEK 12 PRESENTATION WEEK 13 PRESENTATION WEEK 14 EXAM PERIOD This is a tentative course of study; it may require adjustment according to student’s abilities and progress.
SEMESTER OFFERED 2014-2015 FALL Semester CONTENT & SCHEDULE Teaching Weeks Content Required Reading and Supporting Materials WEEK 1 Begrüßung. Einführung der Themen des Kurses. Zimmer frei Kursbuch (KB) WEEK 2 Grammatik: Perfekt Arbeitsblätter WEEK 3 Grammatik: Perfekt Arbeitsblätter WEEK4 Ankunft der Gäste Angemeldete Gäste empfangen. Gäste begrüßen. Fragen und Nachfragen. Anmeldungen entgegennehmen. Lektion 1 KB Seite 8, 9, WEEK 5 aus deutschsprachigen Ländern. Aufs Zimmer bringen. Exercise 1 Lektion 1 KB Seite 10, 11 12,13 WEEK 6 Zimmer und Frühstück, Unangemeldete Gäste begrüßen. Zimmerpreise. Zimmerbesichtigung. Zimmerkategorien, Gepäck versorgen. Lektion 2 KB Seite 17-21 WEEK 7 Reflections WEEK 9 Wie nimmt man eine Bestellung an? Wie bestellt man ein Frühstück. Vokabeln Essen und Trinken KB Seite 21-25 WEEK 10 Korrespondenz und Telefondienst Telefonische Zimmerreservierung beantworten. Empfehlungen geben. Lektion 3 KB Seite 26-29 Die Uhrzeit nennen. Öffnungszeiten nennen. Lektion 4 WEEK 12 Orte im Hotel in der Hotelumgebung angeben. Auskunft geben. KB 40,41,42 WEEK 13 PRÄSENTATİON WEEK 14 PRÄSENTATİON WEEK15-16 EXAM PERIOD This is a tentative course of study; it may require adjustment according to student’s abilities and progress.
Study CRF Validation Approval Form Insert trial title for insert organisation, insert country Details of the CRFs the final validation document are based on. Details of the location of test version of the database. Final version of the validation document to go live. I hereby confirm that insert organisation accepts that insert department programmers have completed all requested tasks associated with the development of the insert database, insert trial title study CRF validations. All testing has satisfied insert organisation requirements for the validation checks for this study. I accept that full validation of the clinical content and correct clinical behaviour of this study CRF validation document remains the responsibility of insert organisation. Validation Acceptance Authorisation Name Position Date of authorisation Signature Date of signature