zilongwang/ReadingBank huggingface dataset:
14. According to the graduates’ opinion, the main advantages of employment is: Open for innovation - 29% Ready to realize the creative potential - 25% Ready for further training - 21% Qualitative theoretical training - 12% to start a career with the grassroots levels - 3% Other - 10% 15. The main problems in employment was: Lack of practical training - 77% Reluctance to start a career with the grassroots levels - 14% - 9% 2.6. Additional information 1.Students kontingent Set in the program according to the forms and levels of education 2012-2015., Pers. Recruitment of students 2012 2013 2014 2015 2016 bachelor, all 1 789 1 608 1 784 1 628 2398 Full-time 1375 1046 973 939 1406 distance 402 519 662 578 718 Evening 12 43 149 111 146 Master, all 461 397 305 222 339 PhD 12 11 10 10 28 including We arrived in Narxoz 0 0 116 194 Foundation 0 0 0 0 128 TOTAL 2 262 2 016 2 215 2 054 2398
Please rate and where relevant comment on the following areas: Assessment and formulation 0 1 2 3 4 5 6 Incompetent Expert Please comment on the trainee’s ability to: Identify key areas for assessment in a cognitive behavioural context Organise assessment detail according to diagnostic criteria Demonstrate an understanding of the relationship between assessment & formulation Ability to complete ‘hot cross bun’/maintenance formulation Ability to complete a developmental/longitudinal formulation & access the relevant information from the client Conduct a thorough risk assessment – with appropriate follow up Demonstrate use of generic and problem-specific clinical measures Able to collaboratively agree SMART goals – reflected in the formulation Consider engagement issues and therapeutic alliance Awareness of any potential difficulties that may e.g. literacy, communication difficulties Have an understanding of the clients suitability for CBT, within the service that they are able to offer Comments: Use of theory 0 1 2 3 4 5 6 Incompetent Expert In order to help supervisors assess the ability of the trainee to appropriately apply theory to practice, whilst also appropriately deviating from protocol when necessary, it is suggested that the following questions could help structure the assessment of this: Which model have you used/is informing your practice? What is the rationale for your choice of model? How do your interventions relate to this model and your client’s goals for treatment? What is your rationale for the interventions? It to be clear that trainees are applying their learning form the course direct into their clinical work and not ‘relying on’, or ‘resorting to’ using existing skills, or skills from another form of intervention. Also, as appropriate, asking trainees to do HW on the theory that they are using with their clients and bringing this to supervision to discuss in relation to their client and to share with peers. Comments:
(Please expect additional assignments and readings) Date Topics Readings & Assignments Week 1: 1.5 Introductions/Course Overview Turning Points Exercise Week 2: 1.10-1.12 College Student Development Theories Life Skills Wheel Motivation/Purposeful Planning, theory Strengths questionnaire assigned LSC: Read Chapters 1, 2 Week 3: 1.17-1.19 Volunteerism/Service-Learning Sustainability & Food Insecurity Exploring Service Learning Sites THURSDAY, JANUARY 19: Food, Mood & Food Insecurity presentation by Whitni McConnell, RD TUESDAY, JANUARY 17: HOMEWORK ASSIGNMENT DUE – STRENGTHS QUESTIONNAIRE LSC: Read Chapters 3, 15 Week 4: 1.24-1.26 Sustainability & Food Insecurity (con’t) Preparing to reflect critically Bloom’s Taxonomy of Thinking THURSDAY, JANUARY 26, SERVICE LEARNING DAY, CLASS DOES NOT MEET AS A GROUP. LSC: Chapter 8 Week 5: 1.31-2.2 Communication Skills and Flexible Thinking to Support Relationships in Service Learning, Higher Education, Career, and Personal Life. Effective Communication Teamwork Skills Sustainability Research/Presentation Topics Selected THURSDAY, FEBRUARY 2, SERVICE LEARNING DAY, CLASS DOES NOT MEET AS A GROUP LSC: Chapter 10 TUESDAY, JANUARY 31: SERVICE LEARNING REFLECTION I DUE AT START TIME FOR CLASS Week 6: 2.7-2.9 Library Internet Project – UNESCO Areas of Sustainability TUESDAY, FEBRUARY 7 -CLASS MEETS IN MLC 368 w/ Sandra Riggs, Research Librarian THURSDAY, FEBRUARY 9 CLASS DOES NOT MEET – TIME ALLOTED FOR WORK WITH RESEARCH WRITING & PRESENTATION GROUP Readings TBA TUESDAY, FEBRUARY 7 – Bring Laptop to Class TUESDAY, FEBRUARY 7 INTERNET HOMEWORK ASSIGNMENT
Week 2 1.10-1.12 Finding and Enhancing Your Motivation Nine Habits of Highly Effective People Understanding Self-Motivation Self-determination theory Introduction to How Do I My Time Assignment LSC, Chapter 1, 2, pp. 1-43 WHY, Chapters 1-3, pp. 1-43 Week 3 1.17-1.19 Effective Decision Making Thursday, January 19: Informational Interviewing Presentation by UGA Career Center Staff Strengths Questionnaire Assignment Due at Start Time for Class WHY, Chapter 4, pp. 44-56 Week 4 1.24-1.26 Effective Time Management Way Addressing Procrastination Promoting Autonomy Vocation : More than a job, More than a career Personality Work Values TUESDAY, 1/24 ASSIGNMENT DUE HOW DO I SPEND MY TIME? DUE AT START TIME FOR CLASS LSC, Chapter 3, pp. 55-65 WHY, Chapter 10 pp. 141-158 Week 5 1.30-2.2 Vocation : More than a job, More than a career (con’t) Interests and Personality LSC, Chapter 14, pp. 283-296 Week 6 2.7-2.9 Critical Thinking 2/9 - Internet Library Session with Sandra Riggs, Research Librarian. Class meets in MLC 370 Career Ethics Project Tuesday, 2/7 Career Exploration Project Due at start time for class. LSC, Chapter 8, pp. 155-167 Week 7 2.14-2.16 Holistic Health: The Union of Mind, Body, and Spirit Tuesday, 9/20 Food & Mood – In class, guest lecture with Registered Dietitian Chair Yoga and Deep Relaxation Thursday, February 16 Career Ethics Paper Due at start time for class. LSC, Chapter 12, pp. 243-255 Week 8 2.21-2.23 Career Ethics Presentations Tuesday, February 21 Career Ethics Presentations Due Week 9 2.28-3.2 Acquiring Financial Skills: The Buck Stops with You Tuesday, 2/28 In Class Presentation, Budgeting the Department of Financial LSC, Chapter 9 pp. 181-193 THURSDAY, MARCH 2: COURSE PORTFOLIO DUE AT START TIME FOR CLASS.
