zilongwang/ReadingBank huggingface dataset:
Name: Date: This online ePortal course has helped me determine that my knowledge is current or consistent with current evidence. Yes No I need to further explore current gastroenterology articles in the following area(s): To help address this knowledge gap, what additional learning are you planning to complete? Changes I am planning to implement in my practice include: I have compared my results with my peers: Yes____ No ____ In reflection, I have increased my knowledge of current gastroenterology journal articles, or I have further review to undertake by doing the following: I shall follow up on my progress on (date):___________________________ Please maintain a copy of this document for your records and record your hours of Section 3 credit on . MAINPORT will require that you answer at least ONE of the below questions regarding this accredited Self-Assessment Program (SAP): What did you learn or confirm? What additional learning are you planning to complete? What changes are you planning to implement in your practice?
Try, Test and Learn Fund – At-risk young people on income support The Priority Investment Approach is a new way of looking at the welfare system. It uses data analysis to provide insights into how the system is working and uses those insights to find innovative ways of helping more Australians live independently of welfare. What we know At 30 June 2017 there were around 109,000 young people receiving Youth Allowance (other) or receiving Disability Support Pension with mental health as the primary condition. The latest Priority Investment Approach valuation shows that young people with these characteristics in 2016 have an average future lifetime cost of $306,000 per person. The estimated total future lifetime cost for the group is $33.4 billion. On average, this group is expected to receive income support for some or all of 35 years over the rest of their lives. Eleven per cent are expected to receive income support for some or all of every year for the rest of their lives. If nothing changes, 42 per cent will be receiving income support payments in 10 years, and 33 per cent will be receiving income support payments in 20 years. At-risk young people This priority group is defined as young people aged 16 to 21 receiving Youth Allowance (other) or Disability Support Pension (with a mental health condition). The needs and barriers to employment for members of this group are highly varied and they may have a number of indicators of vulnerability. These can include disengagement from education, experience of severe family breakdown, history of abuse, drug and alcohol misuse, family instability including living in out-of-home care and experiences with the juvenile justice system. Young people in priority group 54 per cent are male 38 per cent live in inner or outer regional areas 16 per cent are Indigenous 7 per cent are on DSP with mental health issues Try, Test and Learn Fund The Try, Test and Learn Fund will seek new and innovative policy responses that support groups identified by Priority Investment Approach analysis as being at risk of welfare dependency.
Try, Test and Learn Fund – new opportunities The Priority Investment Approach is a new way of looking at the welfare system. It uses data analysis to provide insights into how the system is working and uses those insights to find innovative ways of helping more Australians live independently of welfare. What does this tranche offer? This tranche of the Try, Test and Learn Fund will accept grant applications for small scale trial projects delivered over 6 months to two years with an approximate budget range between $0.5 million and $5 million. The application period for this grant opportunity opens on 22 November 2017 and closes on 28 September 2018. How does it work? The Try, Test and Fund seeks new and innovative policy responses that are aimed at improving the lives of groups at risk of long term welfare dependence, through increased workforce participation or capacity to work. Approved policy responses will be provided funding to refine and optimise project design through co-development, prior to implementation. Tranche priority groups The priority groups for this tranche are: Newstart Allowance recipients aged 50 and over (with a focus on those who have been out of the workforce for longer than 12 months) Migrants and refugees aged 16-64 and receiving working age payments Carers aged 16-64 and receiving Carer Payment At-risk young people aged 16-21 and receiving income support. This tranche will also welcome ideas to support other vulnerable groups at risk of long-term welfare dependence. You may propose another group as part of your application including priority groups from the initial tranche. To support identification of other vulnerable groups, from late 2017, you will be able to access aggregate data through a publicly accessible TableBuilder program hosted on the Australian Bureau of Statistics website. Stakeholder activities and support To support you to develop applications and ideas for the Fund, the Department will conduct a number of stakeholder activities and provide a variety of online support. Details, including a regularly updated schedule of events will be available on the DSS website. How do I apply? You should read the Grant Opportunity Guidelines before you apply. You must submit your grant application using the application form that is available on the and websites.
