zilongwang/ReadingBank huggingface dataset:
N. SPECIAL AND PROVISIONS – Schoolwide Programs OMB Compliance Requirements The specific requirements for Special Tests and Provisions are unique to each Federal program and are found in the statutes, regulations, and the provisions of contract or grant agreements pertaining to the program. For programs listed in this Supplement, the compliance requirements, audit objectives, and suggested audit procedures for Special Tests and Provisions are in Part 4, “Agency Program Requirements.” or Part 5. “Clusters of Programs.” For programs not included in this Supplement, the auditor must review the program’s contract and grant agreements and referenced statutes and regulations to identify the compliance requirements and develop the audit objectives and audit procedures for Special Tests and Provisions which could have a direct and material effect on a major program. The auditor should also inquire of the non-Federal entity to help identify and understand any Special Tests and Provisions. Additionally, both for programs included and not included in this Supplement, the auditor must identify any additional compliance requirements which are not based in statute or regulation (e.g., were agreed to as part of audit resolution of prior audit findings) which could be material to a major program. Reasonable procedures to identify such compliance requirements would be inquiry of non-Federal entity management and review of the contract and grant agreements pertaining to the program. Any such requirements which may have a direct and material effect on compliance with the requirements of that major program shall be included in the audit. (Source: 2017 OMB Compliance Supplement 3.2) Part 4 OMB Program Specific Requirements US Department of Education Crosscutting Information can be found at this . (Source: 2017 OMB Compliance Supplement Part 4, Department of Education Crosscutting Procedures) Additional Program Specific Information Note: If the population of a school that operates a schoolwide program drops below the required eligibility threshold in any subsequent year, the school may continue to operate as a schoolwide program (as long as it maintains Title I eligibility). (Source: - page 32, question #1)
Lectures: ? ? Define supervision and contact Other teacher managed learning: ? ? Define supervision and contact Student managed learning: ? ? TOTAL 300/450 /600 9. Module Assessment see guidance notes Method see guidance notes Learning Outcomes % Weighting & Fine Grade (FG) or pass/fail (PF) Qualifying Mark see guidance notes Length/duration and other comments Report or other agreed mode of assessment equivalent to word limit ? FG – 100% 30% Compensation does not apply In order to pass this module, students are required to achieve an overall mark of 40%. In addition, students are required to: (a) achieve the qualifying mark for each element of fine graded assessment as specified above (b) pass any pass/fail elements 10. Subject: see guidance notes
III. SKILLS LAB GUIDELINES A. There shall be no eating or smoking in the labs during student use, demonstration or return demonstration. B. Access to the doorway in the labs will be evident at all times. Furniture will not be placed to obstruct the exits. C. All doors and cabinets shall remain closed when not in actual use. D. The skills lab will not be used as a health center for ill students, staff, or faculty. E. Children or unauthorized personnel are not allowed in the labs at any time. Injury to unauthorized personnel in the lab will not be considered the responsibility of Southeastern Louisiana University or the School of Nursing. F. All students shall practice proper hand washing technique while utilizing skills lab. G. Gloves are worn by students and faculty during any contact with body fluids. Gloves are utilized for practice and demonstration of skills. Gloves are utilized for personnel using harsh disinfectants to clean the lab. The School of Nursing will provide sterile and non-sterile gloves for faculty and students. (Refer to Exposure Control Plan, Section D for more specific information). Avoid using petroleum-based hand creams. These can interfere with glove integrity. H. The labs (skills and computer) are not to be used as a social area. I. Students should report any misconduct occurring in the skills or computer laboratories and may be held responsible if not reported. IV. SKILLS LAB SAFETY A. MEDICATION/FLUID ADMINISTRATION SAFETY Students will be instructed to practice and return demonstrate only those skills for which they have had prior instruction and gained familiarity with content and proper procedure. Students are expected to come to the laboratory prepared according to the prior instruction on the procedure. Students should at all times practice safe techniques while learning in the skills and computer labs. Standard precautions should be followed at all times (Refer to Exposure Control Plan, Section D).
Magnesium sulphate for neuroprotection in pre-term birth (Joint project with Neonatology) Obstetrics/Midwifery Emma Treloar/Karen Luyt Regional project managed by West of England Academic Health Science Network 3 Q2
Caesarean Section – Decision to Delivery times (NICE CG132) (Joint project with Obs and Gynae Anaesthesia) Obstetrics/Midwifery Emma Treloar/Stephen Kinsella External accreditation/regulation (CNST Maternity Standard 3.2.6) 2 Q1
Non Division Specific Title Sub-Specialty Lead Rationale Priority Q Start Blood Transfusion All Tom Latham Transfusion Group Priority 2 Q2 Audit of suspected VTE management All areas/specialties Amanda Clark Commissioning requirement to Quality Schedule) 1 Q2 Audit of patient transfer All areas/specialties Anne Reader Commissioning requirement (Links to Quality Schedule) 1 Q2 Sepsis All Jeremy Bewley Commissioning requirement (CQUIN) 1 Q2 Audit of patient discharge All areas/specialties Anne Reader Commissioning requirement (Links to Quality Schedule) Link to Board Assurance Framework/Corporate Objectives 1 Q2 Medical Records All areas/specialties Jane Luker External accreditation/regulation (links to CQC Outcome work) 1 Q2 Nursing documentation All areas/specialties Helen Morgan External accreditation/regulation (links to CQC Outcome work) 1 Q2
