zilongwang/ReadingBank huggingface dataset:
4a. PI Targets: All Student Group PI Target #1: PI Target #2: PI Target #3: PI Target #4: PI Target #5: 4b. PI Targets: Focused Student Group (optional) PI Target #1: PI Target #2: PI Target #3: PI Target #4: PI Target #5: 4c. PI Linked (optional) 4d. PI Weighting (optional) Elective Rating 5a. Level Failing 0% to ___ % of students will meet the PI targets. Needs Improvement ___% to ___% of students will meet the PI targets. Proficient ___% to ___% of students will meet the PI targets. Distinguished ___% to 100% of students will meet the PI targets. Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______ 5b. Rating Distinguished (3) Proficient (2) Improvement (1) Failing (0) Notes/Explanation Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______
Template 6 Waiver of Car Parking Planning Report Template Subject Site and Surrounding Locality 1.1 Subject Site Subject site shape, size, orientation and any easements Location of all on-site buildings with setbacks from property boundaries Use of all components of any on-site buildings Location and number of all on-site car parking Traffic and access arrangements Loading and unloading facilities (if applicable) Street frontage features (i.e. crossover, poles, street trees) Any other relevant characteristics of the subject site 1.2 Surrounding Locality Use of all adjoining and surrounding buildings and/or properties Adjoining and surrounding roads and laneways Public car parks and other street parking available within the surrounding locale Public Transport Facilities within the surrounding locale Street frontage features (i.e. crossovers, poles, street trees) Streetscape features typical of the locality Any other relevant characteristics of the surrounding locality
Planning Considerations 5.1 Compliance with Planning Controls Highlight areas of consistency with the relevant Planning Controls listed above. Address areas of inconsistency and highlight the impacts. Zoning Purposes and Objectives Overlay Purposes and Objectives SPPF Control Purposes and Objectives LPPF Control Purposes and Objectives Particular Provisions Clause 52.06 Car Parking 5.2 Compliance with Local Planning Car Parking, Access and/or Loading and Unloading Policies and/or Codes Highlight all areas of consistency and non-consistency with any relevant Local Planning Car Parking, Access and/or Loading and Unloading Policies and/or Codes Acknowledge they may include Local Car Parking, Access and/or Loading and Unloading Policies and/or Codes that apply to specific area within the municipality 5.3 Proposed Car Parking Waiver is Appropriate and Acceptable Reference to any relevant Parking Precinct Plan prepared by the Local Council Describe how the proposed car parking waiver is appropriate and suitable for the subject property and proposed land use Describe the availability of car parking in the surrounding area and street networks If appropriate, describe proposed shared use of parking spaces by multiple users If appropriate, provide an empirical assessment of car parking demand (if applicable) Highlight all public transport options and accessibility in the surrounding locality Describe and highlight impact of the proposed car parking waiver upon the surrounding locale and street network
Part II: Build Justify any “N/A” rating in the space provided at the bottom of the table. Task ID Descriptor Rating “Meets Criteria” “N/A” 2.1 The goal statement represents a central concept that is enduring, has leverage, and is foundational to further, more complex learning. 2.2 The SLO is supported by a representative sample of the educator’s students, with a sample size that is sufficient to make valid inferences about student achievement. 2.3 Targeted content standards are selected using a valid and reliable approach that is fair and unbiased. 2.4 Performance measures have established benchmarks for two or more points in time within a given school year [Growth]. In addition or alternatively, performance measures establish a clear, date-specific target for an on-demand demonstration of skill and knowledge attainment [Mastery]. 2.5 Performance indicators are specific, criteria-focused, challenging (yet attainable), and directly linked to the performance measures. 2.6 The SLO rating is directly linked to a performance continuum based on the percentage of students meeting expectations across all performance indicators. N/A Justifications Part III: Review Justify any “N/A” rating in the space provided at the bottom of the table. Task ID Descriptor Rating Criteria” “N/A”
Appeals Procedure [Insert Centre Logo] Name of centre: …………………………………………………………………..… The centre is committed to ensuring that the assessment procedure meets the requirements of the awarding organisation and fulfils national standards. The centre will operate a system for reviewing the quality and fairness of the assessment procedure. As part of this the learner has a right to appeal against any assessment decision, written or practical, that the candidate deems to be unfair.. The candidate should notify the assessor of dissatisfaction with the outcome of the assessment within ___ days, stating why there is disagreement with the decision. The assessor must explain the decision in writing giving reasons, responding within ___ days. If the learner is not satisfied the internal quality assurer must be informed and an investigation conducted. The internal quality assurer may arrange for the candidate to be by another assessor. The matter should be resolved in ___ days. If the matter is not resolved to the learner’s satisfaction, an appeal can be made to the external quality assurer, according to the awarding organisation’s appeals procedure. It is necessary to make appeals procedure available to all learners, without the learner having to request it. It is good practice to provide the centre’s appeals and complaints procedure during the learner induction. Those responsible within the centre are: Name …………………………………….. Name …………………………………………. Name …………………………………….. Name …………………………………………. The centre agrees to comply with the appeals procedure as outlined above: Signature: .…………………… Position: ……………………… Date: ………............. Signature: .…………………… Position: ……………………… Date: ……….............
