zilongwang/ReadingBank huggingface dataset:
Appendix III: Details of Crèches for Children Programme S.No. Crèche name and Address Number of children enrolled Average attendance per day Padav Crèche, Dharampur, Taluka Kasauli, District Solan - 173209 25 23-34 Naaund Crèche, Dharampur, Taluka Kasauli, District Solan - 173209 25 25 Loar Tippara Crèche, Soorajpur, Taluka Baddi, District Solan - 174103 25 25 Kotala Balyana Crèche, Barotiwala, Taluka Baddi, District Solan - 174103 25 25 Soorajpur Crèche, Soorajpur, Taluka Baddi, District Solan 174103 20 20 Sensiwala Crèche, Barotiwala, Taluka Baddi, District Solan - 174103 25 25 Naryal Crèche, Taksal, Taluka Kasauli, District Solan – 173220 26 26 Bhatolikalan 1 Crèche, Bhatolikalan, Taluka Baddi, District Solan - 174105 25 25 Bhatolikalan 2 Crèche, Bhatolikalan, Taluka Baddi, District Solan - 174105 25 25 Dhaulaghat Crèche, Bhatolikalan, Taluka Baddi, District Solan - 174105 25 25 Manpoora 1 Crèche, Manpoora, Taluka Baddi, District Solan - 174105 25 25 Manpoora 2 Crèche, Manpoora, Taluka Baddi, District Solan - 174105 25 25 Beriwala Crèche, Manpoora, Taluka Baddi, District Solan - 174105 25 25 14 Peerthan 1 Crèche, Nalgarh, Taluka Nalgarh, District Solan - 174101 25 25 15 Peerthan Dadibhola Crèche, Nalgarh, Taluka Nalgarh, District Solan - 174101 25 25 16 Kaulanvalabhood Crèche, Kaulanvalabhood, Taluka Nahan, District Sirmaur - 173022 20 20 17 Lehi khuto Crèche, Barmapapdi, Taluka 20 18-2
Nahan, District Sirmaur - 173030 18 Nehralaa Crèche, Pambhuwala, Taluka Nahan, District Sirmaur - 173001 18 17 19 Barmapapdi Crèche, Barmapapdi, Taluka Nahan, District Sirmaur - 173030 20 20 20 Rookhdi Crèche, Pambhuwala, Taluka Nahan, District Sirmaur - 173001 20 20 21 Gadabhaddi Crèche, Pambhuwala, Taluka Nahan, District Sirmaur - 173001 18 18 22 Kaunthro Crèche, Vikrambagh, Taluka Nahan, District Sirmaur 20 19-23 23 Moginand Crèche, Moginand, Taluka Nahan, District Sirmaur - 173030 25 25 24 Dhakawala Crèche, Moginand, Taluka Nahan, District Sirmaur - 173030 25 25
M M M M Graphic Organizers -Laura Chandler “Story Plot Map” p.139 “Attribute Chart” p.77 -Chino “Impact of Author’s Choices” p.17 “Character Analysis” p.20 “Elements of a Story” p. 24 “Authors’ Choices in Text Structure” p.34-36 PARCC Paper EOY #5 PARCC EOY Release Items “Feathers” #2564A PARCC Paper PBA Practice Test” Ida” #2,6,21 Achieve the Core “Summer of the Swans” #6 Achieve the Core “Town Mouse and Country Mouse” #3,8 M M M M Graphic Organizers -Laura Chandler “Attribute Chart” p.78 PARCC PBA Release Items “Where the Red Fern Grows: The Lighthouse Lamp” #2030A, 2028 PARCC Paper PBA Practice Test” Ida” #22 Achieve the Core “Summer of the Swans” #2 Achieve the Core “Town Mouse and Country Mouse” #2
I M M M Graphic Organizers -Laura Chandler “Seeing is Believing” p.120 -5th Grade Graphic Organizers p.28 Achieve the Core “Town Mouse and Country Mouse” #10,11 I I M M Graphic Organizers -Laura Chandler “Attribute Chart” p.78 -Chino “Similar Themes…” p.58-59 -5th Grade Graphic Organizers p.30 Achieve the Core “Town Mouse and Country Mouse” #12
Standard (copy/paste from Scaffolding Doc) Evidences (copy/paste from Scaffolding Doc) Instructional Resources – graphic organizers, etc. Assessment Resources – sample item #s, reference task Other Supports- Journeys/ Suggested unit plans/etc. I O M M Achieve the Core Mini Assessment “Who is Marco Polo?”
