zilongwang/ReadingBank huggingface dataset:
Planning and organising Able to organise own research activities to deadline and quality standards. Excellent time-keeping, attention to detail and ability to undertake complex and detailed experimental procedures will be an advantage. From the application/CV. At interview/ Presentation. Problem solving and initiative Able to develop understanding of complex problems and apply knowledge to address them. Able to develop original techniques/methods. A candidate who is self-motivated, innovative and enthusiastic about learning and assimilating new techniques as required to pursue this area of translational research will be particularly welcome. From the application/CV. At interview/ Presentation. Management and teamwork Able to supervise work of junior research staff, delegating effectively Able to contribute to Academic Unit management and administrative processes Work effectively in a team, understanding the strengths and weaknesses of others to help teamwork development From the application/CV. At interview/ Presentation. Communicating and influencing Communicate new and complex information effectively, both verbally and in writing, engaging the interest and enthusiasm of the target audience. Able to present research results at group meetings and conferences Able to up research results for publication in leading peer-viewed journals. Work proactively with colleagues in other work areas/institutions, contributing specialist knowledge to achieve outcomes. From the application/CV. At interview/ Presentation. Other skills and behaviours Understanding of relevant Health & Safety issues. Positive attitude to colleagues and students. From the application/CV. At interview/ Presentation. Special requirements Able to attend national and international conferences to present research results. From the application/CV. At interview/ Presentation. JOB HAZARD ANALYSIS Is this an office-based post?
Peg Patterns Visually Guided Gross Motor Activities Eye/Body Coordination Vestibular system Auditory system Tactile perception Eye-foot coordination Eye-body coordination Doll’s Eyes Oculocephalic reflex Trampoline Bowling/Rolling Ball Marble Trap Bowling Marble catch OKN Ball Foam Puzzles Volleyball Balloon Rolling Optokinetic Nystagmus (OKN) Bubble Popping Movements that activate both hemispheres of the brain: Cross Crawls Patty Cake Marching Vestibular Prep activities Swings Balance Balance Boards Rotations Head Turns Body Turns Cars and Tracks Pool Cue Knock - off Bean Bag Toss Cross Walking Fishing Feel and Find WACS – Wach’s Analysis of Cognitive Structures: Graphic Design Shape Drawing and Tunnel Drawing Line Tracing and Dot Connecting Template Drawing Visually Guided Fine Motor Activities Drawing, Writing, Grasping, Stacking Drop Sorter Fine Chopsticks/Tongs/Tweezers Giant Peg Board Rotating Peg Board Marbles on Pegs Cheerios on Pointer Beading (string/shoe lace) Lacing Cards Graphic Milestones Scribbles 15 months Imitates vertical stroke 2 years Imitates a circle 2 Imitates a cross 3 years
get to know what we do invite others to Messy Church at Trinity, instead of hosting at all 3 congregations release minister to go to a rural church (unstaffed) for a Sunday refer to groups that are already going (i.e.: youth group, VBS – combined group) shared music with churches without music (i.e.: musicians in city can play and record hymns needed – for outlying churches with no resources) tri-choirs list the resources that we are willing to share or that we have and encourage sharing remember that we are all in this together – and as followers of Jesus we can afford to share, it’s OK as a part of our mission sing together have food together we all agree on outreach, it might be a good start together music brings energy – we all agree – share mid-week service in the summer or in the evening sharing resources – service contracts: snow clearing and bulk buying keep talking and move forward moving out of the church (Stanley Park, etc.) Service together – change governance model to include Joint planning – working to understand that we are all on the same page small group things together to get started and more meetings such as today (EDGE workshops) Joint activities such as being hosted by the UCW – Joint study groups committees working together: worship, CE, Outreach how do we do pastoral care, becoming affirming (i.e.: invite sharing of ideas Communication – need to have a person” – someone to send information to the other churches and possibly update joint social media sites, such as Facebook, Twitter, etc. (events, such as: “Human Rights” “Fighting the Phobias” “International Day Against Homophobia” sit down with city officials and consider where there is a common goal or task consider a “Hub” model explore shared technology and what the cost would be find the people with the ideas and go ahead, go for it teleconferencing between committees programs to interest young people reconfigure sanctuaries for multi-purpose 6 Categories Emerged: Amalgamation a number of the churches present are naming that the current situation is not sustainable
Progressing; Not Progressing, Closed-Successful, Closed Unsuccessful, national origin) by 2020 as in the continuity clinic setting by 2018 New Innovations Action Plan Title: 1819 Focused Recruitment of Students with higher USMLE scores / Status: Progressing X New Innovations Action Plan 1718 Case-based Didactics / Status: Completed X New Innovations Action Plan Title: Residency Web Site Revision / Status: Complete X Hold
New Innovations Action Plan Title: Increase Faculty Diversity / Status: Progressing X New Innovations Action Plan Title: Earlier Subspecialty Education / Status: Completed X New Innovations Action Plan Title: Inclusion of ChooseWisely.org into Case Didactics / Status: Progressing X New Innovations Action Plan Title: Practice Habit Data Dashboards / Status: On X
Recruit people who will act not just listen onto the panel. Call for the panel to adopt the Portfolio of Indicators as springboard for useful statistics. Create a specific partnership with purpose (and working groups which reflect this). Decide what we are looking to change with the public, what outcomes are we looking for? Prevention, cures and statistics panel (Facilitator: Julia Marwood) General Discussion There was a general question about ‘what is / who are Vision UK’? The consensus was that Vision UK had an advocacy & facilitation role. Overwhelmingly, amongst all those present at the table, Research was a major topic for discussion with everyone feeling that this area was of utmost priority to tackle. It was felt that there was an urgent need to look at how research is funded across the eye health sector to ensure that we could effectively identify what do we need to know, what do we know (and accept) already, what are the gaps, what action do we need to take to close that gap? There needs to be a focus on ‘value’ in all research undertaken. It was felt that maybe ‘Research’ should be a panel in its own right as the success factor to achieving across all four panels will be the availability of quality data. The benefit of such an approach being that there would be ‘one voice’, working collaboratively across the sector, to lobby Government for more research funding. Or, if not it’s own panel, ‘Research’ should be a key objective for the ‘Epidemiology’ panel to focus on. It was felt that there was a clear overlap across the four panels and there was concern about duplication of effort, with a challenge as to whether you could reduce this and fit the key objectives of the P, C & T panel into the epidemiology and service panels? Objectives