the name of the proposed vendor: Funds from what budget line/project code/grant/etc: NB: This form MUST be attached to the Application for Exemption from Tender In considering this exemption I certify that I have given due regard to the principles set out in the Purchasing Policy relating to value for money, fair trading, conflict of interest and risk management. Endorsed by the Vice-President & Executive Dean/Portfolio Head/Vice-Chancellor ……………………………………………………… ………………………………………….. Signature Print Name and Date …………………………………………………….. …………………………………………… Signature of Approving Delegate Date Vice-President (Corporate Services) --------------------------------------------------------------------------------------------------------------------------- After approval: Attach a copy of the approved waiver to the purchase order
Language skills Language Level achieved (basic, good, very good or native) Intake form Please answer the following questions (maximum 100 words per question) What are/were your favorite subjects at school and why? What do you think that the life of a University student is like? What appeals to you about this program? What do you expect from the program and how does this relate to your career objectives? What do you think you will contribute to the group – and what do you hope others will contribute?
txtProjectCityStateZip Project City, State, Zip txtFullProjectAddress Project Address Line 1 & “,” Address Line 2 & “,” Project City & “,”, State & “,” Zip OWNER CONTRACT INFO txtOwnerContract Owner Contract # - from job file txtOwnerPO Owner PO Number from job file txtOwnerJob Owner Job # from job file CONTRACTOR txtFromContractorName Name of Contractor – from job file txtContractorName txtFromContractorAddress1 Contractor’s Address Line 1 – from job file txtFromContractorAddress2 2 Contractor’s Address Line 2 – from job file txtContractCityStateZip Contractor’s City, State, Zip - from job file ARCHITECT txtArchitectName Name of Architect txtArchitectAddress1 Architect’s Address Line 1 txtArchitectAddress2 Architect’s Address Line 2 txtArchitectCityStateZip Architect’s City, State, Zip APP NUMBER txtPayRequestNumber Pay Request Number – assigned during creation datPayRequest Period To Date txtProjectNumber Project Number - in job file Txtjobsymbol Job Number txtContractFor Contract For datContractDate Contract Date memMemo Legal description in Project data CHECKBOXES ynOwner Check for Owner ynArchitect for Architect ynContractor Check for Contractor ynOther1 ynOther2 OTHER DISTRIBUTIONS Other1Description Other2Description dblOrigContractAmount Original Contract Amount COamount Change Amount dblTotalApplication Application Amount Completedwork Completed Work / Percentage of Completed Work fiveA 5a Fiveb 5b dblPreviousApplication Total Previous Application Amount dblThisApplication This Application Amount Dblstoredmaterials Stored Materials Total PercOfCompletedWork Percent of Completed Work PercOfStoredMaterials Percentage of Stored Materials RETAINAGE dblRetainageAmount Total Retainage Amount TotalEarnedLessRet Application minus Retainage Amount
Travel Expenses to Join duty station Round Trip Airfares to and from duty station Living Allowance Travel Insurance Terminal Expenses Others (pls. specify) Duty Travel Round Trip Airfares Living Allowance Travel Insurance Terminal Expenses Others (pls. specify) Breakdown of Cost by Deliverables* Deliverables [list them as referred to in the TOR] Percentage of Total Price (Weight for payment) Amount Deliverable 1 Deliverable 2 …. Total 100% USD …… *Basis for payment tranches
Travel Expenses to Join duty station Round Trip Airfares to and from duty station Living Allowance Travel Insurance Terminal Expenses Others (pls. specify) Duty Travel Round Trip Airfares Living Allowance Travel Insurance Terminal Expenses Others (pls. specify) Breakdown of Cost by Deliverables* Deliverables [list them as referred to in the TOR] Percentage of Total Price (Weight for payment) Amount Deliverable 1 Deliverable 2 …. 100% USD …… for payment tranches
- Third, describe what the design does (functionality) and the value thereof for users. - Finally, give a proposal for how you want to develop the service: design process, methods and time frame. All four parts should be submitted as 2-3 pages of the supporting document/pdf. You are welcome to use different media to support your project description, like for example photos, illustrations, sketches, online links to videos etc. Case A: Internet of Things & interaction design The field of Internet of Things, taking starting points in connected devices, sensor data and machine learning, has for several years raised expectations of new dimensions in “smart” technologies. The project proposal for interaction design should address the way in which said technologies can improve ways of living, working or acting for either people in their everyday life or for organizations in their professional practice. Examples can range from development safety systems, energy monitoring, home control, office/multimedia practices or other. The design should address on of the following themes; - Smart home - health - Smart office Case B: Social innovation & interaction design Through social media and other shared media services it is possible for people to organise themselves in online local and global communities. Typically, these are interest organisations and grassroots movements that have the aim to change the scene for how for example corporate businesses and popular media communicate and affect people. Please identify a design opportunity for a project where you think that interaction design will make a difference: how can a shared media service aid people in changing something at the scale of a local community or at the scale of a an international community? The project proposal for interaction design should address the way in which a community of members can organise themselves around a theme or a topic. One example could be the service AirBnB that offers a whole new way of travelling. Another example is treehugger. The topic should be related to how a