through Watermeetings Forest and public road, over bridge, then right, through gate next to cattle grid, then left alongside fence (not waymarked) Sweetshaw Brae NS986095 Boggy peat with some sections of slatted boardwalk, passable in dry weather but then meets ladder stile in dyke on southern side of Sweetshaw Brae Next section very boggy with open peaty ditches Slip hurdle in fence at approx. NT994097 but ground very boggy on north side of dyke NT989096 Step over stile in fence followed by more peaty bog with open ditches Slip hurdle Stile in fence, followed by more boggy ground Wooden slip hurdle adjacent, wired up NT004080 Forest boundary south of Ferry Craig Stile in fence None other than dismantling fence. Original gateway wired across NT014074 Windblown trees for several hundred metres across path, no alternative way around NT019070 (approx.) Serious erosion/landslip/wash out in line of path at burn crossing, passable with care Oct 2014 Path beyond very boggy in places None NT034053 Windblown trees across path None. SUW runs between tall conifers either side, ground off the line of the path (and sometimes on the path) very boggy NT037049 North of Birkie Know Narrow wooden footbridge, fallen trees across one end Difficult to ford burn adjacent NT037048 Boggy ground, various slatted wooden boardwalks in line of path None NT039046 Foy’s Bridge Narrow wooden footbridge with steps either end Ground beyond very boggy, with some None other than fording or jumping burn adjacent, ground either side soft
Pease Bridge path followed by narrow steps down to bridge, inaccessible with horse follow track north along edge of forest to join A1107 on east side of Pease Bridge. Beware llamas in adjacent field! Pease Dean Nature Reserve NT792700 to NT793706 Succession of narrow, steep steps and boardwalks, inaccessible with horse Follow A1107 east to Woodend, turn left (north) on minor road to Pease Bay caravan park Coastal path Old Linhead to Cove Farm NT780708 to NT781712 Steep narrow cliff-top path with flight of wooden steps and kissing gates, impassable by horses Follow minor road north-west from Old Linhead to Cove Farm, rejoining SUW to pass through tunnels under railway and A1 into Cockburnspath
Submission to the Attorney-General’s Department Ongoing Professional Development for Commonwealthregistered marriage celebrants and Guidelines on Conflict of Interest and Benefit to Business for Commonwealth-registered marriage celebrants DISCUSSION PAPER – NOVEMBER 2016 SUBMISSIONS MUST BE RECEIVED BY 5pm FRIDAY, 13 JANUARY 2017 Your details Name/organisation (if you are providing a submission on behalf of an organisation, please provide the name of a contact person) Suzanne Midolo Contact details (one or all of the following: postal address, email address or phone number) Publication of submissions In meeting the Australian Government’s commitment to enhancing the accessibility of published material, the Attorney-General’s Department will only publish submissions to this website that have been submitted electronically. The following formats are preferred: Microsoft Word Rich Text Format (RTF) txt format. Please limit individual file size to less than 5MB. The department may create PDF documents from the above formats. To help the department satisfy the Australian Government web content accessibility guidelines, please do not include where possible any tables, diagrams or images (including your organisation’s logo).
Sustainable Feedstocks Thematic Group 14th December 2017 University of Edinburgh Circular Economy: The Winners and Losers Agenda 2:00 – 2:20 Utilization of CO2 – Stefan and Ally 2:20 – 2:40 Alternative Applications of Lignin – Mark and Tim 2:40 – 3:00 Food Waste Reduction – Katie and Jessica 3:00 – 3:15 Break 3:15 – 3:30 Identifying Biggest Loser 3:30 – 5:00 Discussion panel – Shifting to a Winner
Beyond Means Further Than (Extensions) Beyond means above: Augustus Stevenson, 2010 (Editor), NEW OXFORD AMERICAN DICTIONARY, 3rd Ed., 2010, 161. Beyond: Above or greater than. Beyond means to the farther side of: Dictionary.com Unabridged, 2011 (Online. Accessed May 9, 2011 at http://dictionary.reference.com/browse/beyond) on, at, or to the farther side of: Beyond those trees you'll find his house. Beyond means more distant than: Dictionary.com Unabridged, 2011 (Online. Accessed May 9, 2011 at http://dictionary.reference.com/browse/beyond) 2.farther on than; more distant than: beyond the horizon; beyond the sea. Beyond means over and above: Dictionary.com Unabridged, 2011 (Online. Accessed May 9, 2011 at http://dictionary.reference.com/browse/beyond) 5.more than; in excess of; over and above: to stay beyond one's welcome.
***T—Increase Doesn’t Mean Create (Shell)*** A. Negative Interpretation. “Increase” is distinct from “create”. WORDS AND PHRASES, 1960, 381. “Increased,” as used in West’s Ann.Cal. Const. art. 12, § 11, providing that the stock and bonded indebtedness of corporations shall not be increased without the consent of the person holding the larger amount of the stock, does not include or apply to the first creation of bonded indebtedness. To give it such meaning would be to inject into the provision the word “create.” B. Violation. The plan creates a new program, it doesn’t increase an existing one. C. Standards: 1) Fair Limits: Their interpretation allows them to create any exploration or development policy for any purpose—they should instead be required to defend existing policies and merely alter the size of them. 2) Precision: Increase is fundamentally different than create—making our interpretation more precise. D) Voting Issue: Fairness, Education, and Ground.
NOVEMBER DECEMBER JANUARY Opening/Introductions Opening/Introductions Opening/Introductions Service Unit Team Updates Service Unit Team Updates Service Unit Team Updates Girl Scout Way Service Unit Encampment defined Scout’s Own ceremony defined Thinking Day defined 5 Skills of Entrepreneurial Leadership Girl Scout Way Service – Live the Law: Ways to Serve Your Community “Camp” explained (properties, sleep away camp, day camp) Girl Scout Way Troop Leader Evaluations explained Hands on and Cooperative process, especially perfect in outdoor and high adventure settings Continuing Education Thankful for our Volunteers – How Adult Recognition works Continuing Education Managing Troop Behavior (Girl-led, hands on, cooperative; Or managing parent committee) Continuing Education Volunteer Essentials (Quiz on Trips, Travel & Safety Activity Checkpoints) Action Items Cookie Training announced Thinking Day planning Navigate Media Resources Make sure your girls are all (registered) eligible to sell cookies. Action Items Prep for Sleep Away Camp Registration By making sure your family profile and login are set up Volunteers needed for Day Camp Spring Encampment Planning Thinking Day planning Delegate gathers info for FORUMS Action Items Register for Sleep Away camp Nominate for Adult Recognition Plan Outdoor Activities Delegate gathers info for FORUMS Thinking Day reminders Big News Service Projects Troop Activities Upcoming Trainings – new listings posted - 3rd Monday in November Big News Travel, Events & High Adventure plans Parent/Daughter Events Cookie Sale Begins Big News Upcoming Trainings – new listings posted - 3rd Monday in January Service Projects to highlight Cookie Program Underway Closing Closing Closing