N/A 2.1.3 What impacts would removing the ‘commercial availability’ provision have on your organisation, business or industry? What evidence is there for the impact? Please explain the impact and provide evidence on the costs and benefits to support this. N/A Obligations on authorised entities 2.2.1 Do you or disagree with our approach? If so, please explain and provide evidence on the impact this would have on you as an organisation or as a beneficiary person. The MT empowers a variety of actors to create and share accessible format copies. These actors include not only “beneficiary persons” themselves but also a “primary caretaker or caregiver” of such a person, as well as anyone “acting on … behalf” of a beneficiary person. This expansive list reflects the reality that many print-disabled individuals require assistance to engage in daily life activities, including accessing and reading books and consuming cultural materials. As you state in recognition of these challenges, the MT also designates “authorised entities” to assist print-disabled persons. Authorised entities are thus crucial to achieving the MT’s overarching objective of overcoming the considerable barriers that print-disabled individuals currently face in making and sharing accessible format copies. Vision UK agrees with the UK Government approach to Section 31F CDPA.
11:20 NMHS perspective; trends in acquisition, use and management of observations (J. Dibbern) 11:40 NMHS perspective; trends in acquisition, use and management of observations (S. Gilbert) 12:00 Discussion; wrap-up of Session 2 19. 10. Session 3: Technical, political and financial challenges, issues and opportunities 14:00 The WMO Information System; trends in telecommunication and dissemination of information (D. Thomas, WMO Secretariat) 14:30 Data policy issues – are we still sharing data freely and openly in 2040? (L. P. Riishojgaard) 15:00 Integration of non-NMHSs data in NMHS operations (J. Fisler) 15:30 Coffee break 16:00 Integration of non-NMHSs data in NMHS operations (S. Barrell/K. Monnik) 16:30 Bank perspective – why, where and how to invest in meteorological observations in the developing world (D. Kull, World Bank) 17:00 Trends and opportunities in surface-based remote sensing – a few thoughts (V. Lehmann) 20. 10. 9:00-12:30 Session 4: Role of WMO and other international partners 9:00 WMO Strategy 2017-2023 (Prof P. Taalas, SG/WMO Secretariat) 10:00 The respective roles of space and surface in WIGOS (L. P. Riishojgaard) 10:30 Discussion 11.30 Coffee break Session 5: Toward an integrated “Vision for WIGOS in 2040” 11:45 Role of the Vision for WIGOS in 2040 revisited (S. Barrell, B. Calpini) 12:00 Discussion 20. 10. 14:00 Next steps; work plan for developing the integrated “Vision for WIGOS in 2040” (E. Charpentier and L.P. Riishojgaard) 15:00 Discussion; Recommendations, next steps 16:00 Closure of the workshop _______
WIGOS Compile the first full draft Develop a core set of Vision slides for a consultation process Start the consultation process with stakeholders June 2017 Submit the Vision for consideration and guidance/recommendations for elaboration (Jan 2018) PM/WIGOS Submit the Vision for consideration and guidance/recommendations for its finalization EC-70 Submit the Vision for consideration CBS-Ext.(2018) PM/WIGOS Submit for approval by ICG-WIGOS-8 ICG-WIGOS-8 (Jan 2019) PM/WIGOS Submit for approval by Cg-18 PM/WIGOS ________
NCDB meeting notes from Vision session, April 22, 2016 Vision Group 1 All audiences get what they need around information and dissemination Effective and efficient services offered within and across states lines. TA will be provided in a context where children have better trained personnel. Shared leadership, partner result expertise. NCDB will be highly skilled at facilitating inside and outside the network. Individual children across the country are the beneficiaries of current best practice. Work with IHE to build capacity for post 2nd kids. Being visible, valued, and acknowledged. TA+D and state of national level States will feel less isolated and overwhelmed NCDB creates technology plan that best meet needs of a national project in partnership with states NCDB reflect lived experience of DB – voice are represented Vision Group 2 Children, families, and service providers have access to the best of knowledge, practice and process Collaboration + boots on the ground = significantly better results Collaboration includes the production of the knowledge, tools, practices, and strategies to ensure successful outcomes NCDB will be highly skilled at guiding the network in ways that emphasize shared leadership Broader ownership outside of the DB network Support through technology planning + development + accessibility NCDB reflects experience of DB individual or family member in project staff The network employs strategies that makes all content available, useable, and accessible for all audiences The info above morphed into this chart. Access to content Shared leadership/collaboration System Outcomes Quality Services Information and dissemination for all audiences Shared leadership, partner result expertise. NCDB will be highly skilled at Being visible, valued, and acknowledged NCDB reflect lived experience of DB – voice are represented
facilitating inside and outside the network Children, families, service providers have access to are beneficiaries of current best practice, knowledge, process Collaboration + boots on the ground = significantly better results TA+D and of national level NCDB reflects lived experience of DB individual or family member in project staff Technology that best meet needs of a national project in partnership with states, planned and accessible Collaboration includes the production of the knowledge, tools, practices, and strategies to ensure successful outcomes States will feel less isolated and overwhelmed TA will be provided in a context where children have better trained personnel. The network employs strategies that all content available, useable, and accessible for all audiences NCDB will be highly skilled at guiding the network in ways that emphasize shared leadership Broader ownership outside of the DB network Work with IHE to build capacity for post 2nd kids Effective and efficient services offered within and across states lines. Here are iterations and versions post staff meeting that are waiting for final work