Universal Umbilical Cord Collection Log Patient Identification Name and ID Number Date Collector (The individual adding specimen to temporary storage) Purpose Date Processor (The individual removing specimen from temporary storage) Purpose sign Collected Specimen and Transferred to Temporary Storage sign Select for Testing Destroy print print sign Collected Specimen and Transferred to Temporary Storage sign Select for Testing Destroy print print sign Collected Specimen and Transferred to Temporary Storage sign Select for Testing Destroy print print sign Collected Specimen and Transferred to Temporary Storage sign Select for Testing Destroy print sign Collected Specimen and Transferred to Temporary Storage sign Select for Testing Destroy print print sign Collected Specimen and Transferred to Temporary Storage sign Select for Testing Destroy print print sign Collected Specimen and Transferred to Temporary Storage sign Select for Testing Destroy print sign Collected Specimen and Transferred to Temporary Storage sign Select for Testing Destroy print print sign Collected Specimen and Transferred to Temporary Storage sign Select for Testing Destroy print print Rev.0_15.01.28
A little Python script, here named fileMoveScript.py, will do the renaming part of the job for you, Do you understand what the script will do? Make sure you do! Use nano and create the script yourself. Type it in and save it to a file called fileMoveScript.py in the directory ~/chromatograms. It is not necessary to type in the comment lines (the ones starting with a #, except the first one) if you don’t want to. Make sure you make the script executable with chmod as shown above. Do you understand what chmod does? What happens on the line with #!/usr/bin/python? Now use the script to rename the forward primer files. Also rename all the reverse primer files and give them a “.rev” suffix. Create the dirAll directory and move all the renamed files into this directory. There you have it! All 200 files renamed according to the correct naming convention and all in the same directory. You can now do the analysis for your boss. She will be very impressed with your work…! Actually, put the directory dirAll with all the files in it in a tarball. Call it fixedChroms.tar. Then gzip it and copy it back to a local disk on your laptop. Make sure you are able to do this! You can e-mail it to the engineer in Bali if you feel like it… Here we did tar without the “-v” = “verbose” option and with “-c” that will “create” a new tarball. Some comments to this exercise: This was an example of a task that is very time consuming, exceptionally boring and error prone if you do it “manually”, for example by clicking, dragging and typing in a GUI interface like Microsoft Windows. However, the task is very simple, quick, and potentially error free if you know a little bit of programming. We wrote a short script that did all the renaming, but did the creation of a new directory and moving of files into that directory with Unix commands on
administration and security. Personal Style and Behaviour: Essential: Excellent problem solving capabilities; the ability to work independently as well as part of team. Excellent organisation skills e.g. ability to prioritise and multi task, lead technical projects, guide the team, and complete the project within defined timescales. A good decision maker and diligent in the execution of tasks. Excellent interpersonal, written and verbal communication skills. Willingness to learn and develop personal skills. A can-do proactive approach to work and a willingness to help others use IT effectively.
