zilongwang/ReadingBank huggingface dataset:
Article 4 The EU Ecolabel criteria for the product group "wood-, cork- and bamboo-based floor coverings" and the related assesment and verification requirements shall be valid for six years from the date of notification of this Decision. Article 5 For administrative purposes, the code number assigned to the product group "wood-, cork- and bamboo- based floor coverings" shall be "x". Article 6 Decision 2010/18/EC is repealed. Article 7 By derogation from Article 6, applications for the EU Ecolabel for products falling within the product group "wooden floor coverings" submitted within two months from the date of notification of this Decision may be submitted in accordance with the criteria set out in Decision 2010/18/EC or on the criteria set out in this Decision. EU Ecolabel licences awarded in accordance with the criteria set out in Decision 2010/18/EC may be used for 12 months from the date of notification of this Decision. Article 8 This Decision is addressed to the Member States. Done at Brussels, For the Commission Karmenu VELLA Member of the Commission ANNEX FRAMEWORK EU ECOLABEL CRITERIA Criteria for awarding the EU Ecolabel to wood-, cork- and bamboo- based floor covering products Criterion 1. Product description Criterion 2. Wood-, cork- and bamboo-based materials
EN 425 Resilient and laminate floor coverings. Castor chair test EN 660-1 Resilient floor coverings. Determination of wear resistance. Stuttgart test EN 685 Resilient, textile and laminate floor coverings. Classification EN 1543 Products and systems for the protection and repair of concrete structures. Test methods. Determination of tensile strength development for polymers EN ISO 10874 Resilient, textile and laminate floor coverings -- Classification EN 12104 Resilient floor coverings. Cork floor tiles. Specification EN 13329 Laminate floor coverings. Specifications, requirements and test methods EN 14978 Laminate floor coverings - Elements with acrylic based surface layer, electron beam cured - Specifications, requirements and test methods EN 15468 Laminate floor coverings. Elements with directly applied printing and resin surface layer. Specifications, requirements and test methods ISO 24343-1 Resilient and laminate floor coverings - Determination of indentation and residual indentation - Part 1: Residual indentation
Action Plans: What Why How When By whom Impact 1 Vocational center It will help the skilled women to utilize their skills by selling their products in the market. EIG with the financial & technical support of 3 KP-SADP Other unskilled women will be trained through this center. 2 Vocational Business To help out the financially week women in growing their business. KP-SADP will purchase the vocational business items with the help of EIG. 4 month KP-SADP It will enhance the livelihood of poor community. 3 Vocational Trainings Through provision of vocational trainings, women of the village will be get trained & will be able to generate their income though selling of their vocational products. CBO will pass a resolution and with the support of and KPK Skill Development Council. 2 months SADP and KPK Skill Council. It will help in generation of female income. Livestock EIG: The livestock EIG is also formed on 2-12-2013 having membership of 7 female and they demanded for the provision of livestock trainings to manage and have knowhow about livestock management. S.No: Name of EIG Men/ Women Village Membership Date of formation Chairperson General Secretary 2 Livestock Women Daraban 7 2-12-2013 Gul Nigaar Bibi Shereen Bibi
S. No Problems Livestock Training cattle Pond Cattle Barn Prioritized Need Marks Obtained 1 Livestock Training Livestock Training Livestock Training 1 2 2 cattle Pond cattle Pond 2 1 3 Cattle Barn 3 0 Action Plans What Why How When By whom Impact 1 Livestock Training It will help the women in livestock rearing through best practices. EIG with the financial & technical support of 1 month KP-SADP Livestock related issues regarding diseases and milk production will be improved. 2 Cattle Pond To help out the community livestock in clean drinking water storage. EIG will pass a resolution and will provide the skilled and unskilled labor. 2 months KP-SADP and EIG It will provide clean drinking water to the livestock even in the days of Drought. 3 Cattle Barn To enable the women in rearing the livestock in a safe environment. CBO will pass a resolution and with the support of KP-SADP. 2 months SADP and EIG. It will help the livestock to be safe from hot and cold weather and will also provide a clean environment.
financial expenses and unfavorable situations, Have own houses. -Can support other (family & other people) in case of any crises. -owned more than one income sources. -income and expenses are equal. - can provide education to their children. -Those who cannot bear expenses of health and education. -Expenditures are more than their income -don’t have their own residence. on others, hardly afford one time meal. 3-households 4- households 11- households 8- households Need Prioritization: Need prioritization is one of the tool by whom one can easily asses the desire needs and any sort of problem/issue facing by any kind of community.it may be, like rural, business, urban etc. As it is self-explanatory needs/problems/issues, so should written in a tabular form. In this tool, the peoples will grade/prefer the most desired need they facing and should be written in a prioritized form. S. No Need Drinking water Education Latrines Health Vocational Centre Drainage system Drinking water. Drinking water Drinking water Drinking water Drinking water Drinking water Education Education Education Education Education Latrines Latrines Latrines Latrines Health Vocational Centre Health
3 Vaccination of livestock To protect livestock from different diseases and thus improvement in Health and Growth. Through help of Protection of animal health, reducing animal suffering, efficient production of milk which ultimately increase income of HH. 4 Water filtration system To provide germ free pure water for community. Through help of Health condition of community will improve thus morbidity rate will ultimately decreased. EIG Vocational Need Prioritization Chart: S. No Needs Vocational Skill Embroidery skill Handicraft skill 01 Vocational Skill Vocational Skill Vocational Skill 02 Embroidery Skill Embroidery skill 03 Handicraft skill Action Plan:
business group. In CBO Umeeday Bahar Jamal Khel, one EIG was formed (vocational group) in which community females doing work and earn some money. More efforts and training should be needed to improve their skills to enhance their income and potential in which they are very much interested, that may ultimate bring socio-economic change, create opportunities and proper utilization of any program package. S.no. Name Of EIG Formation Date Total Members Total HH Chair person General Secretory 01. WEIG Live Stock 06-05-2014 10 10 Yasmeen Bibi Zarina Bibi 02. WEIG Vocational 11-03-2014 08 08 Nosheen Bibi Shakela Bibi EIG Live Stock Need Prioritization Chart: S. No Needs Provision of Goat/Buck/Cow Livestock vaccination Provision of Wanda/fodder Training on livestock management 01 Provision of Goat/Buck/COW Provision of Goat/Buck/Cow Provision of Goat/Buck/Cow Provision of Goat/Buck/Cow 02 Live Stock vaccination Provision of Wanda/fodder Live Stock vaccination 03 Provision of Wanda/fodder Provision of Wanda/fodder 04 Training on livestock Management
Action Plan: S.no What Why How When Impact 1 Provision of Goat/Buck/Cow To introduce income generation activity for community women Through help of Women get opportunity to improve financial status of their HH 2 Wanda/Fodder For good health/Growth of Livestock Through help of Health status of animals will improve and ultimately increase in milk production which also better income of HH. 3 Vaccination of livestock To protect livestock from different diseases and thus improvement in Health and Growth. Through help of Protection of animal health, reducing animal suffering, efficient production of milk which ultimately increase income of HH.