OneDrive, Word, PowerPoint, Outlook, and PDF. Additionally, with Office Lens on iOS you can export to Immersive Reader, which is built directly into Office Lens. The Immersive Reader helps users to easily scan and read content, helping them move from the physical to digital world. Get Keyboard Shortcuts and Steps for Using Assistive Technology with Office Office for Windows, Online, Mac, iOS, Android, and Windows Mobile provides support for assistive technologies like screen readers. You can read about the accessibility features for your specific environment at the Office Accessibility Center. There you can get all the latest accessibility information on products such as Word, PowerPoint, Excel, Outlook, and even others outside of the Office Suite such as Skype or OneDrive. the . Select Use a screen reader and keyboard shortcuts with Office apps. Select the Office application you want to learn about. Navigate to the section for your device. Browse the Accessibility Features of Internet Explorer and Edge Microsoft browsers come with accessibility features designed for individuals who are Blind or Low Vision. You can also customize options in Internet Explorer and Edge to meet your individual vision needs and preferences. Choose a Theme in Microsoft Edge Each Edge Theme uses different foreground and background colors for the application Window and Panes. You can choose the theme that meets your individual vision needs and preferences. Select More. Select Settings. Choose the Dark or Light theme. Caption 18: Here are the two theme options you can choose in Edge Change Your Reading View Style in Edge The Reading list in Microsoft Edge gives you a place to save articles or other content you want to read later. You can choose the Reading view style that best meets your individual vision needs and preferences. Select Reading View.
Sample Exhibition Content You can provide EITHER a powerpoint presentation using the template below OR a five minute video file. a) POWERPOINT FILE (click here to download PowerPoint template). Upload your completed PowerPoint file with your application, or provide as a URL. OR b) VIDEO FILE. For exhibitions with 3D objects, provide a URL link to a video of up to five minutes. Videos must be in one of the following formats: mp3, mp4, wmv or mov. Please name and submit your file with the title '4. Sample Exhibition Content.' Quotes for all items of expenditure over $10,000 - Must be submitted as one PDF combining all quotes into one PDF document. - Please name and submit your file with the title '5. Expenditure Quotes. Optional Support Materials When submitting an application the following documentation may be uploaded as optional support material.
retinal disease in children by replacing a mutation with a corrective gene. In March, Mass Eye and Ear performed the first-ever procedure to administer the drug to a patient. "It opened up the avenue for gene-based treatments, and some of that might be applicable to AMD," said Miller. While macular degeneration is thought to be influenced not only by genetics but by environmental factors, such as smoking, "gene therapies have incredible potential" to treat the disease, said Luk Vandenberghe, cofounder of Odylia Therapeutics, a nonprofit working to commercialize retinal disease research. Decades of research to understand diseases is now helping to power the new approaches to treatments, he said. There's also hope that the success of gene therapies for maladies of the eye could help launch similar kinds of treatments for other diseases. Ben Shaberman, an official at the Foundation Fighting Blindness, a patient advocacy group, said the retina - a thin tissue lining the back of the eye - is emerging as an ideal proving ground for the young gene therapy field. "The retina is accessible and a really good target," he said. "If you get things to work in the retina, a good chance you could apply them to neurodegenerative disorders of the brain or the central nervous system." Gemini, in , is trying to bring the precision medicine model being deployed in targeted cancer treatments to AMD. Unlike drug developers that try to make one-size-fits-all treatments for macular degeneration, it's focusing on treatments tailored to subsets of patients with distinct genetic variations that put them at risk. "We believe that genetics plays a key role, and we're spending a lot of time trying to understand these subpopulations," said Gemini chief executive James McLaughlin. Sometimes patients themselves aren't sure what role genetics has played in their disease. Teare, who was diagnosed with the disease in 2016, doesn't
Project Need The purpose of this project is to enhance student services technology to provide a best practices knowledge base, easy access to information and resources in an integrated fashion, and a workflow logic that enhances the student interface with the university in a positive manner. This approach will reduce student “run around” and increase student satisfaction. Method The Alliant Central (AC) concept implements a university virtual one stop customer service program that will be staffed by “Advisors” and a virtual “location” to provide front-line student services related to admissions, student accounts, financial aid, registration, academic policies and procedures, disability services and veterans services. The Center’s homepage will become the “front door” to the services provided by the functional areas utilizing web forms and work flow systems. This virtual unity sends a message of collaboration to the campus community that will support our efforts of working together to provide excellent student services. Virtual One Stop Concept Shea and Armitage (2003, n.p.) list several questions an institution should ask itself when incorporating online student support services: Are the services designed from the student’s point of view, but tempered with the knowledge of the veteran staff? Are they seamlessly integrated, as appropriate? Are they interactive, providing real services online—not just information online about using available offline services? Do the services offer flexibility to accommodate customization by various departments or colleges? Will the services automate tasks to free staff to spend more time on personal services? Alliant Central offers a seamless experience for students and is guided by a student focused philosophy that acknowledges the potential positive effects on student satisfaction and retention. Effective student engagement is encouraged through timely response designed to familiarize students with both on line and in person resources available at the university. Enhance and deliver superior service to students. Reduced runaround –Fewer student complaints Increase student utilization of technology and alternative service delivery efforts. Increase self-service by enhancing Support strategic enrollment management by streamlining the admission, financial aid, registration, orientation, and billing interface Be paperless where possible Maximize University investment in technology Increase student retention and reduce costs Improve employee morale Increase persistence, reduce time to degree and graduation rates