Study Drug Inventory Log Study Title: IRB #: PI: Storage Location: Drug Name: Strength and Units: Form (e.g. tablets): Received Dispensed Returned to Sponsor/Destroyed Date Shipment Received Shipment # Lot# Expiration Date # (select as Quantity per (select as Received by Dispensed To (Subject ID) Date Dispensed Date Returned Date Returned to Sponsor or Destroyed Amount Comments
STUDENT INTEGRATIVE LEARNING CONTRACT – Areas of Learning: Academic Year Start Please identify a minimum of one competency for each Learning Objective: Learning Objective I: Learning Objective II: Learning Objective : Effectively integrate a cognitive conceptualization when interacting with children who have a mental health diagnoses. Establish a therapeutic relationship with target population using basic cognitive-behavioral therapeutic (CBT)skills Effectively utilize monitoring tools and therapy (CBT) questionnaires with identified CBT clients. Incremental Task Assignments: Incremental Task Assignments: Incremental Task Assignments: 1. Research requirements using appropriate diagnostic criteria. 2. Review required elements of a cognitive conceptualization based on 2 models. 1 Review basic CBT strategies and interventions. 1. Observe/shadow staff utilizing the CBT questionnaires. 3. Decide on a preferred conceptualization model. 4. Assist family system with filling out agency intake forms. 2 Observe counseling interviews (individual or group) and identify utilization of specific strategies and interventions. 2. Research the literature for a minimum of five monitoring tools and/or CBT questionnaires. 5. Observe field instructor conducting an assessment interview. 6. Complete the written assessment and cognitive conceptualization and review with field instructor 3 Conduct sessions focusing on psychoeducation about CBT and applicability to the client’s problems 3. Provide psychoeducation to clients when using the tools and/or questionnaires in a session. 7. Conduct 10 assessments and complete the assessment report, including the cognitive conceptualization, 4 Develop at least 10 treatment plans based on the assessments and cognitive conceptualization; and apply CBT strategies in treatment. 4. Incorporate findings into planning for subsequent sessions and in ongoing treatment. 8. Receive feedback from the field instructor on completed assessments and cognitive conceptualizations. 5 Seek feedback and guidance from supervisor regarding client case. 5. Seek feedback on effectiveness from clients and the field instructor. Student Initials: SS Field Instructor: WP Faculty Liaison:JS
a Material Adverse Effect or any material impact on the implementation or operation of the Project”; “Design, construct, operate, maintain and monitor the project in compliance with the Government of [specify country] and local requirements, as well as the Fund’s Environmental and Social Policy”; “Use all reasonable efforts to ensure the Environmental and Social performance of the Project is in compliance with the Fund’s Environmental and Social Policy”; “Implement the environmental mitigation and management measures specified in the [Corrective Action Plan]”; “[Specify any particular conditions of disbursement addressing certain corrective actions recommended for the project]”; “Within [90] days after the end of each Financial Year, deliver to the Fund the Annual Monitoring Report consistent with the requirements of this Agreement confirming compliance with the Action Plan, the Environmental and Social covenants set forth in Section __, or, as the case may be, identifying any non-compliance or failure, and the actions being taken to remedy any such deficiency”; “Within three days after its occurrence, notify the Fund of any social, labor, health and safety, security or environmental incident, accident or circumstance having, or which could reasonably be expected to have, any material impact on the implementation or operation of the Project in compliance with the Fund’s Environmental and Social Policy or a Material Adverse Effect, specifying in each case the nature of the incident, accident, or circumstance and the impact or effect arising or likely to arise therefrom, and the measures the Borrower is taking or plans to take to address them and to prevent any future similar event; and keep the Fund informed of the on-going implementation of those measures”; “[Specify additional covenants – e.g., additional monitoring or reporting requirements, or provisions addressing certain corrective actions recommended for the project]”;
SOUTH AFRICAN RUGBY UNION - TEAM SHEET (This team sheet must be completed by the Team Manager and handed to the Officiating Referee at least 1 hour (sixty minutes) before the start (kick-off time) of the match concerned – Coach 1 (Head coach) and Coach 2 (Assistant Coach) are for the same team; both teams have to submit team sheets!) COMPETITION/AGE GRADE: TEAM: OPPOSING TEAM: TEAM COACH 1 (name): TEAM COACH 2 (name): BokSmart (BS) No. COACH 1: BS- BokSmart (BS) No. COACH 2: BS- MATCH REFEREE (name): BokSmart (BS) No. Referee: BS- Assistant Referee 1 appl.): BS- Assistant Referee 2 appl.): BS- VENUE: DAY: TIME: DATE: TEAM LIST Surname Initials Name Player Reg # DOB (& Age) DOB = Date of Birth dd / mm / yyyy 15 Full back / / ( ) 14 wing / / ( ) 13 Right centre / / ( ) 12 Left centre / / ( ) 11 Left wing / / ( ) 10 Fly half / / ( ) 9 Scrum half / / ( ) 8 Number eight / / ( ) 7 Right flanker / / ( ) 6 Left flanker / / ( ) 5 Right lock / / ( ) 4 Left lock / / ( ) 3 Tight head prop / / ( ) 2 Hooker / / ( ) 1 Loose head prop / / ( ) Replacements 16 Hooker / / ( ) 17 Prop / / ( ) 18 Utility Forward / / ( ) 19 Utility Forward / / ( ) 20 Scrum half / / ( ) 21 Utility back / / ( ) 22 Utility back / / ( ) I hereby certify that the above information is correct: Team Manager: Please Print Mobile Number Date: Signed
Template for Business Model for a Proven DSR CMU Proven DSR CMU to which the Business Model Applies (insert CMU ID) Name & Location of CMU Component Type of DSR effected by the DSR CMU Component Summary of the relationship between the DSR Provider and the DSR CMU Component Meter Point Administration Number(s) or details of other meter(s) used to measure provision of DSR (N/A if DSR Test Certificate included for CMU) Metering Test Certificate or metering configuration (N/A if DSR Test Certificate included for CMU) Method(s) of achieving load reduction Equipment control or installed or to be controlled and installed Details of how the DSR Capacity of the DSR CMU has been secured to the DSR Provider By signing this DSR Business Model I declare that it is to the best of my knowledge and belief based upon reasonable assumptions;