Actions for sustainable transport Actions Potential Impact Strategies and innovations Bicycle parking on-site Reduced demand on car transport, reduced demand on public transport. Active & cost effective transport option. Enter Here Enter Here Enter Here Public transport access Provides an alternative to private vehicle use. Enter Here Enter Here Enter Here Pedestrian access Health and environmental benefits. Enter Here Enter Here Enter Here Car sharing schemes Has the potential to reduce private vehicle ownership. Enter Here Enter Here Enter Here 7.0 Waste Management Replace the actions highlighted in red text within the ‘Response – Strategies and Innovation’ column with commitments made by the applicant. For an example see the SMP Example Report on our website. Actions for waste avoidance and recycling Actions Potential Impact Strategies and innovations Construction Waste Management Plan Construction and demolition waste makes up approximately one third of waste to landfill in Victoria (Sustainability Victoria). Most of this waste is inert & can be easily recycled for other purposes. Enter Here Enter Here Enter Here Operational Waste Management Infrastructure Convenient infrastructure can significant improve recovery rates for recyclable materials Enter Here Enter Here Enter Here
Concrete Concrete to have minimum 20% recycled aggregate content. Builder Plasterboard Plasterboard to have minimum 10% recycled content. Builder Timber All timber to be FSC or AFS certified Builder Material Re-use Bricks and other material to be salvaged from demolition of existing building and reused in new building. Architect, Builder Topsoil Topsoil on existing site to be retained and used in landscaping for new building. Builder Construction Management Plan Prepare Construction Waste Management Plan to maximise recycling of construction waste (80% min). Builder Low VOC paints, sealants, adhesives Specify and use low VOC paints, sealants and adhesives Architect, Builder Building Users Guide Prepare Building Users Guide and distribute to occupants. Display in prominent location at apartment entrance Owner’s Corporation, ESD Consultant, Building Services Building Undertake building services fine-tuning each quarter for the first 12 months of occupation. Owner’s Corporation, Building Services
On-site energy generation Actions Potential Impact Strategies and innovations Photovoltaic panels Reduce emissions from common area lighting & services. Distributed systems reduce the need for upgraded grid infrastructure. Enter Here Enter Here Enter Here Solar water heating Hot water can account for up to 25% of a household’s energy use. Enter Here Enter Here Enter Here
Protection of water resources Soil formation & protection Nutrient storage & recycling Pollution breakdown Ecosystem maintenance Replace the actions highlighted in red text within the ‘Response – Strategies and Innovation’ column with commitments made by the applicant. For an example see the SMP Example Report on our website. Actions for urban ecology Actions Potential Impact Strategies and innovations Re-use of land Development in existing urban areas helps reduce the need for greenfield development and the associated environmental impacts, such as car dependency, increased need for infrastructure and displacement of agricultural land. Enter Here Enter Here Enter Here Topsoil retention Retaining topsoil conserves the valuable resource it provides and reduces unnecessary waste to landfill. Enter Here Enter Here Enter Here Outdoor communal facilities On average, people spend 90% of their lives indoors. There is a growing body of evidence that demonstrates how communal green spaces can offer lasting economic, environmental and social benefits. Enter Here Enter Here Enter Here Biodiversity Enter Here Enter Here Enter Here 9.0 Innovation and ESD Excellence Innovation and ESD Excellence is a category designed to recognise new or outstanding ESD initiatives not recognised elsewhere (such as in the Green Star tools). This development is claiming the following initiatives under this category. Replace the actions highlighted in red text within the ‘Response – Strategies and Innovation’ column with commitments made by the applicant. For an example see the SMP Example Report on our website.
