zilongwang/ReadingBank huggingface dataset:
Role Specification: UKAD Board Members Three Board Members United Kingdom Anti-Doping (UKAD) Introduction The Department for Culture, Media and Sport (DCMS) is looking for three people to appoint as Board Members of UKAD to replace Board Members coming to the end of their appointments. UKAD is an Executive Non-Departmental Public body, sponsored by the DCMS. About UKAD UKAD is the United Kingdom's independent National Anti-Doping Organisation (NADO) and was set up in 2009. UKAD is responsible for the implementation of the Government's Policy for sport. It has established itself as a world leading NADO. Through the use of intelligence and investigations together with a well-developed education programme, UKAD has been highly successful in deterring doping and in catching not only cheating athletes but also athlete support personnel assisting them in this regard. Existing Board Members are coming to the end of their appointments and there are now opportunities for new Members to build on UKAD's successes and take the organisation forward. The Role The UKAD Board is made up of seven non-executive Board Members, including the Chair. The Board is appointed by the Secretary of State for Culture, Media and Sport, and provides first class strategic advice and direction. Responsibilities of the Board will include: • Taking a strong hand in the strategic direction of the organisation, working collaboratively with the Chair and a broad range of key stakeholders; • Providing effective, strategic support and advice to the Executive Team in its responsibilities toward delivery of an effective UK anti-doping programme, including the process of strategy development; • Exercising accountability to government and key partners, ensuring the delivery of the objectives and targets in the body’s Management Agreement with DCMS;
If you require additional nights either side of the conference that are not listed here, please contact Abi Hopkins who will make arrangements for you. Additional Guests for Conference Dinner if required Please include Guest Name and any dietary or special requirements: Name: Special Requirements: Guest £60 Payment Details – please indicate your preferred payment method. Total Cost Due For Payment (please note, all prices include VAT) £ Payment methods – there are a range of payment methods available to you. Please note, conference attendance will only be confirmed upon receipt of payment / purchase order details. □ Cheque: Please make payable to ‘UK Academy for Information Systems’ and send to Abi Hopkins at the address below. □ Credit or Debit Card via PayPal: You will be sent a request for payment via a separate email – please follow the links in the email and pay via PayPal. You do not need a PayPal account to complete a transaction. A receipt will be issued upon request for all cleared funds. □ Invoice – please ensure you have included a contact name and email address for the appropriate individual/department. Signature: Date: Please e-mail or post your completed form to the conference office address below. If you are paying by cheque, please do not forget to attach this to your form. Abi Hopkins UKAIS 2018 Conference Coordinator PB112, Wolverhampton Science Park Glaisher Drive Wolverhampton WV10 9RT Telephone: 941233 e-mail: UKAIS2018@gmail.com and Conditions of Booking: The fee for attending the Conference is not refundable. While the UK Academy for Information Systems has made every effort to ensure that the event promotional material describes accurately the actual content, we reserve the right to change the content without prior notification. The UK Academy for Information Systems reserves the right to cancel the event, in which case all fees paid will be refunded. Additional information The full conference package (both full cost and early bird) includes the following meals and refreshments: Tuesday 20 March 2018 Mid-morning refreshments Hot and cold buffet lunch with refreshments Mid-afternoon refreshments Banquet evening dinner Wednesday 21 March 2018 Breakfast Mid-morning refreshments Hot and cold buffet lunch with refreshments Mid-afternoon refreshments
Emergency Contacts BEAP Role Name Work Mobile Email Department Head [name] [phone] [phone] Building Emergency Coordinator (BEC) [name] [phone] [phone] [email] Assistant BEC [name] [phone] [phone] [email] Leader (FL) [name; add FL line for each floor] [phone] [phone] [email] Assistant FL [name; add AFL line for each floor] [phone] [phone] [email] PPD Building Operator [name] [phone] [email] EMERGENCY 911 UK Police Department 257-8573 Mobile #8573 UKPD Crisis Management & Preparedness 257-9665 UK Fire Marshal 257-8590 Environmental Health & Safety 257-3845 PPD Delta Room 257-2830 Medically Trained Personnel/C-CERT Members: Name Office/Workspace Location Work Phone [name; add lines as needed] [office location] [phone] Immediate Actions Fire – When the fire alarm is activated, evacuation is mandatory ● Evacuate the building immediately ● Do not use the elevators ● Take personal belongings (keys, purses, wallets, etc.) with you ● Call 911 ● Follow directions given by your Building Emergency Coordinator, fire department, or police ● Meet at the location specified below ● Help those who need assistance to leave the area ● Do not re-enter the building until authorized to do so by emergency personnel. Tornado/Severe Weather – Monitor TV and radio stations, NOAA weather radio, weather-related Internet sites, etc. ● Be prepared to take shelter in an interior room on the lowest level of your building ● Do not pull the fire alarm ● Stay away from windows and outside doors ● Remain in place until emergency personnel issue an "all clear" notification. Medical Emergency – Call 911 ● Provide your name, location, number of people injured, and