PATENT Inventors Name Title of Invention Application Number Date of Filing Status of Patent TTM.Kannan & Dr.P.Marimuthu Non Automatic table top portable lathe 5040/CHE/2013 & IPR office Chennai 08.11.2013 Journal Published & Waiting for Examination. Dr.P.Marimuthu & TTM.Kannan Tabletop Portable Mini friction welding for miniature of welded joints 371/CHE/2015 & IPR office Chennai 27.01.2015 Journal Published & Waiting for Examination. Dr.S.Bharathi Raja & TTM,Kannan Development of Micro leaf jig for Micro Components 201641043779 & IPR office Chennai 22.12.2016 Journal Published & Waiting for Examination. Dr.P.Marimuthu & TTM.Kannan Development of Mini surface grinder 201741006964 & IPR office Chennai 28.02.2017 Journal Published & Waiting for Examination. Dr.P.Ranjith Kumar Dr.TTM.Kannan Dr.K.Chandra Sekaran & R.Ramanathan Acrylic open type micro drill jig 201741027566 & IRP office Chennai 03.08.2017 Journal Published & Waiting for Examination Dr.P.Ranjith Kumar Dr.TTM.Kannan Dr.K.Chandra Sekaran Automation in Micro turning process using sensitive controlled motor 201741046967 & IRP office Chennai 28.12.2017 Journal Published & Waiting for Examination
Addition of optional cost attribute to allow for cost annotated interval data (power:energyPrice) This modification allows for an optional inclusion of cost annotated usage data in SEP 2.0 supporting devices. As optional, it adds no overhead to SEP 2.0 messaging for the limited set of use cases SEP 2.0 addresses, yet, it supports directly the ability of devices and services to expose the results of complex cost allocation models without having to have the capability to compute those costs. Support for extension of service delivery point specification APnode etc... This extension of description to include the optional elements identified as important by EMIX would facilitate cross-protocol propagation of information for relevant use cases. NAESB Addition of EMIX ids and optional extrinsic property structure Enumerations in the EMIX standard should be reviewed and used to extend those in the NAESB standard to ensure a union of values for covered types. Extension of ServiceDeliveryPoint to include EMIX attributes As described in 3.2.1.6, this would be a useful enhancement to the NAESB standard and would harmonize better with EMIX. Validation of changes to schemas In order to test the modified schemas, two test cases were implemented: Verify that EMIX Use Cases can be implemented with the proposed schema modifications Verify that the reference Use Case can be implemented in SEP 2.0 and EMIX with a one to one correspondence of content Verifying EMIX Schemas the EMIX schemas, an xml example file implementing figure 4-1 EMIX Model from the standard was produced. Here is the figure from the EMIX draft standard: Figure 17: Copy of figure 4-1 from EMIX working draft Here is an XMLSpy rendition of an XML example implementing that use case: Figure 18: XML file implementing figure 4-1 from EMIX Verifying correspondence between XML files implementable based on SEP 2.0 and EMIX enhanced schemas Using same schemas produce an xml example file that implements the same data as the SEP2.0 example presented at the Tiger Team meeting. First, here is an XMLSpy view of the sample SEP 2.0 price schedule: Figure 19: SEP2.0 TT Example Use Case
1- Discriprition of designed scenarios Traffic Condition Trip Purpose Road Reported Travel Time Type VMS Content 1 Off-peak Non-work MD-198 MD-200 I-495 - - - - 2 Off-peak Non-work MD-198 MD-200 I-495 Exact Time Exact Time Exact Time 7 Rockville via MD-198, 33 min via MD-200, 20 min (TOLL) via I-495, 27 min 3 AM-peak Work MD-198 MD-200 I-495 Time Exact Time Exact Time 15 Rockville via MD-198, 33 min via MD-200, 20 min (TOLL) via I-495, 35 min 4 AM-peak Non-work MD-198 MD-200 I-495 Exact Time Exact Time Large Range 5-15 Rockville via MD-198, 33 min via MD-200, 20 min (TOLL) via I-495, 25-35 min 5 AM-peak Work MD-198 MD-200 I-495 Exact Time Exact Time Range 5-20 Rockville via MD-198, 33 min via MD-200, 20 min (TOLL) via I-495, 25-40 min 6 Off-peak Work MD-198 MD-200 I-495 Time Small Overlap 5-12 Rockville via MD-198, 33 min via MD-200, 18-27 min (TOLL) via I-495, 23-30 min 7 AM-peak Work MD-198 MD-200 I-495 Exact Time Large Overlap 3-20 Rockville via MD-198, 33 min via MD-200, 20-30 min (TOLL) via I-495, 23-40 min (a) scenario 1 (b) scenario 3 (c) scenario 7 Figure 7- Participants' view of VMS in three scenarios Survey Questionnaires In addition to driving simulation experiment, all participants were asked to fill out three different survey questionnaires sequentially.
Trip Purpose .032 Non-Work 1.713 .930 .065 5.548 Work Reference Category Reliability of 495 .091 No information -19.161 1.361 .000 4.770E-9 Low -.036 .894 .968 .965 Medium -20.110 1.304 .000 1.847E-9 High Reference Category Congestion of I-495 .025 Not Congested 20.993 1.457 .000 1310166238.807 Congested Reference Category Annual Income .006 Group 1 2.673 .862 .002 14.490 Group 2 1.892 .965 .050 6.630 Group 3 2.256 .912 .013 9.547 Group 4 1.234 .871 .156 3.436 5 1.260 .844 .136 3.525 Group 6 Reference Category MD-198 Constant -2.312 .948 .015 Trip Purpose .032 Non-work 2.170 .922 .019 8.760 Work Reference Category Reliability of 495 .091 No information -19.637 1.301 .000 2.964E-9 Low -.945 .807 .242 .389 Medium -20.908 .000 . 8.314E-10 High Reference Category Congestion of I-495 .025 Not Congested 19.158 .936 .000 209124325.724 Congested Reference Category Annual Income .006 Group 1 2.625 .954 .006 13.804 Group 2 .648 1.191 .587 1.911 Group 3 2.944 .991 .003 18.996 Group 4 1.173 1.000 .241 3.231 Group 5 .745 .994 .454 2.106 Group 6 Reference Category * MD-200 is reference category Chi-Square = 92.255 -2 Log Likelihood = 116.628
List of Industrially/Academically advance countries for evaluation of PhD Thesis (For all subjects unless noted) S. No. Country S. No. Country 1 Australia 19 Ireland 2 Austria 20 Italy 3 Belgium 21 Japan 4 Bulgaria 22 Luxemburg 5 Canada 23 Netherland 6 China+ 24 New Zealand 7 Czech Republic 25 Norway 8 Denmark 26 Poland 9 Egypt* 27 Portugal 10 Finland 28 Romania 11 France 29 Singapore 12 Germany 30 South Korea 13 Greece 31 Spain 14 Hong Kong 32 Sweden 15 Hungry 33 Switzerland 16 Iceland 34 Turkey 17 India* 35 United Kingdom 18 Iran* 36 United States * For Oriental Languages (Arabic etc.) Islamiat, Islamic Studies + For Science Engineering & Technology