Georgina Jones CPCCO Youth & Family Support Coordinator 503-470-0671 Jamie Hamsa GOBHI SOCWI Site Lead CPCCO & EOCCO 402-570-4748 Sherrie Grieef EOCCO Youth & Family Support Coordinator 541-408-6826 Baker County New Directions Behavioral Health and Wellness PO Box 649 Baker City, OR 97814 541-523-3646 Jenny Barrett 541-519-2632 Christina Barnes - GOBHI 541-519-7622 Family Partner: Leonie Schaaf 541-519-8924 Youth Partner: Daaylen Watson 541-605-8653 Clatsop County Clatsop Behavioral Healthcare 2120 Exchange St., Ste. 301 Astoria, OR 97103 Mailing Address: 65 N HWY 101, STE 204 Warrenton, OR 97146 Fax: 503-325-8483 Kellyn Hazen 503-325-0241 x 251 kellynh@clatsopbh.org Dawn Malcolm 503-325-0241 x 218 dawnm@clatsopbh.org Family Partner: Alisha Luck alishal@clatsopbh.org
Columbia County GOBHI Youth and Family Program 445 Port Ave., Ste. A St. Helens, OR 97051 503-397-7919 Fax: 503-397-7879 Kristin Everhart 810-334-2365 Jonathan Hankins 541-591-5045 Rachelle Heath 503-739-2528 Julie Hale 503-397-7919 x5400 Columbia County Continued Family Partners Barbara Buss Heather Peterson Youth Partners Desiree Bansile Lauren Kronebusch Gilliam/Morrow/Wheeler Counties Community Counseling Solutions Rebecca Humphreys PO Box 207, Fossil, OR 97830 Fax: 541-763-2170 541-763-2746 Stephanie Fuentes PO Box 261, Boardman, OR 97818 Fax: 541-481-2006 541-481-2911 Family Partner Rita Martin 541-980-3016 Grant County Community Counseling Solutions 528 E. Main, Ste. W John Day, OR 97845 Jessica Madden 541-575-1466 / 719-494-3656 Family Partner Michelle Deming Youth Partner Catrina Webster
Harney County Symmetry Care 348 W. Adams Burns, OR 97720 Fax: 541-573-8378 Franki Kesling 541-573-8376 x 171 / 541-887-7595 Youth Partner Athena Taylor Lake County Lake District Wellness Center 215 N “G” St. Lakeview, OR 97630 Fax: 541-947-6020 Jennifer Poré 541-947-6021 Malheur County Lifeways, Inc. 702 Sunset Dr. Ontario, OR 97914 Fax: 541-889-7873 Carolyn Anderson 541-889-9167 x 225 Belinda Riojas 541-889-9167 Bryce Van Zelf - GOBHI 503-890-8772 / 541-889-9167 Family Partner Barbara Farnsworth Youth Partner Kassie Delepierre Sherman County Mid-Columbia Center for Living 419 E 7th St., Room 207 The Dalles, OR 97058 Fax: 541-296-9418 April Parker 541-296-5452 x 5103
Tillamook County Tillamook Family Counseling Center 906 Main Ave. Tillamook, OR 97141 Fax: 503-815-1870 Jane Sandquist 503-842-8201 x 247 Family Partner Tammy Hickman Union County Center for Human Development 2301 Cove Ave La Grande, OR 97850 Fax: 541-963-5272 Danielle Stolk 541-962-8841 Andrea Wernofsky 541-910-6380 (cell)/541-962-8854(office) awernofsky@chdinc.org Family Partner Debbie Brown Youth Partner Tylo Colflesh Umatilla County Lifeways, Umatilla PO Box 987 331 SE 2nd St., Pendleton, OR 97801 Fax: 541-276-4628 Anna Curry 541-276-6207 x452 Devan Noblit 541-276-6207 Tia Sharp - GOBHI 541-377-0747 Family Partner Sharyn Smith 541-240-4064 Wallowa County Wallowa Valley Center for Wellness PO Box 268 207 SW First Enterprise, OR 97828 Fax: 541-426-3035 Carrise A. Murray 541-426-4524 x 1021 541-398-2470 cell
Income $ Costs $ WCCF Grants/Partnerships Indicate Confirmed (C)/ (NC) Employment Costs WCCF (NC) Artist Fees/Wages Wyndham City Council Other Fees/ Wages On-costs Administration Costs Operating Costs Applicant Cash Contributions Utilities Postage, Stationery & Printing Office/site facilities Applicant In-kind Contribution Project Costs In-kind labor Venue Hire In-kind resources Insurance Other in-kind Transport Tools & Equipment Equipment & Services Hire Publicity/Advertising Materials Other cash contributions In-kind Costs Project income Ticket Sales Participants Fees TOTAL INCOME TOTAL COSTS APPLICATION CHECKLIST
name of the provider address of its registered office or principal place of business description of the health care services to be provided total amount to be paid or, where the total amount is not known, the amounts payable to the provider under the contract dates between which the contract provides for the services to be provided description of the process adopted for selecting the provider Lead/ Co-Commissioner Advocacy Experience Ltd - Professional advocacy services (Transfer of ownership to VoiceAbility) 4 Harvard Court Quay Business Centre Quay Road Warrington Cheshire WA2 8LT Third Sector £45,374 1st April 2013 - 31st March 2014 Grant Lead Commissioner Crossroads Caring for Carers - Carer Respite Crossroads in Warrington, 5 De Havilland Drive, Estuary Business Park, Speke, Liverpool, L24 8RN Third Sector £38,605 1st April 2013 - 31st March 2014 Grant Lead Commissioner Saint Josephs Family Centre - Psychological Therapy Service 9 Museum Street Warrington, Cheshire WA1 1JA Third Sector £76,375 1st April 2013 - 31st March 2014 Grant Lead Commissioner Stroke Association Stroke Association Ward B12 Warrington Hospital Lovely Lane Warrington Cheshire WA5 1QG Third Sector £84,546 1st April 2013 - 31st March 2014 Grant Lead Commissioner Warrington Borough Council contribution towards - Wired New Town House, Buttermarket Street, Warrington, WA1 2NH Third Sector £64,431 1st April 2013 - 31st March 2014 roll over contract Co-Commissioner Warrington Disability Partnership Warrington Disability Partnership Centre for Independent Living Beaufort Street Warrington Cheshire WA5 1BA Third Sector £77,246 1st April 2013 - 31st March 2014 Grant Lead Commissioner
Registration form World Club Championship 2015 Information Team’s Composition Birth date Gender M / W Email Name of the club / team: 1- 2- Country: 3- Name of the responsible : 4- 5- Phone: 6- Email: 7- Skype: 8- Category Pro Category Amateur ______________________________ Team’s responsible Signature ___________________ date
APPLICATION FOR POST OF SCHOOL SECRETARY 1. Personal details Surname Title Forenames National insurance no Address Post code Email Tel (home) Tel (mobile) 2. Education University / College From To Qualification (including degree class) Secondary education School(s) / College (s) From To A Levels (including grades) 3. Current employer Employer’s name and address Position Start date Current salary Why do you wish to leave?