description of the emergency ● Stay on the phone for instructions of what to do ● Assign someone to meet first responders outside the building at the street. Armed Intruder – Call 911 ● If it is possible to flee the area safely and avoid danger, do so ● If flight is impossible, lock (or barricade) all doors and secure yourself in a safe area ● In case of an immediate life-threatening event, take whatever actions are necessary to protect your own life ● Remain in place until police issue an "all clear" notification. Chemical Spill/Hazardous Materials Emergency – Call 911 ● Provide information on the type of chemicals (if known), size of the spill, and possible exposures ● Evacuate the area and the building based on instructions from emergency personnel ● Meet at the location specified below ● Stay out of the building until emergency personnel issue an "all clear" notification ● Do not leave the area until emergency personnel release you, as you may need decontamination. Primary Meeting Location: [location] Secondary Meeting Location: [location] Location of AED/First Aid Kit(s): [bulleted list] of
Melitta leporina Melitta tricincta Merodon equestris Microdon analis Myathropa florea Neoascia geniculata Neoascia interrupta Neoascia meticulosa Neoascia obliqua Neoascia podagrica Neoascia Orthonevra geniculata Orthonevra nobilis Osmia aurulenta Osmia bicolor Osmia bicornis Osmia caerulescens Osmia leaiana Osmia spinulosa Panurgus banksianus Panurgus calcaratus Paragus haemorrhous Parasyrphus punctulatus Parasyrphus vittiger Parhelophilus frutetorum Parhelophilus versicolor Pelecocera tricincta Pipiza noctiluca Pipizella viduata Platycheirus albimanus Platycheirus angustatus Platycheirus clypeatus Platycheirus fulviventris Platycheirus granditarsus Platycheirus manicatus Platycheirus peltatus Platycheirus rosarum Platycheirus scambus Platycheirus tarsalis Portevinia maculata Rhingia campestris Riponnensia splendens Scaeva pyrastri Sericomyia lappona Sericomyia silentis Sphaerophoria batava Sphaerophoria interrupta Sphaerophoria philanthus
For the purposes of this indicator, an inclusive approach has been taken, whereby a species only has to be included in one of the country lists to be included on the combined list. The Scottish Biodiversity list has a final criterion based on the importance of species to people, however, species designated under this criterion were not considered here. The taxonomic composition of the combined four country list (FCL) is shown in Table 2. Some countries have included a small number of taxa below the species level (i.e. sub-species) on their biodiversity lists. Such infra- specific taxa were only retained on the combined four country biodiversity list if the associated species was not included. For example, a sub-species of the willow tit (Poecile montanus) is included on the Welsh list but it is a full species on the Scottish Biodiversity list, thus on the combined list only the full species was retained. Table 1: the biodiversity lists of the four countries of the UK Country Number of Taxa Criteria for species inclusion England (S41) 943 On the 2007 UK BAP list Hen Harrier Northern Ireland (NI) priority species list 481 1: On the 2007 UK BAP list 2: Rapid decline of >= 2% per year 3: Decline of >=1 % per year and NI holds >= 50% of Irish, or >=20 % of UK population or Irish/UK population restricted to NI 4: Rare in NI (1-2 and NI holds >=50% of Irish, or >=20% of UK population or Irish/UK population restricted to NI 5: >=20 % of a well recognised sub-species in NI 6: Red data book species
decline >=25% in 25 years in Wales Decline in Wales >=50% in 25 years Other for example decline and very restricted range UK (combined four country list) 2,890 Table 2: Taxonomic breakdown of combined four country biodiversity list Group Number of Species Invertebrates insect – beetle (Coleoptera) 191 insect – butterfly 25 insect – dragonfly (Odonata) 4 insect – hymenopteran 103 insect – moth 174 insect – orthopteran 6 insect – other 4 insect – riverfly 8 insect – true bug (Hemiptera) 15 insect – true fly (Diptera) 94 Invertebrate 233 Vertebrates amphibian 4 bird 127 fish 57 marine mammal 22 terrestrial mammal 26
Decline in Wales >=50% in 25 years Other for example decline and very restricted range UK (combined four country list) 2,890 Table 2. Taxonomic breakdown of combined four country biodiversity list. Number of Species Invertebrates insect – beetle (Coleoptera) 191 insect – butterfly 25 insect – dragonfly (Odonata) 4 insect – hymenopteran 103 insect – moth 174 insect – orthopteran 6 insect – 4 insect – riverfly 8 insect – true bug (Hemiptera) 15 insect – true fly (Diptera) 94 other Invertebrate 233 Vertebrates amphibian 4 bird 127 fish 57 marine mammal 22 terrestrial mammal 26 reptile 10 Plants and fungi vascular plants 409 alga 254 stonewort 15 lichen 546
Dicycla oo moth Endromis versicolora moth Entephria flavicinctata moth Eriogaster lanestris moth Hadena albimacula moth Heliothis maritima moth Hemaris tityus moth Jodia croceago moth Lithostege griseata moth Macaria carbonaria moth Minoa murinata moth Noctua orbona moth Oria musculosa moth Paracolax tristalis moth Parasemia plantaginis moth Pechipogo strigilata moth Perizoma blandiata moth Photedes extrema moth Polia bombycina moth Protolampra sobrina moth Rheumaptera hastata moth Scotopteryx bipunctaria moth Sideridis reticulata moth Trichopteryx polycommata moth Trisateles emortualis moth Tyta luctuosa moth Xestia ashworthii moth Xylena exsoleta moth Aeshna isosceles Odonata Coenagrion hastulatum Odonata Coenagrion mercuriale Odonata Decticus verrucivorus orthopteran Leptophyes punctatissima orthopteran Metrioptera brachyptera orthopteran Stethophyma grossum orthopteran Brachyptera putata Plecoptera Isogenus nubecula Plecoptera Hagenella clathrata Trichoptera
