zilongwang/ReadingBank huggingface dataset:
Table 1. Census of Participating Departments and Interdepartmental Programs Part I. Predoctorates Participating Department or Program Total Faculty Participating Faculty Total Predoctorates Total Predoctorates Supported by any HHS Training Award Total Predoctorates with Participating Faculty Eligible Predoctorates with Participating Faculty TGE Predoctorates Supported by this Training Grant (Renewals/ Revisions) Predoctorates Supported by this Training Grant (R90 only Renewals/ Revisions) Total
Part II. Postdoctorates Participating Department or Program Total Faculty Participating Faculty Total Postdoctorates Total Postdoctorates Supported by any HHS Training Award Total Postdoctorates with Participating Faculty Eligible Postdoctorates with Participating Faculty TGE Postdoctorates Supported by this Training Grant (Renewals/ Revisions) Postdoctorates Supported by this Training Grant (R90 only Renewals/ Revisions) Total
Table 1: Long-term Women Faculty Mentees (enter period in years): Enter Nominee’s Name Mentee’s Name Mentee’s position at time of mentoring (Academic title, Program/Admin. Title, Institution) Years of Mentoring* Mentee’s Research Area or Primary Career Activity Peer reviewed publications or presentations from research or activities conducted during training Mentee’s Current Position (Academic title, Program/Admin. Title, Institution Mentee’s NIH research funding (grant number; years), Honors or Other Recognition Received Enter additional rows as necessary * List exact time, e.g. 4.5yrs, as opposed to a period such as 2010-2015.
Table 1 Photo-scaling tool Sheet Building Level/Damage (or you can choose another way of categorizing damage) Description of Damage Photo extract for Google Earth/Wikimapia confirming damage level Locational coordinates Comments (if necessary) Level 1 type damage Level 2 type damage Level 3 type damage Level 4 type damage
Table 2.1 – Co-curricular Engagement Trends The CAIS Guideline is that 100% of students are involved in co-curricular activities. For each of the following programs, not including classroom activities, what percentage of the student body is actively involved in the following: Program % Involved and Methods to Increase Recent Success Next Steps Environmental Local community service National community service International community service Leadership Arts Athletics
Table 3. Federal Institutional Research Training Grants and Related Support Available to Participating Faculty Members Grant Title Award Number Project Period PD/PI Number of Predoctoral Positions Number of Postdoctoral Positions Number of Short-Term Positions Number of Participating Faculty (Number Overlapping) Names of Overlapping Faculty Total
Table 6A. Applicants, Entrants, and their Characteristics for the Past Five Years: Predoctoral Part I. Counts Most Recently Completed Year: Total Applicant Pool Applicants Eligible for Support New Entrants to the Program New Entrants Eligible for Support New Entrants Appointed to this Grant (Renewal/Revision Applications Only) Total Previous Year: 2012-2013 Total Applicant Pool Applicants Eligible for Support New Entrants to the Program New Entrants Eligible for Support New Entrants Appointed to this Grant (Renewal/Revision Applications Only) Total Previous Year: 2011-2012 Total Applicant Pool Applicants Eligible for Support New Entrants to the Program New Entrants Eligible for Support New Entrants Appointed to this Grant (Renewal/Revision Applications Only) Total
Previous Year: 2010-2011 Total Applicant Pool Applicants Eligible for Support New Entrants to the Program New Entrants Eligible for Support New Entrants Appointed to this Grant (Renewal/Revision Applications Only) Total Previous Year: 2009-2010 Total Applicant Pool Applicants Eligible for Support New Entrants to the Program New Entrants Eligible for Support New Entrants Appointed to this Grant (Renewal/Revision Applications Only) Total Total All Years Total Applicant Pool Applicants Eligible for Support New Entrants to the Program New Entrants Eligible for Support New Entrants Appointed to this Grant (Renewal/Revision Applications Only) Mean Count Across Years
Part II. Characteristics Most Recent Program Year: 2013-2014 Total Applicant Pool Applicants Eligible for Support New Entrants to the Program New Entrants Eligible for Support New Entrants Appointed to this Grant (Renewal/Revision Applications Only) Mean Months of Prior, Full Time Research Experience (range) Prior Institutions Percent with a Disability Percent from Underrepresented Racial & Ethnic Groups Mean GPA (range) Previous Year: 2012-2013 Total Applicant Pool Applicants Eligible for Support New Entrants to the Program New Entrants Eligible for Support New Entrants Appointed to this Grant (Renewal/Revision Applications Only) Mean Months of Prior, Full Time Research Experience (range) Prior Institutions Percent with a Disability Percent from Underrepresented Racial & Ethnic Groups Mean GPA (range)
Previous Year: 2009-2010 Total Applicant Pool Applicants Eligible for Support New Entrants to the Program New Entrants Eligible for Support New Entrants Appointed to this Grant (Renewal/Revisions Applications Only) Mean Months of Prior, Full Time Research Experience (range) Prior Institutions Percent with a Disability Percent from Underrepresented Racial & Ethnic Groups Mean GPA (range) Mean Across All Years Total Applicant Pool Applicants Eligible for Support New Entrants to the Program New Entrants Eligible for Support New Entrants Appointed to this Grant (Renewal/Revisions Applications Only) Mean Months of Prior, Full Time Research Experience (range) Percent with a Disability Percent from Underrepresented Racial & Ethnic Groups Mean GPA (range)