Identify whether any entered service requires a medical necessity review (separate from a pre-auth). This includes Unlisted Procedures. N.A. All services that are reviewed for medical necessity require a Identify any professional restrictions related to delivering the service, e.g. type of provider, site of care, etc. Site of service restrictions are not clearly stated on the pre-auth list. For some services, e.g. J1566, a site of care authorization is required but this is not indicated on the pre-auth list. For some services, e.g. the service itself doesn’t need a but a site of care authorization is required. See website #7b comment Identify whether Medication needs to be obtained from a Specialty Pharmacy. If so, get the contact information of the specialty pharmacy NA SCH buys and bills all of their medications for UHC-CP patients Identify if/what supporting documentation that needs to be sent with a review request, including documentation for Unlisted Procedures Supporting documentation requirements are not identified on the site. Identify clinical criteria Met Medical Policies are difficult to find unless you are an experienced user. (They are under Tools and Resources rather than Clinician Resources)
into the EHR, and/or take a screen shot of the authorization information. 4. If not auto-approved, put the case number into the EHR. Upload or fax supporting documentation. (However may still get a call from UHC reviewing nurse asking for clinicals) To upload: Click the Prior Authorization and Notification tile that lead to a Welcome screen, click the "start here", enter the tax id and MD info, then enter the reference #, go down to "result" select the link to attach clinicals. Allow for submission of form electronically or faxed with supporting documentation Met Can cut and paste into the clinical notes section of the form. However, UHC doesn’t seem to review these notes as the review nurse asks for the same information that was provided in the notes Also clinical documentation can be electronically uploaded. See website #8g-h comment. Provide acknowledgement of receipt of the review request Met Either and authorization number (if auto-approved) or a case number Able to print the completed request form and/or review online the information submitted on the request. Met Perform review for ALL submitted services that are valid per the BPR, not just those requiring a -- including Unlisted Procedures, except for those listed on health plan website. Met Perform review without a provider signature on the request Met
Mon. Nov. 9 Thu. Nov. 12 Europe After Versailles Wilson’s Fourteen Points Grayzel, The First World War, pp. 128-49. Culture and Crisis of the 1920s and 1930s ESSAY 2 DUE; Dada Poetry (selections) FILM: Metropolis (1927) Mon. Nov. 16 Thu. Nov. 19 The Rise of Fascism and Nazism: Italy and Germany Benito Mussolini, “What is Fascism?” (online) Adolf Hitler, Mein Kampf (excerpts) FILM: Triumph of the Will (1934) World War II FIRST DRAFT DUE; Hannah Arendt, Eichmann in Jerusalem (excerpts) Mon. Nov. 23 Thu. Nov. 26 Genocide and Memory Primo Levi, Survival in Auschwitz (excerpts) Hanna Levy-Hass, Diary of Bergen-Belsen (excerpts) THANKSGIVING BREAK; NO CLASS Unit 6 Mon. Nov. 30 Thu. Dec. 3 Postwar Europe Decolonization Samuel Selvon, The Lonely Londoners (entire book) The Cold War in Europe Béla Lipták, Birth of MEFESZ (excerpts) Mon. Dec. 7 Thu. Dec. 10 The Fall of Communism Timothy Garton Ash, The Lantern, pp. 131-67. FILM: Good-bye, Lenin! (2003) The European Union: Promise and Problems LONG PAPER DUE; Peter Hervik, “The End of Tolerance,” from The Annoying Difference: The Emergence of Danish Neonationalism, Neoracism and Populism in the Post-1989 World, pp. 73-90. FINAL EXAM: TBD
Valdosta Greeting Service welcomes newcomers to the area, assisting with relocation, orientation to the community, informs them of benefits of the community, promotes business and agencies, provides resources and encourages newcomers to become a part of the community. Potential Candidates Aggressive efforts are made to follow up with potential applicants via letters and/or emails, offering tours of schools and responding to any questions. Emails and/or letters are sent to each candidate after each Job Fair thanking them for their interest in VCS and encouraging them to complete an online employment application. College & University Liaisons Recruitment team members continue to develop close relationships with career services at colleges/universities, particularly Historically Black Colleges and Universities (HBCUs). Human Resources will directly contact HBCUs and other colleges/universities to request minority applicant referrals for all available vacancies. Human Resources will individually contact HBCUs and other colleges/universities for positions in content areas that are difficult to fill. Vacancy Announcements District Website ~ All vacancy announcements are posted on the VCS website under the tab “Employment Opportunities.” The website is updated as vacancies are announced. The district purchased two Chrome Books (Front Lobby) to assist those applicants who might not have access to a computer. Job Announcements ~ The faculty and staff are sent a copy of Job Announcements via email. With Job Announcements being sent to all faculty and staff, employees have an opportunity for transfers and promotions. Websites & Locations ~ Job announcements are posted on . which is the official recruiting web site for educators in Georgia. It is designed to facilitate the hiring process in Georgia’s K-12 public schools. TeachGeorgia also contains information about upcoming job fairs, information sessions about teaching profession, and links to the important resources. Job Announcements are also sent to Coastal Plains Regional Educational Service Agency (CPRESA), the Georgia Department of Labor, Valdosta State University, Wire Grass Georgia Technical College, and Moody Air Force Base for their job boards and/or online job banks. Vacancy notices are also sent to our neighboring schools, to all colleges and universities that sponsor recruitment fairs attended by the recruitment team, all HBCUs in Georgia, Alabama, Florida, and to the National Association for Equal Opportunity in Higher Education (NAFEO).
Influence the student experience at national level. By supporting students to engage in educational policy at a national Encourage student participation at national student events. Ensure opportunities for student participation at national events such as NUS conferences etc is shared with students where appropriate. Ensure the university supports students to take part in national events such as time away from study etc. A measure of student numbers involved and participating at a national level. Encourage students to take on at a national level. Ensure recruitment opportunities, such as sparqs Associate Trainers, QAA and Education Scotland Reviewers, are shared with students. Support students to become members of national committees or contributors at national academic conferences etc. * students’ associations comprise: Inverness College Students’ Association, Perth College Students’ Association and SMO students’ association. References to HISA include local students’ associations.