Points/Qs continued: UROC (100 pts.) 40 in RO2 and 20 in RO3 URX (10 double Q’s) Date: RO2 Score RO2 Points RO3 Score RO3 Points Total Points UROG: (15 double Q’s UROC) Combined score of 192+ Date: Scores Comb. score UROG leg #
Use an Arial, Helvetica, Palatino Linotype, or Georgia typeface, a black font color, and a font size of 11 points or larger. (A Symbol font may be used to insert Greek letters or special characters; the font size requirement still applies). Type density, including characters and spaces, must be no more than 15 characters per inch. Type may be no more than six lines per inch. EACH page should provide the applicant’s name in the upper right hand corner. The application should be numbered consecutively in the center bottom. *APPLICATIONS SHOULD BE ASSEMBLED IN THE FOLLOWING ORDER* Cover Page(s): (not included in the 6 pages limit) of the Project and Total Amount Requested. The Category of Grant you are applying for: Disease Focus or ATRN partnership (i.e. UK- MU, UK- UC or UK- WVU collaborative award.) Applicant’s information for Principal Investigators and Co-Investigators : Name Degree(s) Rank, Title (s) College Department /Division eRA Commons Username Campus Address, Contact Information including e-mail and telephone number Please indicate if you are an NIH new investigator or early stage investigator (not having a previous R01) Please indicate clinical privileges Mentor’s information (Applicable only for junior investigators): Name, Degree(s) and Rank, Campus Address, and Contact Information Applicant’s Information for each collaborator: Name, Campus Address, and Contact Information Detailed Budget and budget justification in NIH format, direct cost only** Allowable requests include: Equipment essential for the conduct of the study Data analysis costs Participant reimbursement costs Research assistant salary support Non faculty personnel salary support Project specific specimen collection/analysis or testing Chemistry and biological lab supplies Purchase of cell lines, cultures reagents etc. Animal purchase and housing Specimen collection/analysis or testing Participant reimbursement/recruitment costs **Budget must be approved by Elodie Elayi BEFORE submission.
Please indicate the Coaching Environment that best describes the context that you are currently most active in : Area/Context Please Tick One Box Elite Performance (ie. World Class, International) Performance Development (ie. International and National Federation & Member Body Development Programmes primarily aimed at Athletes aged 14 – 25yrs) Adult Performance (ie. National, Regional, competitive engagement) Adult Participation (Local, competitive and non-competitive) Youth (aged 13 – 18yrs) Youth (aged 9 - 12yrs) Youth (aged under 8 yrs) In what ways are you creating a high performing environment in the area you have described in Sections 7 & 8 above?
Male/Female – 3 years of age or older Breeder/Handler Male/Female – For dogs 6 months of age or older that are handled by a UKC breeder of record or by a member of the breeder’s immediate family Champion – For dogs of both sexes that have earned their UKC Champion title Grand Champion – For dogs of both sexes that have earned their UKC Grand Champion title Altered Conformation Classes Altered Puppy Male/Female – 6 months to under 1 year of age Altered Junior Male/Female – 1 Year to under 2 years of age Altered Intermediate (Senior Male/Female) – 2 Years to under 3 years of age Altered Adult Male/Female – 3 years of age or older Altered Breeder/Handler Male/Female – For dogs 6 months of age or older that are handled by a UKC breeder of record or by a member of the breeder’s immediate family Altered Champion – For dogs of both sexes that have earned their UKC Champion title Altered Grand Champion – For dogs of both sexes that have earned their UKC Grand Champion title Total Dog/Total Junior Award JUDGING SCHEDULE Nov 10th (S1) – David Arthur - JS GUARD SCENT SIGHT GUN; Steven Melgreen - NORTH HERD BSD TERR TFT COMP NOV 10th (S2) – Steven Melgreen - JS GUARD SCENT SIGHT GUN; David Arthur - NORTH HERD BSD TERR TFT COMP Nov 11th (S1) – Tim Parr - JS SCENT SIGHT GUN; Nancy Gallant- NORTH HERD BSD TERR TFT COMP
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The UK Engagement Survey begins at [University] on [survey open date]. This guide has been produced to help you support students through the survey process. What you should tell your students The UK Engagement Survey is a national survey, co-ordinated by the national body for improving teaching and learning in Universities, the Higher Education Academy. It is carried out by the University and begins here on [start date] and closes on [end date]. The UK Engagement Survey is a new national initiative to explore how undergraduate students invest effort, energy and time in their studies. The survey asks students to reflect on their participation in a range of important educational activities, such as critical thinking and collaborating with other students. By going beyond simple measures of satisfaction, UKES is designed to provide more detailed data on how students are encouraged and challenged by their course. The [University] and Students’ are promoting the survey to help encourage as many eligible students as possible to complete it online and to give their feedback. The more students who complete, the more representative it will be. The survey is the chance for students to feedback on the extent to which they are engaged with activities that improve