Table 6B. Applicants, Entrants, and Their Characteristics for the Past Five Years: Postdoctoral Part I. Counts Most Recently Completed Year: Total Applicant Pool Applicants Eligible for Support New Entrants to the Program New Entrants Eligible for Support New Entrants Appointed to this Grant (Renewal/Revision Applications Only) PhDs MDs Dual Degree Holders Other Degree Holders Total Previous Year: 2012-2013 Total Applicant Pool Applicants Eligible for Support New Entrants to the Program New Entrants Eligible for Support New Entrants Appointed to this Grant (Renewal/Revision Applications Only) PhDs MDs Dual Degree Holders Other Degree Holders Total
Previous Year: 2011-2012 Total Applicant Pool Applicants Eligible for Support New Entrants to the Program New Entrants Eligible for Support New Entrants Appointed to this Grant (Renewal/Revision Applications Only) PhDs MDs Dual Degree Holders Other Degree Holders Total Previous Year: 2010-2011 Total Applicant Pool Applicants Eligible for Support New Entrants to the Program New Entrants Eligible for Support New Entrants Appointed to this Grant (Renewal/Revision Applications Only) PhDs MDs Dual Degree Holders Other Degree Holders Total
Previous Year: 2009-2010 Total Applicant Pool Applicants Eligible for Support New Entrants to the Program New Entrants Eligible for Support New Entrants Appointed to this Grant (Renewal/Revision Applications Only) PhDs MDs Dual Degree Holders Other Degree Holders Total Means Across All Years Total Applicant Pool Applicants Eligible for Support New Entrants to the Program New Entrants Eligible for Support New Entrants Appointed to this Grant (Renewal/Revision Applications Only) PhDs MDs Dual Degree Holders Other Degree Holders Total
Table 8A. Program Outcomes: Predoctoral Part I. Those Appointed to the Training Grant Trainee Faculty Member Start Date Summary of Support During Training Terminal Degree(s) Received and Year(s) Topic of Research Project Initial Position Department Institution Activity Current Position Department Institution Activity Subsequent Grant(s)/ Role/Year Awarded
Table 8C: Program Outcomes: Postdoctoral Part I. Those Appointed to the Training Grant Trainee Doctoral Degree(s) and Year(s) Faculty Member Start Date Summary of Support During Training Degree(s) Resulting from Postdoctoral Training and Year(s) Topic of Research Project Initial Position Department Institution Activity Current Position Department Institution Activity Subsequent Grant(s)/Role/ Year Awarded Part II. Those Clearly Associated with the Training Grant Trainee Doctoral Degree(s) and Year(s) Faculty Member Start Date Summary of Support During Training Degree(s) Resulting from Postdoctoral Training and Year(s) Topic of Research Project Initial Position Department Institution Activity Current Position Department Institution Activity Subsequent Grant(s)/Role/ Year Awarded Part III. Recent Graduates (Only For New Applications and Predoctoral Renewal/Revision Applications Requesting Postdoctoral Support) Trainee Doctoral Degree(s) and Year(s) Faculty Member Start Date Summary of Support During Training Degree(s) Resulting from Postdoctoral Training and Year(s) Topic of Research Project Initial Position Department Institution Activity Current Position Department Institution Activity Subsequent Grant(s)/Role/ Year Awarded
Table 8D. Program Outcomes: Undergraduate Part I. Those Appointed to the Training Grant Undergraduate Student Participant Faculty Member Start Date Summary of Support During Training Degree(s) Received and Year(s) Topic of Research Project Initial Position Department Institution Activity Current Position Department Institution Activity Subsequent Awarded Part II. Recent Graduates (Only for New Applications) Trainee Faculty Member Start Date Summary of Support During Training Degree(s) Received and Year(s) Topic of Research Project Initial Position Department Institution Activity Current Position Department Institution Activity Subsequent Grant(s)/ Role/Year Awarded
TABLE 9: FACILITIES County: ________________________________________________ Note: Complete information for each facility by county. Make copies as needed. Facility: Telephone Number: Address: Written Contract: Yes No Service: Referral Emergency Standby Emergency Basic Emergency Comprehensive Emergency Base Hospital: Yes No Burn Center: Yes No Pediatric Critical Care Center Yes No EDAP Yes No PICU Yes No Trauma Center: Yes No If Trauma Center what level: Level I Level II Level III Level IV STEMI Center: Yes No Stroke Center: Yes No
Table C-1 Associates’ Degree Foundation Semester Hour Requirements Table (complete a separate table for each degree/option) Requirements School/Program Degree Requirements Course prefix, number and title Semester Hours Communications 6-9 Semester Hours Total Mathematics 3-12 Semester Hours Total Physical Sciences* 3-12 Semester Hours *Life Sciences may be appropriate for selected programs of study Total Management and/or Technical 29-45 Semester Hours Total General Electives 0 – 12 Semester Hours Total ATMAE Minimum Total 60 Semester Hours Degree Total
Table 1: Dataset of images and in situ data per each study area. In situ data available only for the Tapajós River. Study area water level (season) number of scenes path/row Date of atm in situ data (number of samples) A- Tapajós High Landsat 5/ TM 7 Apr-11 6S 23 Low IRS/LISS3 8 Sep-12 Flaash 16 RapidEye 5 2136413 2136514 2137119 2137924 2137925 Flaash B - Amanã Low RapidEye 5 06-Aug-12 Flaash - C - Teles Pires Low IRS/LISS3 1 320/84 06-Aug-12 Flaash - D - Uraricoera Low* IRS/LISS3 1 309/72 03-Nov-12 Flaash - * Low water level season in the Uraricoera river (Northern Amazon) is from oct to jan, as opposed to jun-sep in the Amazonian southern rivers.