WORKSHOPS “How to change the church from a “Just Giving” to become a “Sending Agency” “Dynamic Faith Promise” “The Walk” “Vitalized” “So Send I You” “Teaching with Results” “Making Missions Grow” “Wow, That’s Exciting” “A Mission Vision for the Local Church” Many more, just ask! SPEAKING. Faith Promise Rallies Special Events Revivals that Revive Preaching Sunday Messages Sharing during Sunday School Sharing World Wide Stories Youth Programs Camps Training programs VBS Missions Speaker Using Artifacts Costumes of Countries Dynamic Stories Magic with a Message VISION FOR THE fUTURE OUR SERVICES OF ASSISTANCE to MISSIONS AND CHURCHES Use our services to assist your ministry. SKILLED TEAMS Go to and fill in your information, skills and talents you are willing to use for the Lord when the need arises on a mission field. Your information is protected from view. Only your skills and talents are listed. You will be notified when requests come concerning your skills, and if you are willing at that time to assist, we will notify the one requesting. Someone from Missions Alive will assist you in your preparation, CHE training, and accompany you in the project if needed. C.H.E. Training Harvey has been certified to teach the TOT1 training course. He is willing to assist any mission that needs help in setting up and teaching the series. Each of our ministries for Missions Alive have incorporated the Che concept into their working and understanding for stability and giving ownership to the people. PROJECT Assistance and Resources Go to and list your mission’s needs for a project you need help completing. List the personnel needed, the supplies needed, and the costs anticipated. Also include the time you anticipate starting this project and when you need it completed. Missions Alive gives no guarantee, but additional exposure always helps. In selected projects Missions Alive may also participate. Missions Alive gathers information of resources, hard to get items, and places items can be purchased at a reasonable or discounted price for mission or church work. PREVENTION Assistance Missions Alive, along with many others, are seeking answers to hunger and jobs for Christians worldwide. We are now learning ways used by others and finding ways to share that information to many areas. We do not have the answers, but by using video we can share research center findings with others who cannot get that information. We will utilize organizations already developed to fight hunger and provide jobs. OTHER Assistance Offered
Openers for VISION IR Project You may use these openers to help you get started on each paragraph, or write your own. Remember— You must have four paragraphs that use these openers. (You may create your own openers, but be sure that they respond to, analyze, or evaluate the book rather than just summarizing it.) No more than one may be response. You must have a quote (and an analysis of that quote) in at least one paragraph. Don’t focus the whole paragraph around the quote—instead, an opener and use the quote to support what you have to say about it. Be sure to explain why the quote you chose was significant, or what it shows about the author’s writing/ choices/ your response. Response (one only) Analysis Evaluation I was surprised when… The character development… If I were the author I would have…because… I was angry about… The author created suspense by… I think the author was wise to…because… I was satisfied with… The narrative voice… I the author made a mistake by…because… I was moved by… The structure of this book… I wish that the author had…because… I liked the way the author… I’d say a theme of this book is… The _________ was effective/ ineffective because… The main character is like/unlike me because… This book is typical/ atypical of its because… I understood why the author…but I wish… If I were a character in the book/ in a situation like this, I would… I noticed how the author… This book is better/ worse than ____________ because… I wish that… The author’s tone was… I disagree/ agree with the author’s decision to…because… I didn’t agree with… I’d say the overall mood of the book was… (Choose anything you could have written about for the analysis paragraph, then write about whether or not it was effective and why) Do not use the same event twice. I rated this one ___ because… I think _________ was a symbol in the book because … This book reminds me of…because… The author used figurative/ sensory language like…in order to…
_________________________________________________________ Family _________________________________________________________ Child’s Name _________________________________________________________ DOB Address: City, State, Zip: E-mail: Phone:
(a) When software is designed to run on a system that has a keyboard, product functions shall be executable from a keyboard where the function itself or the result of performing a function can be discerned textually. Supported (b) Applications shall not disrupt or disable activated features of other products that are identified as accessibility features, where those features are developed and documented according to industry standards. Applications also shall not disrupt or disable activated features of any operating system that are identified as accessibility features where the application programming interface for those accessibility features has been documented by the manufacturer of the operating system and is available to the product developer. Supported (c) A well-defined on-screen indication of the current shall be provided that moves among interactive interface elements as the input focus changes. The focus shall be programmatically exposed so that Assistive Technology can track focus and focus changes. Supported With Exceptions - The relationship between a shape and a comments linked to that shape is not exposed to assistive technologies. The list of comments on a page is exposed as a flat list, with no representation of any links between those comments and any corresponding shape. - Cell and section names in the ShapeSheet window, which is a developer feature, are not exposed to assistive technologies. - When browsing SharePoint through the Common File Dialog, whether an item is a File or Folder may not be apparent to assistive technologies. - Certain advanced formatting information for graphical objects such as embossing or shadows may not be available to assistive technologies.