about getting vaccinated. If visiting Uganda with children, it is especially important to make sure they are up-to-date on their routine polio vaccinations. Typhoid You can get typhoid through contaminated food or in Uganda. CDC recommends this vaccine for most travelers, especially if you are staying with friends or relatives, visiting smaller cities or rural areas, or if you are an adventurous eater. Yellow Fever Health recommendation: Yellow fever is a risk in Uganda, so CDC recommends this vaccine for all travelers who are 9 months of age or older. Country entry requirement: The government of Uganda also requires proof of
In paragraph 3 of this section, it says that the French “misread their colonial subjects” and that the Vietnamese “spurned slavery.” Using context clues, what do these words mean? What do these particular words help the reader understand about the relationship between the Vietnamese and the French? The author titled this section “Everything to Ruin.” What does the word tend mean in this context? Why did the author of this article choose this subtitle for this section? What is “ruined”? Who is the “ruining”? CHALLENGE: What to be the author’s perspective toward the Vietnamese people? What specific words or phrases in this section led you to infer that perspective? Summary: The main idea of this section of the text is… Directions: Please respond to the following text dependent questions in your notebook. Please read the question closely and respond appropriately. Use critical thinking skills, academic language, and sentence starters. Cite evidence when necessary. Check your spelling and grammar. Section 3 – “Life, Liberty, and Ho Chi Minh In paragraph 1 of this section, it says, “The time was ripe.... In the tumult of World War II, the Japanese had swept through most of Southeast Asia, replacing the French in Vietnam with their own colonial
Markus Guerrero, Kelsey Montgomery and Dr. Ronald Coleman – Biological Sciences The tradeoff between egg size and egg number in Tomocichla tuba Carmina Gutierrez, Dr. Diana Mitchell and Dr. Deborah Stenkamp The effects of thyroid hormone on expression of the tandemly duplicated red-sensitive genes in Zebrafish retina. Jasmine Hamilton, Barbara Peckarsky, Kara Cromwell and Dr. Ronald Coleman – Biological Sciences Multiple stressors: The effects of parasitism and long-term metal exposure on mayfly behavior and survival Alyssa Harmon, Connor Lambert, Brian Keane, Nancy Solomon and Dr. Ronald Coleman Biological Sciences ER-alpha and prosocial behavior of prairie voles (microtus ochrogaster) Sierra Harris and Dr. Ronald Coleman – Biological Sciences Efforts in 3D scanning of a fish skull Heckendorf and Dr. Ronald Coleman – Biological Sciences Father convict Cichlids bite intruders more often in hot temperatures Kim Anh Hoang and Dr. Benjamin Gherman – Chemistry Steric effects in the computational modeling of cyclization reactions of dieneynones Jennifer Jacobson and Dr. Datel - Geography Public mental health facilities in Sacramento, CA David Klapheck and Dr. Michael VanValkenburgh – Mathematics and Statistics The length spectrum of the sub-riemannian Sal Landeros and Dr. Thomas Krabacher – Geography Susceptibility/suitability model of red sesbania (Sesbania punicea) at the Cosumnes River preserve Stephanie and Dr. Ronald Coleman – Biological Sciences Selection of spawning location by convict cichild fish Haley Marez, Alejandra Franco, David Sherman and Dr. Jennifer Lundmark – Biological Sciences Calculus readiness proficiency quizzes: Analyzing the effects on student testing Zulfiyah Mahmood, Kristina Ghenta, Harjinder Sidhu and Dr. Kimberley Mulligan – Biological Sciences Establishing Drosophila melanogaster as a model organism to screen environmental chemicals that confer risk to autism in genetically susceptible individuals Adam O'Neal, Jonah Eugene Munoz, Dr. Thomas Peavy and Dr. Roslyn Isseroff Biological Sciences Fishing for mesenchymal stem cells in a sea of mouse wound tissue
V-27 ALUMINIUM AND ALUMINIUM ALLOY PRODUCTS incl. ALUMINIUM PROFILES 7604, 7605, 7608 - 7611, 7614 - 7616 V-28 HANDS TOOLS AND SIMILAR PRODUCTS incl. SREW DRIVER, TESTER, HYDRAULIC JACK BOTTLE etc. 8201 - 8211, (Excl. 8207.20) V-29 PRESSURE COOKERS 7323.91, 7323.92, 7323.93, 9323.94, 7615.19 V-30 CEMENT ASBESTOS, LIMESTONE AND GYPSUM 2523, 2524, 6809, 6810, 6811 V-31 CURTAIN RAILINGS AND ACCESSORIES 7307 V-34 GLASS PRODUCTS USED FOR ARCHITECTURAL PURPOSES 7016 V-35 MEASURING DEVICES incl. SCALES, TAPES, VERNIER CALIPERS, WEIGHING SCALES etc. 8423, 9017 V-36 WIRES, RODS, TUBES, ELECTRODES ETC USED FOR SOLDERING, BRAZING, WELDING APPLICATIONS ETC 8311 GROUP VII – TEXTILE, LEATHER, PLASTIC AND RUBBER GROUP VIII – FURNITURE (WOOD & METAL ARTICLES) Pr. No. Item HS Codes VIII-01 DOMESTIC, SCHOOL AND OFFICE FURNITURE (WOOD, IRON, ALUMINIUM AND ARTICLES THEREOF) 3925, 4418.10, 4418.20, 7308.30, 7610.10, 8302, 8303, 8304, 9401, 9403 VIII-06 FURNITURE OF MATERIALS LIKE CANE, BAMBOO OR SIMILAR MATERIALS Incl. BASKETWARE 46, 9401.50 VIII-07 SHEETS/ STRIPS/ PANELS FOR VENEERING, PARTICLE/ FIBRE BOARDS, LAMINATED/ DENSIFIED WOOD AND SIMILAR 4408, 4409, 4410, 4411, 4412, 4413, 4418, 6808