Temporary Traffic Regulation Order Details: Please check relevant boxes. Vehicular access to premises along the affected length of road: No properties are affected Access will be maintained at all times to properties, but remains a ‘No Through Route’ what arrangements are to be made for access to properties: Access Arrangements: You MUST ensure nearby properties been notified of closure and informed of diversion if applicable. Please confirm you have undertaken this consultation. Yes You MUST ensure HCC Passenger Transport are contacted if your proposed closure is on a bus Please confirm you have contacted HCC Passenger Transport (details below) or 01962 846924 Yes Temporary Traffic Regulation Order Guidance Notes: Direction of traffic on the public highway may only be undertaken:
Annual Accounts for 2017-2018 Proposed by IMcL Seconded CF Election of Officials – Chairman – McLernon MBE is remaining as Chairman Election of Office Bearers holding the same post. Honorary President – Stewart McGowan Vice Chairman – Senga Thomson Finance Director – Steve Welch Coaching Director – Paul Jackson Development Director – Vacant Administration Director – Gibbs Non-Executive Director – Lorraine Johnston New appointments:- Development Director – Donald Non-Executive Director – Angela Fowler Non-Executive Director – Adamson CF asked regarding the position of Marketing Director – RY advised this was an ongoing situation to be reviewed by the Board
NOTICE OF APPEAL HEARING AGAINST DISCIPLINARY ACTION Date ____ Dear ____ You have appealed against the [written warning/final written warning] confirmed to you in writing on ____. Your appeal will be by ____ in ____ on ____ at ____. You are entitled to be accompanied by a colleague or union representative. The decision of this appeal hearing is final and there is no further right of review. Yours Signed ____ Tennis Scotland Child Protection Officer
This resource identifies curriculum connections between Prep and learning in Kindergarten. Learning in the Preparatory Year Learning in Kindergarten Foundation Year Australian Curriculum: Mathematics (v 7.5) (strands and sub-strands) Queensland kindergarten learning guideline (QKLG): Communicating Australian Curriculum: Mathematics provides students with essential mathematical skills and knowledge in Number and Algebra, Measurement and Geometry, and Statistics and Probability. The QKLG learning and development areas describe the breadth of knowledge, skills and dispositions that children explore during the kindergarten year. QKLG: Communicating provides opportunities for children to explore numeracy in meaningful ways and for real purposes. Kindergarten teachers provide opportunities for children to explore and expand their prior learning provided by families as their child’s first teacher. Number and Algebra Number and place value Patterns and algebra Exploring number symbols and their purposes Exploring numbers in their environment and the meanings they carry Awareness of numeracy connected to their family and community practices, cultures and heritages Measurement and Geometry units of measurement Shape Location and transformation Confidence and interest in counting and exploring patterns and relationships Counting and recording numbers for play and real purposes Skills for identifying and comparing the number of objects in small collections Statistics and Probability Data representation and interpretation Exploring mathematical thinking, concepts and language Exploring mathematical thinking and problem solving in daily situations Concepts and specific language for exploring properties of shapes, patterns, position and direction, time and order of events and money
cessation counseling, a quitline (1-800-QUIT-NOW), and online resources to help support Vermonters in their quit attempts. Vermont has a long-standing commitment to providing a comprehensive, statewide tobacco cessation program staffed and implemented by health and community professionals trained in evidence-based best practices. Currently, four (4) levels of in-person tobacco cessation training are available in Vermont. These tiered trainings provide health and services professionals with varying levels of skills for effective referral to treatment and treatment of individuals who struggle with tobacco addiction. In addition, the Vermont Department of Health supports using FDA-approved nicotine replacement therapies (NRT) and clinically proven counseling modalities. The trainings include addressing nicotine addiction among e-cigarette users. Below is a chart of the current levels of tobacco cessation training available in Vermont: Purpose Roles and Responsibilities Prerequisites Training Continuing Education Tobacco Cessation Referral Liaison Training for health and human service providers who want to support their current clients in accessing tobacco cessation services. Assess tobacco use and readiness to quit among current clients Discuss treatment options including pharmacotherapy to assist with quit attempts Refer clients to tobacco cessation resources None An in depth introduction to methods and tactics for working with tobacco users. None Tobacco Treatment Specialist TTS training provides health professional skills to provide cessation counseling and is a prerequisite for the group cessation training. Provide individual tobacco treatment An in depth introduction to methods and tactics for working with tobacco users. Attend 5 day TTS training. Pass TTS exam Initial training complete within one year