FEBRUARY MARCH APRIL Opening/Introductions Opening/Introductions Opening/Introductions Service Unit Team Updates Service Unit Team Updates Service Unit Team Updates Girl Scout Way Bridging Defined Girl Scout Birthday Defined Take Action Vs. Service Projects Girl Scout Way Annual Meeting Defined Girl Scout Way Early Bird Membership Defined Girl Recognition Defined Bridging Continuing Education Money Management Review Continuing Education Inclusion Continuing Education Preparing teen girls to earn Gold and Silver Awards Action Items Thinking Day reminders GSUSA National Cookie Rally Action Items Bridging Plans for Service Unit Service Unit Encampment Annual Meeting registration Next Year’s team planning Girl Scout Birthday/Girl Scout Week Action Items Team Rotation Explained Volunteer Appreciation Planning Service Unit Encampment Planning Big News Service Projects to highlight Cookie Delivery & Booth Sales Big News Service Projects to highlight Big News Troop highlights Gold/Silver Award projects underway Closing Closing Closing MAY JUNE JULY Opening/Introductions Opening/Introductions --- no meetings --- Service Unit Team Updates Service Unit Team Updates Girl Scout Way Girl Scout Way Reward yourself with a weekend at
Specific details of care not spelled out, reference hover overs, Links or Mosby for specifics. In HED just document the care (see below example of skin breakdown control. In this example, note that Skin Breakdown Control is denoted by the PU stage. Utilize Links to display details of the various interventions associated with each PU stage. Links content has been re-organized to mirror the care categories. Hover over feature may also give additional information. Trainer demonstrate accessing the skin care resources in links Trainer/Learner : Save and confirm DEVICES New “Devices” tab added to aid in quickly documenting all devices Previously, these were embedded in the assessment/intervention sections Many of these items are cardiac related Trainer/Learner; click Devices tab Review items in this category – nothing to document for this pt scenario RESPONSE TO CARE/RECOMOMENDATIONS Toward the end of the shift, a summary statement should be made re: the pts response to the care provided their progress toward goals and any recommendations for the upcoming shift. In the old system this was in the nursing summary and
Attachment E1 – Confidential record of informal complaint Name of person receiving complaint Date: / / Complainant's Name Over 18  Under 18 Role/status Administrator (volunteer)  Parent Athlete/player  Spectator Coach/Assistant Coach  Support Personnel Employee (paid)  Other Official ................................................. Location/event of alleged issue Facts as stated by complainant Nature of complaint (category/basis/grounds) Harassment or  Discrimination Sexual/sexist  Selection dispute  Coaching methods Can tick more than one box Sexuality  Personality clash  Verbal abuse Race  Bullying  Physical abuse Religion  Disability  Victimisation Pregnancy  Child Abuse  Unfair decision Other ................................................... What they want to happen to fix issue What information provided What they are going to do now This record and any notes must be kept in a confidential place – do not enter it on a computer system. If the issue becomes a formal complaint, this record is to be sent to the CEO.
Sessions of interest Complete Streets and Complete Trip: Improving Accessibility through Policy and Infrastructure – Monday, May 8, 10:15 – 11:45 am Navigating the Complete Trip: How Complete Streets Support Seamless Trips – Monday, May 8, 2 – 4 pm Creating Transit-Oriented Communities and Livable Communities with Mobility Options – Tuesday, May 9, 1:30 – 3 pm New Mobility Ecosystems: Advancing Mobility Management – Wednesday, May 10, 8 – 9:30 am Sustainability in Action – Wednesday, May 10, 9:45 – 11:15 am Next Committee & Sustainability Commitment Signatories Subcommittee Meetings – 2017 Sustainability & Multimodal Planning Workshop (Minneapolis, MN) Adjourn – 4:32 P.M.
Introduction This document is designed for the connection of the Counterpath Bria VoIP application as run on the iPhone and Android devices for the SV8300 PBX system. The Bria application connects up to the PBX system as 3rd Party SIP devices and is limited in features of that provided by the SV8300. VoIP App – Bria Setup SV8300 Programming Requires Release 3 System License Requires SIP licences (1 per Conference phone) & Cap license Reset of SV8300 required on certain commands (see SV8300 TIB) Cmd 1001 > xxxx >EEC000 (SIP Converter No) Cmd 0B100 > 33 > none (none = 5070 port) Cmd BC05 > 1XX >1 (xx = unit no (01 – 50) Authentication provided) Cmd BC06 > 1xx > none (none = priority 6) TOS Cmd BC07 > 1xx >46 (DSCP priority) 00 – FE (If this is set BC06 becomes ineffective) Cmd 1004 > 000 >xxxx (extn number 1234) Cmd 1D14 >1234>0 (set to PHS for sip) Cmd 1D15 >1234>05 (standard sip) Cmd 1D32 >1234>03 (NO Pswd) (see Tib SV8300 R3 if you want username & password) Cmd 1202 >1234>15 Cmd 15117 >15>1 (Roaming Restricted) Cmd 15121 >15>1 (other than Roaming PS) Cmd 15123 >15>1 (Depends on Sip terminal for PHS Name display) Cmd 1303 >1234>1 (not provided) Commands for Password: (Not really required) Cmd 42 >73>xx (No of digits for Digest Authentication) default = 4 Cmd 2B00 >1234>xxxx (password for above) Commands for Location Data Cmd 1239 >1234>xx
6. Service Availability 6.1.1 The SVAA shall ensure the Services described in this Service Description shall be carried out for each Settlement Day according to the SVAA Calendar, and be available throughout the Working Day. 6.1.2 In addition to paragraph 6.1.1, the SVAA shall provide a logging service for date and timestamping all Non Half Hourly Balancing Mechanism Unit files received on every day of the year. 6.1.3 The SVAA shall ensure the SVA System is capable of being operational for 24 hours per day, less the time reasonably required for planned daily back-up. 6.1.4 The SVAA shall, as required by the BSCCo or its nominated agent, provide the Service for additional VARs other than those required to meet the SVAA Calendar, on a timescale to be agreed with the BSCCo or its nominated agent. 6.1.5 Where required by the BSCCo or its nominated agent, and given five Working Days’ notice, the SVAA shall provide the Service 24 hours per day, less the time reasonably required for planned daily back-up. In relation to MDD, the SVAA shall ensure that: 6.1.5.1 the MDDM Working Hours are defined as on Working Days; and 6.1.5.2 it meets its obligations under this Service Description, regardless of any potential constraints which might be imposed by the definition of MDDM Normal Working Hours.