School Developmental Supports, Connectedness and Academic Motivation Percent of students scoring High, Moderate, and Low (%) Grade 9 Grade 10 Grade 11 Grade 12 H M L H M L H M L H M L School Environment Total School Supports Caring Adults in School High Expectations-Adults in School Meaningful Participation-Adults in School School Connectedness Academic Motivation 15 16 29 7 31 35 61 61 54 46 55 44 25 23 17 46 13 21 18 20 31 11 23 30 51 53 51 46 50 47 31 27 18 43 27 23 26 28 34 15 24 25 54 61 56 51 62 50 20 11 11 34 14 25 23 29 34 12 24 23 57 58 54 51 59 48 20 14 11 37 17 29 Note: Cells are empty if there are less than 25 respondents.
Current Smoking on School Property, Past 30 Days Grade 9 Grade 10 Grade 11 Grade 12 % % % % Cigarette 0 days 100 100 99 98 1 or 2 days 0 0 0 0 3 to 9 days 0 0 0 0 10 to 19 days 0 0 0 0 20 or more days 0 0 0 0 Smokeless Tobacco 0 days 100 99 99 99 1 or 2 days 0 1 0 0 3 to 9 days 0 0 0 0 10 to 19 days 0 0 0 0 20 or more days 0 0 0 0 Question HS A.64, 65/MS A.55, 56: During the past 30 days, on how many days on school property did you... smoke cigarettes... use smokeless tobacco? Note: Cells are empty if there are less than 25 respondents. Table A7.6 Personal Disapproval of Peer Cigarette Smoking, One or More Packs A Day Grade 9 Grade 10 Grade 11 Grade 12 % % % % Neither approve nor disapprove 23 24 19 18 Somewhat disapprove 18 14 14 16 Strongly disapprove 59 62 68 66 Question HS A.78/MS A.69: How do you feel about someone your age smoking one or more packs of cigarettes a day? Note: Cells are empty if there are less than 25 respondents.
9. Race/Ethnic Breakdowns Table A9.1 School Developmental Supports and Connectedness by Race/Ethnicity - 9th Grade Percent of students scoring High (%) Grade 9 H/L AI/AN Asian AA NH/PI White Mixed School Environment Total School Supports Caring Adults in School High Expectations-Adults in School Meaningful Participation-Adults in School School Connectedness Academic Motivation 10 9 24 3 24 29 8 11 29 11 26 39 22 27 32 8 43 38 16 13 27 6 27 30 Notes: Cells are empty if there are less than 25 respondents. H/L: Hispanic or Latino; AI/AN: American Indian or Alaska Native; AA: Black or African American; NH/PI: Native Hawaiian or Pacific Islander; Mixed: Mixed (two or more) races. Table A9.2 School Developmental Supports and Connectedness by Race/Ethnicity - 10th Grade Percent of students scoring High (%) Grade 10 H/L AI/AN Asian AA NH/PI White Mixed School Environment Total School Supports Caring Adults in School High Expectations-Adults in School Meaningful Participation-Adults in School School Connectedness Academic Motivation 14 20 27 9 22 24 30 22 33 23 37 51 30 32 46 22 19 27 16 22 28 0 28 19 13 14 29 7 14 30 Notes: Cells are empty if there are less than 25 respondents. H/L: Hispanic or Latino; AI/AN: American Indian or Alaska Native; AA: Black or African American; NH/PI: Native Hawaiian or Pacific Islander; Mixed: Mixed (two or more) races.
Information on the current ASR is also included in general correspondence for external inquiries about Windward Community College programs. The following are other methods of distribution: Posting on the Campus Security Department website; a public link to download the entire document: Hardcopy from the Campus Security Department office located in Hale Alaka`i, Room 125 from 8:00 am to 4:00 pm, Monday through Friday. We highly recommend that you call in advance as the Department’s personnel may be out of the office. Phone (808) 235-7355. ASR Point of Contact Information All communication related to this ASR are to be addressed in writing to the following office: Windward Community College Attention: Safety and Security Manager Hale Alaka`i, Room 125 45-720 45-720 Kea`ahala Road Kaneohe, Hawaii 96744 NOTE: Should there be any amendment to this ASR, an email notification will be sent to the campus community with the amended PDF document attached. The first page will reflect the text: “Revised as of [Date].” The revised version will also be posted on the campus website for public download. EMERGENCY RESPONSE AND EVACUATION PROCEDURES Campus Response to Emergency Incidents For emergency incidents within the Clery Act geographical boundaries/jurisdiction, Campus Security Officers are the primary points of contact to report crimes and emergencies and will generally do either of the following based on the information received. Respond to the scene to conduct an initial assessment to determine if there is a significant emergency or dangerous situation involving an immediate threat to health or safety of the campus community; and, to determine if first responders and/or additional campus actions are required. Initiate an immediate call to the appropriate first responder agency based on the information provided; make a determine if there is a significant emergency or dangerous situation involving an immediate threat to the health or safety of the campus community; and, determine if additional campus actions are required. The Campus Security Authorities (CSAs) are the secondary points of contact to report crimes and emergencies; however, they may on occasion, based on their function, be the first available persons
Assessment Review Frequency of Review (enter time period e.g. 12 months) Date Review Due Completed Risk Assessment brought to the attention of: Name (person responsible for premises and/or implementing control measures) Position Signature Date the this assessment was brought to this persons attention
WESTMINISTER CITY COUNCIL SCHOOLS FORUM 13 NOVEMBER 2017 REPORT BY THE HEAD OF RESOURCES DEDICATED SCHOOLS GRANT 2017/18 INTRODUCTION The total Dedicated Schools Grant (DSG) allocation for 2017/18 (based on the most recent information published by the Department for Education) is £84.244m before adjustments. Table 1 below shows a comparison between the DSG provisional allocation as reported to Schools Forum in June 2017 against the September 2017 position. There is an overall reduction of -£653k in the Early Years funding allocation, which sees in increase in the 2YO funding allocated (£207k) but an overall reduction in 3&4YO funding (-£835k) and Early Years Pupil Premium (-£35k) allocations respectively. The DSG allocation for 2017/18 per current published DFE information is £84.244m before adjustments for academy recoupment, copyright licencing and Early Year adjustment for 2016/17 as set out below, which brings the total amount of DSG income that will be received by WCC in 1718 to £83.808m. This report looks at the 2017/18 budget and current projected outturn. 2017/18 DSG ALLOCATION 2.1 Table 1 compares the DSG provisional allocation in June 2017 against the August 2017 position. Prior Year Early Years adjustment: Reduction of -£330k relates to the 2016/17 Early Years funding, due to late confirmation of three- and four- year old pupil numbers.