Template for Business Model for a Proven DSR CMU Proven DSR CMU to which the Business Model Applies (insert CMU ID) Name & Location of CMU Component Type of DSR effected by the DSR CMU Component Summary of the relationship between the DSR Provider and the DSR CMU Component Meter Point Administration Number(s) or details of other meter(s) used to measure provision of DSR (N/A if DSR Test Certificate included for CMU) Metering Test Certificate or metering configuration (N/A if DSR Test Certificate included for CMU) Method(s) of achieving load reduction Equipment control or installed or to be controlled and installed Details of how the DSR Capacity of the DSR CMU has been secured to the DSR Provider By signing this DSR Business Model I declare that it is to the best of my knowledge and belief based upon reasonable assumptions an accurate description of the manner in which any DSR Capacity has been secured not misleading Signed: Date:
Template for Business Plan for an Unproven DSR CMU Unproven DSR CMU to the Business Plan Applies (insert CMU ID) Please provide details of the Unproven DSR CMU proposal including the steps already taken to acquire the DSR Capacity and/or Contractual DSR Control Please complete the following table for each DSR CMU Component with which the DSR Provider has already established a relationship Name & Location of CMU Component Type of DSR effected by the DSR CMU Component Summary of the relationship between the DSR Provider and the DSR CMU Component Meter Point Administration Number(s) or details of other meter(s) used to measure provision of DSR (N/A if DSR Test Certificate included for CMU) Metering Test Certificate or metering configuration (N/A if DSR Test Certificate included for CMU) Method(s) of achieving load reduction Equipment control or installed or to be controlled and installed Details of how the DSR Capacity of the DSR CMU has been secured to the DSR Provider
Template for Business Plan for an Unproven DSR CMU Unproven DSR CMU to which the Business Plan Applies (insert CMU ID) Please provide details of the Unproven DSR CMU proposal including the steps already taken to acquire the DSR Capacity and/or Contractual DSR Control Name & Location of CMU Component Type of DSR effected by the DSR CMU Component Summary of the relationship between the DSR Provider and the DSR CMU Component Meter Point Administration Number(s) or details of other meter(s) used to measure provision of DSR (N/A if DSR Test Certificate included for CMU) Metering Test Certificate or metering configuration (N/A if DSR Test Certificate included for CMU) Method(s) of achieving load reduction Equipment control or installed or to be controlled and installed Details of how the DSR Capacity of the DSR CMU has been secured to the DSR Provider By signing this DSR Business I declare that it is to the best of my knowledge and belief based upon reasonable assumptions; an accurate description of the manner in which any DSR Capacity has been secured; & not misleading. Please delete one of the following statements:
Travel Expenses to Join duty station Round Trip Airfares to and from duty station Living Allowance Travel Insurance Terminal Expenses Others (pls. specify) Duty Travel Round Trip Airfares Living Allowance Travel Insurance Terminal Expenses Others (pls. specify) Breakdown of Cost by Deliverables* Deliverables [list them as referred to in the TOR] Percentage of Total Price (Weight for payment) Amount Deliverable 1 Deliverable 2 …. Total 100% USD …… for payment tranches
Joint Action 3 DELIVERABLE Deliverable 7.1 Final report on mechanisms to support and encourage the reuse of jointly produced HTA reports and reuse of national and regional HTA information from Member States’ reports Date of submission 29.11.2017 Work package 7 Activity Centre NA Author(s) None defined Dissemination level Public Revision History Revision no. Date Author Organisation Description draft, final version, etc)
APPENDIX C – DETAILED COMPETITOR ANALYSIS Using the table template below, provide a comparison of the proposed product to the competitors’ products in terms of performance (functions, features etc.) and price. Competitors Country Name of Product Price (US$) Market Share (%) Strength/Weakness APPENDIX D – RESUMES/CVs OF PARTICIPATING PERSONNEL Attach the resumes/CVs of participating personnel to this Appendix.
LICENCE REFERENCE No. RISK ASSESSMENT METHODOLOGY STAGE & STEP REPORT VERSION Insert licence reference number Insert methodology and step, e.g. Stage 1 Step 2 Insert report version no., e.g. Draft, Final INSERT COMPANY LOGO/HEADER Guideline Template for Groundwater Monitoring Report for the Environmental Protection Agency (Month Year) (LICENCE No.)
5.0 TARGET MARKET AND COMMERCIALIZATION PLAN Describe the target market(s) of the proposed product and the commercialization plans in the suggested table format below. Target Market / Customers Target Geographies Potential Market (US$M) & Growth Potential (%) (Please include supporting information substantiating the information, e.g. 3rd party reports, in the Annexes section of the proposal. If there is existing interest in the product from potential customers, please also provide written proof in the Annexes section) Target Market Share (by year) Proposed Commercialization Model (Including the detailed plans for the whole supply chain such as engaging the customer, mass production, delivery etc.) Role of _____________ in Commercialization (Israeli Company) Role of _____________ in Commercialization (Singapore Company)
APPENDIX C – DETAILED COMPETITOR ANALYSIS the table template below, provide a comparison of the proposed product to the competitors’ products in terms of performance (functions, features etc.) and price. Competitors Country Name of Product Price (US$) Market Share (%) Strength/Weakness APPENDIX D – RESUMES/CVs OF PARTICIPATING PERSONNEL Attach the resumes/CVs of participating personnel to this Appendix.