Certified Tobacco Treatment Specialist Certification as a tobacco treatment specialist (TTS) is a yearlong commitment. Provide individual tobacco treatment TTS training Pass TTS Exam Complete clinical hours Present case study to training body for evaluation and certification Continued maintenance of certification Group Cessation Facilitator Group tobacco cessation training is designed to give tobacco treatment specialists the skills to provide group cessation workshops. Facilitate group cessation workshops TTS training Pass TTS Exam An in introduction to methods and tactics for working with tobacco users. Group content prerequisite 1 day in-person training Audit by master trainer every 2 years Attend a refresher every 2 years Participate in 75% of continuing education seminars offered by the State Master Trainers A subset of tobacco treatment specialists selected to become tobacco treatment master trainers. Master trainers will have the skills to train and mentor tobacco treatment specialists and group facilitators Provide training if needed Mentor and audit tobacco treatment specialists Certified tobacco treatment specialist 2,000 hours experience in tobacco treatment within the past 5 years
15. General 15.1 The Trainer must not transfer or encumber its interest in, or subcontract its obligations this Agreement without ARI’s written consent. 15.2 The relationship between the parties is that of independent contractors and not partners, joint venturers or principal and agent. 15.3 Nothing in this Agreement prevents ARI from entering into any future arrangements with any third Party in relation to any matter similar to or in competition with the subject matter of this Agreement. 15.4 The parties intend to sign and deliver this Agreement by electronic or facsimile transmission. Each party agrees that the delivery of the Agreement by electronic or facsimile transmission shall have the same force and effect as delivery of original signatures and that each party may use such electronic or facsimile signatures as evidence of the execution and delivery of the Agreement by all parties to the same extent that an original signature could be used. 16. Governing Law This Agreement will be governed by the laws of the of South Australia and all applicable laws of the Commonwealth of Australia. The Parties submit to the jurisdiction of the courts of South Australia. EXECUTED as an Agreement SIGNED for and on behalf of Adelaide Research & Innovation Pty Ltd by an officer duly authorised to sign on its behalf in the presence of: ................................................................... Witness Name: Position: ) ) ) ) ) ) ................................................................... Name: Position: SIGNED for and on behalf of [insert name of Collaborating Centre by an officer duly authorised to sign on its behalf in the presence of: ) ) .................................................................. Name: Position:
................................................................... Witness Name: Position: SIGNED for and on behalf of the TRAINER in the presence of: .................................................................. Witness Name: Position: ) ) ) ) ) ) ................................................................... Trainer Name: Position: SCHEDULE 1 Item 1 Name of Collaborating Centre Item 2: Name and Address of Trainer (Insert name and address of Trainer) Item 3 Start Date Item 4 Completion Date (Insert completion date of this agreement – in most cases this will be 2 years, unless otherwise agreed) Item 5 Term (Insert term of the agreement, being the duration from the Start Date (Item 3) to the Completion Date (Item 4)
Telephone Treasure Trail Quiz - 12th to 15th November 2018 Theme: NWR in Science No. CLUE ANSWER WEB Explosive polyglot makes amends Nobel 1 Fresh weight Newton 2 Tony Blackburn will help you Radiotherapy 3 American relative gets to the heart of the matter Nucleus 4 Small pale chap White dwarf 5 Academic loses the tail of his usual lab subject Radon 6 Make no bones about it, a Scottish genius! Napier 7 Reagan’s facelift Neuron 8 Band takes 40 winks REM sleep 9 I know all is well when I look inside Wallis 10 Wages for unsocial hours Nitrate 11 Romans all dressed and ready to lead Radar 12 Who was not baffled and worked with a pain in the neck? Watson 13 Periodically irrelevant Na 14 Evil trait confused with an unknown in theory Relativity 15 Hostilities cut short Warfarin 16 Lighting upwards Nightingale 17 Wireless deeds Radioactivity 18 Prof gains one hundred Winston 19 Eat meal quickly with butter for afters Wolfram 20 The largest percentage around us Nitrogen 21 Miss Marple lost Margaret but found Ernest Rutherford 22 Drink upsets a princess Radium 23 This police officer has sudden repetitive movements at the end Robotics Prepared by Cheltenham and Charlton Kings NWR Group
to inform them of the situation. Use email template to TtW Help Line Note: Beneficiary information included in email includes ONLY: Date of original referral WIPA project name First name of beneficiary First initial of beneficiary’s last name Reason for removing referred beneficiary from ETO system (services declined) Referral accepted, discovered that beneficiary is out of service area Contact the beneficiary and request their approval to contact TtW Help Line, so that they may be referred to the appropriate WIPA project Remove beneficiary from ETO by changing last name to “Fake”. Contact the TtW Help Line via email to inform them of the situation Use email template to TtW Help Line Note: Beneficiary information included in email includes ONLY: Date of original referral WIPA project name First name of beneficiary First initial of beneficiary’s last name Reason for removing referred beneficiary from ETO system Refer the beneficiary to the correct WIPA project within two business days of contact from the WIPA Contact the beneficiary to inform them of this action. Email the WIPA project to advise them that a corrected referral action is complete. Note: Beneficiary information included in email includes ONLY: Date of original referral First name of beneficiary initial of beneficiary’s last name Name of TtW Help Line specialist Remove from I&R program by changing the beneficiary’s last name to “Fake”.