UHMG Family Planning Campaigns Table 2: Percent exposed to UHMG Family Planning Brands in past 12 months Background characteristics Yes Respondents, N Overall 70.4 4,132 Sex Male 71.5 2,000 Female 69.3 2,132 Agegroup 15-24 69.7 1,309 25-34 75.6 1,478 35-44 65.1 909 45-54 66.0 430 Region Central 79.5 893 Western 64.3 1,464 Eastern 73.1 598 Northern 69.6 1,177 Residence 82.6 1,007 Rural 66.4 3,125 Education None 56.7 305 Primary 66.5 2,305 Secondary 78.3 1,198 Cert/Dipl/Univ 82.5 302 Wealth Quintile Lowest 59.1 909 Second 68.0 782 Middle 73.1 1,086 Fourth 73.6 530 Highest 79.4 825 Effect of exposure to Family planning messages on key behavioral outcomes
Effect of exposure to the of day one campaign on key behavioural outcomes Dosage Effect due exposure to the Power of Day One messages Table 8: Association between exposure to the power of day one messages by key outcomes among respondents from Apac and Kumi districts of day one All Respondents Male Female Treated family member in 24 hours after onset of fever Unexposed Referent Referent Referent Exposed 2.39 (1.31, 4.37) 2.57 (1.23, 5.40) 2.99 (0.83, 10.72) Knowledge of 2 or more remedies to against malaria Unexposed Referent Referent Referent Exposed 2.32 (1.58, 3.40) 2.68 (1.46, 4.90) 2.67 (1.50, 4.76) Knowledge that other diseases other than malaria cause fever Unexposed Referent Referent Referent Exposed 0.99 (0.68, 1.44) 0.98 (0.56, 1.71) 1.24 (0.72, 2.15) Stays in a household that owns atleast one mosquito net Unexposed Referent Referent Referent Exposed 2.25 (1.32, 3.82) 7.80 (3.22, 18.92) 0.84 (0.34, 2.06) Respondent slept under a mosquito net the previous night Unexposed Referent Referent Referent Exposed 0.85 (0.44, 1.64) 1.69 (0.72, 3.98) 0.15 (0.03, 0.81)
SIGNED: DATE: Entry Bond: $__________________ PAID Late Entry Fee: $___________________ PAID TO PAY Current Club Memberships Sighted: YES NO
STUDY INFORMATION: Institutional Review (IRB)# Full of Study: PI Contact Information Last Name, First Name/Degrees: Office #: Cell/pager #: E-Mail Address: PI has privileges to perform the study yes no PI Department/Division/Specialty List Co-PI and Sub investigators Last Name, First Name/Degrees: Study Coordinator Contact Information Last Name, First Name: Office #: #: E-Mail Address: Finance Contact (ex. ORA analyst) Last Name, First Name: Office #: E-Mail Address: STUDY DETAILS Study Type/Study Design (select all that apply) Drug Device Diagnostic Biologic Chart review Epidemiologic Retrospective chart review Observational Registry Creating database Therapeutic Prospective Blind Double blind Placebo controlled other: Stratification Randomized Not randomized Phase of the Study 0 1 2 3 4
Settings Mass Spectrometer Control Unit The current settings on the mass spectrometer control unit are listed below. These values can be measured by pulling out the front panel of the control unit and measuring the voltages on the appropriate pins. The legend for the pins is written on the bottom of the control unit. Resolution 5.24 -15V/GND -15.0 V +15V/GND +15.0 V VIE/GND 15 V Focus/GND -17.2 V -VEE/+VEE 70 V Filament protection On HV -16.9 V ( ??1.69 kV) Appendix D Parameters for MS (working mode). Details can be in MS manual Description Parameter Set Low Depends on your need!!! Multiplier On Sensitivity Medium High Ions × Comp Analog × Dynode on Countering 0.01 TEST 0.1 × Ion polarity Standby Pos 1 HV Adj 3.2 Scope 1 Pole DC On
O/R N/A On Fil × Off Emission 10 Temperature Controller Heater 50 Threshold voltage 500 N/A Int × Ext HAC Controller (For XPS control) 500V Ext Trig 5000V × Rep × Meter range Kinetic Energy Scan Up × Rate 1 Scan Down Excitation A1
Multiplier supply 280 Reset Mode Control Single Scan × FAT 50eV × Remote Electrons × Ions OrTeC Detector ( Yellow box under the XPS controller, used for optimization of sample position) Range 3×104 UNI × Time constant 0.03 BI Zero Suppression 0 Coarse gain 20 INT × Windows POS × NEG Ion Gun Controller Beam Voltage 41 Voltage 0-3.2
Ext HAC Controller (For XPS control) 500V Ext Trig 5000V × Rep × Meter range Kinetic Energy Scan Up × Rate 1 Scan Down Excitation A1 Multiplier supply 280 Reset Mode Control Single Scan × FAT 50eV Local × Remote Electrons × Ions OrTeC Detector ( Yellow box under the XPS controller, used for optimization of sample position) Range 3×104 UNI × Time constant 0.03 BI
-If computer recognizes the card normally, you can see the sign of the window as follows. The following figure shows the correct parameters for setting up a working PCL812 card for the current UTI MS computer. Then click the test button and you can see the following windows. In the “Analogue input” tap, you can see the voltage input of all the channels. Give a known voltage using a battery or a power supply, than you can check the voltage reading in that channel. Click the “Analogue output” tap, then you can apply the voltage to output channel 0 and output channel 1. 3) Copy the TPD program and RGA program file to the desktop 4) Copy the MassCalibration.txt to c:/ folder. For the current UTI MS computer, a Labview version of MS and TPD program is installed. To reinstall the software, install “LVRunTimeEng.exe” and “Install” files included in the installation files folder, then copy “UTI Mass Spectrometer” folder to the directory C:/Program Files. 3. The way going back to the former computer At the back panel of mass spectrometer controller, there is a D-connector (50 pin) port which was written as “AUX”. Take out the current cable and put the old connecter back. (It is easy to find. Old cable is connected to the Keithley Series 500 terminal) Ⅱ. TPD program 1. Click a TPD program icon.