learning outcomes. The results help us better support them and focus on activities that will support their learning. The survey is [anonymous so no one can be identified from the results / confidential and the results are made anonymous so that no individual can be identified]. Students will [receive an email from name asking them to fill in the survey and a link to it][[and will] be able to access the survey via the online learning portal]. Frequently asked questions How will UKES be carried out? The survey is carried out by [name/team/dept] and the questionnaire hosted online by Bristol Online Surveys. On [date] [first year students / students not in their final year] students will receive an email from [name / team] asking them to complete the survey. [Staff will also be sent a link to disseminate and your help in doing this would be much appreciated.] Any students not completing the survey within the first couple of weeks will receive further reminders. The survey will close on [survey close date]. What will be asked? The survey questions are broken down into the following areas: higher-order learning collaborative learning staff-student interaction course challenge
Microsoft Dynamics CRM Microsoft Dynamics CRM Online Microsoft Dynamics GP Microsoft Dynamics NAV Microsoft Excel Microsoft Exchange Server Microsoft Expression Blend Microsoft Expression Design Microsoft Expression Media Microsoft Expression Web Microsoft Forefront Identity Manager Microsoft Forefront Protection Microsoft Host Integration Server Microsoft Hyper-V™ Server Microsoft Lync Server Microsoft MapPoint Microsoft Office Microsoft Office 365 Microsoft Office Live Meeting Microsoft OneNote Microsoft Outlook Microsoft PowerPoint Microsoft Project Microsoft Surface 2 Microsoft Surface Pro 2 Microsoft System Center Service Manager 2010 Microsoft System Center Essentials 2010 Microsoft System Center Configuration Manager Microsoft Visio 2013 Microsoft Visual Basic Microsoft Visual FoxPro Microsoft Visual SourceSafe Microsoft Visual Studio Microsoft Word Windows Azure Windows Embedded Windows Embedded Sever Windows Embedded Standard Windows Embedded Automotive Windows Embedded Compact Windows Essential Business Server Windows Intune Windows Mobile Software for Pocket PC’s Windows Phone Windows Server Windows Small Business Server
SUBMISSION TO ALL PARTY PARLIAMENTARY GROUP (APPG) ON GLOBAL LGBT RIGHTS: INQUIRY INTO THE UNITED KINGDOM’S STANCE ON INTERNATIONAL BREACHES OF LGBT RIGHTS 18 SEPTEMBER 2015 Contact Paul Dillane Executive Director UK Lesbian and Gay Immigration Group 32-36 Loman Street London SE1 0EH Tel: 020 7922 7812 Email: “I was initially refused asylum but granted refugee status in 2007. Coming to the UK changed my life. I could be my true self. I didn’t need to hide anymore. In a way I have the British Government to thank but it was a very difficult process. Asylum is a dirty word because of the way the media portrays it. I couldn’t even bring myself to say I was a refugee. Now I am speaking up for others who need help.” – Sahhara – Trans women and refugee from Nigeria
Alternative questions not equivalent in terms of difficulty One teacher commented in feedback that the question seemed more challenging and time consuming than the Dutch alternative, stating that most students were unable to finish the Welsh question. The scores from 2012 suggest that students found the Dutch question easier than the Welsh question, with question 3d scoring on average two marks higher than question 3w. Pre-testing of questions, especially where alternatives are provided, to ensure estimates of difficulty and/or time required for completion are accurate. Difficult opening questions Opening questions were more difficult than expected, and students were discouraged by this. Inclusion of an easier ‘starter’ question, especially in lower level papers. This need not mean a lowering of the overall paper difficulty. A more accessible opening question might increase student confidence, and completion of the paper. Increasing interest from younger students There was no clear call for introducing an easier paper level, although some teachers commented that younger students were getting more interested in the competition. Continued monitoring of performance and suitability of questions to ensure suitable material and support is provided for a broadening age range. Underrepresentation of students from maintained school in top mark bands Although too early to tell whether this is a significant trend, this is a tendency worth monitoring. Continued monitoring of performance, and use of teacher and student feedback to ensure necessary support is provided to maintained schools. Furthermore, a greater focus on encouraging maintained schools to enter the competition after registration is possible. 4.2.2 Benefits for school subjects Feedback from teachers Fifteen teachers reported feeling no effects of student participation in UKLO. Of these, five commented that it was too soon to tell, and one commented that too few students had taken part to tell. Eight of the 15 ‘no’ responses commented that they felt sure benefits had been felt by individuals, and that, in time, positive effects would be felt on a larger scale. Of the 20 teachers who reported seeing effects of participation, 15 were foreign language teachers. The positive effects described included: Improved student interest and enjoyment Improved student attitude and motivation Improved student confidence and enthusiasm Help in letting students see the value in learning languages Help in developing language skills
Breakthrough Workout xxx Problem Name xx (1) What language(s) does this problem involve? xxxxxxx What is the aim of this problem? xxxxxx (2) Background Information xxxxx (3) Data and Instructions xxxxxxxx 4) Tasks a) xxxxxx