Student proposal Must explain in detail how internship will satisfy internship requirements A-F on attached form. Submitted: Comments: Document from internship host agency or organization, specifying student responsibilities Must be on agency/organization letterhead Should also outline student responsibilities and contact information for internship supervisor Submitted: Comments: Supporting letter from student’s academic sponsor. This should clearly outline the academic component Academic sponsor must attach form included in the application packet, requiring their signature Submitted: Comments: If the proposed academic sponsor is not a member of the full-time tenure track teaching faculty, a statement must be provided, detailing how this individual’s expertise applies to the work in which the student will engage as an intern. The Committee on Interdisciplinary Studies retains the final authority to approve internship projects and supervisors. Submitted: Comments:
SUGGESTED REVIEWERS Provide the names and addresses (including email) of at least six suggested reviewers who are experts in the field of the proposed research. Do not include former research mentors, students, collaborators, or colleagues at your current or former institutions. It is suggested that you include, but are not limited to, the names of experts residing in the United States, as well as faculty at primarily undergraduate institutions. Also, please do not list names of any reviewers whom you have suggested in any proposal previously submitted to ACS PRF within the past four years. Include the first name, middle initial (if any), academic institution, department, and email address of all suggested reviewers. NOTE: This information is also entered as part of the online application, on the proposal submission website. COLLABORATIONS If you will be collaborating with other scientists in the performance of the research described in this proposal, identify the collaborators and briefly indicate the nature of the collaboration. If any of these collaborators are current ACS PRF grantees or applicants, discuss the relationship between this proposal and the collaborator’s ACS PRF project. A letter from the collaborator(s), confirming the extent and nature of the collaboration, should be added to the application. SCIENTIFIC EDUCATIONAL IMPACT (Limited to one page; 12-point font) Provide a description of how your mentoring of students will impact scientific education in your institution and department. For example, you might discuss the level of student required to do the work, (i.e., freshman, sophomore, etc.); what role they will play in carrying out the proposed research in terms of intellectual and time commitment; and how the research carried out by the students will be a part of their degree requirements and departmental goals.
(e.g. 4.04) (e.g. ddt) (e.g. 2H) (e.g. J = 8.2, 4.5, 2.1 Hz) (e.g. Ha) 8. 13C NMR spectra: Show proposed structure here with assignment labels (e.g. A, B, C, etc): 13C NMR DATA for UNKNOWN 1 Chemical (ppm) Assignment
2018 SEASON Waiver for Unlimited programs in the Mid-America and New England Regions Must be signed by all Parents of children participating in this Pilot program. I understand that this particular Pop Warner League and Association are participating in a trial program. All Pop Warner rules will be adhered to EXCEPT the Age-Weight Schematic. In lieu of that Age-Weight Schematic, our participants will play by age only. I accept this change and waive any/all rights to bring claims against Pop Warner, its associations, leagues, officials employees, officers and directors, based on use of the age level team structure instead of Pop Warner’s Age-Weight Schematic. I also understand that this waiver is in addition to, not in place of, any other waivers applicable to participation in Pop Warner Football. Date: Participant Name: Parent/Guardian Name (PRINT): Parent/Guardian Signature: Region: League Name: Association Name:
Cultural History. will consult with affected federally and non-federally recognized Tribes to reach agreement about permanent storage of some of the materials. will comply with any applicable Federal and State laws and regulations, including but not limited to: Section 106 of the National Historic Preservation Act of 1966, as amended, and its implementing regulations, Native American Graves Protection and Repatriation Act (NAGRPA) of 1990, as amended, The Archaeological Resource Protection Act (ARPA) of 1979, as amended, The Oregon Revised Statutes (ORS) Chapter 97.740-97.760 Indian Graves and Protected Objects, Chapter 358.905-358.961 Archaeological Objects and Sites, Chapter Scenic Waterways, Chapter 271.715-271.795 Conservation Easement, Chapter 390.235 Permit and Conditions for Excavation or Removal of Archaeological or Historical Materials, and The Administrative Rule (OAR) for Archaeological Permits for Public and Private Land 736-051-0000 through 0090. Contracts for construction and field-disturbing work: will include provisions in any contracts for construction or field-disturbing work that provide for the ability of and federal, state and local government agencies to implement the requirements of this Plan. Appendix 2 – Oregon Position Paper on the Discovery of Human Remains ***To Be Attached***
Clue Numero Uno Watch the first minute of the “Bill Nye - The Sun!” video. The answer to your first clue is hidden within that first minute. The sun is the closest _ _ _ _ to planet Earth. Clue Numero Uno the first minute of the “Bill Nye - The Sun!” video. The answer to your first clue is hidden within that first minute. The sun is the closest _ _ _ _ to planet Earth. Clue Numero Uno Watch the first minute of the “Bill Nye - The Sun!” video. The answer to your clue is hidden within that first minute. The sun is the closest _ _ _ _ to planet Earth. Clue Numero Uno Watch the first minute of the “Bill Nye - The Sun!” video. The answer to your first clue is hidden within that first minute. The sun is the closest _ _ _ _ to planet Earth. Clue Numero Uno Watch the first minute of the “Bill Nye - The Sun!” video. The answer to your first clue is hidden within that first minute. The sun is the closest _ _ _ _ to planet
6. References: Disability Discrimination Act (1992) Etyemezian, V., et al. (2006) "Reconciling Fugitive Dust Emissions with Ambient Measurements: Along the Unpaved Road." University of Las Vegas, (Web Search) .id Population Forecast, < >, Retrieved 20 February 2014 Port Macquarie – Hastings Council: Parking Strategy, 2011. (Web Search) Schneider, L; Compton, S; and Briscoe-Hough, G: (2007) “Parking Policy and Operations: Workshop Notes”, ARRB, Melbourne