Section 1194.23 Telecommunications Products Criteria Supporting Feature Remarks and Explanations (a) Telecommunications products or systems which provide a function allowing voice communication and which do not themselves provide a TTY functionality shall provide a standard non-acoustic connection point for TTYs. Microphones shall be capable of being turned on and off to allow the user to intermix speech with TTY use. Not Applicable (b) Telecommunications products which include voice communication functionality shall support all commonly used cross-manufacturer standard TTY signal protocols. Not Applicable (c) Voice mail, auto-attendant, and interactive voice response telecommunications systems shall be usable by TTY users with their TTYs. Not Applicable (d) Voice mail, messaging, auto-attendant, and interactive voice response telecommunications systems that require a response from a user within a time interval, shall give an alert when the time interval is about to run out, and shall provide sufficient time for the user to indicate more time is required. Not Applicable (e) Where provided, caller identification and similar telecommunications functions shall also be available for users of TTYs, and for users who cannot see displays. Not Applicable (f) For transmitted voice signals, telecommunications products shall provide a gain adjustable up to a minimum of 20 dB. For incremental volume control, at least one intermediate step of 12 dB of gain shall be provided. Not Applicable (g) If the telecommunications product allows a user to adjust the receive volume, a function shall be provided to automatically reset the volume to the default level after every use. Not Applicable
2.4.3 Order: If a Web page can be navigated sequentially and the navigation sequences affect meaning or operation, focusable components receive focus in an order that preserves meaning and operability. Supported 2.4.4 Link Purpose (In Context): The purpose of each link can be determined from the link text alone or from the link text together with its programmatically determined link context, except where the purpose of the link would be ambiguous to users in general. Supported 2.4.5 Multiple Ways: More than one way is available to locate a Web page within a set of Web pages except where the Web Page is the result of, or a step in, a process. Supported 2.4.6 Headings and Labels: Headings and labels describe topic or purpose. Supported 2.4.7 Focus Visible: Any keyboard operable user interface has a mode of operation where the keyboard focus indicator is visible. Supported Principle 3: Understandable Information and the operation of user interface must be understandable. Guideline 3.1 Readable Make text content readable and understandable. Criteria Supporting Feature Remarks and Explanations 3.1.1 Language of Page: The default human language of each Web page can be programmatically determined. Not Applicable 3.1.2 Language of Parts: The human language of each passage or phrase in the content can be programmatically determined except for proper names, technical terms, words of indeterminate language, and words or phrases that have Not Applicable
Name and contact details of two academic referees: 1. Name: 2. Name: Email address: Email address: Organisation/affiliation: Organisation/affiliation: Permanent/institutional address (including Post code/Zip code) Permanent/institutional address (including Post code/Zip code)
11 Prof. Le Xuan Hy Seattle University, USA 29/06/2009 – 30/07/2009 06/08/2010 – 31/08/2010 12 Dr. Evan Goldstein University of Washington, USA 01/10/2009 – 31/10/2009 13 Dr. Chen University of Washington, USA 01/03/2010 – 28/03/2010 14 Dr. Chen University of Washington, USA 26/08/2010 – 17/09/2010 15 Dr. Elisabeth G. Pecou University of Nice Sophia Antipolis, France 27/01/2010 - 11/02/2010 16 Dr. Jenq-Neng Hwang University of Washington, USA 01/12/2009 - 15/12/2009 30/11/2009 – 11/12/2009 17 Dr. Jenq-Neng Hwang University of Washington, USA 20/03/2010 – 11/04/2010 18 Prof. Peckol Kenneth University of Washington, USA 27/08/2009 – 15/09/2009 19 Dr. Gernot Kubin University of Graz, Austria 12/08/2009 – 29/08/2009 20 Assoc. Prof. Robert Howard University of Washington, USA 16/08/2009 – 13/09/2009 21 Dr. Evan Lee Goldstein University of Washington, USA 01/10/2009 – 31/10/2009 22 Dr. Benson Limketkai University of Washington, USA 18/12/2009 – 26/02/2010
4 Dr. Isaac Silvera Harvard University, USA 25/8/2008-27/8/2008 5 Dr. Nguyen Truong Hai Princeton University, USA 31/03/2008-11/04/2008 6 MA. Caroline Khanh Ngoc Nguyen Yale University, USA 01/08/2009 – 01/09/2009 7 MA.Christie Dang New York University, USA 06/09/2009 – 01/10/ 2009 8 MA.Nathan Potter New York University, USA 06/09/2009 – 01/10/ 2009 9 Dr. Jenq Neng University of Washington, Seattle, USA 20/03/2010-09/04/2010 10 Dr. Douglas Llewellyn Jones University of Illinois at USA 24/07/2010-01/08/2010 11 Assoc. Prof. Do Ngoc Minh University of Illinois at USA 25/07/2010-05/08/2010 12 Dr. Truong Nguyen University of California, San Diego, USA 30/07/2010-05/08/2010 13 Dr. Trac Duy Tran The Johns Hopkins University, USA 31/07/2010-08/08/2010 14 Dr. Kenneth Hiroshi Eguro Microsoft Research, Seattle, USA 27/9/2010-15/10/2010 15 Dr. David Clifford Burnett University of Washington, Seattle, USA 01/03/2011-25/03/2011 16 Dr. Marc Gaetano Polytech’Nice-Sophia University, France 09/04/2011-26/04/2011 17 Dr. Jenq Neng Hwang University of Washington, Seattle, USA 12/06/2011-03/07/2011 18 Dr. Jenq Neng Hwang University of Washington, Seattle, USA 02/08/2011-03/08/2011 19 Dr. Vuong Thanh Xuyen ARTEL Inc, Reston, Virginia, USA 04/08/2011 20 Dr. Marc Gaetano Polytech’Nice-Sophia University, France 17/10/2011-01/11/2011 21 Dr. GERNOT Graz University of Technology 2011 22 Dr. Jenq Neng Hwang University of Washington, Seattle, USA 02/07/2012 23 Dr.RAKESH KUMAR Institute of Electrical and Electronics Engineers 6/4/2013