International Federation of Red Cross and Red Crescent Societies (IFRC) 18:00-18:30 Topic: The Red Cross Red Crescent’s contribution to the HFA. Speaker: IFRC and Japanese Red Cross President Tadateru Konoé Japanese Translation: Yes World Meteorological Organization, 15:30-16:00 Topic: Saving lives through enhanced early warning systems Speakers: Michel Jarraud, WMO Secretary-General; Loren Legarda, Senator, The Philippines; Thomas Silberhorn, Deputy Minister for Economic Cooperation and Development, Germany; Xu Tang, WMO Director, Weather and Disaster Services Material related to the above press conferences is available in the WCDRR Conference Box: wcdrrbag.info __________________________________________________________________________________ Video Footage & Photos UN Webcast services offer live and on-demand coverage of the World Conference on Disaster Risk Reduction on UN Web TV () in English, Japanese and the speaker’s original language. The Webcast coverage includes the Opening and Closing Ceremony, Official Statements, High-Level Partnership Dialogue sessions, Ministerial Roundtable sessions and Press Conferences. The direct link to the webcast archived videos is: Rights-free photos and ceremony video footage are available to Media at the Conference Center at (Username: admin; Password: wcdrr3rd!). Photos should be credited to UNISDR, and videos to UN Web TV. Requests for copies of any other video footage should be made in person at the UNISDR Office in the Media Center (Shirakashi Room 1). A Japanese version of this advisory will be released later.
is not actively engaged in a bona fide drug or alcohol abuse assistance or rehabilitation program; Promptly inform the appropriate law enforcement agency of every drug-related crime that occurs in its workplace if the business has observed the violation or otherwise has reliable information that a violation has occurred; Establish drug and alcohol abuse awareness programs to inform its employees about: The dangers of drug and alcohol abuse in the workplace; The business's policy of maintaining a drug and alcohol free workplace; Any available drug and alcohol counseling, rehabilitation, and employee assistance programs; and The penalties that may be imposed upon employees who abuse drugs and alcohol in the workplace; Provide all employees engaged in the performance of the contract with a copy of the statement required by §E(2)(b), above; Notify its employees in the statement required by §E(2)(b), above, that as a condition of continued employment on the contract, the employee shall: Abide by the terms of the statement; and (ii) Notify the employer of any criminal drug or alcohol abuse conviction for an offense occurring in the workplace not later than 5 days after a conviction; Notify the procurement officer within 10 days after receiving notice under §E(2)(h)(ii), above, or otherwise receiving actual notice of a conviction; Within 30 days after receiving notice under §E(2)(h)(ii), above, or otherwise receiving actual notice of a conviction, impose either of the following sanctions or remedial measures on any employee who is convicted of a drug or alcohol abuse offense occurring in the workplace: Take appropriate personnel action against an employee, up to and including termination; or Require an employee to satisfactorily participate in a bona fide drug or alcohol abuse assistance or rehabilitation program; and Make a good faith effort to maintain a drug and alcohol free workplace through implementation of §E(2)(a)—(j), above. (3) If the business is an individual, the individual shall certify and agree as set forth in §E(4), below, that the individual shall not engage in the unlawful manufacture, distribution,
1.2.6 Year of registration 1.2.7 Year of completion DETAILS OF THE STUDY 2.1 Details of the degree or project 2.1.1 Name of the institution 2.1.2 Degree / Qualification registered for 2.1.3 Faculty and Discipline / Area of study 2.1.4 Name of Supervisor / Promoter / Project leader 2.1.5 Telephone number of Supervisor / Promoter 2.1.6 E-mail address of Supervisor / Promoter 2.1.7 Title of the study 2.1.8 What is the research question, aim and objectives of the study 2.1.9 Name (s) of education institutions (schools)
Elizabeth and then screamed at the mob, ‘leave the child alone! Why are you tormenting [upsetting] her? Six months from now you will hang your heads in shame.’… …the irony of it is that during all this time the national guardsmen made no effort to protect Elizabeth or help me. Instead they threatened to have me arrested for inciting [provoking] a riot. [From: D.Bates, The Long Shadow of Liittle Rock: Memoir (David Company, Inc, 1962) pp.69-71] SOURCE 3E This extract is taken from an oral interview with Craig Rains. He a white student at Central High School, Little Rock, a senior and an officer in the student council in 1957. I don’t remember exactly when I first realized that the school was going to be integrated, but I do remember that we were being told to do something that we might or might not want to do…so my first thougt was not that we were going to have to go to school with blacks, that didn’t bother me, but that we were being told by the federal government to do something and we didn’t have any say-so in that. One of my jobs as an officer in the student council was to raise the flags outside. That gave me an opportunity to see what was going on outside the school, to see the anger…it was an ugly attitude. Especially when Elizabeth Eckford came to try to get into school. And the crowd began to heckle her, and cheer and shout, as she walked along. I was just dumbfounded…well I can’t belive that people would actually be this way to other people. I began to change from someone who was a moderate who, if I had my way, would have said, ‘don’t let’s integrate, because it’s the state’s right to decide.’ To someone who felt a real sense of compassion for these students. I also developed a real dislike for the people who were out there that were causing problems. [From: H. Hampton and S.Fayer, Voices of Freedom, An Oral History of the Civil Rights Movement] Name of School: Term 1 - 2014 Standardised Test 1 Grade 12: History