Target 2: Focus Area: _________________________________________________________________________________________ Objective Activities & Timeline Assessment (Planned Mechanism(s)) Resources Needed (if any) Cross -Divisional Impact / Involvement (if applicable)
Target 4 (leave blank if not applicable): Focus Area: _________________________________________________________________________________________ Objective Activities & Timeline Assessment (Planned Mechanism(s)) Resources Needed (if any) Cross -Divisional Impact / Involvement (if applicable)
Target 5 (leave blank if not applicable): Focus Area: _________________________________________________________________________________________ Objective Activities & Timeline Assessment (Planned Mechanism(s)) Resources Needed (if any) Cross -Divisional Impact / Involvement (if applicable)
Format for Submitting Requests When requesting updates the information indicated must be submitted to the MICT SETA (for consolidation and submission to the Department of Higher Education and Training) in an excel spreadsheet format, following the exact order as indicated in the diagram below. Changes to the OFO will be limited to the possible reasons outlined for column B below. A B C D E F G H I Name of submitting organisation Action requested – select from list please Occupation Code to be moved, deleted or change is required Unit Group number where it must be moved to Name of occupation to be added or new title or where change in alternative titles is required Relevant Unit Group where it must be added Descriptor of occupation to be or changed Alternative title to be added or deleted – column B will indicate the action required Comments Guidelines for Completing Update Requests: No applications not conforming to the guidelines outlined below will be considered. All individual applications from an organisation must be on one sheet. The entire row of headings must be copied into excel. Information in cells may be wrapped but no cells may be merged. Columns A and B must always be completed. The information in column B must be completed the following codes: A= Add an occupation
HOW TO GET TO THE CASTLE Car From Highway A27 Venice Belluno, take Vittorio Veneto North exit and proceed in direction of Follina and Valdobbiadene. After 12 km you will reach Cison di Valmarino. Train From Rail-Station of Venice Mestre, connected to the main Italian and European cities, change to Conegliano Veneto. From here proceed by taxi to Cison di Valmarino (23 km, about 20 minutes). Airplane International Airport Marco Polo in Venice at 70 km (about 60 minutes) or Airport Antonio Canova in Treviso at 50 km (about 40 minutes). From the airport proceed by taxi to Cison di Valmarino.
In-Kind and Voluntary Support Template Project Name: Details of Voluntary Labour Task to be completed Name/s of those who will undertake task & qualification Number of hours Rate per hour Total cost Total: Community/club representative: Signature Council project manager: Signature In-Kind and Voluntary Support Template
Test Request Form – [name laboratory] Patient details Requester details: Name: Name: Address: Organization Telephone number: Address: Date of Birth: Telephone number: Gender: Male Female Sample details: Urgency: Normal Sample taken from patient: URGENT Date: (dd/mm/yyyy) Time: (hh/mm) Fasting Non-fasting Blood Faeces Urine Sputum Swab Fluids Tissue Cytology Other, namely: Relevant clinical information: Drug therapy: Last dose: Date: (dd/mm/yyyy) Time: (hh/mm) Other relevant clinical information: Examination requested: Profile test Biochemistry Hematology Microbiology Anatomical Pathology G2000 G 2000-X GT9 GTI NEO ES HB3 DFS LFT RFT TFT MAC LGL LIP CEA CA 1 CA 5 CA 9 PSA AFP Glucose HIV 1 & 2 HbA1c H. pylori Uric Acid Free T4 FBE (incl. ESR) FBC Hb TWDC Platelets ABO & Rh (D) Malaria parasites Urine FEME RPR (VDRL) Microscopy/Culture/Sensitivity AFB (ZN) Smear Only AFB Smear & Culture Histology Non-Gynae/FNA Site: Additional tests: Cervical Cytology: Pap smear Normal Post-Mono Blood Susp lesion Other: Site Cervix Vault Other, namely: Endocx Lat. Vag. Wall. Post Fornix LMP (dd/mm/yyyy) Post – menopausal HRT (hormone Replacement Other, namely: Date: (dd/mm/yyyy) Requester’s signature:
The of the construction site is: OWNER: Address for service: Telephone: Email: Attention: DETAILS OF THE CONSTRUCTION CONTRACT Provide details of the construction contract to which the dispute relates. Contract: Project: Site Location: Date contract entered into: THE DISPUTE Is your claim brought on the basis of: (please select one option below) (a) default liability only (ie payment as debt due under sections 22 – 24 of the Act); (b) the merits under the contract; or (c) both default liability and the merits under the contract. Provide a brief description of the dispute, the nature and details of the matters in dispute, and where and when the dispute arose. The nature and a brief description of the matters in dispute: Where and when the dispute arose: THE RELIEF OR REMEDY THAT IS SOUGHT BY THE CLAIMANT The claimant seeks the following relief and/or remedy against the respondent: Please DELETE the appropriate response to each of the following:
Instructions: It is important to complete this self-assessment after completing the Organizational Profile. The Organizational Profile sets the context and provides key insights to be considered during completion of the assessment. Our suggestion is to use a group that knows your network, for example, network leadership and staff at a minimum and other partners, members and customers who may be beneficial. Complete this self-assessment by circling the most appropriate number to rate your network on a of 1-5. (5=complete/achieved, 4=mostly complete, 3=in progress, 2=just begun, and 1=unaware of need/not started) After completing this assessment, find and highlight those that are rated a 3 or below. Use the conversation from page 10-13 of the “Opportunities for Sustainability; A for Action Planning” to identify the top three Opportunities for Sustainability. Sustainability Action Planning Assessment Questions Strategic Thinking Self-Rating 5 4 3 2 1 Network mission and vision are complete and have been communicated organization-wide. 5 4 3 2 1 The network has a formal strategic plan in and is updated no less than annually. 5 4 3 2 1 Network leadership uses a systems framework for planning to ensure a holistic approach. 5 4 3 2 1
Template Overview Prereading Getting Ready to Read Exploring Key Concepts Surveying the Text Making Predictions and Asking Questions Understanding Key Vocabulary Reading Reading for Understanding Considering the Structure of the Text Noticing Language Annotating and Questioning the Text Analyzing Stylistic Choices Postreading Summarizing and Responding Thinking Critically Reflecting on Your Reading Process Connecting Reading to Writing Discovering What You Think Considering the Writing Task Taking a Stance Gathering Evidence to Support Your Claims Getting Ready to Write Writing Rhetorically Entering the Conversation Composing a Considering Structure Using the Words of Others (and Avoiding Plagiarism) Negotiating Voices Revising and Editing Revising Rhetorically Considering Stylistic Choices Editing the Draft Responding to Feedback Reflecting on Your Writing Process
(Proposed) Admission date: // ICD-9-CM DIAGNOSIS CODE(S) NARRATIVE DESCRIPTION(S) 1. Scheduled Date ICD-9-CM Procedure Code(s) Procedure Description(s) // // // // // // // PAST TREATMENTS
Participant Medicaid ID Number: Participant Last/First/Middle Name: __________________________________________ Date of Birth: //
(Proposed) Admission date: // ICD-9-CM DIAGNOSIS CODE(S) NARRATIVE DESCRIPTION(S) 1. Scheduled Date ICD-9-CM Procedure Code(s) Procedure Description(s) // // // // Stenosis in one or more vessels Yes No If yes, vessels affected/percentage____________________________________ Failed PCI Yes No Graft(s) occluded Yes No Coronary Artery Anomalies Yes No Unstable angina Yes No If yes, still present with treatment Yes No Diabetes Mellitus Yes No Heart failure/Congestive Heart Failure Yes No If yes, is it newly diagnosed Yes No PAST TREATMENTS List results of any treatments not described in clinical indications section: Participant Medicaid ID Number: Participant Last/First/Middle Name: _________________________________ Date of Birth: // the date and results of pertinent labs, studies & tests) Date- if available/applicable Lab/Study/Test Results/Findings // Heart Catheterization // EKG // Stress Test //
(4 spaces) Full paper template for SEFI 2017 Conference Manuscript preparation using word Since we are using double-blind reviewing process, do not add you name, position, affiliation etc. until to the final paper. However, leave room for them. (2 spaces) Initials Last name (12 pt, Arial font bold) Job title/position (12 pt, Arial font) Affiliation (12 pt, Arial font) Town, Country (12 pt, Arial font) E-mail: mail@mail(12 pt, Arial font) (1 space) Initials Last name (12 pt, Arial font bold) Job title/position (12 pt, Arial font) Affiliation (12 pt, font) Town, Country (12 pt, Arial font) E-mail: mail@mail(12 pt, Arial font) (2 spaces) ABSTRACT The abstract should summarize the contents of the paper and should contain at least 70 and at most 200 words. It should be set in Arial font 12-point font size and justified. (2 spaces) Conference Key Areas: Please select three Conference Key Areas Keywords: Please select one to four keywords (2 spaces) The full paper should be prepared using this template. No hardcopy is required. Please do not insert page numbers. authors and affiliation Title format: 14pt Arial, bold, centre adjusted. Title longer than one line is preferable to split into a single-line title and a subtitle. Subtitle is 12pt Arial. Since we are using double-blind reviewing process, do not add you name, position, affiliation etc. until to the final paper. However, leave room for them. In the final paper, authors are listed with initials and last names, followed by the referred organization list. Use the corresponding templates.