Please define population sampling frame, sampling period and inclusion criteria. Analysis proposed Scoring guide used by reviewers for this section 0 – Analysis not appropriate to addressing research aims or question. 1 – Analysis may seem outdated, over simplistic or not well adapted to nature of data. 2 – Analysis takes into account the nature of and type of data available and is suitable to address the research question. Analysis proposed Timeline Proposed date Duration (in months) Timeline (key milestones) Proposal for dissemination of research Scoring guide used by reviewers for this section 0 – No statement of intended use. 1 – Intended uses unclear. 2 – There is a clear statement on the intended outputs which may include publication in a peer- reviewed journal, publication on an organisation’s website, reports that are evaluations of a service rather than research, or publication as a PhD thesis Proposal for dissemination of research
Study Guide p. 5 (continued) For Exercises 8 and 9, use the ratio table given to solve each problem. 8. A hair salon bought 12 headbands for $24. At this rate, how much will 48 headbands cost? 9. are 8 boxes, which contain a total of 56 sweaters, in a store warehouse. If the store needs 35 sweaters, how many boxes should they take? 10. For a trip, 114 students are put on 4 buses. At this rate, how many students would be on 8 buses? 11. hiking, Mr. Finds burns 808 Calories in 8 hours. At this rate, how many Calories does he burn in 60 minutes? 12. Margo won 24 out of her last 36 tennis matches. At this rate, predict how many matches she would win out of her next 27 matches? 13. A store manager orders T-shirts so that 15 out of every 35 are a medium. How many medium T-shirts would you expect to find when there are 126 T-shirts on a rack? 14. Mia saves $28 in 8 weeks. Her sister saves $18 in 24 days. Are the rates at which each sister saves equivalent? Explain your reasoning. 15. Luke can read 4 pages in 1 minute. Write the ordered pairs (number of minutes, number of pages read) for Luke reading 0, 1, 2, and 3 minutes. SCORE ____________ 8. _______________ 9. _______________ 10. _______________ 11. _______________ 12. _______________ 13. _______________ 14. _______________ 15. _______________
Once the Microsoft Authenticator app is installed on your device, click the Generate Activation Code button in the MFA user portal. Figure 6 - MFA setup - Generate Mobile App Activation Code On the Microsoft Authenticator app, click the Add Account button, or the + at the top right of the screen. Figure 7 - Configuring Microsoft Authenticator Choose Work or school account and then either scan the QR code presented or enter the code manually. Once the account is added, you can approve sign-ins by pressing the Approve button as shown below. Figure 8 - Mobile App authentication request In addition to your primary authentication method, you will need to setup security questions that can be used in the event you are unable to use your primary method e.g. if you lose your mobile phone. Figure 9 - MFA setup - Security Questions You need to answer 4 security questions. There is a choice of questions in the drop-down lists. Click Save once you have finished. You are now ready to launch RDS applications. If you need to change any of your MFA details, you can log back into the MFA portal at any time.
Created simulation used to refine design and restore compliance with (Federal Motor Vehicle Safety Standard) requirements. Publications “On-Line Prediction of Tool Wear and Surface Roughness during Turning on a CNC Turret in a Production Environment Using Multi-Sensing and Neural Network,” Journal of Manufacturing Science and Engineering, 2009 “Real-Time Tool Status Monitoring during Turning on a CNC Turret in a Production Environment, Part 2: Dynamic Characterization,” Journal of Machine Tools Manufacture, 2008 “Review of Developments in Sensors for Untended Machining,” Annual Conf., Monterrey, CA, 1996 “Tutoring and Mentoring of Youths,” Comcast Newsmakers (Southfield, MI), TV Interview, 2003 “The Role of Parents in the Educational Achievement of Our Youths,” Detroit Public School System and MEVONE (Detroit, MI), 2005
Sea transport and inner water transport Sea transport The marine industry of Ukraine comprises of a network of seaports, as well as loading terminals, moorings and complexes of various forms of ownership. Map of seaports in Ukraine Source: Ministry of infrastructure of Ukraine In Ukraine, there are 13 (not including the Crimea) operating ports, which include 5 deep-water ports, they are: the Pivdennyi Port, the ports in Chornomorsk, Odesa, Mykolaiv. About 60% of handled freight comes through the three largest of them, i.e. Odesa, Illichivsk and Pivdennyi Ports. All Ukrainian ports are at the moment state-owned enterprises. Water transport traffic volumes in 2014-2016 9m 2014 9m 2015 9m 2016 Freight traffic, m tons 4.3 4.8 4.8 - % change y-o-y 8.9 11.2 0.6 Passenger traffic, m passengers 0.5 0.5 0.4 - % change y-o-y -19.8 1.2 -20.9 Source: State Statistics Committee Cargo turnover by sea ports, m t in 9m 2016 Source: Ministry of infrastructure of Ukraine Inner water transport There are a number of river ports operating on the inland waterways, for example in Kyiv, Dnepropetrovsk and Zaporozhye. Ten river ports, the majority of which are privately owned, suggest a sound alternative to sea ports to cargo owners and shipowners. Additionally, river ports provide an opportunity for smaller vessels to avoid transshipment in sea ports with further road/rail transportation within the country, thus saving costs to the shippers.