Fort McKay Territory-wide Traditional Use Study Project Update Submitted to: Alvaro Pinto, Fort McKay Sustainability Department Prepared by: Integral Ecology Group, Ltd. April 11, 2012 Project Background The Fort McKay Territory-wide Traditional Use Study (FM TUS) is designed to document – through mapping interviews and field validation - Fort McKay Community member’s life on the land including places where they have lived, traveled, gathered resources and conducted ceremonies. TUS is a form of social science investigation that brings together Community knowledge with ethnographic, archival, and sometimes archaeological information to provide clarity on places and values of cultural, economic, heritage or community importance. Existing Fort McKay TUS information is incomplete and the existing studies did not document site visits to TU locations so the spatial accuracy of the mapped information is limited. The current available information, therefore, under-represents the extent of Fort McKay’s Treaty and Aboriginal rights. The FM TUS uses sound defensible methods to document the Community’s TU designed to withstand the scrutiny of court. The FM TUS offers the following benefits to the Community: Records cultural information before knowledge holders pass away; Provides educational and learning opportunities for youth and other Communities members; Offers employment; Contributes to land use planning and resource management projects (including reclamation), and Assists in land monitoring activities. The FM TUS is a three-year project that will proceed in a phased approach. Community researchers have been trained in the research methodology and participate in both interviews and site visits. This ensures Community members are engaged in all aspects of the project, contributing to cultural knowledge transfer among Community members. Quality control and ongoing communication with Community researchers are built into the study design. All Community members with knowledge of the land will be interviewed, and interviews are prioritized according to the following criteria: People with knowledge of an area proposed to be developed, Age of Community members (oldest elders will be invited to participate first) Trappers and most experienced land users This TUS study includes 30 days of interviews per year (interviews range from 1-3 days in length depending on the knowledge and availability of the interviewee) and 2-3 weeks of field validation per year. In addition, all TUS interviews are be video recorded and fully transcribed. Information gathered
Acknowledgments The evaluation design and analyses of outcomes from Ticket to Work was conducted independently by ARTD consultants. The research was supported by Michelle Wakeford and Kelly Bartholomeusz of National Disability Services. We would like to thank the young people that participated in the study. ARTD consultancy team Andrew Hawkins & Erum Rasheed
Session 1 – Identify key achievements, gaps and recommendations Introduce the debrief process, review the exercise purpose and objectives, and look at the key outcomes of each session. Emphasize that this is a review of the exercise and the system, not individual’s performance or decisions. Using a flipchart or PowerPoint presentation, capture key achievements (best practices), challenges and recommendations from the exercise. For bigger groups: Discussion in small groups enables all participants to share their experiences. Step 1 – Participants are grouped randomly or according to functions, and are time to discuss what worked and what did not work in reference to the exercise. Instruction - In your groups, divide a of flipchart paper into three sections. Discuss and write your points in each of the sections to review today’s exercise. Step 2 – The group is then asked to identify mitigating actions (recommendations) to be put in place both within their function and jointly with other functions. These recommendations need to be specific, measurable and broken down into actionable items. Step 3 – The challenges, achievements and recommendations of each group are shared and discussed with the other groups in plenary. Additional cross-cutting issues are captured during this discussion by the session facilitator. Session 2 – Specific actionable recommendations are reviewed and prioritized Action planning: using the participants’ recommendations from the previous debriefing session, develop an action plan. This plan should build on the achievements (what worked) and addresses all the identified preparedness and response gaps. This plan should also include a timeline indicating the date by which each action should be completed, and should allocate the person/function/agency responsible for ensuring its completion. Session 3 – Ways forward and the exercise At the end of the debrief workshop it is recommended to summarize the exercise and the key outcomes of the debrief workshop. It is important to highlight the process moving forward, and to mention that all comments and recommendations captured during the debrief workshop will be included in the post-exercise report.
[Functional Group] [List suggested discussion questions. Questions should be developed by the Exercise Planning Team with input from the Evaluators. Questions should be structured to help Evaluators collect data on the capability targets and critical tasks.] [Functional Group] [List suggested discussion questions. Questions should be developed by the Exercise Planning Team with input from the Evaluators. Questions should be structured to help Evaluators collect data on the capability targets and critical tasks.]