Kesinlikle katılmıyorum/ Tamamen katılıyorum Bilmiyorum I think most people have a positive opinion about the tourist destination Çoğu insanın turistik yer hakkında olumlu bir sahip olduğunu düşünüyorum 1 2 3 4 5 The at the tourist destination was friendly towards the guests Turist merkezindeki personel konuklara güler yüzlü 1 2 3 4 5 The tourist destination had a unique image Turistik destinasyonun benzersiz bir görüntüsü vardı 1 2 3 4 5 I think the tourist destination is popular Bence turistik yer popüler 1 2 3 4 5 The tourist destination respects the natural environment Turistik bölge, doğal çevreye saygılı 1 2 3 4 5 13. are listed some elements that you might consider when you choose a tourist destination. Please indicate how important is each of these elements to you when you chose any tourist destination in general (rate them on a scale 1-completely unimportant to 5- very important) Aşağıda,turizm bölgesi seçerken göz önünde bulundurulan bazı unsurlar listelenmiştir. Genelde bir turizm bölgesi seçerken her bir unsurun sizin için önemini lütfen belirtin. (1- Tamamen önemsiz’den ve 5- tamamen aynı fikirde’ye kadar derecelendirin.) ELEMENTS OF TOURIST DESTINATION Turızm bölgesi unsurları HOW IMPORTANT IS THIS ELEMENT Bu unsurun
If activities were not conducted, probe for what is being done to strengthen nutrition behaviour change communication and social mobilisation. Additional comments on nutrition behavior change communication and social mobilisation: LLG Monitoring and Support Supervision Summary Reporting Template LLG Core departments represented Date Administered by (Name/Position/Institution) Focus Area Strengths Challenges Proposed Actions/ Time Frame for Response/ Improvement Person Responsible for Follow-up Action NCC Composition Technical Guidance Coordination and Partnership with Nutrition Stakeholders Planning, Budgeting, and Resource Mobilisation Monitoring and Reporting
• they burn or irritate accept ‘they can damage your skin or eyes’ ‘‘in case it touches your skin’ is insufficient it is harmful or poisonous’ is insufficient ‘it can kill you’ is insufficient ‘wear gloves’ is insufficient do not accept ‘it is flammable’ 1 (L4) (c) (i) • time, in days accept ‘time’ accept ‘days’ do not accept ‘hours’ or ‘minutes’ 1 (L4) (ii) it goes down or decreases accept ‘it becomes acidic’ ‘it goes red’ is insufficient accept ‘it goes from 6.5 to 2.5’ accept ‘the acid gets stronger’ ‘it goes sour’ is insufficient if the label for X is incorrect in part (ci), do not penalise again in part (cii) 1 (L4) [5] M2. (a) (i) 7 do not accept ‘neutral’ 1 (L3) (ii) it was neutral if more than one box is ticked, no mark consequential marking applies accept ‘it was acidic’ if the answer to part (i) was less than 7 accept ‘it was alkaline’ if the answer to part (i) was greater than 7 and up to 14 1 (L4)
for rescue operations, rangers, supervisors of the ecological wellbeing of the territory, etc.). A Course to teach how to teach. Candidates for such a course should be chosen only among the young people of the valleys speaking Wakhi and having already a real mountaineering experience. Pretty soon this first group of well trained instructors could be asked by the Aga Khan Organization to go regularly to the Wakhan area, in order to help train local candidates. This would be the way to make sure that the initiative has a long-term sustainable future. Another important in favour of this suggestion is that both the trainers and the trainees speak the same language, belong to the same faith and have the same cultural background. Obviously, this new group of instructors may display the acquired know-how also within Pakistan, organizing courses of various level for youngsters living in other valleys or mountaineering fans coming from the flatland and from big cities, or leading trekking groups in their valleys and glaciers. In the presence of such a group of well trained mountaineers it will be easier to obtain by the Pakistani authorities concerned efficient measures to stop Nepalese Sherpas (who, by the way, are paid a much higher salary by the foreign agencies than the one asked for by the Pakistani high altitude porters) to worm their way into the country. Moreover once the service offered will be of similar or equal quality, there would be no reason for the foreign organizations to pay a higher price for the qualified but illegal staff from Nepal. The Course for future instructors should be restricted to 20 trainees having Wakhi as mother language and some real knowledge of mountaineering. They should also own at least part of the necessary equipment required at high altitude. We would be in favour of accepting some two girls among the trainees (in Shimshal there is already a small but strong-minded group of girls practicing mountaineering).
BUDGET Gross currency exchange: 1 Euro = 120 Pakistani Rupies Flight tickets for 8 persons (6 instructors and 2 members of Asian Desk) € 7.500 Excess luggage (200 kg) “ 1.000 Collective mountaineering equipment (dynamic and static ropes, bolts and ice screws, stretcher, etc. (not including material and equipment for trainees, if needed) “ 2.000 Kit for simultaneous translation “ 2.000 Office and preliminary expenses “ 1.500 Copies of lessons, teaching material on paper, certificates “ 1.500 Cook and camp assistant (for 6 days) “ 150 Porters from Pasu to base camp and return “ 1.000 Overland transport from Islamabad to Spillway and return “ 1.250 Boat for crossing lake and return “ 120 Local transportation (Pasu etc.) (to be charged to AKRSP) Hotels on the way and food for 8 instructors € 4.150 Food during Course (instructors and trainees) “ 2.500 Renting of camping area at Pasu (for trainees) “ 40 Hotel accommodation for instructors at Pasu (9days) “ 100 Food for base camp € 1.670 Expenses for a courtesy interpreter (all inclusive) “ 420 Minimum per diem for trainees “ 1.250