List of international lecturers and students working at VN-UK institute for research and Executive Education – UD No. Name Position Duration Nationality 1 Shannon Marie Ahrndt Consultant 22/08/2016 – 16/01/2017 American 2 Ryan Hayes Ford Lecturer 14/11/2016 – 09/01/2017 American 3 Durell Clary Consultant 27/09/2016 – 28/12/2016 American 4 Carl Richmond Owen Consultant 14/11/2016 – 09/01/2017 British List of Professors working at Research and Development Department – UD No Name Address Duration Prof. Tho Le Ngoc Mc Gill University, Canada 14 – 16/09/2016 CONTACT INFORMATION Name University Mark Gregory Faust Portland State University
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VSA VSA Proposal Summary VSA title VSA proposal ID: Objective category (if applicable): VSA Host institute: Related SAF products: VSA supervisor: Related SAF WP: Expected date: Related SAF (review) processes: Expected end date: VSA costs: VS candidate: VS / AS: Document Approval Table Name Function Date Prepared by: SAF scientist for clouds Reviewed by: SAF Scientific Coordinator Approved by: SAF Project Manager Document Change Record Issue / Revision Date DCN. No Summary of Changes V0.1 20 October 2011 Initial version for discussion in the Project Team Meeting (22 October 2011) V1.0 7 December 2011 Version submitted to EUMETSAT Secretariat for pre-checking.
Child Protection Policies Child Protection Policy provided to speaker (This must be provided in all cases) Yes / No Date provided: Does the speaker’s organisation have its own child protection policy? If yes, obtain a copy Yes / No Date received: Safeguarding risk Assessment Risk Controls in Place Will the speaker be alone with students? Yes / No Will the speaker be escorted by staff at all times? Yes / No Is there a need for the visitor to have physical contact with students (e.g. sports coaches / drama teachers)? Yes / No Will the session involving the visitor filming or taking images of students? Yes / No Prevent Risk Assessment Risk Controls in Place Have you checked for any recent published reports, statements or speeches made by the speaker or their organisation? (An internet search of the speaker should be carried out) Yes / No Are you satisfied that the content is not in any way contrary to the school’s equality policy or the ethos of inclusion in the school? Yes / No Are you satisfied that the content is not in any way contrary to British values? Yes / No
SP3101 ‘Community’ – Significance and Change McGrath Tues 9-11 ILAS G008 SP3103 European Union: Political Theory and Political Economy Gerard Fitzpatrick Weds 11-1 AMB-G036 SP3105 Globalisation, Prostitution & The State Eilis Ward Fri 9-11 MY306 SP3106 Mobilities Mike Hynes Thurs 10-12 TB307 SP3111 Political Philosophy & Childhood Allyn Fives Mon 2-4 ENG-3035 SP3113 Years Education & Care: Research & Policy Sheila Garrity Weds 2-4 CA111 SP3116 and Marine Politics Brendan. Flynn Weds. 11-1 CA004 SP3118 Understanding Bernadine Brady Tues 11-1 LCI-G008 SP3120 Degrees of Freedom: The Politics of Poverty, Welfare & Punishment Ryan Mon 2-4 ENG-2034 SP3128 Travellers, Rights, Nomadism and Ethnicity Hannagh McGinley Mon 12-2 CA115 SP469 Political Anthropology Kathy Powell Tues 10-12 CA114 SP493 Environmentalism George Taylor Thurs 12-2 TB307 SP498.i Sociology of Religion Vesna Malesevic Weds 10-12 CA003 SP647.1 Northern Ireland: The Politics of a Divided Society Michael Donnelly Tues Tues 10.00 2.00 AUC G002 SC003 SP689.i Childhood and Children’s Rights Caroline McGregor Tues 10-12 IT203 SP693.1 Ethnicity, Nationalism & the State Michael Donnelly Thurs. 11-1 Social & Political Context of Activism & Advocacy S.Khoo Mon 2-4 ENG 3036 SP698 Transforming Children’s Services PM. Garrett Mon 2-4 AC203 SPL304 Women, Men and the Economy: Critical Explorations of Theory and Policy Nata Duvvury Weds 1-3 CA114 SPL315.I Smart & Liveable Cities and Suburbs Kevin Leyden Weds 12-2 CA003 SPL316 Contemporary Health Policy in Comparative Context Kealan Flynn Thurs 10-12 CA101 Basic Outlines of the Option Modules in Semester 1 Module description for SP3105: Globalisation, Prostitution & the State
[A list of appointing authorities can be found at ] Appointing Authority Name Title Encl: U.S. Citizenship and Immigration Services required documentation cc: Appropriate College/Department representative(s) HRS Personnel File HRS Employment Services Unit Acknowledgement and Acceptance: I accept your invitation for appointment as a/an Visiting Scholar/Adjunct Faculty at Washington State University and agree to adhere to all of the rules and regulations of the University and the laws of the State of Washington, as they currently exist or as they may be amended from time to time. I specifically acknowledge and accept my responsibilities with regard to Intellectual Property, as defined above. Accept Decline Name Date