However mundane the physiological need to pee may be (at the level of zoe or ‘bare life’ in Giorgio Agamben’s terms), it becomes a starting point for addressing larger issues of dehumanisation. Where a ‘small act’ is charged with revolutionary potential, the feminist expression ‘the personal is political’ has great significance. It succinctly captures the gist of the Gugulective’s biopolitics. In the context of capitalist marginalisation and abjection of the black body, taking a pee conjures metaphors for addressing the issues of the consumption and expulsion of the black body as abject, and the despoliation of the township as a whole. The Catalytic Aesthetics of Titled/Untitled Titled/Untitled was a one-day in 2007 that involved discussions among artists, curators and the general public on the accessibility of cultural institutions. Titled/Untitled was also curated by Gabi Ngcobo. Consisting of two parts, at kwaMlamli shebeen in Gugulethu and Blank Projects, an gallery and artist residency in the art district of Woodstock in Cape Town, the project can be seen as a diptych of sorts. The project involved dub poetry, music and performances. In the project, kwaMlamli shebeen furniture such as tables and chairs were installed at Blank Projects, where the group sold ‘Bantu label’ and ‘Baas lager’ to patrons, thereby transforming the art space into a temporary shebeen. In a silent performance, Unathi Sigenu, a member of Gugulective, sat quietly in a gallery corner sending self-incriminating cell-phone messages such as ‘arrest the art’ to patrons. As indicated above, one issue that prompted the formation of Gugulective and its establishment in the shebeen was the unavailability and inaccessibility to black artists of art institutions and resources. By presenting the same project simultaneously at the shebeen in Gugulethu and in the gallery in Woodstock the Gugulective engaged in a nomadic and interstitial aesthetic that the art theorist Gene Ray calls catalytic. ‘Nomadic’ or ‘catalytic’ art practices fall on the threshold between the alternatives of institutional integration and exile. They operate both within and outside the institution. ‘A catalytic structure’ writes Ray:
Transition Team Agenda May 18st, 2016 4:00pm – 5:00pm EGC – 11th Floor Invitees: Henry Roman, Mark Ajluni, Rob Gould, Cal Hosman, Don Gilmore, Bart Muller, Dori Claunch, Adam Barnett, Sarah Marks, Ellen Rehmar, Nicole Covington, Melissa Capozza, Dennis Wolfard, Steve Ruetz, Chuck Carpenter, Chris Kampe, Michelle Berge Attended: Scribe: Nicole Covington Guests: Absent: Tentative: Topic Lead Time Review Agenda Roman 2 mins Informational Items Question/Answer on Recommendation to the Negotiation Team PDUs for Psych Interns Action Items Approve 4/20 meeting minutes: Schedule next Transition Team Meeting: June Vote: Approve Recommendation to the Negotiation Team. Barnett/Berge Mark Arseneau Henry Henry Adam 15 mins 20 mins 2 mins 2 mins 5 mins Minutes for 1/20/2016 Transition Team meeting: Adam called the meeting to order
Transition Team Agenda and Minutes November 2nd, 2016 4:00pm – 5:30pm EGC – 11th Floor Invitees: Henry Roman, Mark Ajluni, Rob Gould, Cal Hosman, Don Gilmore, Bart Muller, Dori Claunch, Adam Barnett, Sarah Marks, Ellen Rehmar, Nicole Covington, Melissa Capozza, Ric Aparacio, Chuck Carpenter, Chris Kampe, Michelle Berge, Ric Aparicio Attended: Scribe: Nicole Covington Guests: Absent: Tentative: Topic Lead Time Review Agenda 2 mins Informational Items Financial Performance letter from ProComp Trust Board Top Performing/High Growth Analysis ProComp tie to Licensure Hard to Staff Payments for SSP’s working for center programs Action Items Vote: Top Performing High Growth Eligibilty Approve 9/21 meeting minutes: Schedule next Transition Team Meeting: Nov/Dec Barnett, Adam Barnett, Adam Covington, Nicole Barnett, Adam Roman, Henry Roman, Henry 5 mins 40 mins 15 mins 5 mins 2 mins 2 mins
Does the contract lay down terms regarding its termination? Art. 17 (1) Delegated Regulation In case of termination: does the contract require the terminating party to notify the Commission? Art 17 (1) Delegated Regulation Does the contract require parties to provide a minimum notice period of 5 months (prior to termination of the contract)? Art 17 (2) Delegated Regulation Does the contract require manufacturers and importers to terminate the contract immediately: Art 17 (2) (a) & (b) Delegated Regulation (a) in the event of a serious breach by the providers of its obligations; (b) where the provider becomes or is in imminent risk of becoming insolvent.
K.L.S GOGTE INSTTITUTE OF TECHNOLOGY, BELAGAVI DEPARTMENT OF COMPUTER SCIENCE & ENGINEERING TIME-TABLE Academic Year: 2018-19 Effective from – Aug 1st, 2018 Timings Monday Timings Tuesday Wednesday Timings Thursday Timings Friday Saturday 8.00-11.00 CN LAB SK-RYJ (LB-4) AN- GCD (LB-5) 8.00-11.00 ST LAB PBP, GK PSK, MCA (LB-8) 9.00-9.55 ES&IOT CC 9.00-9.55 INS MC 9.55-10.50 INS ST 9.55-10.50 BD BD 11.00-11.30 TEA 10.50-11.20 TEA BREAK 11.00-11.30 TEA TEA 11.30-12.25 CC 11.20-12.15 CC INS 11.30-12.25 CC MC ES&IOT 12.25-01.20 ST 12.15-01.10 ST ES&IOT 12.25-01.20 BD BD ES&IOT 01.20-02.10 LUNCH 01.10-02.00 LUNCH BREAK 01.20-02.10 MC LUNCH BREAK 02.10-03.05 INS 02.00-02.55 ST INS 02.10-03.05 MC 03.05-04.00 ES&IOT 02.55-03.50 03.05-04.00 Semester: 7th A Class Coordinator – ROOM NO- AS11 02.00 10.50- 11.20 02.55 03.50