Asian / Asian British Mixed / multiple ethnic groups ☐ Indian ☐ White and Black Caribbean ☐ Pakistani ☐ White and Black African ☐ Bangladeshi ☐ White and Asian ☐ Chinese ☐ Any other Mixed/multiple ethnic background (write in): ☐ Any other Asian Background (write in): Black / African / Caribbean / Black British White ☐ African ☐ British/English/Welsh/Scottish/Northern Irish ☐ Caribbean ☐ Irish ☐ Any other Black/African/Caribbean background (write in): ☐ Gypsy or Irish Traveller ☐ Any other White background (write in): Other Ethnic Background ☐ Arab ☐ Prefer not to say ☐ Any other ethnic group (write in): Gender I am: Is your gender identity the same gender you were assigned at birth? ☐ Male ☐ Yes ☐ Female ☐ No ☐ Prefer not to say ☐ Prefer not to say Age What is your date of birth? Date/month/year ☐ Prefer not to say Religion or belief What is your religion? ☐ Christian (including Church of England, Catholic, Protestant and all other Christian denominations) ☐ Buddhist ☐ No religion ☐ Hindu ☐ Prefer not to say ☐ Jewish ☐ Any other religion or belief (write in) ☐ Muslim
CARE OF ADULTS Trust Hospital Reviewed as CCC or HC Linked Hospitals/services CARE OF CHILDREN AND YOUNG PEOPLE Trust Hospital Reviewed as CCC or HC Linked Hospitals/services PATIENTS USUALLY SEEN AT THE COMPREHENSIVE CARE CENTRE Condition No. patients No. patients had annual review in last year No. in-patient admissions in last year Severe Moderate Mild Haemophilia A Adults Children Haemophilia B Adults Children Von Willebrand Disease Adults Children Acquired haemophilia Adults Other related bleeding disorders Adults Children Home Therapy Adults Children Number of patients with ‘inhibitors’ Adults Children USUALLY SEEN BY THE LINKED HOSPITALS/SERVICES (except for annual reviews) Condition No. patients No. patients who had an annual review in last year No. in-patient admissions in last year Severe Moderate Mild Adults Children Adults Children ANY COMMENTS ON PATIENT NUMBERS
Where data have been released with an agreement that analysis and write-up will be done completely independently of the UKRR (‘no UKRR involvement’), any output must include both the . See for further details. The source and data handling methods should be made clear in the ‘Methods’ section. The following sections must be completed by the data requestor. Purpose/s for sharing data. Why are the data being shared? An overview of the study, why the data are required, what value will they add? Also include your ICO data protection registration reference and research/ethics approvals obtained for the study if applicable. Data to be shared. Specifically what data items are to be shared; specify the data items or attach a list. When and how are the data to be shared? e.g. on an ad hoc basis, at the beginning of every quarter, etc. What method and will be used for transferring the data? How will the data be transferred and in what format? (e.g. documents by fax, post, courier, messages by answer machine, encrypted CD by special delivery, etc). How and where will the data be stored? What security measures are in place? What is the storage medium, what physical and other security measures exist? (e.g. secure server database, encrypted CD, etc)
Appendix 4: A risk based system for application approval by the UKRR This risk based approach aims to ensure that CAG, in line with the ICO Anonymisation Code of Practice, have appropriate referral of applications that have high risk linkage, high risk data content, or high risk context of use. Risk Risk definition factors Actions Approval Estimated study volume Low 4 or fewer linked data sources None of the complicating factors listed below UKRR only UKRR can approve <20 Medium 5-7 linked data sources and/or 1 of the following complicating factors:* Geographically defined dataset with population between 100,000 and 1M Return of linked data to a data controller or associated researcher who may have access to identifiable data Use of a data field that has a potential risk for or specific population with risk of small cell counts based on rarity of outcomes or exposures and proposed stratifications *If there is >1 complicating factor it will be classed as ‘High risk’ UKRR plus additional comments to researchers UKRR can approve, but should note any potential issue and ensure that the researcher(s) are made aware of issues and are reminded of their legal obligations <5 High 8 or more linked data sources and/or 1 of the following: Geographically defined dataset with population between 10,000 and 99,999 Use of a data field that has an identified risk for re-identification Any other reasons not stated above UKRR checks for scientific integrity and refers matter to CAG for either a study level approval or overall approval that similar protocols in the future are also acceptable (or not) Specific CAG approval required <5
Appendix 4: A risk system for application approval by the UKRR This risk based approach aims to ensure that CAG, in line with the ICO Anonymisation Code of Practice, have appropriate referral of applications that have high risk linkage, high risk data content, or high risk context of use. Risk Level Risk definition factors Actions Approval Estimated study volume Low 4 or fewer linked data sources None of the complicating factors listed below UKRR only UKRR can approve <20 Medium 5-7 linked data sources and/or 1 of the following complicating factors:* Geographically defined dataset with population between 100,000 and 1M Return of linked data to a data controller or associated researcher who may have access to identifiable data Use of a data field that has a potential risk for Small or specific population with risk of small cell counts based on rarity of outcomes or exposures and proposed stratifications *If there is >1 complicating factor it will be classed as ‘High risk’ UKRR plus additional comments to researchers UKRR can approve, but should note any potential and ensure that the researcher(s) are made aware of issues and are reminded of their legal obligations <5 High 8 or more linked data sources and/or 1 of the following: Geographically defined dataset with population between 10,000 and 99,999 Use of a data field that has an identified risk for re-identification Any other reasons not stated above UKRR checks for scientific integrity and refers matter to CAG for either a study level approval or overall approval that similar protocols in the future are also acceptable (or not) Specific CAG approval required <5
studies. A key limitation is that studies operate under the hypothesis that the presence of a device does not cause departure from normal or; negative effects are not important. Yet a range of tags and bio-logging devices have been shown to affect tagged individuals. This, along with a lack of clearly defined quantitative measures to examine an effect has left the topic of tagging impacts complicated and poorly defined. To assess impacts of capture and tag attachments in harbour seals (Phoca vitulina) and grey seals (Halichoerus grypus), effects will be separated into two categories: short- and long-term. Short-term effects will be treated as those that exist as a result of capture, sedation and effects from carrying a device that decay within a short period following attachment. A framework to quantify the duration and magnitude of short-term effects will be developed to assess telemetry time series data for the existence of short-term effects. Subsequently, the framework will be used to compare animal responses to capture and handling in different animal handling protocols. Long-term effects are those that exist, or their mechanisms of causation exist, for the duration that a tag is attached to an animal. Changes in drag and the energetics effects induced by the attachment of a device to the external surface of a seal will be quantified. The behavioural adaptations animals employ to overcome increased drag will also be assessed. Understanding the responses to animals captured and tagged will aid data interpretation and with ethical assessment of animal welfare during capture and tagging. Protosociality in colonially breeding Toby da Costa Oliver 1, Paddy Pomeroy1 (1) Sea Mammal Research Unit, University of St Andrews, St Andrews, UK Corresponding author: tvrdco@st-andrews.ac.uk Many animals, at some point in their life-history, live in groups attributable to the many benefits they experience such as enhanced foraging, dilution of predation, and finding a mate, amongst others. Coloniality is a form of group-living that has no other resource than breeding.