why should shore workers have shift patterns included? 10. Offences and penalties Please let us have your views on the proposed offences and remedies. Workers should have the right to take a case to an employment tribunal. Time limits should be extended to allow for cases to be brought during employment or in one subsequent season to prevent operators removing applicants from justice by the passage of time. Nautilus acknowledges that penalties and remedies are directed towards the employer and should not be aimed at the master where they are not the employer. We agree with the proposals. Waterway workers should not be treated differently from other workers. No comment 10.1 10.2 and 10.3 no we do not believe any of this to be true, the shore based staff are allowed (an indeed is common practice) to opt out of the directive through the cont[r]acts which would eliminate the fines and offences and will benefit both the employees and the operators. In general terms these appear consistent with the offences, remedies and penalties already described in the existing legislation and therefore we have no specific comment to make on this section. Choice of enforcement provisions (criminal offences/penalties or remedies for workers) is in line with similar provisions under the Working Time Regulations. 10.1 Do you think we have the right balance between offence and remedies NO; Employers seem convinced that by choosing what ever option from the regulations, all other parts and controls are removed and therefore they are absolved of any responsibility. In to many occasions the measurement of fatigue is passed to the individual or his superior on board rather than them having to adopt limits on working time. This is particularly apparent in cases of reliefs not being available due to unforeseen problems that can cover any number of scenario’s. No comment 10.2 Do you think the penalties are at an appropriate level? NO; There is no indication of any escalation for repeated offending by the employer. This is not in the best interests of change or best practice, fines (or more) should be increased with No comment
2012 Ivanovich and Wade Smith slides for the AMCA member-only webinar advising members of DOE regulations and soliciting their participation in a strategy-setting task force. 11 Creating and Implementing Vision 2020 for High Performance Air Systems: AMCA Response Plan for the U.S. Dept. of Energy’s Fan-Efficiency Regulatory Initiative June 13, 2012 (Draft) Michael Ivanovich Background document describing how AMCA will respond to DOE initiative to develop a fan efficiency regulation. 12 July 31, 2012 John Pakan, Michael Ivanovich All of the content called out in the notes above for Documents 1-8 have been assembled into a single document.
Clinical Trial Profile Snapshots 36 Appendix 1244 Abbreviations 1244 Definitions 1244 Research Methodology 1245 Secondary Research 1245 About GlobalData 1246 Contact Us 1246 Disclaimer 1246 Source 1247 Companies mentioned Celgene Corporation Novartis AG Sanofi Johnson & Johnson Merck & Co., Inc. Groupe Francophone des Myelodysplasies Pfizer Inc. Onconova Therapeutics, Inc. Amgen Inc. Eisai Co., Ltd.
Table of Studies for [insert Brand Name of drug] Study ID(s) Sponsor Description Phase Start & End Date Abstracts, Publications and Errata List of all pivotal for the indication(s) to be reviewed by CADTH Title: Study Design: double blind, placebo-controlled, multicentre RCT Randomized N: Total sample size Population: Brief description Intervention(s): Drug under review, dosage, administration frequency Comparator(s): Comparator(s) dosage, administration frequency Outcomes: Primary and key secondary endpoints Start: MM/YYYY End: MM/YYYY 1. Citation #1 2. Citation #2 *all citations must use the Citing Medicine format List of all additional completed RCTs for the indication(s) to be reviewed by CADTH Title: Study Design: Brief description Randomized N: Total sample size Population: Brief description Intervention(s): Drug under review, dosage, administration frequency Comparator(s): Comparator(s) dosage, administration frequency Outcomes: Primary and key secondary endpoints Start: MM/YYYY End: MM/YYYY 1. Citation #1 2. Citation #2 *all citations must use the Citing Medicine format List of completed non-randomized studies for the indication(s) to be reviewed by CADTH Title: Study Design: Brief description Total sample size: Population: Brief description Intervention(s): Drug under review, dosage, administration frequency Comparator(s): Comparator(s) dosage, administration frequency Outcomes: Primary and key secondary endpoints Start: MM/YYYY End: MM/YYYY 1. Citation #1 2. Citation #2 *all citations must use the Citing Medicine format List of all ongoing studies for the indication[s] to be reviewed by CADTH Provide a brief description 2, 3 or Start: 1. Citation #1