Judge’s Score sheet Category and Comments Scoring Criteria - Project Elements Team Documentation & Presentation Score Working Together  Responsibility  Getting along Good balance of responsibility --------- Team enjoys each conflicts resolved positively 10 Team members recognized --------- Team does what needs to get done, members cooperate 5 A few members doing all the work --------- Some discord never resolved 0 Working Together Engineering Processes  Plan Requirements Mgmt Lean Application  Handling obstacles Scientific approach evident, leveraging product improvement approaches --------- Generated options when obstacles encountered 10 Plan of approach acknowledged --------- Was able to eventually find ways around obstacles 5 No plan --------- Obstacles not handled well 0 Engineering Processes Product Communication Material organization  Complexity Integration Clear & concise message, good continuity --------- High product complexity with integrated conclusion 10 Satisfactory message, orderly --------- Limited complexity requiring some integration 5 Disorganized message, lacks continuity --------- Narrow complexity with minimum integration 0 Product Results  Accomplishments Leverage replication  Relative benefits Schedule performance Convincing, conclusion clearly supported by data --------- Project resulted in significant benefits 10 Had schedule, partially met objectives --------- Partial benefits (Industry, Society) 5 Weak conclusion, loose tie to supporting data --------- No noticeable benefits 0 Results Industrial Interface  Involvement  Support Clear Industrial involvement and participation --------- Clear evidence of industry $/material contributions 10 Industrial Partners recognized --------- Evidence of request for support 5 Industry contact clearly established --------- No effort to solicit industry support 0 Industrial Interface Penalties  Presentation too long  Presentation late start  Documentation over size  Documentation late Documentation Over size --------- Late entry -5 each occurrence --------- Never received -20 for each occurrence Presentation Over 15 minutes --------- Presentation Late start -5 each occurrence - RECOMMENDED PLACEMENT: TOTAL SCORE: 50 points possible
Processed using a Miscellaneous Expense Voucher, copy of the IRB protocol approval, and requires information on incentive recipients (see above). IF DEPARTMENT FUNDED: Submit forms to Accounts Payable IF GRANT FUNDED: Submit forms to OSPR Incentives paid via accounts payable are reported to the IRS. Participants will receive a 1099 from the university at the end of the tax year if annual incentive payments total more than $600. Payment takes approximately 3 weeks. TU employees will receive payment via direct deposit. All other participants are paid via check mailed to the address listed on their IRS W-9 form. Working Fund Advance (minimum one week turnaround) To obtain the Advance, submit the following: Working Fund Advance Request Form Copy of IRB Approval Security Plan memo containing the following details: Why the advance is needed The amount and time period needed to pay participants. Note that the length of time may not exceed 30 days or cross fiscal years How the cash/gift cards will be stored Who will have access to the storage area The assigned custodian for the account A statement to the effect that both the custodian and the supervisor “are jointly and severally liable for the security and appropriate use of the requested The signature of the PI/designated custodian (TU faculty or staff member), and the custodian’s supervisor/manager/director. Working Fund Advances must be reconciled within 30 days of receipt. The following must be submitted to the Business Travel & Working Fund office: Receipts for incentive purchases Human Subjects Incentive Acknowledgement Forms Miscellaneous Expense Voucher for Human Subjects Payments, the “amount” is equivalent to the total participant disbursements for the prior reporting period If additional funds are needed, a new Working Fund Advance Request Form must be completed. TU Bookstore Gift Card
Case Manager - add Service – Job Search and Placement Assistance – enter in the S&T Plan the The estimated start, actual start date, estimated end, and actual end date should be the same date. Refer to IJS Policy. Complete contacts while client is in OST or in Job Search and Placement Assistance Case Manager - Enter updates in the Program Notes on the WIA Program Details screen. Intensive Training Confirms completion of Training Obtain verification of Credential Case Manager - Go into the existing Occupational Skills Training Service and insert an Actual End Date and change Status to Completed Enter details on the WIA Program Detail Screen (Outcomes, Third Quarter After Exit Links). Intensive Training Client begins Job Search and Placement Assistance for a Ninety Day Period Case Manager - Enter updates detailing services being provided in the Program Notes section on the WIA Program Details screen. Add Service – Job Search and Placement Assistance – enter in the S&T Plan the estimated start, actual start (the day after training completion date) estimated end date, and actual end date should reflect the same date. Refer to IJS Policy All services provided to client during the job search phase should be entered with appropriate S&T under the LE Enrollment Link. Program Notes documenting services should continue under the WIA Program Detail Screen. Intensive Training Confirm Job Placement Case Manager - Enter job placement details under the Job Placement Link on the Case Details Screen. Add Service –Follow-Up Services – Enter in S&T Plan Achieved Day 1 Outcome Intensive Training
hierarchicaln Figure 14 Figure 18 Figure 18 Experiments Simulation is executed on: HEVC Model (HM) version: [13.0rc1][Windows][VS 1800][32 bit]. Built in Release version. Encoding configuration: random access main screenshot is shown in Figure 16. PC specification: i7 (8 CPUs) @ 2.4GHz, 8GB memory running on Microsoft Windows 7. Test sequences and settings are shown in Table 1. Test sequences are running with four values of quantization parameter of 22, 27, 32, 37. Image size from full HD to small size. Sequences involve lots of activities for motion estimation test.