Signature of Home Institution Official Date Health & Safety Information Questionnaire This form is to be completed by the applicant (Student). Last Name: First Name(s): The purpose of this form is to help UCC to be of maximum assistance to you should the need during your study abroad experience. Mild physical or psychological disorders can become serious under the stresses of life while studying abroad. It is important that UCC be made aware of any medical or emotional issues, past or current, which might affect you in a foreign study context. Please note that UCC may not be able to accommodate all individual needs or circumstances. Medical History 1 Are you generally in good physical condition? Yes No If No, please explain: 2 Have you ever been treated or are you currently treated for any psychological or emotional issues? Yes No If Yes, please explain and indicate any medication which has been prescribed: 3 Do you have any allergies to drugs, insects, plants or food? Yes No If Yes, please explain: 4 Do you any indication of your allergies which would assist UCC or medical staff in the event of illness? Yes No
RECOMMENDATION FOR APPOINTMENT OF VISITING PROFESSOR FACULTY: DEPARTMENT: NAME OF CANDIDATE: CONTACT ADDRESS: E-MAIL ADDRESS: PROPOSED PERIOD OF APPOINTMENT: (Should normally be 1 January to 31 December for 3 years) WILL A REGULAR PAYMENT BE MADE? Yes No (If yes please complete and submit an Authority to Appoint Form via Pegasus DETAILS OF APPOINTMENT: (Please include a description of the scope/area of activities the Visiting professor will be undertaking in this role, the future contribution and impact that the appointee will be expected to make and how the post aligns with Department/Faculty/University strategic objectives/ambitions) Signature of Head of Department: Date: Signature of Executive Dean: Date: Please ensure that all fields are completed and attach a copy of the candidate’s curriculum to the Recommendation Form. Please note that incomplete forms can result in a delay to the appointment.
House hold Income Range:  Less than (menos) $10,000  $10,000 to $14,999  $15,000 to $19,999  $20,000 to $24,999  $25,000 to $29,999  $30,000 to $34,999  $35,000 to $39,999  $40,000 to $44,999  $45,000 to $49,999  $50,000 to $59,999  $60,000 to $74,999  $75,000 to $99,999  $100,000 to $124,999  $125,000 to $149,999  $150,000 to $199,999  $200,000 or more (mas de) Ingreso del Hogar Staff Initial __________
If you would like to apply to join the team, then please send a copy of your CV to christine.carey@rrm.co.uk or by post to Christine Carey, River & Rowing Museum, Mill Meadows, Henley on Thames, Oxon. RG9 1BF. Visitor Assistant- PERSON SPECIFICATION Role: Visitor Assistant Responsible to: Visitor Services Manager Responsible for: All Front of House activities 1. Work Experience Proven experience of working in customer facing role Proven experience of cash handling. Essential √ √ Desirable 2. Skills & Abilities Excellent written and verbal communication skills Ability to work independently Experience of word processing, databases, spreadsheet packages etc Ability to be flexible and work within a team Numerate Excellent attention to detail Able to work evening’s, early morning and weekend shifts on a regular basis. √ √ √ √ √ √ Behaviour & Characteristics Clear Communicator Outgoing, enthusiastic and engaging personality Team Player Self-motivated √ √ √ √ √
2. Skills & Abilities Excellent written and verbal communication skills Ability to work independently Experience of word processing, databases, spreadsheet packages etc Ability to be flexible and work within a team Ability to work occasional evenings/weekends to meet the requirements of the role Numerate Excellent attention to detail √ √ √ √ √ √ Behaviour & Characteristics Clear Communicator Outgoing, enthusiastic and engaging personality Team Player Self-motivated √ √ √ √ √ Qualifications GCSE Maths and English or equivalent √
Visitor log person responsible for this record: form reference #: name / organization contact number location / facility visited reason for visit date (d/m/y) arrival time departure time sanitation procedures to out when returning from/going to other operations and between beeyards
Demonstrable experience in a catering based role, delivering impeccable customer care and food safety standards. Demonstrable experience in sales or ticket/event/admissions – ideally in a heritage/tourism context - with experience and confidence undertaking till-work and cash handling/reconciliation. Experience in EPOS style till operation. Excellent cash handling skills. Excellent “front of house” persona – warm, welcoming, patient, understanding. Excellent selling skills – adaptable to customer type and product. Flexible, helpful outlook to customers and colleagues. The Key Responsibilities, Scope of Job, and Required Qualifications, Skills, Experience & Knowledge reflect the requirements of the job at the time of issue. The Trust reserves the right to amend these with appropriate consultation and/or request the post-holder to undertake any activities that it believes to be reasonable within the broad scope of the job or his/her general abilities.