SUMMARY TIMELINE Year/month 2014/2015 January February March November December January Event Attended outpatient clinic and offered support from HTT Admitted to ward under section 2 of the Mental Health Act T placed under section 3 of the Mental Health Act Section 117 meeting between medical, nursing and social care staff T on section 17 leave and was staying with her mother Home visit by Social Services and Section 117 Meeting Outcome/s This was declined by T Remained until December 2014 Ward staff made referral to a hostel for a period of assessment and rehabilitation T visited by Social Worker and requested her own flat. Discharged by Consultant Psychiatrist to CMHT Meeting planned between Social worker and T’s family
Year/month /day 2015 February 3rd February 3rd February 4th February 5th February 6th February 10th February 15th Event Police received reports that T was at the location and was going to commit suicide Police received a report from T’s brother that T had assaulted her mother T attended mother’s property and did not return to ward at agreed time Police received report from member of the public that T was at the location stating she was going to commit suicide Police received report from member of the public that T was at the location T attended location T took her own life at the location Outcome/s T located and detained by Police on section 136 and taken to hospital for assessment. T’s mother informed Police she would not make a statement as she felt T’s mental health was the issue Police attended mother’s property and returned T to the ward T conveyed back to the ward by Police T detained under section 136 and returned to the ward Returned to ward by family member PPN submitted PPN submitted by Police and marker placed on mother’s address PPN submitted PPN submitted T remained detained by Police who were not satisfied to relinquish duty of care whilst she was a voluntary patient Request for urgent review of housing options by Care Coordinator PPN submitted
April 2017 Sun Mon Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 FSA Math Grades 3 Session 1 11 FSA Math Grades 3 Session 2 12 FSA ELA Grade 4 Session 1 13 FSA ELA Grade 4 Session 2 14 15 16 17 FSA Math Grades 4 Session 1 18 FSA Math Grades 4 Session 2 19 FSA ELA Grade 5 Session 1 20 FSA ELA Grade 5 Session 2 21 22 23 24 FSA Math Grade 5 Session 1 25 FSA Math Grades 5 Session 2 26 FSA Math Grades 6 Session 1 27 FSA Math Grade 6 Session 2 & 3 28 29 30
EMPLOYMENT Please give accurate, complete full-time and part-time employment record. Start with present or most recent employer. (PLEASE DO NOT REFER TO RESUME) Company Name Phone: ( ) - Address Employed (state month and year) From: To: Name of Supervisor Weekly Pay Start: Last: Job Title and Describe Your Work: Reason For Leaving: Company Name Phone: ( ) - Address Employed (state month and year) From: To: Name of Supervisor Weekly Pay Start: Last: Job Title and Describe Your Work: Reason For Leaving: Company Name Phone: ( ) - Address Employed (state month and year) From: To: Name of Supervisor Weekly Pay Start: Last: Job Title and Describe Your Work: Reason For Leaving: Company Name Phone: ( ) - Address Employed (state month and year) From: To: Name of Supervisor Weekly Pay Start: Last: Job Title and Describe Your Work: Reason For Leaving: If you need additional space, please continue on a separate sheet of paper. Do you have a valid Driver’s License? Yes No Current Driver’s License Number: State: Have you received any moving traffic violations in the last three years? Yes No If yes, please explain and give approximate dates: Has your Driver’s License been suspended or revoked within the past three (3) years? Yes No If yes, please explain
Week 4 Patient Assessment Online Patient Assessment Chapter 8 Airway Management Online Airway Management Chapter 9 Shock and Resuscitation Online Shock Chapter 10 Online BLS Resuscitation Chapter 11 Saturday 3/3/2018 0800hrs. Patient Assessment (Basics), Airway, O2 Delivery Systems, OP, NP, Suctioning King, AED Usage, Life Pak 500, Life Pak 12 and 12 Lead EKG Practical Week 5 Medical Online Medical Overview Chapter 12 Online Respiratory Emergencies Chapter 13 Online Cardiovascular Emergencies Chapter 14 Saturday 3/10/2018 0800hrs. Medical Patient Assessment (Respiratory & Cardiovascular) Practical Week 6 Medical Online Neurologic Emergencies Chapter15 Online Gastrointestinal & Urologic Emergencies Chapter 16 Online Endocrine & Hematologic Emergencies Chapter 17 Online Immunologic Emergencies Chapter 18 Saturday 3/17/2018 0800hrs. Medical Patient Assessment (Neurological, Gastrointestinal, Endocrine, Hematologic, and Immunologic) IS-100, IS-200, IS-700, and IS-800 due Practical Week 7 Medical Online Toxicology Chapter19 Online Psychiatric Emergencies Chapter 20 Online Gynecologic Emergencies Chapter 21 Saturday 3/24/2018 0800hrs. Airway, O2 delivery, Vital signs, Medical Patient Assessment, Toxicology, Psychiatric and Gynecologic VITAL SIGN RECORD DUE Practical Week 8 Trauma Online Trauma Overview Chapter 22 Online Bleeding Chapter 23 Online Soft tissue Injuries Chapter 24 Online Face & Neck Injuries Chapter 25 Saturday 3/31/2018 0800hrs. Trauma Patient Assessment, Bleeding Control, Tourniquet Usage, Hemostatic Gauze, Eye Injuries and Penetrating Emergencies Practical