Early evenings Conduct assessment after 4 pm closer to places where enumerators plan overnight Bad quality/absence of roads Planning the in advance 9. Monitoring and Evaluation Table 4 : Monitoring and evaluation targets Objective Indicator Target Data collection methodology Humanitarian stakeholders consulted # of humanitarian organisations consulted 10 Email and meeting minutes Humanitarian stakeholders providing inputs to the report # of humanitarian organisations providing inputs to the assessment 10 Word track changes Humanitarian stakeholders provide resource assistance # of humanitarian organisations providing support to resources mobilisation 5 Enumerators Office space Other logistical or HR support Humanitarian stakeholders reference our products # of documents with reference to REACH products # of downloads on the web portals 10 10 Google scholar search Cluster documents Reliefweb Humaniatrian Response UN and other organisations Humanitarian organisations use evidence to inform decision making # of humanitarian organisations that use evidence/ products to inform their aid delivery, decision making, or initiate/ reform program activities # number of presentations made 15 Feedback survey Track changes in decisions, aid delivery pattern, and visible programmatic changes 10. Documentation Plan November December January February March # Activity 2nd half 1st half 2nd half 1st half 2nd half 1st half 2nd half 1st half 1 Terms of reference 2 Stakeholder presentation 3 HH survey questionnaire FGD tool
CURRICULUM SUBJECTS OVERVIEW UPPER KEY STAGE 2 YEAR 6 / CYCLE B SUBJECTS AUT 1 AUT 2 SPR 1 SPR 2 SUM 1 SUM 2 ART & DESIGN Collage Printing Mixed Media Picasso: Mixed Media - Animals 3D-Form Drawing Glasgow Graffiti Trail: Painting COMPUTING E-Safety Information Technology Multimedia Computer Science Multimedia Data Handling M Information Technology Multimedia Computer Science Multimedia DANCE Rain Dances The Nutcracker A Chorus Line Nature’s Guardians DESIGN & TECHNOLOGY Design Project - Source of Light Design Project – Tribal Child Design and Make - Moving Model Car Sustainability DRAMA Disaster, Disaster! Silent Night The Rhythm Of Life Cultures, Customs and Traditions Funky Machines! Global Warning ENGLISH (LITERACY FOCUS AND APPLIED LITERACY) The Power of Imagery through Poetry Explanations Reading and Writing Narrative Biographies and Autobiographies Classical / Narrative Poems Stories from Other Cultures Poetic Style Dramatic Conventions Stories and Spooky Tales Argument Adventure and Mystery The Power of Imagery through Poetry Instructions Explanations Revision* Revision* Revision* Explanations Teacher Choice
SUBJECTS AUT 1 AUT 2 SPR 1 SPR 2 SUM 1 SUM 2 HISTORY Cause, Change, Similarity and Difference Pioneering Scientists Non-European Society LANGUAGES MATHS MUSIC Elements in Music - Timbre, Tempo, Pitch Silent - Pitch, Structure, Texture The Rhythm of Life - Duration, Tempo Traditional Music from Around the World - Timbre, Tempo Dynamic Decibels - Dynamics Global Warning - Texture, Timbre, Pitch, Structure PSHE Aspirations Rights and Responsibilities Similarities and Differences Health Healthy Relationships Healthy Relationships Economic Awareness Enterprise P.E. R.E. SCIENCE Properties and Changes of Materials Living Things and Their Habitats Animals, Including Humans Forces Light and Electricity Sustainable Science ©Dimensions Curriculum 2015
☐ Caribbean ☐ Any Black / African / Caribbean background, please describe ______________________ Other ethnic group ☐ Arab ☐ Any other ethnic group, please describe ____________________________________________ ☐ I prefer not to say 3. Age What was your age group at your last birthday? ☐ 16-24 ☐ 25-34 ☐ 35-44 ☐ 45-54 ☐ 55-64 ☐ 65-74 ☐ 75-84 ☐ 85 or over ☐ I prefer not to say 4. Sexual Orientation What is your sexual orientation? ☐ Bisexual ☐ Gay or lesbian ☐ Heterosexual ☐ Other ☐ I prefer not to say 5. Religion or belief What is your religion or belief? ☐ Buddhist ☐ Christian ☐ Hindu ☐ Jewish ☐ Muslim ☐ Sikh ☐ ☐ No Religion or Atheist ☐ I prefer not to say 6. Where is your principle place of residence? Which region does your principal residence fall within? ☐ North East ☐ North West ☐ Yorkshire and Humberside ☐ East Midlands ☐ West Midlands
offer no courses to Tier 4 students below NQF 6, other than English Language pre-sessional courses. English Language Courses: Must be mapped at Level B2 on the CEFR (Common European Framework of Reference for Languages) English Language requirements: Programmes should conform to standard published Plymouth University and Plymouth University International College (PUIC) English Language requirements for International Students which can be found . Any request for an exception to the standard requirements must be made through the ELRIS group with justification / reason for higher requirements supplied. A list of programmes that require higher than the standard English Language requirement is also maintained Information on English Language requirements must be maintained centrally and any changes made through the ELRIS group, to ensure we can justify the qualifications we are accepting in the event of a UKVI audit. (Contact UKVI Compliance Team for more information). Courses must be full time, which is defined by UKVI as – a full time course leading to a UK recognised qualification at level 6 or above on the QCF or NQF or equivalents An overseas higher education course that the student is studying for in the UK and leads to a qualification from an overseas higher education institution that is recognised as being equivalent to a UK higher education qualification (for PU this would apply to students doing an exchange or