Traveling to Rockville Centre Sports Complex Home of Molloy College Lions Men’s and Women’s Lacrosse, Men’s and Women’s Soccer, and Softball From All Points By Car or Van Follow appropriate directions from above to get to the Southern State Parkway. Take the Southern State Parkway to Exit 19S (Peninsula Blvd.). Follow Peninsula Blvd. for about 500 feet. Complex will be on your right. From All Points By Bus Follow appropriate directions from above to Glen Cove Road South. Glen Cove Road South turns into Clinton Avenue. Take Clinton Avenue to Peninsula Blvd. Turn right on Peninsula Blvd. Follow for approximately three miles and complex will be on your right. Traveling to Mitchel Field Athletic Complex Home of Molloy College Lions Baseball From All Points By Car or Van Follow appropriate directions from above to get to the Southern State Parkway. Take the Southern State Parkway to Exit 22N (Meadowbrook Parkway). Continue on the Meadowbrook Parkway north to the exit for the Nassau Coliseum. Follow signs for Charles Lindbergh Blvd. Complex is across the street from Museum Row From All Points By Bus Follow appropriate directions from to Glen Cove Road South. Glen Cove Road south turns into Clinton Road. Stay on Clinton Road South to Rt. 24. Follow signs for Hofstra University and Charles Lindbergh Blvd. Complex is directly across from Museum Row. Traveling to Cedar Creek Park Home of Molloy College Lions Field Hockey, and Women’s Rugby From All Points By Car or Van Follow appropriate directions from above to get to the Southern State Pkwy. Take exit 22S toward Jones Beach/New York M South. Merge onto Meadowbrook State Pkwy South. Take exit M9 E for Merrick Road East toward Merrick. Continue on Merrick Rd. Turn right at Larch St. Continue on Larch St. Park entrance will be on the right. Enter park and follow road straight forward. Field will appear on your right. From All Points By Bus Follow appropriate directions from to get to Glen Cove Rd. South. Take Glen Cove Rd. South to Old Country Rd. Make a left onto Old Country Rd. Turn right onto Merrick Ave North. Merrick Ave North becomes Merrick Ave South. Turn left onto Merrick Rd. Park entrance will be on the right. Enter park and follow road straight forward. Field will appear on your right.
Application for visitor extended stay This form is for a public housing tenant who wants to have a visitor/s stay with them for more than two (2) weeks. Only one tenant who has signed the current tenancy agreement needs to apply for approval. Do you require an interpreter to help you complete this form? Yes No If yes, please indicate your preferred language: You can ask a staff member for help filling out this form. Tenant details Title (please circle) Mr / Mrs / Miss / Ms / Other Date of Family name Given names Residential or community address Contact number Mobile Email Visitor details Date visitors arriving Number of days your visitors will stay with you Number of visiting Adults (18 years and over) Number of visiting Children (under 18years) Why do your visitor/s need to stay longer than 14 days? (e.g. medical appointment, visit family, to attend a sporting or cultural event, school holidays)
serve the Lord. Rejoice in hope, be patient in suffering, persevere in prayer. Contribute to the needs of the saints; extend hospitality to strangers. Bless those who persecute you; bless and do not curse them. Rejoice with those who rejoice, weep with those who weep. Live in harmony with one another; do not be haughty, but associate with the lowly. The Gospel Luke 1:39-57 In days Mary set out and went with haste to a Judean town in the hill country, where she entered the house of Zechariah and greeted Elizabeth. When Elizabeth heard Mary's greeting, the child leaped in her womb. And Elizabeth was filled with the Holy Spirit and exclaimed with a loud cry, "Blessed are you among women, and blessed is the fruit of your womb. And why has this happened to me, that the mother of my Lord comes to me? For as soon as I heard the sound of your greeting, the child in my womb leaped for joy. And blessed is she who believed that there would be a fulfillment of what was spoken to her by the Lord." And Mary said, "My soul magnifies the Lord, and my spirit rejoices in God my Savior, for he has looked with favor on the lowliness of his servant. Surely, from now on all generations will call me blessed; for the Mighty One has done great things for me, and holy is his name. His mercy is for those who fear him from generation to generation. He has shown strength with his arm; he has scattered the proud in the thoughts of their hearts. He has brought down the powerful from their thrones, and lifted up the lowly; he has filled the hungry with good things, and sent the rich away empty. He has helped his servant Israel, in remembrance of his mercy, according to the promise he made to our ancestors, to Abraham and to his descendants forever." And Mary remained with her about three months and then returned to her home. Now the time came for Elizabeth to give birth, and she bore a son.