WP Nr WP title WP month WP end month WP budget 3 Communication Automatic from activities Automatic from activities Automatic Partners’ involvement WP responsible partner involved partners Summary [1500 characters] Describe your communication strategy and the way it will contribute to achieving the project’s objectives. Please describe clearly your communication objectives for each of the identified target groups, together with the relevant communication activities. Communication Objective What can communication do to the project objectives? Target groups Who do you need to reach? [500 characters] [500 characters] Activities and deliverables A 1.1 Start-up activity Activity description and partners involved [500 characters] Start month (MM.YYYY) End month (MM.YYYY) D 1.1.1 Deliverable Target value Delivery month (MM.YYYY) A.1.2 Publications Activity description and partners involved [500 characters] Start month (MM.YYYY) End month (MM.YYYY) D 1.2.1 Deliverable Target value Delivery month (MM.YYYY) A 1.3 Digital activity Activity description and partners involved [500 characters] Start month (MM.YYYY) End (MM.YYYY) D 1.3.1 Deliverable Target value Delivery month (MM.YYYY) A 1.4 Public events Activity description and partners involved [500 characters] Start Month (MM.YYYY) End (MM.YYYY) D 1.4.1 Deliverable Target value Delivery Month (MM.YYYY) A 1.5 Promotional material Activity description and partners involved [500 characters] Start Month (MM.YYYY) End Month (MM.YYYY) D 1.5.1 Deliverable Target value Delivery Month
(MM.YYYY) A 1.6 Relations Activity Description and partners involved [500 characters] Start Month (MM.YYYY) End (MM.YYYY) D 1.6.1 Deliverable Target Value Delivery (MM.YYYY) A 1.7 Final dissemination activity (mandatory) Activity description and partners involved [500 characters] Start month (MM.YYYY) End month (MM.YYYY) D 1.7.1 Deliverable Target value Delivery (MM.YYYY) A 1.N Other type of Activity foreseen (max. 3) Activity description and partners involved [500 characters] Start Date (MM.YYYY) End Date (MM.YYYY) D 1.N.N Deliverable Target Delivery month (MM.YYYY)
E. Project budget section Section automatically generated from the Work Plan Budget - breakdown per funding sources and partners Partner ERDF co-financing Contribution Total EUR ERDF rate Public Private Total Budget % of project budget PP1 PP2 … PPn Total Overview per partner / per period Partner 2015 2016 2017 2018 … 2024 Total PP1 PP2 … PPn Total Overview per partner / per work package Partner WP1 WP2 WP3 WP4 … WPn Total PP1 PP2 … PPn Total Overview per Work Package / per Period
----------------- UIC-H5-P1-FLAG ----------------- IF THE TEST IS INCONCLUSIVE, THIS DATA ITEM WILL INDICATE WHETHER THE RESULT WAS DUE TO TEST PRESSURE. ----------------- UIC-H5-SUB1 ----------------- INDICATES WHAT SUB PARAGRAPH PRINTS ON THE LETTER WHEN UIC-H5-P1-FLAG IS SELECTED. VALID VALUES ARE 1 THRU 5. II.51 ------------------- UIC-H5-P2-FLAG ------------------- IF THE TEST IS INCONCLUSIVE, THIS DATA ITEM WILL INDICATE WHETHER THE RESULT WAS DUE TO A 200 PSI DIFFERENTIAL. ----------------- UIC-H5-SUB2 ----------------- INDICATES WHAT SUB PARAGRAPH PRINTS ON THE LETTER WHEN UIC-H5-P2-FLAG IS SELECTED. VALUES ARE 1 THRU 5.
----------------- UIC-H5-SUB6 ----------------- INDICATES WHAT SUB PARAGRAPH PRINTS ON THE LETTER WHEN UIC-H5-P6-FLAG IS SELECTED. VALUES ARE 1 THRU 5. --------------- UIC-H5-P7-FLAG --------------- IF THE TEST IS INCONCLUSIVE, THIS DATA ITEM WILL INDICATE PRESSURE RECORDER MUST NOT EXCEED 24 HOURS. ----------------- UIC-H5-SUB7 ----------------- INDICATES WHAT SUB PARAGRAPH PRINTS ON THE LETTER WHEN UIC-H5-P7-FLAG IS SELECTED. VALID VALUES ARE 1 THRU 5. ----------- UIC-H5-P8-FLAG ----------- IF THE TEST IS INCONCLUSIVE, THIS DATA ITEM WILL INDICATE THAT PRESSURE ANOMALIES ON THE CIRCULAR PRESSURE RECORDING CHART WERE NOT EXPLAINED. ----------------- UIC-H5-SUB8 ----------------- INDICATES WHAT SUB PARAGRAPH PRINTS ON THE LETTER WHEN UIC-H5-P8-FLAG IS SELECTED. VALID VALUES ARE 1 THRU 5. II.53 ----------- UIC-H5-P9-FLAG ----------- IF THE TEST IS INCONCLUSIVE, THIS DATA ITEM WILL INDICATE WHETHER THE ORIGINAL PRESSURE RECORDING CHART WAS FILED FOR ANY TEST NOT WITNESSED BY A RRC REPRESENTATIVE. ----------------- UIC-H5-SUB9 ----------------- INDICATES WHAT SUB PARAGRAPH PRINTS ON THE LETTER WHEN UIC-H5-P9-FLAG IS SELECTED. VALID VALUES ARE 1 THRU 5.
1. Introduction Across the US and other developed countries, universities have been fundamental to regional economic vitality. For example, Stanford, UC Berkeley and UC San Francisco have been playing a key role in driving the economic prosperity of the Bay Area (including Silicon Valley). Likewise, MIT, Harvard, Tufts and the Boston area’s other universities have been significantly contributing to that region’s economic vibrancy. This awareness of the relationship between universities and economies has motivated universities (and their jurisdictional governments) to augment university programs and resources that drive the commercialization of university-developed technologies. These programs and resources encompass: applied research, entrepreneurship education, technology transfer, idea incubators, startup accelerators, new venture competitions, mentor networks, industry collaborations, and venture capital resources. These programs and resources, in aggregate, are referred to as a university innovation ecosystem (UIE). This paper develops strategies for creating robust UIEs by, (1) analyzing several UIEs; (2) identifying correlations among top ecosystems, (3) positing how those correlations maximize ecosystem performance, and (4) describing a strategic framework for segmenting university ecosystems. 2. Analysis In July 2015, Forbes published a ranking titled, Startup Schools: America’s Most Entrepreneurial Universities: . The author is familiar with the UIEs at dozens of campuses including many of those in the top 50 of the Forbes list. While UIEs can be characterized by many attributes, the top UIEs share two key characteristics. First, the top ecosystems have strong pools of innovative and entrepreneurial students, faculty and staff. Second, the leading ecosystems have relatively decentralized entrepreneurship-related activities, not top-down centralized control of activities. While the importance of human talent is obvious, the benefits of a decentralized UIE are not to most people—especially because decentralization has tradeoffs (such as cost inefficiencies due to overlapping programs, and confusion for people trying to leverage UIEs). Therefore, a methodical analysis was conducted of a variety of UIEs in order to assess the observations about organizational structure as well as talent. Organization: To quantify the extent to which a particular UIE has centralized or decentralized activities, web searches of that ecosystem’s university were conducted using words such as “entrepreneurship” and “startups”. If a university’s search results reveal a plethora of autonomous programs and resources, then the university’s ecosystem is characterized as decentralized.