Health and Physical Education Barrow County Schools Bartow County Schools Calhoun City Schools Cherokee County Schools Emory Healthcare Paulding County Schools University of Georgia Human Services A Woman's Touch Appleseeds Learning Center (2) Beloved Atlanta Change Agents Inc. Cherokee Focus Cobb County Community Service Board Corrigan Care DFACS Douglas County DFACS enAble of Georgia GA Center for Child Advocacy Gilgal, Inc. Hospice Advantage Jaime & Santos, LLC Kennesaw State University Porter Academy WellStar Health Systems YWCA Nursing Candler Hospital Children's Healthcare of Atlanta (8) Emory Healthcare Emory University Hospital Floyd Medical Center (2) Gordon Hospital (2) Kaiser Permanente Kennestone Hospital (10) Northeast GA Medical Center (2) Northside Hospital (10) Northside Hospital-Cherokee (2) Northside Hospital--Forsyth Piedmont Atlanta Hospital Piedmont Healthcare Group (2) US Army UT Southwestern WellStar Health Systems (14) Sport Management Atlanta Braves Atlanta Hawks Atlanta Silverbacks Atlanta Sport & Social Club Bridgemill Athletics Club Brookfield Country Club Crystal Clear Imaging (2) Delta Delta Tau Delta Fraternity Georgia Soccer Kennesaw State University KSU Softball Program Lakepoint Sports LNL Agency (2) OSTA Score Atlanta US Lacrosse YMCA Master of Science, Applied Exercise Science Lifetime Fitness Master of Science, Nursing Dekalb Medical Center Emory Healthcare (2) Gwinnett Medical Center (2) Lifepoint Physicians Group Northside Hospital Piedmont Healthcare Group Piedmont Hospital WellStar Health System (2)
NB: A ‘significant safety issue’ is a safety issue that could adversely affect the safety of participants or materially impact on the continued ethical acceptability or conduct of the trial. If no, please comment: For mutli-centre NMA clinical trials, have these also been reported to the RGO at the site of occurrence: Yes No If no, please comment: Please attach safety reporting documentation as may be required in accordance with the NHMRC and . ADDITIONAL INFORMATION Please detail any further comments, issues or other information that has not already been covered in your report: On completion of this Report, please submit to with the Subject Header in the following format: HREC reference number, Principal Investigator’s name and current month and year EXAMPLE Email Subject Header: HREC/16/WCHN/222 – Bloggs, Jo - August 2018 Refer to for further information.
3. Participant Information Sheet and Informed Consent Form, Master version. □ YES □ NO □ Not applicable 4. Participant Information Sheet and Informed Consent Form, site-specific version (both clean and tracked changes versions). □ YES □ NO □ Not applicable 5. Any information to be provided to study participants (e.g., participant identification cards, questionnaires, fact sheets): Master version(s); and WCHN-specific versions in clean and tracked changes version (if applicable) □ YES □ NO □ Not applicable 6. Any advertising materials. □ YES □ NO □ Not applicable 7. For investigational product (drug or therapeutic) trials, information about the investigational product, e.g., pharmacy manuals, investigator brochures, instructions for use.* □ YES □ NO □ Not applicable 8. Radiation safety or biosafety reports.* □ YES □ NO □ Not applicable These are only required in instances where WCHN HREC is not the lead HREC. Where WCHN HREC is the lead HREC, these documents are available on the WCHN HREC files and researchers need not provide them again with their SSA submission.
Standard Time Required Activities and Assessments CCGPS Literacy Characteristics of Science 2 weeks Orientation/Safety Analyze laboratory situations for safety rule violations (also safety matching) Introductory lab (Acid in the eye) Paper towel lab Develop experimental plan Lighting Bunsen Burner Nature of Numbers Significant figures practice problems Scientific notation practice problems Accuracy and precision lab Metric scavenger hunt Dimensional analysis Measurement article L11-12WHST9—Measurement article analysis L11-12WHST10—DEVELOP EXPERIMENTAL PLAN L11-12WHST2—Lab write-ups L11-12WHST1—analysis of laboratory situations L11-12RST3—Follow lab instructions L11-12RST1—measurement article and questions Characteristics of Matter SC1b 1 week Characteristics of Matter Classifying matter Density of pennies Sinking vs. floating cans (demo and discussion) Density calculations L11-12WHST1—sinking vs. floating cans reflection L11-12WHST2—Lab write-ups L11-12RST3—Follow lab instructions Atomic Structure SC2c SC3a,b,c,d 2 weeks Atomic Structure Dream Journey into the Atom Atomic Theory timeline Atomic structure analysis Electrons in Atoms Quantum mechanics and split peas L11-12WHST2—Lab write-ups L11-12RST3—Follow lab instructions L11-12WHST7—atomic timeline L11-12RST9—dream journey into the atom Periodic Trends SC 3b SC 4 2 weeks Periodic Trends Hog Hilton Electron Configurations (practice) Electron configuration battleship Flame Test Martian periodic table Periodic Trends activity (4b) L11-12WHST2—Lab write-ups L11-12RST3—Follow lab instructions
Bonding SC4 SC1b SC3b 2 weeks Bonding Properties of ionic and covalent compounds lab Compound from 2 elements lab Formulas and compound for ionic and covalent bonds Formula Poker L11-12WHST2—Lab write-ups L11-12RST3—Follow lab instructions Throughout this course, students will be taught math concepts (significant figures, metric system, trig functions, dimensional analysis, etc.) and expected to use them appropriately within each topic. Throughout this course, the characteristics of science standards will be incorporated in the lab activities for each topic. Throughout this course, the topics will be assessed through a variety of methods, including pre-tests, unit tests, lab quizzes, and assessment.