committee oversees the SUDS program, and attendees will hear updates on that today to highlight effort status, relevance to our industry, etc. Barry Barker asked participants in attendance to raise their hands if they participate on the working group. Six (6) people raised their hands. Update on APTA Standards Working Groups Recommended Practice on Quantifying Emissions from Greenhouse Gas Emissions from Transit - (Eric Hesse and Mark Teschauer) Mark Teschauer provided an overview summary. He highlighted the recommended practice on specific guidance on how to communicate emissions that result from operations and associated emission reduction. Consideration of mode shift, land use impacts, and providing a quantifier tool to go with these items are referenced to not be created from scratch. This document was originally published in 2011, and the working group is now working on identifying new research and guidelines on recommended practices to update. We are now in a different state of practice. The group has received great substantial feedback, and the working group is updating to prepare for CEO buy-in, and then feedback from the oversight committee for the SUDS program. Question: Art – Does any other organization have anything like this? Mark – not aware of any other guidance along these lines, specific to transit. This guidance informs metrics for the Sustainability Committee. Should be a go-to resource. Backed-up with the protocol – climate registry, research from TCRP and strong case between land use impacts and mode shift – VMT reductions that are produced. Recommended Practice on Social and Economic Sustainability for Transit (Rachel Healy) Rachel Healy provided an overview – Recommended practice is a new set of recommendations. This is a move forward from the 2011 original sustainability guidelines focusing on the environmental goals of sustainability. There has been a lot of progress in the industry. Better grappling on how we are dealing with social and economics impacts as an industry, and making sure it is relevant to the end user and stakeholders. The working group has approved, and this is now in public comment on the APTA Standards Website. Post public comment, the CEO Committee will be asked for approval and hoping for adoption in October, 2017.
Strategic Prevention Framework Steps with Sustainability Crosswalk of SPF Steps with Sustainability Milestones and Skills This crosswalk identifies tasks commonly associated with each step of SAMHSA’s Strategic Prevention Framework (SPF) and aligns them with sustainability milestones and practitioner skills needed to meet these milestones. This can be used to determine capacity building needs within communities/counties implementing the SPF process. Step 1: Needs Assessment Gather and assess data from a variety of sources to ensure that substance misuse and abuse prevention efforts are appropriate and targeted to the needs of communities/counties Tasks Sustainability Milestones Skills Needed Develop a profile of consumption patterns and related problems and consequences Key Stakeholders are engaged Data sharing agreements are formalized County substance abuse problems are prioritized Identify and engage key stakeholders Conduct key informant interviews Build collaborative relationships, including the development of effective initial MOA/MOUs Provide demographic context, including geographic and target population differences Identify intervening variables and underlying conditions Conduct community capacity assessment by assessing community readiness, and identifying prevention resources and gaps in services/capacity Use readiness data in the selection of prevention priorities Identify service and capacity gaps Analyze community readiness data and create an plan to increase community readiness Plan for prevention workforce development
Conduct and document a county needs assessment Reach a countywide consensus on prevention priorities Communicate prevention priorities with to a broad group of stakeholders Step 2: Capacity Building Identify resources and determine readiness for addressing substance abuse in communities Tasks Sustainability Milestones Skills Needed Develop prevention workforce knowledge, skills, and competencies Identify internal coalition or agency staff capacity need Consider broader community capacity needs in the creation of a capacity building plan Plan for long-term internal and external capacity needs (cultural issues are considered for the capacity building plan) Identify cultural issues in the county and incorporate them into a capacity building plan Ensure ongoing and current knowledge of culturally relevant issues and programs Build community-based capacity in prevention (e.g., Boys and Girls clubs) Build and/or enhance local prevention infrastructure Engage the community in creating sustainable prevention efforts Create a working group to focus on sustainability Analyze readiness data while assessing community needs Factor in the needs of groups with varying levels of readiness Assess community readiness Identify actions or strategies to advance readiness Develop and enhance data systems Collect data and identify gaps Identify data gaps and planning for data collection and analyses
Preliminary Traditional Program Intern Program Examination Pathway Clear Induction CAPEs and CPSEL Administrative Services Program Standards Quality Profession Learning Standards CTC Accreditation System Data Dashboards Program Review Site Visit Performance-based assessments Initial years of service Coaching Individualized program Performance-based Evidence-driven Program Sponsor and Candidate Employers Preliminary and Clear Program Sponsors
Application for the post of: “Post-Doctoral Fellow” Name Address Date of Birth Whether physically handicapped Educational Qualification (from XIIth Board) Exam Passed Board / University Year Marks (%) Work Experience (Relevant experience in tissue culture and Molecular Biology should be highlighted) Name & Contact details of 2 referees: Any other information Date: Signature:
Signed …………………………………………………………………………………………………. Name ………………………………………………………………………………………………… Date ………………………………………………………………………………………………… Preferred Candidate Profile Student Voice Co-ordinator The following sets out the range of personal qualities, skills and experience that the preferred candidate will be able to demonstrate. It is recognised that interested applicants will have a variety of previous employment histories and thus will be stronger in some areas than others. Interested applicants should however, seek to demonstrate in their application how their competencies best meet the criteria set out below. Qualifications Degree or relevant management/professional qualification Experience Project development and management Experience of working with elected officers Motivating and developing volunteers Multi-agency collaboration Knowledge Higher education and issues affecting students, particularly relating to teaching quality. An understanding of the political process and the role of elected officers Awareness of the principles and current issues in the field of student representation.