Robert Kegan, PhD Harvard Graduate School of Education October 8, 2013 8:15-12:00pm Topic: Understanding Immunity to Change Nancy Rappaport, MD Harvard Medical School December 6, 2013 8:15-11:00am 11:00-12:00pm (Optional) Topic: The Behavior Code: Practical Strategies for Students with Anxiety and Oppositional Behavior Dan Rothstein, PhD The Right Question Institute January 15, 2014 8:15-11:00am Topic: Teaching Students How to Think Catherine Snow, PhD Harvard Graduate School of Education February 12, 2014 8:15-11:00am Topic: Close Reading: A Controversy Diane L. Moore, PhD Harvard Divinity School Henry Bolter Richard Young March 28, 2014 8:15-11:00am Topic: Teaching About Religion: Classroom Controversies Howard Gardner, PhD Harvard Graduate School of Education May 2, 2014 8:15-11:00am Topic: The Apps Generation
Time Agenda Item Session Notes What encourages/excites you? What makes you nervous? What needs to be done differently? Other Comments 2:45 Karen Earnshaw Primary Health Care multi-year plan Physicians at Meadow Huge amount of work/re-org completed in Primary Health Care Network Progress on development and implementation of PHCN Great vision and progress in making changes and improvements Making progress Care coordination at the system level Physician recruitment to Meadow Everyday support for individuals and communities Have the right vision Lots of change with concern for what that change has delivered Ensuring data/info flow is available to support the PHCN No overarching PHC strategy for the province from MOH Still have an acute focus—need to start integrating with master service plan and master facilities plan and start making the shift in where we focus Are the right people in place to address the needs of all patients? Change fatigues Navigation, care coordination ACSC worse than national average Lots of patients still present to ED that don’t have PHC team Worst in Western Canada at ambulatory admissions Focus on investments for change (eliminate wastes that don’t require investment) Need to invest to keep momentum and change culture and focus on PHC 2 of 6 chronic conditions are pulmonary, where are the RRTs? Redeploying RRTs from acute to PHC can decrease length of stay and readmission for COPD Possibility of having testing and diagnostics in the community to ease the burden on the ED Have PHC centres near/in hospitals for non-emergent clients Time Agenda Item Session Notes What encourages/excites you? What makes you nervous? What needs to be done differently? Other Comments
10.1.1 OTSN 10.1.2. ZTN 10.1.3. TVPV 10.1.4. ZK 10.1.5. ZL 10.1.6. PT 10.1.7 EV 10.1.8. EM 10.1.10. OS 10.1.11. OZ 11.1. 11.1. 11.1. 11.1. 11.2. 11.2. EKO-P 11.2. 11.2. 10.1.1 OTSN 1 2 3 4 6 5 7 10.1.2. ZTN 10 11 8 9 10.1.3. TVPV 14 15 12 13 10.1.4. ZK 16 17 18 19 10.1.5. ZL 20 21 22 23 10.1.6. PT 1 24 26 25 27 10.1.7 EV 28 29 10.1.8. EM 30 31 10.1.10. OS 2 10 14 16 20 28 30 32 34 36 38 33 35 37 39 10.1.11. OZ 3 11 15 17 21 29 31 40 42 44 46 41 43 45 47 11.1. 4 24 32 40 11.1. 6 26 34 42 11.1. 8 36 44 11.1. 12 18 22 38 46 11.2. 5 25 33 41 11.2. EKO-P 7 27 35 43 11.2. 9 37 45 11.2. 13 19 23 39 47
CONVERGENT You can’t say: Plate Boundary Collide Crash Subduction DIVERGENT You can’t say: Plate Boundary Apart Rift Valley Sea Floor TRANSFORM You can’t say: Plate Boundary Slide Earthquake Fault RING OF FIRE You can’t say: Plate Pacific Volcano Earthquake Convergent MOUNTAIN You can’t say: Uplift Volcano Convergent Plates Subduction EARTHQUAKE You can’t say: Shake Rattle Transform Slide California WEATHERING You can’t say: Erosion Water Ice Wind Heat EROSION You can’t say: Weathering Wind Water Ice Canyon VOLCANO You can’t say: Erupt Mountain Lava Explode Composite GRAND CANYON You can’t say: Colorado River Carve Water Erosion PANGAEA You can’t say: Continent Fossil Plate Movement Drift PLATEAU You can’t say: Flat Uplift Canyon Colorado Mesa
GIPA: Schedule 2 – Statistical information about access applications to be included in Annual Report FULL YEAR TOTALS FOR FINANCIAL YEAR 2015-16 as at (1 July 2015 – 30 June 2016). TABLE A - Number of applications by type of applicant and outcome Access granted in full Access granted in part Access refused in full Information not held Information already available Refuse to deal with application Refuse to confirm or deny whether information is held Application withdrawn Media 1 Members of Parliament Private sector business Not for profit organisations or community groups Members of the public (application by legal representative) Members of the public (other) 2 1 *More than one decision can be made in respect of a particular access application. If so a recording must be made in relation to each such decision. This also applies to Table B TABLE B – Number of applications by type of applicant and outcome Access granted in full Access granted in part Access refused in full Information not held Information already available Refuse to deal with application Refuse to confirm or deny whether information is held Application withdrawn Personal information applications* Access applications (other than personal information applications) 1 Access applications that are partly personal information applications and partly other 2 1 * A personal information application is an access application for personal information (as defined in Clause 4 of Schedule 4 to the Act) about the applicant (the applicant being an individual).