week to the Internal Medicine and Family Medicine services combined. Expediting MRI testing for suspected osteomyelitis in those patients not otherwise meeting admission criteria for high risk lower extremity infections would also streamline disposition decisions for admission versus discharge. Infectious Disease recommends that almost all osteomyelitis patients receive a bone biopsy. At UNMH, the bone biopsy rate for osteomyelitis in 2013 was 8.22% versus the AAMC comparison (6.58%) and Non-AAMC community hospitals (3.16%). Bone biopsies are associated with a longer average length-of-stay (16.6 vs 14.0 days) at UNMH. Current PICC Line Insertion practice is to wait 48 hours for negative blood cultures, even in absence of indicators of bacteremia, prior to placement. This delays ALOS by 2 days or more for many patients. A literature review has been performed and discussions are ongoing with Infectious Disease about the potential for identifying a more limited subset of patients in which to undertake this practice. II – Recommendations Implement ED Clinical Pathway (see Appendix C) for workup and admission decision-making for suspected osteomyelitis of the lower extremity Negotiate inter-service agreements that medicine services (IM/FM) primarily admit all osteomyelitis patients of the lower extremity, and also admit patient with suspected osteomyelitis of the lower extremity who otherwise meet admission criteria, given the role of underlying medical co-morbidities in these patients. It is critical that criteria for admission of high risk infections (in absence of confirmed osteo) be used to drive early admission from the ED and that waiting for the results of ED MRIs be reserved for patients who otherwise would not meet admission criteria and may be able to be discharged if negative. Inter-service communication improvements will also be required for inpatients requiring surgery who are on a primary medical team. Implement Inpatient Early Discharge to LTACH for Osteo Pathway (EDLO) (see Appendix D) Establish criteria for early PICC line insertion in patients without clear risk factors for bacteremia. Future issues to be addressed: Targeted bone biopsy recommendations from Infectious Disease Identify an osteomyelitis/diabetic foot infection multidisciplinary team to take leadership for moving forward with these changes and to address the link with outpatient processes OPAT access issues Direct discharge from ED to LTACH process
Coverage). COMPLEMENTARY MUTUAL INSURANCE Compulsory social security schemes only reimburse part of health expenses, depending on the nature of the treatment. Joining a complementary mutual insurance company is not compulsory but guarantees better reimbursements. You can join at the time of administrative enrolment. EXPECTED COSTS French law stipulates that a foreign student must prove that they dispose of a monthly minimum of €430 in France without working. The existence of these resources can be proven by: • a scholarship certificate; • payment by a creditworthy guarantor established in France; • an automatic standing order. THIS BUDGET IS NOT SUFFICIENT; A STUDENT’S MONTHLY BUDGET IS AT LEAST €600. Indicative budget for the 1st month (set-up expenses): up to €1,600 • rent: €300 minimum (€160 in campus accommodation) • deposit for your accommodation (1 month’s rent): €300 (€150 in campus accommodation) • annual housing insurance: €50 • enrolment fees: €171 to €350 depending on the education level • registration with the Social Security: €195 • mutual health insurance company: €60 to €300 • other set-up expenses (telephone, electricity, etc.): €100 ADDITIONAL INFO Contact Tél : +33 (0) 3 68 85 60 16 Fax : +33 (0)3 68 85 65 11 Courriel : Full Student available at: * Information subject to change
Person Specifications: Essential Desirable Qualifications/ Education Excellent communication and presentation skills in English; A PhD in a relevant discipline (most likely history, political science or international relations, but given the of IS, other disciplinary backgrounds may be appropriate as well); Membership in relevant professional bodies; Membership in relevant professional bodies; Postgraduate qualification in Learning and Teaching in Higher Education or equivalent; Skills/Training Excellent communication and presentation skills in English; Evidence of ability to conduct research and publish at a high international standard; Inspiring management and leadership skills; The ability to attract/secure funding for major research projects; Experience The ability to attract/secure funding for major research projects; Experience of teaching/tutorial work in relevant subjects at undergraduate and postgraduate level in an international English speaking institution; Experience of Masters and PhD supervision to completion; Research interests and activities in line with, and complementing the department’s research activities; Experience excelling at teaching; Track record of publishing in leading peer-reviewed journals; Demonstrated success in obtaining sources of funding, providing effective leadership, planning, and building, resourcing a team and delivering research results; Experience of leading collaborative research projects; The ability to attract/secure funding for major research projects; Experience in inspiring leadership role; Experience of teaching students who are not native speakers of English; Experience of teaching in an English university or knowledge of the British Higher Education System;
procedures. Administration To liaise, as appropriate, with academic and administrative colleagues at the University’s Nottingham and Malaysia campuses. To perform administrative roles related to teaching and research, as determined by the Head of Division. To act as a personal tutor for both undergraduates and postgraduates. To take part in and contribute to staff development activities consistent with continuous professional development. To ensure compliance with health and safety requirements in all aspects of work. To participate in training and staff development events as trainer or trainee as appropriate; To maintain appropriate professional development, expertise and awareness; To undertake other tasks and responsibilities as may reasonably be required. This job description may be subject to revision following discussion with the person appointed and forms part of the contract of employment. Person Specification Essential Desirable Qualifications/ Education PhD in Building Physics/Sustainable Energy Technology or related discipline. Membership of relevant professional bodies. Skills/Training Excellent communication and presentation skills in English. Evidence of ability to conduct research at an international level. Leadership skills. The ability to attract funding for major research projects. Experience Experience of teaching/tutorial/laboratory work at undergraduate and postgraduate level in an international English speaking institution. Research interests and activities in line with, and complementing the university’s strategic research plan. Participation in academic networks. Relevant industrial experience. A track record of high quality research outputs. Experience of PhD and Masters Student supervision. Personal Attributes Ability to work collaboratively in a multidisciplinary environment. Ability to work effectively in a multi-cultural environment. Ability to work to deadlines and to prioritise tasks. Informal enquiries may be addressed to: Dr. Ali Cheshmehzangi (), Head of Department of Architecture and Built Environment, Faculty of Science and Engineering, University of Nottingham Ningbo, China. Please note that applications sent directly to this email address will not be accepted. Please quote ref. UNNC508X1B Closing date: 28 November 2017 Please be advised that your references will be contacted prior to interview. Interview will take place in Ningbo China.