1. Card Template Item: Catalogue number: Vendor: Vendors information: Unit quantity: number: Expiry date: Date ordered: Date of receipt: Amount received: Date of use: Amount of used items: Balance of items still in stock: Signature:
No. ……../ …………………………………………………………… Bangkok Metropolitan Administration City Hall, 173 Dinso Road Bangkok 10200 Tel. 66 ……………………………. Fax. 66 …………………………… …………………………... B.E. 2557 (2014) Sir/Madam/Excellency, Subject: Request for a Study Visit at ………………………….. I have the to inform you that ………. Bangkok Metropolitan Administration (BMA) officials (name list attached) are scheduled to visit …………………………………………, …………………………………………….. during …………………………………………. to In this connection, I would like to request for the kind assistance from ……………………………………………………..….. to arrange a study visit for the mentioned group on …………………………………………. at ……... - ………… in the topic of ………………………………………………….. Your kind consideration and assistance in this matter would be greatly appreciated. Further enquiries and/or response should be directed to …………………………………, BMA, tel. 66 2…………………….………, fax 66 2…………………………………, e–mail ……………………………………. Yours sincerely, (………………………………………….) ……………………………
UNIT PLAN TEMPLATE – ARCHDIOCESE OF SEATTLE ELA UNIT PLAN Title/Theme Length of Unit/Timeframe Description Overview THE BIG PICTURE Essential Question: Catholic Identity Elements: Common Core Standards – Key Objectives Linked to the Standards: Students will be able to Summative Assessment(s): UNIT READINGS AND VOCABULARY Fiction Text (s) Non-Fiction Text (s) Essential Unit Vocabulary INSTRUCTIONAL ACTIVITIES Catholic Identity Reading Writing Speaking/Listening Language Vocabulary Viewing Critical Thinking
Communication Connect and engage with others (to share and develop ideas) Acquire, interpret and present information (include inquiries) Collaborate to plan, carry out and review constructions and activities Explain, recount and reflect on experience and accomplishments Creative Thinking Novelty and value Generating ideas Developing ideas Critical Thinking Analyze and critique Question and investigate Develop and design Positive Personal and Cultural Identity Relationships and cultural contexts Personal values and choices Personal strengths and abilities Personal Awareness and Responsibilities Self-determination Self-regulation Well-being Social Responsibilities Contributing to community and caring for the environment Solving problems in peaceful ways Valuing diversity Building relationships CORE COMPETENCIES IN ACTION How will you develop Core Competency learning in individual lessons? Introduce the Core Competency focus. Have students view the competency video and discuss how they will use the competency throughout the unit. Click to access a kid-friendly video. Share with students how the competency learning is relevant to real-world situations. Begin to develop a Competency Word wall. Refer students to the ‘I can statements’ on the competency posters. Include only the “I can statements’, which be assessed in the unit. Introduce the learning target for the lesson and discuss with students how they will use the core competency to attain the learning target. Engineer effective classroom discussions, activities, and tasks that elicit evidence of the competency. Challenge students to apply the competency ‘I statements’ to examples during the lesson. Use questioning strategies throughout instruction and or inquiry to prompt REFLECTIVE THINKING. Use the ‘Notice It, Name It’ Strategy. Student-Self Assessment Strategies – Refer to Kids, Competencies and Student Self Assessment Resource
Promote expectations that optimize motivation e.g. lesson hooks, inquiry questions (wonder questions) Develop self-assessment and reflection Foster collaboration and community Provide ongoing, relevant feed back to students Include inquiry (‘voice and choice’) Support background knowledge e.g. Whip Around strategy, lesson hook. Clarify vocabulary e.g. word splash strategy Highlight critical features by providing multiple examples Provide multiple media and formats Offer adjustable levels of challenge through tiered assignments Guide student goal setting and monitoring of progress Optimize access to support tools and technologies flexible opportunities for demonstrating learning TRANSFER/EXTENSION How will student learning be extended into the real world? MATERIALS AND RESOURCES Delete if you have included materials and resources under individual lessons. TEACHER REFLECTION How did it go? What do you need to change and or add to this unit? 4 Inquiry templates are available in your collated files. They can be cut and pasted into this template.
This section should represent a narrative picture of the project’s progress during the reporting period. It should contain enough information to give the average reader a clear understanding of project accomplishments, expected accomplishments for the next reporting period, and major risks or issues that have required escalation. UPDATED PROJECT PLAN Summary Prior Status Green Current Status Green Variance to schedule is within 15% Yellow Variance to schedule is between 16% to 25% Red Variance to schedule exceeds 25% Enter any comments or supporting information to explain changes since the previous report. % COMPLETE Task Name Duration Start Date Finish Date On Schedule
Draft Agenda [Name of Faculty/School] [Programme(s) name] Programme Voice Group Meeting held on [date and time] at [campus] in [room] AGENDA TERM 2 Part 1 – Preliminary Items/Introduction Paper Led By 1.1 Welcome, Introduction, and Apologies Verbal Chair 1.2 Minutes of the Previous Meeting Paper No. Chair Part 2 – Programme Feedback Paper Led By 2.1 Update and Discussion of Outstanding Actions from the Previous Meeting. Paper No. 2.2 Programme Leaders’/DoP Update Staff 2.3 NSS/PTES survey action plans and EE reports (if not discussed in term 1) Staff 2.4 Positive Feedback on the Programme(s) SVL’s/Staff 2.5 Programme Feedback Item could be any feedback that students have raised at the or any feedback that the programme team want to discuss with the students. Details of programme developments and changes should be discussed here. Verbal / SVL’s/Staff 2.5.1 [Topic 1] Part 3 – Quality and Student Information Led By 3.1 To receive updates from (Insert reports from relevant professional and programme related services such as LSS/CCSS/Technical Staff) Paper No. Staff Part 4 – Additional Items Paper Led By 4.1 To note any other business Paper / Verbal Student / Staff 4.2 To note the date of the next meeting Verbal Chair
TEMPLATE - A Degree Program Title: S.No. Name Designation BPS / TTS PhD Degree Status Experience (post qualification in years) No. of Students being Supervised Teaching Load per semester (Cr.Hrs.) Title Area of Specialization University HEC Attested/ Equivalency Ph.D. M.Phil./ MS