Sustainable Energy Plan For the Midlands Region Richland County Update 2015 Executive Summary Anna Lange 803-576-1364 Goal Measurable Status Clean Energy Launch Alternative Energy Education Initiatives (0-12 Months) Annual report on the status of the Energy Efficiency Education Initiative Energy office released solar report 2015 Consider Local Incentive Programs (7+ Years) Adopt Incentives for Alternative Energy Practices Achieved solar 2015 IOU
G.PULLAIAH COLLEGE OF ENGINEERING &TECHNOLOGY (Accredited by NAAC with ‘A’ Grade of UGC, Approved by AICTE, New Delhi & Permanently Affiliated to JNTUA, Ananthapuramu) (Recognized by UGC under 2(f) & 12(B) & ISO 9001: 2008 Certified Institution) COMMON PAPER TO (CIV, EEE, ME, ECE, CSE) III B.Tech. I Semester , II-MID Descriptive Examination November 2017 SOCIAL VALUES AND ETHICS (15A99501) TIME: 90 MINUTES MAX MARKS: 30 DATE: 04-11-2017 REG. NO: PART-I (5*2=10 M) Q.NO Questions Marks Unit CO Cognitive Level 1 (A) What is rain water harvesting? 2 M III CO3 Remember (B) Define gender sensitization? 2 M IV CO4 Remember (C) Write about Movements of NGOs. 2 M IV CO4 Remember (D) Explain Importance of health &recreation. 2 M V CO5 Understand (E) List out types of physical exercises. 2 M V CO5 Understand PART-II (2*10=20 M) 2 (A) Explain in detail about Natural resource management. 5 M III CO3 Understand (B) Explain Role of Family, society and state in gender sensitization? 5 M IV CO4 Understand OR 3 (A) What is Physical Education and explain its Benefits? 5 M V CO5 Understand (B) Discuss Environment conservation. 5 M III CO3 Analyze 4 (A) What are the factors of Domestic violence? 5 M IV CO4 Understand (B) Explain Biological basis of physical Activity. 5 M V CO5 Understand OR 5 (A) Discuss Enrichment and sustainability. 5 M III CO3 Analyze (B) Describe the factors that are declining sex ratio. 5 M IV CO4 Understand
Name Product Intent Installation Implementation Plan Requirements This document provides a quick overview of requirements and marketing tactics used to promote the program. Commander’s Smart Card Provides commanders with quick overview of the program, AFSVA roles and installation responsibilities. PowerPoint Briefing Slide Provides basic slide needed promote the program at commanders’ calls, newcomers briefings Poster/Flyers Print quality marketing collateral Web advertising Digital (lower resolution) graphics that can be used on website and social media Social Media Posts Suggested social media posts ready to customize and use! Video URL’s BEN BAILEY WALTER CAMPBELL Videos of comedians Press Release Developed as a starter press release for installations After Action Report Template Template URLs xxxx Official public facing URL for this campaign
August 2015 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 9 10 11 12 13 14 15 *ALL PRACTICES are on the HS TRACK! FIRST Team Practice! Wear: PINK Time: 10-12pm First day of CAMP! Wear: TBD Time: 10-5pm Day two of CAMP! Wear: TBD Time: 9-4pm REST DAY! 16 17 18 19 20 21 22 Team Practice Wear: Blue Tank, Black Raider Short Time: 9:30-12pm Team Practice Wear: Gray Tee, Blue SV Soffees Time: 9:30-12 REST DAY! Team Practice Wear: Colorful Day! Time: 2-4pm CHEER PHOTOS Wear: Full Uniform Arrive: 8am SHARP! 23 24 25 26 27 28 29 Team Practice Wear: LMSC Tee, Black Mosaic Short Time: 3-5pm REST DAY! 1st DAY OF SCHOOL! Good Luck! Team Practice Wear: Gray Tee, Black Raider Short Time: 3-5pm REST DAY! DEMO DAY* Wear: Full Uniform Arrive: TBD 31 Team Practice Wear: Anything PINK Time: 3-5pm Blue Tank = Dri-fit racerback LMSC = Love Me Some Cheer Tee Gray Tee = Raider Cheer Tee
September 2015 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 *All games 4:30pm unless noted! Team Practice Wear: Gray Tee, Black Mosaic Short Time: 3-5pm 6 7 8 9 10 11 12 NO SCHOOL! Team Practice Wear: LMSC Tee, Blue SV Soffees Time: 3-5pm BLACK vs. Penn Hills School: Full Uniform *Arrange pick-up Team Practice Wear: Blue Tank, Black Mosaic Short Time: 3-5pm 13 14 15 16 17 18 19 REST DAY (no games this week) Team Practice Wear: Gray Tee, Black Raider Short Time: 3-5pm 21 22 23 24 25 26 Team Practice TBD BLUE vs. North Hills School: Jeans, Blue Jersey *Arrange pick-up BLACK vs. Armstrong School: Full Uniform *Arrange pick-up Homecoming Parade! Wear: Full Uniform (bring warm-up) Arrive: TBD Homecoming Game! Wear: Full Uniform (bring warm-up) Arrive: TBD 28 29 30 REST DAY (no games this week) Team Practice Wear: Blue Tank, Black Raider Short Time: 3-5pm
October 2015 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 *All games 4:30pm unless noted! *Outfits TBD due to weather getting colder! (brrr) 4 5 6 7 8 9 10 Team Practice Wear: TBD Time: 3-5pm BLACK vs. Fox Chapel School: TBD *Arrange pick-up BLUE vs. Carson (NA) School: TBD *Arrange pick-up 11 12 13 14 15 16 17 NO SCHOOL! Team Practice Wear: TBD Time: 3-5pm BLUE vs. Wilkinsburg School: TBD *Arrange pick-up 18 19 20 21 22 23 24 Rest Day (no games this week) Team Practice Wear: TBD Time: 3-5pm SENIOR NIGHT Wear: Full Uniform (bring warm-up) Arrive: TBD 25 26 27 28 29 30 31 Team Practice Wear: TBD Time: 3-5pm BLACK vs. P.Richland School: TBD *Arrange pick-up *Please note: THERE IS A GAME NOVEMBER 4TH (A WEDNESDAY) @ 4PM – AS OF NOW, THIS IS OUR ONLY EVENT DURING THE MONTH OF NOVEMBER. FUTURE PRACTICES TBD.