UGANDA NATIONAL OIL COMPANY LIMITED (UNOC) JOB APPLICATION FORM REF. No. .............................................. (for official use by UNOC) INSTRUCTIONS Please answer each section clearly and completely. This Application Form must be electronically completed, printed and signed. Applicants MUST also submit a signed personal statement (max 2 pages of A4) Attach certified academic documents as evidence of Education and Training Provide any other relevant evidence to support your application All documents MUST be submitted in TRIPLICATE. POSITION APPLIED FOR: First Name: Middle Name: Surname: Family Name: Date D/ M/ Y of Birth: Place of birth: Nationality: Gender 6.Marital status: Single  Married  Separated  Widow(er)  Divorced  7. Permanent address: 8. Present address (if different) 9. Telephone/Cell phone No. 10. HAVE YOU ANY DEPENDENTS? YES  NO  If the answer is "yes", give the following information: NAME Date of Birth Relationship NAME Date of Birth Relationship 11. LANGUAGES READ SPEAK UNDERSTAND LANGUAGE Easily Not Easily Easily Not Easily Easily Not Easily Easily Not Easily
12. EDUCATION. Give full details - N.B. Please give exact titles of degrees in original language. If there is need to obtain a translation, ensure it is undertaken and certified by the National Council for Higher Education. A. INSTITUTION NAME, PLACE AND COUNTRY ATTENDED FROM/TO ACADEMIC QUALIFICATIONS OBTAINED MAIN COURSE OF STUDY M./Y M/Y B. OTHER PROFESSIONAL TRAININGS NAME, PLACE AND COUNTRY TYPE ATTENDED FROM/TO CERTIFICATES OR DIPLOMAS OBTAINED M/Y M/Y 13. MEMBERSHIP IN SOCIETIES, ASSOCIATIONS AND 14. EMPLOYMENT RECORD: Starting with your most recent post. Give both gross and net salaries per annum for your last or present post. A. POSITION 1 FROM TO SALARIES PER ANNUM OF YOUR POST: NAME OF EMPLOYER: TYPE OF BUSINESS: ADDRESS OF EMPLOYER: NAME OF SUPERVISOR: NO. AND KIND OF EMPLOYEES SUPERVISED BY YOU: REASON FOR LEAVING: DESCRIPTION OF YOUR DUTIES AND ANY ACHIEVEMENTS (not more than 500 words) B. POSITION 2 FROM TO SALARIES PER ANNUM
Section 1: Child or Young Person’s Details Surname: ID No. Forename: Known As: HCN: Address: Previous Address: Postcode: Telephone No: Previous Postcode: Mobile No: Locality: Date of Birth: Gender GP Name: GP Tel No: GP Address: GP Email Address: GP Postcode: School Name: School Tel No: School Address: School Postcode: Does the Child have a Disability? Yes No If Yes, What Disability: (& source of diagnosis) Other Special Needs: Nationality: Ethnic Origin: Religion: Country of Origin: Language Spoken: Communication Support: Yes No Interpreter Signer Document Translator Section 2a: Referrer’s Details Name of Referrer: Designation: Address: Date of Referral:
Section 1: Child or Young Person’s Details Surname: ID No. Forename: Known As: HCN: Address: Previous Address: Postcode: Telephone No: Previous Postcode: Mobile No: Locality: Date of Birth: Gender GP Name: GP Tel No: GP Address: GP Email Address: GP Postcode: School Name: School Tel No: School Address: School Postcode: Does the Child have a Disability? Yes No If Yes, What Disability: (& source of diagnosis) Other Special Needs: Nationality: Ethnic Origin: Religion: Country of Origin: Language Spoken: Communication Support: Yes No Interpreter Signer Document Translator Section 2a: Referrer’s Details Name of Referrer: Designation: Address: Date of Referral:
Telephone No: Mobile No: Date of Birth: Relationship to Child/ YP: Language Spoken: Nationality: Communication Support: Interpreter Signer Doc. Details Interpreter Signer Doc. Trans Details Interpreter Signer Doc. Details Interpreter Signer Doc. Trans Details Section 3b: Significant Others (Incl. family members who are not members of the child(ren) or young person(s) household) Other 1 Other 2 Other 3 Other 4 Last Name: Alternative Last Name: Name: Address: Postcode: Mobile No: Date of Birth: Relationship to Child/ YP: Language Spoken: Nationality: Communication Support: Interpreter Signer Doc. Trans Details Interpreter Signer Doc. Trans Details Interpreter Signer Doc. Trans Details Interpreter Signer Doc. Trans Details Section 4a: Summary of Referrer’s Previous Involvement
Yes No 7. Do you agree with the proposed definitions of Cyber Security Incident and Reportable Cyber Security Incident? Yes No 8. Definitions: Do you have any comments on the changes to the proposed definitions of BES Cyber Asset, BES Cyber System, and Cyber Asset? If you voted “negative” on any ballot because of a proposed definition or modification to a definition described in this question, please describe the specific suggested changes that would facilitate an “affirmative” vote. Comments: 9. Definitions: Do you have any comments on the changes to the proposed definition of Control Center? If you voted “negative” on any ballot because of a proposed definition or modification to a definition described in this question, please describe the specific suggested changes that would facilitate an “affirmative” vote. Comments: 10. Definitions: Do you have any comments on the changes to the proposed definitions of BES System Information, CIP Exceptional Circumstances, and CIP Senior Manager? If you voted “negative” on any ballot because of a proposed definition or modification to a definition described in this question, please describe the specific suggested changes that would facilitate an “affirmative” vote. Comments: 11. Definitions: Do you have any comments on the changes to the proposed definitions of Physical Access Control Systems and Physical Security Perimeter? If you voted “negative” on any ballot because of a proposed definition or modification to a definition described in this question, please describe the specific suggested changes that would facilitate an “affirmative” vote. Comments: 12. Definitions: Do you have any comments on the changes to the proposed definitions of Electronic Access Control and Monitoring Systems, Interactive Remote Access, and Intermediate Device? If you voted “negative” on any ballot because of a proposed definition or modification to a definition described in this question, please describe the specific suggested changes that would facilitate an “affirmative” vote. Comments:
Unofficial Comment Form Project 2012-08.1 Phase 1 of Glossary Updates: Statutory Definitions Please DO NOT use this form for submitting comments. Please use the to submit comments on the Standard. The electronic comment form must be completed by 8 p.m. ET March 22, 2013. If you have questions please contact Soo Jin Kim at or by telephone at 404-446-9742. Background Information This posting is in response to an initial ballot and formal comment period. This posting is soliciting response to definitions that now the statutory language verbatim. In Paragraph 1894 of the Federal Energy Regulatory Commission (FERC) Order 693, the Commission directed the Electric Reliability Organization to include the statutory definitions of Bulk-Power System, Reliability Standard, and Reliable Operation in the NERC Glossary of Terms used in Reliability Standards: “1894. The Commission directs the ERO to modify the glossary through the Reliability Standards development process to include the statutory definitions of the terms Bulk-Power System, Reliable Operation and Reliability Standard. However, this determination does not negate our discussion in the Applicability section of the Final Rule. While the glossary should be revised to include the statutory definition of Bulk-Power System, the Reliability Standards refer to the bulk electric system, which is also defined in the glossary.” Inclusion of the statutory definitions for Bulk- Power System, Reliability Standard, and Reliable Operation in the NERC Glossary of Terms used in Reliability Standards will address three outstanding Commission directives. The proposed definitions for Bulk-Power System, Reliability Standard, and Reliable Operation are identical to the definitions found in Section 215 of the Federal Power Act. The following definitions are proposed to be added to the NERC Glossary of Terms used in Reliability Standards in order to comply with the FERC directives in Paragraph 1894 of Order 693: “Bulk-Power System” means, A) facilities and control systems necessary for operating an interconnected electric energy transmission network (or any portion thereof); and (B) electric energy from generation facilities needed to maintain transmission system reliability. The term does not include facilities used in the local distribution of electric energy. “Reliability Standard” means a requirement, approved by the Commission under this section, to provide for reliable operation of the bulk-power system. The term includes requirements for the operation of existing bulk-power system facilities, including cybersecurity protection, and the
Transparent — All actions material to the process of retiring regional reliability standards shall be transparent. All standards development meetings shall be open and publicly noticed on the regional entity’s Web site. Review the proposed retirement of PRC-002-NPCC-01 regional standard and answer the following questions: Do you agree the process of retiring PRC-002-NPCC-01 met the “Open” criteria as outlined above? If “No”, please explain in the comment area below. Yes No Comments: Do you agree the process of retiring PRC-002-NPCC-01 met the “Inclusive” criteria as outlined above? If “No”, please explain in the comment area below. Yes No Comments: Do you agree the process of retiring PRC-002-NPCC-01 met the “Balanced” criteria as outlined above? If “No”, please explain in the comment area below. Yes No Comments: Do you agree the process of retiring PRC-002-NPCC-01 met the “Due Process” criteria as outlined above? If “No”, please explain in the comment area below. Yes No Comments: Do you agree the process of retiring PRC-002-NPCC-01 met the “Transparent” criteria as outlined above? If “No”, please explain in the comment area below. Yes No Comments:
No Comments: Does the proposed standard/variance pose a serious and substantial burden on competitive markets within the interconnection that is not necessary for reliability? Yes No Comments: Does the proposed regional reliability standard/variance meet at least one of the following criteria? The proposed standard/variance has more specific criteria for the same requirements covered in a continent-wide standard. The proposed standard/variance has requirements that are not included in the corresponding continent-wide reliability standard. The proposed regional difference is necessitated by a physical difference in the bulk power system. Yes No Comments:
Please provide the following information for the nominee: Name: Title: Organization: Address: Telephone: Email: Please briefly describe the nominee’s experience and qualifications to serve on the selected project(s): If you are currently a member of any NERC SAR or standard drafting team, please list each team here: Not currently on any active SAR or standard drafting team. Currently a member of the following SAR or standard drafting team(s): If you previously worked on any NERC SAR or standard drafting team, please identify the team(s): No prior NERC SAR or standard drafting team. Prior experience on the following SAR or standard drafting team(s): Select each NERC Region in which you have experience relevant to Project 2009-02: ERCOT FRCC MRO NPCC RF SERC SPP WECC NA – Not Applicable Select each Industry Segment that you represent: 1 — Transmission Owners 2 — RTOs, ISOs 3 — Load-serving Entities