Affected Generator Wind Farm Region MW Semi-Scheduled from AGL Hydro Bluff SA 53 5 July 2011 Hallett 1 SA 95 9 April 2009 Hallett 2 SA 71 11 May 2009 North Brown Hill SA 132 19 July 2010 Oaklands Hill VIC 63 5 August 2011 EA Waterloo SA 111 20 August 2010 Infigen Lake Bonney 2 SA 159 9 September 2010 Lake Bonney 3 SA 39 2 July 2010 Woodlawn NSW 48 3 May 2011 Pacific Hydro Clements Gap SA 57 17 April 2009 Trustpower Snowtown SA 99 26 July 2010
KEYS TO THE UNIT: There shouldn’t be any new concepts during these two weeks. So try to take advantage of the five-minute correction session to review not only the day’s questions but the concepts behind it and particular skills your students have worked on over the last ten weeks or so. LITERATURE: This unit contains example selections from the I Am a Genius of Unspeakable Evil and I Want to Be Your Class President by Josh Lieb. In your own words… What is proofreading? Reading a text to look for grammatical errors and marking errors for correction. What is a homophone? A word that sounds the same as another word but has a different pronunciation and meaning. Choose the correct homophone: When you want to talk about something they own: (their / they’re) Can I come (to / too / two) the store with you? Identify the gerunds and infinitives in the following sentences from I Am a Genius of Unspeakable Evil and I Want to Be Your Class President by Josh Lieb:
I sit on the toilet and Milk Duds until the bell rings. I have some more heavy thinking to do. I’ll tell Sheldrake to gas up the blimp. After my more spineless classmates finished nominating each other for the more meaningless offices, we got to the meat of the issue: nominations for class president. Naturally, five people nearly got into a fistfight in their eagerness to nominate Jack Chapman. In the correction session, you might make note of the fact that some of these gerunds and infinitives are part of gerund or infinitive phrases. Wordplay – Just for fun! ANAGRAM: Rearrange the letters in the nonsense phrase below to create new words that actually make sense. LOON LANDS INN WATCHING (Hint: Great Commanders in Chief) Washington and Lincoln In your own words… What is a pronoun? A word that takes the place of a noun What is an antecedent? The noun a particular pronoun is meant to replace Choose the correct homophone: A verb meaning to put on clothing: (where / were / wear)
SYLLABUS INSTRUCTIONAL GOALS At the end of this course, you should be able to: Be able to read and in Spanish at a level that is comprehensible to a native Spanish speaker using full or near-full sentences. Understand the history, culture and distinctions of several Spanish-speaking countries. NEEDS AND RESOURCES To successfully complete this course, you will need to begin with: Online access to Spanish websites for practice and homework (see links below, and “links” on website. A notebook or binder section with at least 150 pages of college rule paper. Optional index cards for students who prefer memorizing with this method. Online Resources Edmodo.com (group code obtained in class) Spanishdict.com Quizlet Duolingo.com Wordreference.com Studyspanish.com Others that will be Edmodo will be your home base for assignments, resources, links, communication and most pertinent information. COURSE SCHEDULE POLICIES AND PROCEDURES General Rules: Students will stay seated and raise hands before asking questions. Students will give their best effort. Students will be positive, seek solutions, and show respect at all times. Students will ask for help when they are confused, and offer help when others are confused..
Date Day Time Opponent/Title Sport Level Friday 04:00PM Crespi Football (11 man) JV Friday 07:00PM Crespi Football (11 man) VR Thursday 04:00PM @ Palisades Charter Football (11 man) JV Thursday 07:00PM @ Palisades Charter Football (11 man) VR Friday 04:00PM Taft Football (11 man) JV Friday 07:00PM Taft Football (11 man) VR Friday 04:00PM @ Oxnard Football (11 man) JV Friday 07:00PM @ Oxnard Football (11 man) VR Friday 04:00PM @ Kennedy, John F. Football (11 man) JV Friday 07:00PM @ Kennedy, John F. Football (11 man) VR Thursday 04:00PM Van Nuys Football (11 man) JV Thursday 07:00PM Van Nuys Football (11 man) VR Friday 04:00PM Panorama Football (11 man) JV Friday 07:00PM Panorama Football (11 man) VR Friday 04:00PM @ Reseda Football (11 man) JV Friday 07:00PM @ Reseda Football (11 man) VR Friday 04:00PM @ Canoga Park Football (11 man) JV Friday 07:00PM @ Canoga Park Football (11 man) VR Friday 04:00PM San Fernando Football (11 man) JV Friday 07:00PM San Fernando Football (11 man) VR
240 MURARI KUMAR SINGH SANJAY SINGH 243 JITENDRA KUMAR MANDAL RAMBRIKSH MANDAL 249 AVINASH KUMAR JHA DHAIRY NARAYAN JHA 256 ANISH KUMAR PANJIYAR SUNIL KUMAR PANJIYAR 266 KRISHNA MOHAN KUMAR UPENDRA YADAV 268 RAJESH KUMAR PASWAN LAL MOHAN PASWAN 270 MURARI KUMAR JHA ARUN JHA 274 RAUSHAN KUMAR THAKUR JITENDRA THAKUR 279 ROUSHAN CHOUDHARY GANESHWAR CHOUDHARY 289 MD. RAHAMTULLAH ABDUSH SALAM 291 SAURABH KUMAR HARI NARAYAN PANJIYRA 292 RASHMI KUMARI UGRA MOHAN MISHRA 293 KANHAIYA KUMAR RAJ NANDAN MAHTO 295 MANOJ KUMAR BIKAU BHANDARI 296 GUPTA ASHOK KUMAR SAH 297 RAHUL KUMAR RAJ BHAGAT 298 REEMA RAM PRARIKASH SAHU 309 SAHGUPTA ALLI MD. SAJJAO ALLI 310 TANNU KUMARI MAHESH PRASAD 311 RASHMI KUMARI MANOJ KUMAR SAH 312 ANJALI KUMARI JANARDAN SAH 317 RAJESH KUMAR RAM DASHRATH RAM 318 ASHWARY KUMAR BRAJ KISHOR 320 RANA SINGH RAGHVENDR PRASAD SINGH 321 NITISH KUMAR RAM NARAYAN 322 SONU CHAUDHARY BARUN KUMAR CHAUDHARY 329 NANADAN KUMAR DILIP PANDEY 331 KRISHNA KUMAR JAY PRAKASH NAYAK 337 PRATIK KUMAR RAY SANTOSH KUMAR RAY 343 SUDHA KUMARI HARI BALLAV THAKUR