Name Business Type Product or Service(s) Owner County City/State Phone # E-Mail Web AAECON General Contracting, LLC Contractor Construction services & management Michael Lathan Jefferson Louisville, KY (502) Bradford's Trucking, LLC Subcontractor Dump truck, transportation, hauling of all material for general, residental or commercial construction Kody Bradford Bullitt Shepherdsville, KY 502-379-9156 Critical Environmental Solutions, Inc. dba Critical Energy Solutions Professional Services Operational, Efficiency and Reliability Firm Robert J. Soffel Oldham Crestwood, KY (859) CES.Works George Mason Law Firm, PSC Professional Services Legal, Land & Administrative services Allie George Mason, Jr. Jessamine Nicholasville, KY (859) Grover Group, Inc. Professional Services Data analytics, Financial Engineering, Economic Analysis Jeffery Grover Warren Bowling Green, KY (270) Bayesniffer.com Jackson Environmental Consulting Services dba Jackson Group Consultant Consulting services in Environmental Sciences, Civil Engineering & Cultural Resources Jeremy L. Jackson Madison Richmond, KY (859) Kistler Consulting, LLC Contractor General construction contractor, Construction management, Project management, Sourced materials provider Eugene P. Kistler Jefferson Louisville, KY (502) Land Shark Shredding, LLC Other Information security management & Destruction company. Donald R. Gerard, Jr. Warren Bowling Green, KY (270)
Vector Training and Consulting Consultant Training analysis, Training design, Training development, Training implementation, Training evaluation, Training program audits Mark Colomb Hardin Elizabethtown,KY (270) Wisdom Tree Technologies, LLC Professional Services Intelligence, Surveillance and Reconnaissance (ISR) services, IT Services, Computer Services, Military Health Care, Professional Services, Admin. Support Scott R. Allen Calloway Murray, KY (270)
Report to Department for Culture, Media and Sport Appendices Incorporating Social Value into Spectrum Allocation Decisions Patrick Barwise, London Business School Martin Cave, Imperial College Peter Culham, Ofcom Tony Lavender, Plum Consulting Neil Pratt, Ofcom Damian Tambini, London School of Economics Final Report November 2015
the police, courts, prisons and probation service is unlikely to be valued directly by the public. But individuals do value the increased safety levels (final outcome) that might result from this intermediate use of Spectrum. Therefore, a change in the provision of Spectrum is valued according to the value of the resulting changes in provision of final outcomes. This relates to the concept of Spectrum-using services which are bought by households and other end-users as inputs. We are focusing on the value of the final goods and services that are derived from this use of Spectrum by households and other end-users. Table D1 contains a summary of the main outcomes. Table D1. Outcomes of Spectrum usage Spectrum supports Which enables/provides: Outcome Mobile communications Contact with/availability to friends/family Broadband enables constant access to internet/social media Social connectivity More interactions with friends and family (possibly closer relationships?) Access to ideas/developments Feel safe and secure Television and radio broadcasting Entertainment Information Travel news Awareness campaigns e.g. smoking, drinking, dangerous driving etc Engagement in the arts Avoid disruption and reduce contributing to bigger problem (e.g. traffic) Increased health awareness to promote healthy/ preventative behaviour Defence and security communications Intercept/prevent terrorism or threats to national security Prevention of terrorist attacks National security International relations? Emergency services communications Communication between and rapid, appropriate response from: Police Ambulance Fire service Feelings of safety and security Prevention of crime Reduction in damage or injury/death from accidents or incidents Meteorological services Accurate weather forecasts Monitoring drivers for climate change Pre-empt extreme weather (e.g. floods/storms) and minimise damage and disruption Inform behaviour change to reduce impact of climate change Radar for coordinating transport including air traffic control Safe travel Smooth running of transport systems Prevention of chaos/crashes/death Reduction in stress Feelings of security Smart metering Machine-to-machine communications Manage energy consumption Cost savings
Mental health (CAMHS) Check availability of specialist/torture/trauma support services, statutory and voluntary, locally and nationally *See also Freedom from Torture (below, 4) Schools based counselling Check availability/accessibility of service Language-assessment of services available Service Contact details-lead officer Actions Tick MA membership Interpretation Check availability of Big Word, Language line, local interpreters Use qualified interpreters only. ESOL Check capacity of classes Check location of classes Check crèche and transport facilities *Cross-check with availability of school places and housing Wales Interpretation and Translation Services (WITS) Check services available (languages, phone, etc. Note –service for statutory sector partners only with some exceptions. http://wits.uk.com/ Specialist Support services-assessment – Voluntary Sector have specialist skills to support refugee integration-LAs may wish to contract out some of integration work if service not available locally (See also appendices for details of other organisations able to offer specialist support) Service Contact details/lead officer Specialism Comments British Red Cross Stanislava Sofrenic See Appendix A Displaced People in Action DPIA provides specialist services to refugees and
people seeking asylum across Wales in order for them to successfully integrate into the community See Appendix B Welsh Refugee Council See Appendix C BAWSO Trafficking, domestic abuse, sexual violence Barnardos See Appendix D *Helen Bamber Foundation Specialist in torture/trauma/trafficking support. *London only *Freedom from Torture (FFT) Specialist in torture/trauma. *London, Scotland, West Midlands, North East, North West only WSMP currently in discussions with FFT around how service could be accessible to people in Wales. Contact for further information. See also mental health* (above, 3) Tai Pawb See Appendix F Migrant Help See Appendix G Social Network/Community Support-identify relevant local services to provide social/community support Organisation Contact person Email address Phone Comments