The Blending and Braiding Toolkit A: In Phase II, you and your stakeholders answered a set of questions about the design of your program. This worksheet will help you compare your program design to the eligible populations and allowable activities of your potential funding streams. Step 1: Fill in Column A with the answers to the questions. In the example below, based on a homeless services program, the population includes two age ranges and two types of need – at risk and already homeless. They also noted that their population is likely to be lower income and some of the youth would be runaways without families. You may need to insert more rows as you answer the questions. Step 2: Collect information about your funding streams from your fiscal staff, the funder’s documentation sent to your organization, the funder’s website, or by talking to the funder directly. Review the information and start to enter the specific information that tells you what is allowed and not allowed in the context of your program design. Use Column B and C for the first two funding streams. Create a new document using the Template for additional funding streams. EXAMPLE Funding Stream 1 Funding Stream 2 Column A Column B Column C What population do we need to serve? ages 12 – 18 Eligible if parent/guardian is income eligible. Yes, if homeless. Young adults ages 19 – 24 Eligible if the client has children. Yes, if homeless. At risk of losing housing Yes, provided the risk of losing housing is leading to risk related to self-sufficiency, out-of-wedlock pregnancy, or keeping a two-parent family together. Not eligible, must be homeless. Youth and young adults already homeless Yes, provided the risk of losing housing is leading to risk related to self-sufficiency, out-of-wedlock pregnancy, or keeping a two-parent family together. Eligible. In low income families All clients must either make less than $75,000 per year or be in a family making less than $75,000 per year. Income is not a factor. Runaways families are unknown If the runaway is below 19, he/she is not eligible without knowing family income. Runaway status is not a factor.
# of students who scored proficient on the 2nd grade statewide reading assessment 342 332 -10 345 % of students who scored proficient on the 1st grade statewide reading assessment 59% 66% 7 percentage points 71% # of students who scored proficient on the 1st grade statewide reading assessment 276 308 32 329 % of students who scored proficient on the kindergarten statewide reading assessment 82% 87% 5 percentage points 91% # of students who scored proficient on the kindergarten statewide reading assessment 385 410 25 431 Increase student and parent engagement at all grade levels through increased attendance Student attendance rates as a percentage 85% 95% 99% Parent participation at parent/teacher conferences 87% 89% 93% Increase teacher engagement Number of hours of job embedded professional development 20 40 80 Number of subject level multi-grade teacher teams 5 6 10 Number of hours available for mentor teachers to mentor or observe/team teach 30 40 60 % of new teachers (within first 3 years) assigned a mentor / participated in district mentor program 45% 60% 100% [School districts/Charters schools should pick performance measures and benchmarks based on an analysis of their student populations and local priorities in addition to those measures/indicators required in IDAPA 08.02.01.801. The goals and benchmarks listed in the template are for example purposes only. School districts should set their own benchmarks that are aspirational while still based on available resources and local needs. Benchmarks or performance targets set for each performance measure need to be for, at a minimum, the next fiscal year. Unless otherwise indicated benchmarks will be assumed to be for the next fiscal year.] Analyses of Demographic Data Analyses of demographic data from school district. 2016-2017 2017-2018 Male 70% 68% Female 30% 32% White 88% 89% Black/African American 1% 2% Asian 1% 2% Native American 1% 2% Hispanic/Latino 1% 2% Free/Reduced Lunch Program 25% 32% Received Special Education (IEP Students) 8% 7%
Template A Declaration of eligibility to act as a trustee I declare that: I am over age 16 / 18 years *Note 1 I am not an undischarged bankrupt nor have I made a composition or arrangement with, or granted a trust deed for, my creditors which is not yet discharged. I have not previously been removed from trusteeship of a charity by an order made by the High Court or the Charity Commission. I am not subject to an order under Section 7 of the Law Reform (Miscellaneous Provisions) (Scotland) Act 1990, preventing me from being concerned in the management or control of any relevant organisation or body. I am not subject to a disqualification order under the Company Directors’ Disqualification Act 1986 or to an order made under section 429(b) of the Insolvency Act 1986. I have not been convicted of an offence involving deception or dishonesty (unless the conviction is spent). I am, in the light of the above, not disqualified by the Charities Act 1993 (section 72) from acting as a charity trustee. I am not subject to a disqualification order under the Criminal Justice and Court Services Act 2000 *Note 2 I am not disqualified under the Protection of Vulnerable Adults List *Note 3 I undertake to fulfil my responsibilities and duties as a trustee of [name of organisation] in good faith and in accordance with the law and within [name of organisation]’s purpose, objectives and mission. I do not have any financial or personal interests in conflict with those of [name of organisation] (either in person or through family or business connections) except those which I have formally notified in a conflict of interest statement. I will specifically notify any such interest at any meeting where trustees are required to make a decision which affects my personal interests, and I will absent myself entirely from any decision on the matter and not vote on it. Signed: (Name of trustee) Date: Note 1: A person under 18 cannot be trustee of a charitable trust or a charitable unincorporated association. A director of a charitable company can be under 18, but must be over 16 years of age. Note 2: Relevant to charities working with children. Note 3: Relevant to charities working with vulnerable adults. When appointing a new trustee consider scrutinising official registers of disqualified persons such as: The Individual Insolvency Register Register of disqualified Directors (kept at Companies House) Register of persons removed as a charity trustee by the Charity Commission or High Court Order (kept by Charity Commission)