Select each Industry Segment that you represent: 1 — Transmission Owners 2 — RTOs, ISOs 3 — Load-serving Entities 4 — Transmission-dependent Utilities 5 — Electric Generators 6 — Electricity Brokers, Aggregators, and Marketers 7 — Large Electricity End Users 8 — Small Electricity End Users 9 — Federal, State, and Provincial Regulatory or other Government Entities 10 — Regional Reliability Organizations and Regional Entities NA – Not Applicable Select each Function in which you have current or prior expertise: Balancing Authority Compliance Enforcement Authority Distribution Provider Generator Operator Generator Owner Interchange Authority Load-serving Entity Market Operator Planning Coordinator Transmission Operator Transmission Owner Transmission Planner Transmission Service Provider Purchasing-selling Entity Reliability Coordinator Reliability Assurer Resource Planner Provide the names and contact information for two references who could attest to your technical qualifications and your ability to work well in a group: Name: Telephone: Organization: Email: Name: Telephone:
[The Government of _______ The Ministry of _________________] Name: __________________ Title: _________________ Date: ___________________ United Nations Office for Project Services (UNOPS) Name: ________________ Title: _________________ Date: __________________
I. Sample of Interim Financial Statement Country World Bank Project: IDA Grant/Loan No Recipient: Case number: Description: Supply of……………….. Grant Description: Grant/Loan Duration: Reporting Period: INTERIM FINANCIAL STATEMENT AS AT ………..[date] 1) INCOME DEPOSITS TOTAL FUNDS (A) 2) PROJECT EXPENSES PERIOD - CURRENT YEAR 2016
[The Government of _______ The Ministry of _________________] Name: __________________ Title: _________________ Date: ___________________ United Nations Office for Project Services (UNOPS) Name: ________________ Title: _________________ Date: __________________
[The Government of _______ The Ministry of _________________] Name: __________________ Title: _________________ Date: ___________________ United Nations Office for Project Services (UNOPS) Name: ________________ _________________ Date: __________________
UNOPS’s payment details are as follows: By bank wire transfer: UNOPS Reference: [Country]-TA Agreement [Contract Number] ACCOUNT NAME: UNOPS USD Account CURRENCY USD BANK NAME JP Morgan Chase BANK ADDRESS 277 Park Avenue, 23rd Fl., New York, NY 10172 USA ACCOUNT NUMBER: SWIFT CODE: CHASUS33 ABA ROUTING: 021000021 IN WITNESS WHEREOF, the Parties hereto have executed this Agreement. The Government of [_______ ] By:[signature]__________ Name: [ ……….] Title: [ ] Date:[ date/month in words/year ] United Nations Office for Project Services (UNOPS) By: [signature]_____________ Name: Title: [ ] Date: [date/month in words/year ]
ABA ROUTING: 021000021 IN WITNESS WHEREOF, the Parties hereto have executed this Agreement. [The Government of _______ The Ministry of _________________] Name: __________________ Title: _________________ Date: ___________________ United Nations Office for Project Services (UNOPS) Name: ________________ Title: _________________ Date: __________________
Mars App Rubric 1 2 3 4 Science Content No science content present or shows merely science fiction Some science content present (picture or object) More than just an image. The project shows some planet characteristic or probe purpose The application’s sole purpose is to show information or characteristics of planet Elements as described on Mars Project handout No elements present 1 – 3 elements are present and partially functioning 4 elements are present and most are functioning 5 or more elements are present and all are functioning Process Did not follow any process; reused old procedures Trial and error process Followed design process but eventually resorted to last minute fix Followed design process including brainstorming multiple ideas and used prototype Function App does not work App still has bugs which affect its function App has bugs but they do not affect function App has been thoroughly debugged Creativity Copied old apps; (from previous experiences or from other sources) some elements are identical Copied an old app; no elements are identical Tweaked old apps with new purpose Totally new and novel concept or use of technology
Common Core “Unpacking” Template Common Core State Standards: RL2 Grade Kindergarten What would students need to DO (verbs)…. [LOWER ORDER BLOOM] Remembering (Knowledge), Understanding (Comprehension) What would students need to DO (verbs)…. [HIGHER ORDER BLOOM] Analyzing, Evaluating, Creating (Synthesis) Similarities and Differences to Current Curriculum Is this Standard sufficiently addressed in your current curriculum? Briefly identify what is new or different. CCR: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RL2. With prompting and support, retell familiar stories, including key details. KEY KNOWLEDGE: What would students need to KNOW (nouns)…[Key Vocabulary To Define , Discuss and Model for Students] story characteristics (beginning, middle, end), key details, characteristics of an effective retell Recognize that a story has a beginning, middle, and end. Identify key ideas and details in a familiar story. Communicate the difference between important (key) and unimportant details in a story. Create an effective retell of a familiar story that includes key ideas and details.