WALSALL CHILD DEVELOPMENT SERVICE TEAM AROUND THE CHILD (TAC): Birth to Five Years A Multiagency tool for change supporting the child at the heart of the new SEN and Disability Strategy Indicators of Success Robust training to ensure timely intervention Timely information and signposting of services A supported family Shared protocols and pathways for best practice Smooth transitions to and from services and into new settings A shared TAC plan Health 18 Week Target Referral to Treatment
Student Name: _______________________________________________________________________ Teacher Name: ________________________________________________________ Grade: ______ Previous teacher’s name: ________________________________________________ Will you be participating in any additional leadership activities during the school day? For example, Student Council, Recess Club. YES NO Not Sure Parent email (print clearly): _____________________________________________________________ T-shirt size: Youth Medium Youth Large Adult Small Adult Medium On a separate sheet, please explain why you would like to be a member of TAC. What will you contribute? What do you hope to learn? What ideas do you have for the club? Would you like to have a leadership role within TAC? Answers must be written by the student without help from parents. Please attach responses to this form and return together with the WE Day form (page 2) to your teacher by Friday, September 22. Students will be notified of their acceptance by September 27 via the parent email address (it is imperative you print the email address clearly). Our first meeting will be September 29. Please see attached requirements and only apply if you can meet each of them. Questions may be directed to
Impairment benefits for children Children under 18 who are not employed may be assessed for impairment. If their impairment is assessed at 11% or more a modest weekly benefit will be paid to the parents or guardian until the child turns 18. For example, if a minor’s impairment is determined at 11%, a weekly payment of $18.26* will be paid. This benefit is called a ‘Minor’s Additional Benefit’ and can be paid from 18 months after the transport accident. The TAC will determine the child’s eligibility for a lump sum payment when they turn 18. *This amount is indexed every year on 1 July according to CPI. Protecting your privacy The TAC understands and respects that your privacy is important. The TAC follows privacy legislation and has a strict privacy policy which regulates how we manage your personal and health information. For more information, call the TAC and ask for a copy of the brochure Your privacy and the TAC or visit the TAC website at
Hatfield, Dale Executive Director Silicon Flatirons Center for Law, Technology, and Entrepreneurship University of Colorado at Boulder Silicon Flatirons Center for Law, Technology, and Entrepreneurship University of Colorado at Boulder Hudson, Erwin Executive Vice President & Chief Technology Officer WildBlue Communications, Inc. WildBlue Communications, Inc. Juels, Ari Chief Scientist RSA Laboratories / EMC RSA Laboratories / EMC claffy, kc Adjunct Professor in the Computer Science and Engineering Department UC at San Diego Caida Kahn, Kevin Intel Senior Fellow, Director Communications Technology Intel Labs Intel Corporation Intel Corporation Knapp, Julie Chief/OET FCC FCC Lapin, Gregory Consultant Independent Consultant American Radio Relay League Lewis, Chris Acting Deputy Director, Office of Legislative Affairs FCC FCC Leibovitz, John Deputy Bureau Chief, WTB FCC FCC Lynch, Richard Executive Vice President & Chief Technology Officer Verzon Verizon Markwalter, Brian Vice President, Technology & Standards Consumer Electronics Association Consumer Electronics Association McHugh, John Technical Director OPASTCO OPASTCO Mendenhall, Geoffrey Vice President - Transmission Research & Technology Harris Corporation Harris Corporation Nicholson, Hilton CEO Sixnet Sixnet Nicklas, Randy Chief Technology Officer XO Communications XO Communications Reed, Daniel Corporate Vice President Technology Strategy and Policy and eXtreme Computing Group Microsoft Microsoft Roberson, Dennis Vice Provost and Research Professor, Illinois Institute of Technology Wireless Network and Communications Research Center Wireless Network and Communications Research Center Russel, Jesse CEO incNetworks incNetworks Setos, Andy President, Fox Group FOX Group
12. Early Help Assessment Action Plan (Complete at the first TAC and update at each TAC meeting) a. TAC meeting date b. What is our specific goal/outcome? c. How will we know when we have achieved it? d. What actions or support are required to achieve the outcome? e. Who will do this? f. Date this will be reviewed? g. Date action completed? h. Date of our next Team Around the Child (TAC) meeting?
a. TAC meeting date b. What is our specific goal/outcome? c. How will we know when we have achieved it? d. What actions or support are required to achieve the outcome? e. Who will do this? f. Date this will be reviewed? g. Date action completed? h. Date of our next Team Around the Child (TAC) meeting? (please include the time and venue)
Respondents were asked to rate how dangerous they felt it was to drive while tired where 0 is ‘not dangerous at all’ and 10 is ‘extremely dangerous’. The mean rating provided by all respondents was 8.4 – with a significant difference between metropolitan (8.3) and regional (8.5), males (8.2) and females (8.5) and between young adults aged 18 to 25 (7.7) and older adults aged 61 and over (8.6).
(934) me (89) not everything (344) not too much (233) type of car I drive (189) all (79) A B C D E Total 'better than average' drivers 66% 82% C,D,E 74% C,D,E 59% 56% 62% ‘About average’ drivers 31% 17% 24% 38% A ,B 37% A ,B 34% A Total 'worse than average' drivers 1% 1% 1% 1% 1% 1% Base: Respondents with a valid response (n=1219) Q81: Thinking about how you compare to the average driver on Victorian roads, would you say that you were a…[single response] Q66 Which of the following statements best describes how important the type of car you drive is to you? [single response]
2014 (637) Metro (419) Regional (218) Males (375) Females (262) 18-25 (113) 26-39 (198) 40-60 (282) 61+ (44) A B C D E F G H Managers and administrators 15% 16% 11% 17% 13% 7% 14% 17% E 22% E Professionals and associate professionals 32% 35% 24% 29% 36% 28% 37% 28% 42% Technicians and trade workers 12% 11% 17% 21% 3% 18% 11% 14% 5% Clerical and administrative workers 10% 10% 9% 3% 19% 8% H 13% 8% 7% Community and personal service workers 10% 10% 11% 7% 14% 12% 8% 10% 9% Sales workers 8% 8% 8% 8% 8% 21% F,G,H 6% 8% 2% Machinery operators and drivers 4% 4% 4% 7% - - 4% 5% 2% Labourers and related workers 8% 6% 16% 9% 7% 5% 7% 9% 11% Base: Respondents in paid employment (n=637) Q5 How would you describe you main paid employment? [single response]