Region / Nation / BL City/Town Service Name Service Type Description Age Range of Service Users Capacity Availability (i.e accommodation, family placement, trauma support, trafficking support, advocacy, age assessments etc) (How many young people could be worked with or supported) (How quickly it could be mobilised) C - Cymru Cardiff Free2Bee Psychological / emotional wellbeing support, asylum seeker and refugee children Children aged 7-16 Current provision is for 20 yp pa plus 2 parenting groups pa. Service comprises one FT & one PT member of staff and is currently working at full capacity. Jan 2016 to allow sufficient recruitment time C - Cymru Cardiff Early Years Family support 0-4 for Play, for other provision Current provision is for 30 drop ins, 500 hrs childminding & 100 children/70 families at 90 play sessions. Service comprises 2 FT & 4 PT PWS and is currently working at full capacity with a significant Waiting List. Jan 2016 to allow sufficient recruitment time 8
SQA code SSC code Title SCQF level SCQF credits F30M 04 EUSNCO317 Contribute to Controlling Costs Against Agreed Budgets 6 3 F30T 04 EUSNCO318 Control Network Activities Against Quality Standards and Systems 6 4 F30V 04 EUSLDC4 Determine Leakage Detection Methods and Techniques in Response to Water Loss 6 9 DK1W 04 EUSMWS5 Develop own Understanding of Techniques for Minimum Disruption of the Distribution Network During Operational Activities 6 5 F30W 04 EUSWFRBE7 Develop Positive Working Relationships with Customers and Colleagues 5 5 F30X 04 EUSNCO304 Ensure your own Actions Aim to Protect the Environment 6 4 H8VP 04 PROHSS1 Make Sure your own Actions Reduce risks to Health and Safety 5 8 F30Y 04 EUSNCO319 Establish and Maintain Professional Relationships 6 3 F310 04 EUSLDC10 Establish the Integrity of a Discrete Area on the Distribution Network 6 6 F311 04 EUSLDC11 Evaluate Data to Identify Potential Leakage 6 7 F315 04 EUSNCO308 Implement Installation and Construction Methods and Procedures for Network Construction Operations 6 4 FA8T 04 EUSWFRBE4b Inspect Premises (Domestic) for Compliance with Water Fittings Regulations/Byelaws 6 9 FA8V 04 EUSWFRBE4a Inspect Premises (Non-domestic) for Compliance with Water Fittings Regulations/Byelaws 7 11 FA98 04 EUSNCO305 Locate and Avoid Supply Apparatus and Sub-structures 6 3 F31H 04 EUSTPO07 Monitor and Maintain Treatment Processing at Optimum Performance 6 13 DK1Y 04 EUSMWS6 Monitor and Review Network Activities 6 5 F31K 04 EUSNCO307 Monitoring Excavation in the Highway 6 4 F31L 04 EUSNCO306 Monitoring Signing, Lighting and Guarding 6 4 F31P 04 EUSTPO15 Organise and Carry out the Maintenance of Process Equipment 6 12 FA9M 04 EUSWFRBE6 Plan and Schedule Water Regulations/Byelaws Inspections 5 5 F31W 04 EUSWFRBE5 Present Oral Evidence in Court 6 7 F31X 04 EUSLDC5 Programme, Deploy and Collect Data from Data-logging Equipment 6 9
GK6W 21 SVQ 1 Business and Administration at SCQF Level 4 To attain the qualification candidates must complete 6 Units in total. This comprises: 2 mandatory Units 4 optional Units Please note the table below shows the SSC identification codes listed alongside the corresponding SQA Unit codes. It is important that the SQA Unit codes are used in all your recording documentation and when your results are communicated to SQA. Accredited from 01.08.2015 To achieve the SVQ, you must complete six Units in total. All the mandatory Units must be completed and at least two optional Units from Group B. The remaining two Units may be selected from Group B or Group C. Restricted combinations: Either unit S113 or S124may be selected. a Either unit S109 or S212 may be selected. b SVQ 1 Business and Administration SCQF Level 4 - GK6W 21 Group A: Mandatory Units SQA No. NOS Ref. SSC No. Unit Title SCQF level SCQF credits FD8G 04 CFABAF171 S102 Support work procedures in a business environment 4 3 F93M 04 CFABAA613 S105 Understand how to communicate in a business environment 4 4 Group B Optional Units: 2 - 4 Units must be selected FD8K 04 CFABAA624 S101 Accept instructions to manage and improve own performance in a business environment 4 3 F93R 04 CFABAG125 S103 Contribute to solving business problems 4 3 FD8J 04 CFABAG129 S104 Contribute to working with others in a business environment 4 2 H982 04 CFABAE141 S212 Use occupational and safety guidelines when using a workstation 4 2 F9A3 04 ESKIEML1 S113 Using email 1a 4 2 F9D6 04 ESKIWP1 S124 Word processing software 1a 4 3 Group C Optional Units: 0 - 2 Units must be selected FD8T 04 S109 Prepare text from notes using touch typing (20 wpm)b 5 3 FD9W CFABAA213 S212 Prepare text from notesb 5 3
What is meant by triangulation of evidence and why is it important? Network comments: “Good balance of Performance Evidence and Supporting Evidence” “Good triangulation should help to ensure competence over time” “It is important to ensure competence with different types of evidence” “It is like looking at competence from different angles” “Some assessors see triangulation as a pyramid” “A solid base of performance evidence strengthened by supporting evidence” SQA comment: Triangulation involves using a variety of evidence – both performance and supporting evidence – to demonstrate competence. It is like looking at evidence from different angles which combine to create an overall picture of competence, for example; Observation (assessor), Storyboard (candidate), Witness Testimony (line manager/colleague/customer etc.) and Questioning (assessor and candidate). The PIs are covered by performance evidence, and the supporting evidence helps demonstrate that this is the candidate’s consistent standard of performance and therefore also helps to show competence over time. Triangulation also strengthens authenticity as it prevents reliance on one single item of evidence - which could be plagiarised - and allows the Assessor, Internal Verifier and External Verifier to build an overall picture of the candidate’s job role, performance and competence, which is unique to that individual. Assessors, IVs and EVs are then able to see how the evidence fits within the context of the candidate’s work. Triangulation helps reduce the volume of assessment as it promotes a holistic approach and helps prevent the need to repeat tasks for the same PIs in order to demonstrate competence over time. A holistic approach involves using evidence across more than one Unit, particularly for the Mandatory Units. What do you consider an appropriate time to be allocated to complete a Level 2/Level 3/Level 4 SVQ?