HOME TEAM: The top team on the bracket for each game will be the home team. The home team will wear white jerseys. DRESSING ROOMS: Dressing rooms will be assigned upon your arrival at the tournament site. Class rooms will also be available for dressing and halftime. Please keep equipment and valuables with you. EQUIPMENT: Wm. Chrisman will furnish a rack of balls for warm-up. ADMISSION: Admission will be $3 for K-12 for students and $5.00 for adults. There is no advance sale of tickets. The following will be admitted free: Maximum of 8 cheerleaders in uniform. Faculty with Suburban Passes. Team as identified by a coach; limit 12 players. AWARDS: Team trophies will be presented to the First, Second and Third place. TOURNAMENT: This will be a 8 team tournament played out on both sides of the bracket. All eight teams guaranteed 3 games. All games will be played at Wm. Chrisman High School, using both gyms. The times on the bracket are approximate. We will allow a 10 minute warm up between games and then start the next game. ENTRY FEES: There is a $250.00 entry fee. Please make this payable to “Independence Public Schools” and mail to: William Chrisman High School Attn: Shawn Terry 1223 N. Noland Rd Independence, MO 64050 PARTICIPATING TEAMS: Belton, Fort Osage, Liberty, Oak Park, Park Hill, Van Horn, Truman and Wm. Chrisman QUESTIONS: If you have any questions, please contact Shawn Terry or Chad Wright at 816-521-5355
Certificate: Teachers will receive a printable certificate for the Many Roads to Revolution program after s/he has received 70% or higher on the quiz, modified and taught the Many Roads to Revolution unit, and reflected on student outcomes with a Who Built America History Educator. The certificate is evidence that the teacher has earned a badge, or passing grade, and what is equivalent to 1 CEU. The certificate will also include evidence of the specific work the teacher has completed and skills s/he has practiced. After receiving this certificate, teachers are qualified to move on to the next level in the Who Built America: Common Core Professional Development from the American Social History Project program. Program Content and Professional Development Assignments Topic Learning Objective Program Activities Hours To Completion Introduction: Common Core in the History Classroom Build familiarity with Common Core reading and writing standards in social studies for grades 6-12 Build familiarity with Historical Thinking Questions and Skills Create an account with Who Built America: Common Core Professional Development Read the “Common Core Standards in the History Classroom” Chart 1 Planning and Preparation Build background and content knowledge about political protest—in the Revolutionary Era Read and study model Common Core Unit Plan to teach Many Roads to Revolution Unit in the classroom and differentiate unit for students Read the “‘Tea Party Etiquette’ Viewers Guide” Study Many Roads to Revolution Unit Overview and all unit resources (including lesson plans, primary and secondary sources, worksheets, PowerPoint slides, and writing tasks) Take Many Roads to Revolution multiple choice quiz and achieve >70% Plan to teach the Many Roads to Revolution Unit in the classroom and revise the unit to meet student needs: (How many days will the unit take you? Are there any documents you will not use? What will you assign for homework? Do you 5.5
WB-FEET-FROM-SUR-SECT-1 DISTANCE OF WELL FROM DESIGNATED SURVEY OR SECTION L INE. WB-DIREC-FROM-SUR-SECT-1 DIRECTION FROM WHICH MEASUREMENTS FROM DESIGNATED SU RVEY OR SECTION LINE WERE TAKEN. WB-FEET-FROM-SUR-SECT-2 DISTANCE OF WELL FROM SURVEY OR SECTION LINE INTERSECTING LINE DESIGNATED ABOVE. WB-DIREC-FROM-SUR-SECT-2 DIRECTION FROM WHICH MEASUREMENTS FROM DESIGNATED SURVEY OR SECTION LINE INTERSECTING LINE DESIGNATED ABOVE WERE TAKEN. WB-OTHER-NEW-LOC-DATA. WB-WGS84-LATITUDE LOCATION OF WELL ACCORDING TO SYSTEM OF SPHERICAL COORDINATES OF THE EARTH WHICH RUN EAST AND WEST. WB-WGS84-LONGITUDE LOCATION OF WELL ACCORDING TO SYSTEM OF SPHERICAL COORDINATES OF THE EARTH WHICH RUN NORTH AND SOUTH. WB-PLANE-ZONE THE NAME DESIGNATED BY CARTESIAN COORDINATE SYSTEM FOR THE AREA WHERE WELL IS LOCATED. WB-PLANE-COORDINATE-EAST LOCATION OF WELL ACCORDING TO EAST COORDINATE OF CARTESIAN COORDINATE SYSTEM. WB-PLANE-COORDINATE-NORTH LOCATION OF WELL ACCORDING TO NORTH COORDINATE OF CARTESIAN II.37 COORDINATE SYSTEM. WB-VERIFICATION-FLAG VALUE 'N'. NEW-LOCATION-VERIFIED VALUE 'Y'. NEW-LOCATION-NOT-VERIFIED VALUE 'N'. NEW-LOCATION-VERIFIED-CHANGE VALUE 'C'. FLAG WHICH INDICATES WHETHER THE DATA HAS BEEN VERIFIED BY THE RRC. 'N' INDICATES IT HAS NOT BEEN VERIFIED, 'Y' INDICATES IT HAS BEEN VERIFIED, AND 'C' INDICATES DATA THAT HAS BEEN VERIFIED AND WILL BE CHANGED. THE CODE 'C' PROVIDES A MEANS BY WHICH DATA THAT IS PROTECTED BY ITS VERIFIED STATUS (INDICATED BY THE VALUE 'Y') CAN BE CHANGED.