There were also some notable differences between those who had driven while over the limit (24%) and those who had not (11%); those who had been in a road accident (19%) and those who had not (10%); as well as those who drove long (16%) and short distances (7%). Table 5.8: Regularly driving while tired by driving behaviour (Main 2014) Total Speed… Drink driving… Road accident… Distance… 2014 (928) At least most of the time (23) None to half of the time (669) Yes (64) No (588) Yes (128) No (797) Short (345) Long (453) A B C D E F G H Regularly driving while drowsy 11% 26% 11% 24% 11% 19% 10% 7% 16% Base: All respondents (n=928) Q16 Do you find yourself regularly (at least once a week) driving while tired? [single response] Respondents were asked to think about the last time they drove while drowsy and provide a reason for doing so. For those who provided an answer (n=576) the most common responses were similar to those provided for driving when over the blood alcohol limit (see Figure 5.8 below). The most common response was ‘I just wanted to get home’ (26%). Almost one quarter of those who provided a response (23%) indicated they don’t drive while drowsy. Figure 5.8: Why drove while drowsy (%) (2014 Main) Base: All respondents with a valid response (n=576) Q17 Thinking about the last time you drove while drowsy, what was the main reason you did this? [single response]
STUDENT GUIDELINES The pre-module assignments are essential to your learning and must be completed before the classroom training. Sessions start and end on time. If you have questions or comments about this particular guideline, please speak with the trainers following the sessions. Cell phones and pagers are to be silenced before the training begins. Each participant is expected to actively engage in the training. We ask that all participants respect the confidentiality of personal information that may be shared in the training. We ask that all participants respect the diversity of the individuals in the group, whether the diversity be cultural, gender, age, sexual orientation, education level and background or personal relationship to adoption. Participants should share any concerns with their trainers as soon as they arise so that we have the opportunity to address and resolve concerns if at all possible. Students should complete evaluation feedback on each module immediately following each session. Students will receive an email with a link to the online form embedded in the email; if any student has not completed the form within one week of the end of the class, that student will receive frequent reminders. Students may also access the student feedback form for each module via the C.A.S.E. TAC website. We look forward to meeting you and working with you during this impactful training. Please feel free to contact us with any questions that you may have. Sincerely, Your Name, Email Address, Telephone Number
If you need to use a modified vehicle as a result of your transport accident injuries, you may be exempt from paying some normal costs associated with purchasing and owning the vehicle. These costs are: / The VicRoads portion of your registration fee / Stamp Duty / Goods and Services Tax (GST). VicRoads portion of your registration fee You do not have to pay the VicRoads portion of your registration fee if: / Your mobility is seriously impaired and the vehicle is registered in your name; or / You are a driver or passenger in a wheelchair. What you need to do To apply for the exemption, contact VicRoads on 13 11 71. Stamp Duty You do not have to pay Stamp Duty if: / You are purchasing an already modified vehicle or a vehicle that needs to be modified and / VicRoads has already granted you an exemption from paying its portion of your registration fee and / You are a passenger or driver in a wheelchair. What you need to do Write a letter to the State Revenue Office. The letter should state what your disability is, that you are exempt from paying the VicRoads portion of your registration fee and that you will be regularly using the vehicle. If the vehicle has already been modified, the letter should list what modifications it has. If the vehicle needs to be modified by a specialist mechanic, you can include a copy of the mechanic’s quote instead of listing the modifications in the letter. Write to: State Revenue Office, 505 Lt. Collins St, Melbourne 3000 Fax: 9628 6851 GST You do not have to pay GST if: / You purchase the vehicle from a registered dealer; and / You are working and you intend to use the vehicle to get to and from work for up to two years or until you have travelled 40,000 kms. What you need to do Contact the Australian Taxation Office (ATO) on 13 28 61 and ask for a copy of the Goods and Services Tax – Person with a Disability Gainfully Employed form. Or you can download the form from the internet by visiting content/downloads/3417-52002.pdf If you need assistance filling in the form, please contact the ATO. Send the completed form to: ATO, GPO Box 9990, in your Capital City Further information For further information on the costs you may or may not have to pay, contact the TAC on 1300 654 329. 1300 654 329
Thu 3/5 Dealing with data and construction of dataset Week 7 Tue 3/10 Regression and Hypothesis testing Thu 3/12 Data, Model and empirical methods Regression Week 8 Tue 3/17 Presenting data Thu 3/19 Lab session Data and Methodology* Week 9 Tue 3/24 Spring Break (No classes) Thu 3/26 Week 10 Tue 3/31 Cesar Chavez Day (No classes) Preliminary Results* Thu 4/2 Presenting the results Week 11 Tue 4/7 Lab session Thu 4/9 Interpretation of regression results Draft of Regression Results* Week 12 Tue 4/14 Thu 4/16 Lab session Week 13 Tue 4/21 Putting together a presentation First Draft* Thu 4/23 Lab session Week 14 Tue 4/28 Feedback on paper Presentation Slides Thu 4/30 Feedback on slides Week 15 Tue 5/5 Practice Presentation Thu 5/7 Practice Presentation Week 16 Tue 5/12 Final Presentation Thu 5/14 Final Presentation Fri 5/15 Final paper due
2.2.3.3 Application of Bituminous Tack Coat Material Comparison Unless otherwise indicated in the plans or provisions, the tack coat shall be applied uniformly and at a rate that will provide a residual asphalt rate on the prepared surface as specified in the following table, as based on pavement type or condition and type of bituminous material. Table 2.2.3.3-1 Residual Asphalt Rate (gal/yd2) Agency California DOT Illinois DOT Michigan DOT Missouri DOT Minnesota DOT Wisconsin DOT Spec 39-2.01C(3)(f) 406.05 407.4.2 2357.3.D 455.3.2.1 (2) Surface Type CSS1/CSS1h, SS1/SS1h and QS1h/CQS1h CRS1/CRS2, RS1/RS2 and QS1/CQS1 Asphalt binder and Polymer Modified Asphaltic Emulsion Undiluted 20% Diluted Undiluted Diluted (7:3) MC-250 50% Diluted New Asphalt Surfaces 0.02 0.03 0.02 0.027 0.05 - 0.15 Application Rate 0.0285 0.0275 0.0285 - 0.0400 0.0320 - 0.0400 0.0335 - 0.0470 0.025 - 0.035 Existing Asphalt or Concrete Surfaces 0.03 0.04 0.03 0.054 0.0460 0.0460 0.0460 - 0.0570 0.0520 - 0.0600 0.0605 - 0.0740 Milled Asphalt or Concrete Surfaces 0.05 0.06 0.04 0.0570 0.0595 0.0400 - 0.0630 0.0400 - 0.0520 0.0605 - 0.0740 NOTE: Residual asphalt rate for Missouri DOT and Minnesota DOT are computed based on the target application rate provided.