Cost (TR + PL Partner Budget) in EURO1 EUR Information about Principal Investigator (PI) Turkish PI Polish PI Name (surname, first name) Position (title) Department Institution Address Phone E-mail Information about Turkish Research Team Name Institution/Department Position (title) Role in the Project* Contribution Rate (%) *Role in the project should be principal investigator/researcher/consultant. Contribution rate of principal investigator should be 100% and contribution rate for consultant should not be filled. Information about Polish Research Team Name Institution/Department Position Role in the Project* Contribution Rate (%) *Role in the project should be principal investigator/researcher/consultant. Contribution rate of principal investigator should be 100% and contribution rate for consultant should not be filled General Information Project
Region 6AA Track & Field Tuesday May 29, 2018 Orono H.S. 3:45 Field Events Prelims and Finals Boys TripleJump Girls Long Jump Boys Pole Vault Girls High Jump Boys Shot Put Girls Discus 4:00 Girls 100mHH 6 heats Advance heat winner plus next 3 fastest times 4:20 Boys 110m HH 6 heats Advance heat winner plus next 3 fastest times 4:35 100m dash 6 heats Advance heat winner plus next 3 fastest times 4:50 Boys 100m dash 6 heats Advance heat winner plus next 3 fastest times 5:05 400m dash 6 heats Advance heat winner plus next 3 fastest times 5:20 Boys 400m dash 6 heats Advance heat winner plus next 3 fastest times 5:40 Girls 300mLH 6 heats Advance heat winner plus next 3 fastest times 6:00 Boys 300mHH 6 heats Advance heat winner plus next 3 fastest times 6:15 Girls 800m run 4 heats Advance heat winner plus next 5 fastest times 6:35 Boys 800m run 4 heats Advance heat winner plus next 5 fastest times 6:55 200m dash 6 heats Advance heat winner plus next 3 fastest times 7:10 Boys 200m dash 6 heats Advance heat winner plus next 3 fastest times 7:25 Girls 3200 run 2 heats Finals 7:55 Boys 3200 run 2 heats Finals
Summarizing Strategy: Closing Activity: (5-10 min.) Students will complete the Drug and Alcohol survey. Link will be written on the board and posted to the Online Classroom. Assessment/Evaluation: (55 min.) Socrative Question, Graphic Organizer, Student labeled Constitution, KeyNote. Materials Needed: iPads with Internet Access, Constitution, Graphic Organizers, KeyNote
Daily Lesson Plan Template Day & Date: Tuesday, September 29, 2015 Standard: SSUSH6 The student will analyze the impact of territorial expansion and population growth and the impact of this growth in the early decades of the new nation. c. Explain major reasons for the War of 1812 and the war’s significance on the development of a national identity. Essential Question: Learning Goal: EQ: What were the major causes of the War of 1812, and what were the outcomes of the war? LG: Students will understand the causes and the lasting effects of the War of 1812. Activating Strategy: Lesson Opener: (10 min.) Students will read the Star Spangled Banner and analyze the lyrics. What do the lyrics lead you to believe? Why do you think the Author would use the metaphors and similes he uses? How does this song appeal to your sense of patriotism? Lyrics will be posted to the Online Classroom. Answers can be written in iBrainstorm, Pages, Metamoji etc.
Summarizing Strategy: Closing Activity: (5 min.) Quick-Write: Students will explain in 3 sentences why the Articles of Confederation was needed and set up with a weak federal government. Students will be told to think about what caused the American Revolution. Assessment/Evaluation: (55 min.) Frayer Model, Pre-Test, Articles of Confederation mark-ups, Brief AOC discussion, Graphic Organizers, Quick Write. Materials Needed: iPads with Internet Access, Online Classroom, Metamoji, Socrative Student.
Marrickville Golf Club Date: Tuesday 20th November 2018 Duncan & Jeanette Morgan Open 2BB Multiplier and Single Stableford Starters: 22 Best 2BBB Team Trophies Club Kim Lidbury (26) Maureen O’Shannessy (25) 78 Runner Up Margaret Coughlan (24) F McGee (24) 75 Third Place Carolyn Van Der Brink (26) Maureen O’Shannessy (25) 73 Best Single Stableford Roz Gonczi Trophy Josie Johnson (28) 39 Runner up F McGee (24) 38 CB Third Place Di Thompson (33) 38 Veterans Fay McGee (24) 38CB Ball competition (teams) Individual : 72 and 1 only Single 35 and 2 only NTP Division 1 Margaret Coughlan NTP Division 2 Kim Lidbury Visitors
If my student loan clients -- I don't have clients anymore but people who have student loans default on their student loans, the Department can, and I'm not making a judgment, I have them, but not making a judgment at this table, literally follow them to the grave, whether it's taking their tax returns, taking their Social Security payments. We are now seeing more seniors falling into poverty because of garnishments on Social Security payments than we have in the past. So I actually, that having a tighter ratio when it comes to student lending is important because of the extraordinary powers of collection that the Department has when it comes to student loans and the financial straits that that can put a borrower into. Now, we can talk also again about repayment programs and why that shouldn't happen but it still does and we need to make sure that those ratios are tight and that borrowers can actually afford to repay the programs that they're attending. Participant: Just one question for you. It's about outcomes. Because again, I'm all about And I guess what I'm looking at is is if the debt-to-earnings show that most institutions that serve low-income students have high rates that would have failed GE but they're non-GE programs, this is what I think the quandary the Department's in. To me, if you're protecting consumers, we all have an obligation to protect them at any institution they And I think the data, when it comes out, is going to be very problematic when we actually look at it. Ms. Barkley-Denney: Yes, I look forward to seeing that data. I mean I can't comment until I've seen it. Participant: Fine. Mr. Ramirez: Dan, have you got a follow-up