Common Core “Unpacking” Template Common Core State Standards: RL1 Grade:_________ What would students need to DO (verbs)…. [LOWER ORDER BLOOM] Remembering (Knowledge), Understanding (Comprehension) What would students need to DO (verbs)…. [HIGHER ORDER BLOOM] Analyzing, Evaluating, Creating (Synthesis) Similarities and Differences to Current Curriculum Is this Standard sufficiently addressed in your current curriculum? Briefly identify what is new or different. CCR: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Write your grade level’s Standard RL1 below: KEY KNOWLEDGE: What students need to KNOW (nouns)…[Key Vocabulary To Define , Discuss and Model for Students]
Unpacking a Standard Standard: What do students have to know and be able to do? How will they do it? What specific guidelines or parameters will they follow? What representations will be used? What vocabulary will be new to students? What are students’ common misconceptions? SOL A.6c (Graphing Linear Equations)
Students respond individually to healthy living scenarios of website “clients”. Students review information and tips on website design for their target audience (young people) Activity Three: Designing your team’s home page Key Question: How can I create a connection with my target audience? Each team takes responsibility for one of the class healthy living themes Students construct typical healthy living home page character and story board Provide the biographical details of your theme’s character Hi my name is…. Provide a that describes the healthy living of your character Identify positive aspects and challenges or issues according to your chosen theme Design your “Home Page” providing biographical details, pictures and storyline Transfer your final copy to the assessment task booklet Activity Four: Healthy living theme Golden Guidelines + Breaking down health jargon Key Question: What healthy living information do my clients need to know? UQ Tender Resource Document provided to each team Students select and record 5 facts or information that they believe is the most relevant/important to their target audience. Students record this information in the Golden Guidelines table. Students highlight the important health words/terms in this table that will need to be explained to their target audience. Students place highlighted terms in glossary table and create definitions using language appropriate for the target audience Transfer your final copy to the assessment task booklet Activity Five: Healthy Living in Action - Designing Interactive challenges Key Question: How can I help my clients to respond proactively to health challenges? Each student designs a healthy living challenge scenario Each team chooses the best scenario for their theme In teams students utilise one action strategy framework to address the challenge. Four strategies have been provided in the UQ Tender Resource document Once students have identified final scenario and action plans, they create the final website version in their assessment task booklet. Activity Six: Five Star Resources
Unpacking a Standard Standard: 7.3 The student will single-step and multistep practical problems, using proportional reasoning. What do students have to know and be able to do? How will they do it? What specific guidelines or parameters will they follow? What representations will be used? What vocabulary will be new to students? What are students’ common misconceptions?
K-1 LS1B All plants and animals have various external parts. (Enduring Understanding: Plants and animals meet their needs in different ways.) Identify the external parts of different plants and animals (e.g., legs on an insect, flowers, stems, and roots on many plants, feathers on birds, scales on fish, eyes and ears on many animals). Students will understand that different living things having different external parts. Students will understand that animals have external parts like: legs, wings, fur, feathers, eyes, ears, etc. Students will understand that plants have external parts like: leaves, flowers, stems, roots, bark, branches, etc. Students will understand that plants and animals do not have similar external parts. K-1 LS1C The parts of a plant or animal appear different under a magnifier compared with the unaided eye. (Enduring Understanding: Plants and animals meet their needs in different ways.) Observe how parts of a plant or animal look under a magnifier and draw or use words to describe them (e.g., a single hair, the leg of an insect, a fingerprint). Students will understand that when we magnify something we make it look bigger. Students will understand that most things will look much different under a magnifier. Students will understand that they can draw a likeness of the plant or animal part or write a short description of the plant or animal part.
Computation, Strategies, & Reasoning Rubric Emerging (0 points) Developing (1 point) Effective (2 points) Exemplary (3 points) Score (Circle) Computation and Execution Errors in computation were serious enough to flaw solution. Solution was incorrect. Gave no evidence of how you arrived at your answer. Minor computational errors. Inefficient choices of procedures impeded success. Evidence for solution was inconsistent or unclear. Computations were essentially accurate. Solution was essential correct. Work clearly supported solution. All aspects of solution were completely accurate. Showed multiple ways to compute answer 0 1 2 3 Justification & Reasoning Little or no justification is given for reasonableness of answer Reasoning for reasonableness of answer does not support work. No evidence of using estimation to verify answer. Justification for reasonableness of answer is vague or imprecise Made leaps of logic that are hard to follow Partial or imprecise evidence of estimation Justification for reasonableness is clear Logic in justification is apparent Appropriate evidence of estimation to justify answer Justification for reasonableness is elegant and precise Logic definitively proves that solution is correct Uses examples and/or counterexamples of estimation to justify answer. 0 1 2 3 AVERAGE
SCHOOLS UNPAID LEAVE ABSENCE FORM Please submit by email to SCHOOL NAME Employee Number Name Reason for unpaid absence SAP code Start date End date Total number of hours lost SAP Absence Types SAP Code Description Reporting Code 0302 Parental Leave U 0398 Unauthorised Abs-Part Day U 0399 Unpaid Leave - Part Day U 0400 Unpaid Leave > = 1 Day U 0401 Unauthorised Abs> = 1 Day U 0410 Jury Services J