1 Background 1.1 What is a tack coat? Tack coat – A thin surface treatment of liquid asphalt cement or emulsion applied to enhance bond between a new HMA surface and existing road surface and recommended between each lift of new HMA (Figures 1.1-1 and 1.1-2). The liquid asphalt material is applied to new, milled, or un-milled bituminous or to concrete surfaces being overlain to improve bonding between layers and create the monolithic structure needed to support wheel loads as intended by pavement designers. Pavement layers act as a beam and inadequate bond between lifts can allow excessive bending, strain, or slippage that results in delamination or premature failure.
Tackling Homophobia in Schools Stonewall All staff, governors, office staff, site management and dinner supervisors Each academic year Tackling Domestic Violence Safer Cornwall All staff, office staff, site management and dinner supervisors each academic year Tackling Female Genital Mutilation Safer Cornwall All staff, office staff, site management and dinner supervisors each academic year
AGENDA 10:30 Registration/Tea, Coffee & Refreshments 11:00 Welcome Address & Workshop Introduction (Dr Gerard Wood, University of Salford) 11:10 ‘Think Pieces’ and ‘Perspectives’ (CHOBE) 11:30 Reflecting on Career and Transition (Dr Damian Fearon, LJMU / Dr Mark Shelbourn UoS) 11:45 Workshop Activity 1: The Role of the Academic (All) 12:15 Plenary and Q&A session – What does it add up to? 12:30 Lunch 13:15 Workshop 2: Adapting to HE Culture - What is challenging us? Group ‘A’ Practitioners (Dr Damian Fearon, LJMU) Group ‘B’ Researchers (Dr Mark Shelbourn, UoS) 13:45 Plenary 14:00 Tea / Coffee 14:15 Workshop 3: Personal and Professional Identity Group ‘A’ Practitioners (Dr Damian Fearon, LJMU) Group ‘B’ Researchers (Dr Mark Shelbourn, UoS) 14:45 Plenary 15:00 Reflections, Discussion and Next Steps 15:10 Close Lunch (including vegetarian options) will be provided. Please alert us to any other requirements at How to find us: How to book: Click this link:
Theme Response Include baseline data of poverty in Swansea / update the 2014 Swansea Poverty Profile to accompany the Strategy to provide a benchmark for monitoring and measuring success. This will be followed up by the Poverty Forum. Stronger links with economic development and employment opportunities. This will be delivered through the development of a single employment support gateway, ‘Swansea Working’ and links to key investment opportunities. Include references to Welfare Reform, in-work poverty, food poverty, transport poverty and rural poverty. Actions within the Delivery Plan contribute to addressing these issues. The Poverty Partnership Forum will consider these issues in its priorities. Consider how the council will support income maximisation and reducing income inequalities. Actions within the Delivery Plan contribute to addressing these issues. Consider people who are unable to work / or unable to work full time due to disability, physical or mental illness. Actions within the Delivery Plan contribute to addressing these issues. The Poverty Partnership Forum will consider these issues in its priorities. Include how to improve engagement, involvement, participation and coproduction in strategy development, delivery, monitoring and evaluation, including those experiencing poverty and communities of interest. Actions within the Delivery Plan contribute to addressing these issues. The Poverty Partnership Forum will consider these issues in its priorities. Include strengthening poverty awareness across services. This is an action in the Delivery Plan. Include delivering accessible services in communities. The Transformation Team’s ‘Service Delivery in Communities’ initiative is reviewing these options. Provide clarity for how partners can engage with and support delivery. Through the Poverty Partnership Forum. Consider the impact of national, regional and local government policy on poverty. This will be considered through the appropriate Governance Structures. Improve use of accessible language and the Strategy layout. The Strategy has been revised to incorporate this feedback. Summary (Full online / paper survey) Any percentages shown have been rounded up or down to the nearest whole number. A total of 46 survey responses were received. Over a third (38%, n = 19) of those who completed the survey were a member of the public. Almost three quarters (74%, n = 37) of the respondents said they had read the draft revised Tackling Poverty Strategy for Swansea.