AWARD TITLE AND LEVEL: CANDIDATE NAME: Evidence Number Description of Evidence Which units are linked to this piece of work? Is this piece of work in your folder or is it somewhere else because it is confidential? Has the IV seen this piece of work? If so IV to sign and date here.
When SEN support was first initiated How many cycles of Assess, Plan, Do, Review (APDR) there have been You can attach the My Plan+ and subsequent reviews or you can use the tables below to describe your APDR cycles Don’t forget these must show the child’s targets and desired outcomes and be amended in light of previous cycles of APDR. The most recent My Plan+ or individual support plans and provision maps should show evidence of how you have drawn on more specialist expertise from outside professionals. APDR Cycle 1 What did you do? This should include detail about what you are targeting and what intervention you put in place. For how long? When did this begin and when did it end? What was the impact? How much progress did the child make compared to where they started? What did you do next? What worked and what did not? Did you change targets or the intervention, and/or the frequency of intervention? Did you seek more specialist input? APDR Cycle 2 What did you do? This should include detail about what you are targeting and what intervention you put in place. For how long? When did this begin and when did it end? What was the impact? How much progress did the child make compared to where they started? What did you do next? What worked and what did not? Did you change targets or the intervention, and/or the frequency of intervention? Did you seek more specialist input?
SITE VISIT REPORT «Governing_Organization» «CEO_City», «CEO_State» Program Type: Master’s Purpose of Visit: «Visit_Purpose» Date of Visit: «Site_Visit_Date» I. GENERAL INFORMATION Nursing Education Unit «Education_Unit» «Nurse_Admin_Address1» «Nurse_Admin_Address2» «Nurse_Admin_City», «Nurse_Admin_State» «Nurse_Admin_Zip» Governing Organization «Governing_Organization» «CEO_Address1» «CEO_Address2» «CEO_City», «CEO_State» «CEO_Zip» Nurse Administrator «Nurse_Admin_First_Name» «Nurse_Admin_Last_Name», «Nurse_Admin_Credentials» «Nurse_Admin_Job_Title» Chief Executive Officer (entire governing organization) «CEO_First_Name» «CEO_Last_Name», «CEO_Credentials» «CEO_Job_Title» Chief Executive Officer (local governing organization) «CEO_First_Name» «CEO_Last_Name», «CEO_Credentials» «CEO_Job_Title»
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Indictment. A written accusation of criminal conduct by a grand jury Indirect Discharge. The discharge or the introduction of Pollutants into the SVWRF from any non-domestic source. Industrial Park. A parcel of real property designated for activities that apply to the producing of commodities by manufacturing or processing (usually on a large scale). It may include the receiving, storage, warehousing, or distribution of commodities. Industrial User. A source of industrial discharge into SVWRF. Industrial Wastewater. Liquid and water carried industrial waste and sewage from commercial buildings, industrial manufacturing facilities, and institutions whether treated or untreated, which are contributed to SVWRF. Injunction, Injunctive Relief. A court order or administrative order which restrains or compels action by the User(s). Instantaneous Limit. The maximum concentration of a Pollutant allowed to be discharged at any time, determined from the analysis of any discrete or composited sample collected, independent of the industrial flow rate and the duration of the sampling event. Interference. A discharge that, alone or in conjunction with a discharge or discharges from other sources, inhibits or disrupts the SVWRF, its treatment processes or operations or its sludge processes, use or disposal; and therefore, is a cause of a violation of the SVWRF UPDES Permit or of the prevention of sewage sludge use or disposal in compliance with any of the following statutory/regulatory provisions or permits issued there under, or any more stringent State or local regulations: section 405 of the Act; the Solid Waste Disposal Act, including Title II commonly referred to as the Resource Conservation and Recovery Act (RCRA); any State regulations contained in any State sludge management plan prepared pursuant to Subtitle D of the Solid Waste Disposal Act; the Clean Air Act; the Toxic Substances Act; and the Marine Protection, Research, and Sanctuaries Act. Judicial Action or Case. An enforcement action that involves a court of law. The action may be civil or criminal in nature. Local Limit. Specific discharge limits developed and enforced by SVWRF upon industrial or commercial facilities to implement the general and specific discharge prohibitions listed in 40 CFR 403.5(a)(1) and (b).
Figure G-1. The governing equation of motion from Reference 14 is (G-1) Assume a harmonic response. (G-2) The modal displacement for a plate simply-supported on all four edges is (G-3) The natural frequencies are (G-4) The partial derivates are (G-5) (G-6) (G-7)
The plate stiffness factor is (G-27) (G-28) (G-29) (G-30) (G-31) (G-32) Similarly, (G-33) APPENDIX H MIL-STD-810E An empirical rule-of-thumb in MIL-STD-810E states that a shock response spectrum is considered severe only if one of its components exceeds the level Threshold = [ 0.8 (G/Hz) * Natural Frequency (Hz) ] (H-1) For example, the severity threshold at 100 Hz would be 80 G.