248 KUMAR YADAV SHRIKANT YADAV 250 MD. MEHTAB ALAM MD. SULTAN ALAM 251 ARVIND KUMAR NATHUN CHOUDHARY 254 ROHIT KUMAR KARN RAMAN LAL KARN 260 BITTU KUMAR SAH KAILASH SAH 262 ANAND KUMAR PASWAN KRISHNA DEV PASWAN 263 RAVI SHUSHANT SHIV NATH DUTTA 264 SANDEEP HARI NIWAS SINGH 265 MITHILESH KUMAR YADAV LAL BABU 271 PUSHPA KUMARI GANGA PRASAD JHA 276 MITESH KUMAR CHOUDHARY NARENDRA CHOUDHARY 277 MANOJ KUMAR MAHENDRA SADAY 278 AMAD MD. JALALUDDIN ANSARI 303 DEEPAK BHOGENDRA NARAYAN YADAV 306 VIVEKANAND RAM NAGENDRA PRASAD RAM 307 RASHMI KUMARI RAMAN KUMAR JHA 313 ANJALI KUMARI SHIVNATH THAKUR 316 NISHITA JHA SUNIL KUMAR JHA 319 KUMAR BAIDHNATH SAH 325 SAHIL KUMAR SHIV JI SAH 327 SUKANYA KANHAIYA MEHTA 328 KUMAR YADAV RAM SUNDAR 330 SHIV SHANKAR KUMAR MISHRI LAL SINGH 332 LALIT DAS GHUNA DAS 334 GUDDU PRASAD NARAYAN PRASAD 335 SUSHANK KUMAR JHA DEV KRISHNA JHA 338 BISHNU PRASAD MAHTO BIRENDRA PRASAD 350 RITU KUMARI AMARKANT JH A 352 SHRUTI HARI SHANKAR KHANNA 355 JHA PRATIBHA KUMARI DILIP KUMAR JHA 358 RAJENDRA KUMAR THAKUR HIRALAL THAKUR
Defining Legal Events and Listeners for Part Classes Via <d-class> HTML Case The UIML document extends our previous example to provide a behavior for an event called onClick for our HTML button. <uiml> <interface> ... <part class="Button"> ... <behavior> <rule> <condition><event class="onClick"/></condition> <action>...</action> </rule> </behavior> </part> ... </interface> <peers> <presentation base="HTML_3.2_Harmonia_1.0"/> </peers> </uiml> The <behavior> element in the box above causes the <action> element to be executed whenever an onClick event occurs for the button. The meaning of onClick is defined by additional lines in the <presentation> element: <uiml> <template .../> <presentation .../> <d-class id="onClick" used-in-tag="event" maps-type="attribute" maps-to="onClick"/> <d-class id="Button" used-in-tag="part" maps-type="tag" maps-to="html:INPUT"> ... <event class="onClick"/> </presentation> </template> </uiml> The above UIML says that one of the events in HTML is OnClick, and that a <part> whose class is Button can receive an OnClick event. To summarize, when writing rules, the class attribute of an event element in a condition can be any of the names listed in an <event> element that is associated with the <part> in the <presentation> section. In the UIML example above, a Button's events include OnClick, and therefore the following line was used in the UIML document given earlier: <condition><event name="onClick"/></condition> Java Case Java provides a much richer UI toolkit than HTML, and so the information required in the <presentation> element is more complex.
£20m Fund – Lead Local Authority Partner Victim Unit Dispersed Housing Sanctuary Schemes Other Accommodation Other Support Adur & Worthing Council 24 Ashford Borough Council 8 4 Barking & Dagenham LB 11 9 Barnet Council The funding is to sustain and to improve the support package to residents of a particular refuge. Facilitating timely moves into suitable long term accommodation and providing access to specialist and complex needs support. Basildon Borough Council 12 12 Bath & North East Somerset Council 10 10 Bournemouth Borough Council Fund a specialist worker who will make victims of domestic abuse, who also have mental health and or substance misuse issues, safe within the community. Brighton & Hove and East Sussex 10 30 32 Bristol City Council 3 Additional specialist trauma and psychologically informed support for 45 survivors of East European descent Cambridgeshire County Council Yes Camden Council 3 6 Canterbury City Council 100 Carlisle City Council 12 Accommodation support workers Central Bedfordshire Council Funding is for a Community Resettlement Worker and a Refuge Resettlement Worker Colchester Borough Council 9 Cornwall Council Supported housing Croydon Council 6 6 City Council 25 8 units being specialist BME refuge provision for south Asian women Derbyshire County Council 5 Dorset County Council 10 East Sussex County Council To improve and increase provision, and deliver a system review to ensure there are clear pathways, referral routes and effective multi-agency working for service users with multiple, complex needs. Enfield Council To enable continuation of the refuge provision and expansion of the outreach services that the organisation provides to Muslim Epping Forest District Council Complex needs support for a Four Bed unit. Essex County Council 1 Outreach service Hackney London Borough 7
Tamworth Borough Council 10 1 Four staff members to focus on work with victims from BME and LGBT communities and those that present with complex needs. Torbay Borough Council 4 Trafford District Council 30 Waltham Forest LB intervention / prevention services, training for other organisation, resettlement Warrington Borough Council 10 Yes Outreach service Warwickshire County Council 24 West Berkshire County Council Play Therapy support work. Westminster City Council (1) 4 Additional 20 women supported through counselling Westminster City Council (2) 10 Intensive mobile advocacy service; outreach service Wiltshire Council 2 Worcestershire County Council. 8 10 Outreach service Totals 740 303 993 195