Families are supported to live healthy lives; Young People having choices and opportunities when they are in school and when they leave school to enter learning, training and employment; Families and individuals to be able to have a good standard of living, which means having well-paid employment and claiming the right benefits they are entitled to; People to live in good quality affordable homes, which support sustainable communities. We will continue to tackle poverty through the activities highlighted within the associated Delivery Plan. Welsh Government Welsh Government has a national picture and approach to through new legislation within the Well-being of Future Generations (Wales) Act 2015 and the Social Services and (Wales) Act 2014. The idea of embedding poverty prevention within the Council’s work builds not only upon national requirements, but also emphasises a Swansea approach to its delivery. It is essential that our approach aligns with the wider direction of Welsh Government, implemented locally through our PSB. The wider strategic context can be seen here: Well-being of Future Generations Act Our Poverty strategy will make a positive contribution to Wellbeing Goals of the Act. A resilient Wales - A nation which maintains and enhances a biodiverse natural environment with healthy functioning ecosystems supporting social, economic and ecological resilience and the capacity to adapt to (e.g. climate) change. A prosperous Wales. An innovative, productive/low carbon society recognising the limits of the global environment, using resources efficiently/proportionately and which develops a skilled and population in a wealth generating economy providing being
Tack Test Word Bank: Horn Fork Stirrup Cinch Fender Hobble Strap Stirrup Leather Saddle Strings Latigo Cantle Seat Front Rigging Dee Rear Rigging Dee Seat Jockey Skirt Flank Billet Front Cinch Flank Cinch Gullet 1._____________________________________ 2._____________________________________ 3._____________________________________ 4._____________________________________ 5._____________________________________ 6._____________________________________ 7. The above saddle is called a ______________________ saddle. (English or Western)
Service Delivery Priority Populations and Geographies Activities Addressing Social Conditions Activities Addressing Economic Conditions Activities Addressing Environmental Conditions Partnerships to Address Inequities Explanation How we deliver services impacts who has access and who doesn’t. Who is most affected, and does service delivery reflect that? How do you determine where your limited resources get prioritized? Who benefits most from this? Does your program address issues like racism, classism, sexism, homophobia, or other social issues that impact health? Does your program address employment, income, worker’s rights, or other economic conditions that impact health? Does your program address housing, transit, community design, water, air, soil, or other environmental conditions? Who do you partner with to address social, economic, and environmental conditions? Current Work Potential Ideas
CE: Level of Engagement on Framework CE: Funding Community Participation CE: Contract with Communities most Affected Communications External Policies Internal Policies Explanation Where do your community engagement efforts fall on the “Spectrum of Engagement”? How do you incentivize participation for low-income and marginalized community members? How do you fund community members from your priority populations to work with you? How do your communications reach your priority populations? (Translation, Plain Talk, Social Media, Communications Networks, etc.) Do you work on policies at the local level, and does this include working with local governments? Do you advocate for specific policies? How do the policies that you have direct control over impact health and equity? Current Work Potential Ideas
TACT ANNUAL GENERAL MEETING AGENDA WEDNESDAY 29th NOVEMBER 2PM Walton Suite, Winchester Guildhall 2pm – 4pm Welcome, Introductions and Apologies Minutes of Previous AGM Meeting – 15th November 2016 Corrections 2.2 True record 2.3 Matters arising Guest Speaker: Cllr Caroline Horrill (Leader of the Council & Portfolio Holder for Housing) – Winchester City Council; Looking Forward Guest Speaker: Andrew Palmer (Head of New Homes Delivery) – Leading the Way on New Social Housing ---- Refreshment Break ---- TACT Committee Report Election of Committee Members 6.1 Chairperson 6.2 Vice Chairperson 6.3 Communications Officer Dates for Future TACT Meetings & AGM Any Other Business Vote of Thanks Please turn off mobile phones for the duration of the meeting.
TACT JOB DESCRIPTION Job Title: Administrator (FT) POST: Administrator (FT) (35 Hours) Responsible to: Project Manager Propose: To provide administration support to TACT project, project manager and administration support for Finance Officer. To assist in the efficient running of TACT project and its services. SPECIFIC TASKS: To Provide administration support to TACT Project Manager and management. To Provide Administration Support to Finance Officer, as directed by project manager. To assist in the provision of a range of administrative support for TACT Training and Security Solutions. To maintain administrative records for all TACT projects. To assist in the completion of monitoring, evaluation reports for internal and external inspections. To undertake such other duties as may be reasonably be reasonably requested
location they may be such as the restroom, nurse, library, etc. If students you have additional students or adults the email subject line should state Lockdown – Extra. In the body of the email list the names of students missing and the location or teacher they should be with. Law Enforcement Officers along with administrators will initiate release of students and staff members and unlocking of doors. Assigned Areas and Halls Lupe Sanchez – Library, Front Office, Parent Liaison Room, Cafeteria Leslie Thomas – 300 Hallway Jesus Jean - Gym & Rm 502 & Rm 500 Ray Granado – 200 Hallway Claudia Tristan – 400 Hallway Chris Gamboa – P1 to P8 Hector Ramirez – 100 Hallway & Rm 101 Randi Shreve – 600 Hallway & P15 to P19 Elida Hidalgo – P9 to P14 Do not let any student leave. Follow instructions given by administrator/Law Enforcement Officer. Do not use class phone Communicate through the process set forth in the campus E.O.P. SHELTER IN PLACE - The building may require to go into shelter in place due to but not limited to the following situations. Please follow the procedures listed below: Hazardous chemical spill outside building Announcement will be made to initiate Shelter in Place procedures. Close doors and shut off air intake system for classroom if possible. Find a way to seal any gaps in doors or window that might allow air to infiltrate classroom. Cover vents with plastic bag and tape from safety bags Account for all students – email the following to let us know classroom status and student accountability: K, 1st, 2nd: rgrana01@sisd.net 3rd & 6th: rshrev@sisd.net 4th & 7th: ctrist@sisd.net 5th & 8th: cthoma@sisd.net The Subject Line should be Shelter in Place: If all students are present the email subject line should state Shelter in Place – All Present If students or adults are missing the email subject line should state Shelter in Place – Missing. In the body of the email list the names of students missing and possible location they may be such as the restroom, nurse, library, etc.