study abroad year here, who require a Tier 4 visa) A course of study below UK degree level that involves a minimum of 15 hours a week of classroom based, daytime study (08.00 – 18.00, Monday to Friday) (for example pre-sessional English Language courses) In practice Plymouth University defines “full time” for students on degree courses as taking the full complement of credits in any academic year, i.e. 120 credits (UG), 160 credits (PGT). This does not to students who are repeating studies on the same programme and may only be required to repeat some modules / credits. We are permitted to continue sponsoring them under Tier 4 as long as our sponsorship duties can be and are still fulfilled, and the student began their study on a full time programme. Tier 4 students may not be recruited to a course whose mode is part time OR distance learning. Programmes with blended learning or solely consisting of self-study may also cause problems for Tier 4 students. Engagement:
UK annual return for supervisors Information current as at: Reporting period used: Supervisor name: Date appointed supervisor: Sectors supervised: If more than one sector – repeat this table for each sector 2007 2008 2009 2010 2011 2012 2013 2014 2015 Number of Firms No of individuals Firm demographic information the size or turnover of firms in your sector varies or is otherwise relevant to risk assessments – provide a breakdown of the sector by the most relevant feature to help provide context. Also outline the proportion of which firms are solely UK based or part of an international group (i.e. have branches / subsidiaries / parents in other jurisdiction) Services provided by supervised population Authority to supervise and governance and operational structure In addition to the MLR - what legislation, charter, code of conduct provides the supervisor with authority over their supervised population or note that powers are solely based on the MLR. Resources applied to AML/CFT compliance (including FTE and spend) Is this function AML specific or integrated – if it is integrated, explain how this integration works. What is the governance structure for the supervisory role Outline briefly any ‘action plans’ etc in place to change or improve approach to or resources for supervision (attach annex where relevant) AML/CFT threats to and vulnerabilities of the sector Outline what you see as the key reasons / products / services that make your sector attractive to money laundering and terrorist financing including any UK or regional specific factors. [Please also note any nuclear proliferation financing threats or vulnerabilities] Outline any aspects of your sector that you consider to be low risk.
Need help with your risk assessment? Visit or contact your designated staff member (For Societies/Committees: society.coordinator@sheffield.ac.uk) Society/Committee: Various (see trip form) Date of Risk Assessment: 01/08/2017 – 31/07/2018 Event/Activity: UK Camping Trip Completed by (Name/Position): Students’ Union staff on behalf of Sheffield SU’s registered societies and committees. Event/Activity Location: Various (see trip form) Contact details (telephone & email): 0114 222 28689 Date of Event/Activity: Various (see trip form) Other Persons Consulted (if any):,Jill Thompson (SU H&S Manager, Janet Turvey (Endsleigh Insurance), Tim Bowell (SGS) Please note that this is a standardised risk assessment. If there are any specific risks associated with your day trip which are not covered in this risk assessment then you must inform the relevant staff member in the Activities & Sports Zone. SIGNIFICANT HAZARDS What might cause harm? RISK Who might be harmed and how? CONTROL MEASURES: EXISTING AND PROPOSED What are you already doing to control the risk? What else do you need to do? Action by who? Person(s) Action by when? Date Fire All participants – risk of burns, smoke inhalation, injuries during evacuation. The trip leader should talk through the campsite’s fire safety policies and procedures and show all participants the location of the Fire Assembly Point. Trip leader and all participants. During trip.
Part 3: Awareness of tonnage tax Questions related to respondents awareness of tonnage tax 3.1 Is your company/group registered under a national tonnage tax scheme? ☐ Yes ☐ No If no, please proceed to question 3.3 3.2 Which national tonnage tax scheme is your company/group registered? ☐ UK ☐ EU/EEA ☐ Other 3.3 Is your company/group aware of the UK tonnage tax scheme? ☐ Yes ☐ No 3.4 In your company/group opinion, please rate the UK tonnage tax scheme ☐ Very good ☐ Good ☐ Poor ☐ Very Poor ☐ Not applicable 3.5 Please provide comments on advantages/disadvantages of the UK tonnage tax scheme: 3.6 In comparison to other national tonnage tax schemes, how does the UK compare? ☐ Very good ☐ Good ☐ Similar to others ☐ Poorly ☐ Not applicable 3.7 Please provide comments on advantages/disadvantages of national tonnage tax schemes: 3.8 In your company/group opinion, please rate the pre-clearance advice provided by HMRC to companies joining the scheme. ☐ Very good ☐ Good ☐ Poor ☐ Very poor ☐ Not applicable 3.9 Please provide comments on the pre-clearance advice service:
The Movember Foundation is the leading men’s health charity, funding over 1,200 projects in 21 countries worldwide. To date, they have raised hundreds of millions for men’s health programs focused on prostate cancer, testicular cancer, mental health and suicide prevention. For more information and to help change the face of men’s health, visit Movember.com. Media Contacts: Stephen Broholm, Distinguished Gentleman’s Ride | Stephen@gentlemansride.com Lisa Potter, The Movember Foundation | lisa@movember.com