zilongwang/ReadingBank huggingface dataset:
UNPAID RENTS PROTECTION QUESTIONS Please fill in and send along with an application to Unit #1 Unit #2 Unit #3 Unit #4 Unit #5 Unit #6 ABOUT EACH RENTAL UNIT Address Monthly rent Unpaid rent or more than 2 weeks late during past 12 months? Yes No Yes No Yes No Yes No Yes No Yes No ABOUT TENANTS Signed lease Yes No Yes No Yes No Yes No Yes No Yes No credit score at 660 or above Yes No Don’t know Yes No Don’t know Yes No Don’t know Yes No Don’t know Yes No Don’t know Yes No Don’t know Rent < 40% of tenant’s gross income Yes No Don’t know Yes No Don’t know Yes No Don’t know Yes No Don’t know Yes No Don’t know Yes No Don’t know 1-month deposit Yes No Yes No Yes No Yes No Yes No Yes No their own Renter insurance Yes No Don’t know Yes No Don’t know Yes No Don’t know Yes No Don’t know Yes No Don’t know Yes No Don’t know Occupation Employed Students Retirees Unemployed / Social Assistance / Disability Employed Students Retirees Unemployed / Social Assistance / Disability Employed Students Retirees Unemployed / Social Assistance / Disability Employed Students Retirees Unemployed / Social Assistance / Disability Employed Students Retirees Unemployed / Social Assistance / Disability Employed Students Retirees Unemployed / Social Assistance / Disability Unrelated people living together Yes No Yes No Yes No Yes No Yes No Yes No Comments: ____________________________________ Print name of proposed insured Signature of Applicant & Title Date ___________________________ Signature of Broker Date
Survey staff to assess what carers need and would value Understanding the prevalence and nature of caring responsibilities among your staff will allow you to assess their specific needs. It will also enable you to assess demand for different types of support and services. One method for collecting information about your staff’s caring responsibilities and their needs is a survey. Identify if there are different types of caring responsibilities and what the needs of different types of carers are. For example those with child care responsibilities and those with caring responsibilities for people with disability may have very different requirements. Identify any sets of common needs for carers that emerge from the survey results, and compare these sets of common needs. It is important to determine and address the work/life of all staff, regardless of their caring responsibilities. These surveys usually elicit more responses if they are anonymous. The questions you ask in your survey will determine the analysis that is possible. It is also recommended that you include a question to elicit whether staff feel too afraid to request flexible work arrangements. This will help you understand whether the culture is one that is supportive of people with caring responsibilities. Analyse the results to understand the needs and investigate further Once the surveys have been completed, you will want to know the extent to staff are able to navigate their work and caring responsibilities, and what aspects are creating difficulties. Hold focus groups with staff to dig deeper into what their needs are. If necessary, organise follow up meetings or discussions with targeted groups or with a broader range of staff. Think through the solutions and develop a carer strategy A carer strategy can be developed, based on an understanding of the prevalence and nature of caring responsibilities among staff and the possible barriers to balancing work and caring responsibilities. The carer strategy should be aimed at bridging the gap between the existing support available to carers and the extra caring needs identified in the survey, focus groups and other discussions. Based on the results of your survey and analysis, reassess the list of workplace mechanisms you currently offer your staff and identify any gaps. Consider how to address any gaps. Redesign your existing policies and practices if they are not inclusive of all carers. Prioritise new initiatives to support carers.
APR/UPL/1 (Cont'd) B. Examination Duties: Examination Name: e.g. Subject / Course Examination Session e.g. Examination Type 1st Arts / 2nd Science Title Semester I, Summer, Autumn Examination Paper Practical Oral Essay OTHER DUTIES: Specify the nature of the duties.
I was studying a degree or other course at university or another higher education provider full-time 1 I was studying a degree or other course at university or another higher education provider part-time 2 I had recently (within the previous 12 months) completed a degree 3 I was studying a certificate or diploma at TAFE or another registered training organisation full-time 4 I was studying a certificate or diploma at TAFE or another registered training organisation part-time 5 I had recently (within the previous 12 months) completed a certificate or diploma 6 I was at secondary school 7 I was not studying 8 Q7. During your most recent period of unpaid work experience, which of the following best describes your paid work status? RQ3 - (Single response) I was undertaking paid work 1 I was unemployed 2 I was not undertaking paid work and was not looking for paid work 3 Not sure/can’t remember 9 If Q7=1, Go to Q8. Else go to Q9 Q8. During your most recent period of unpaid work experience approximately how many hours per week were you in paid work? RQ4 - (One response only) Q9. How many people worked in the company or organisation where you undertook your most recent period of unpaid work experience? RQ3 (One response only) 1 to 4 workers 1
Strongly disagree Disagree Neither nor disagree Agree Strongly Not sure/ Not applicable 1 During the unpaid work experience, I developed relevant skills 1 2 3 4 5 9 2 During the unpaid work experience, I learned new knowledge 1 2 3 4 5 9 3 The unpaid work experience was or will be helpful for me to find paid employment 1 2 3 4 5 9 4 The unpaid work experience helped me to improve my contacts and networks 1 2 3 4 5 9 5 The unpaid work experience helped me to decide whether that of work was right for me 1 2 3 4 5 9 6 The unpaid work experience helped me understand the kinds of job and career opportunities that are available in that field of work 1 2 3 4 5 9 7 The unpaid work experience helped me know how to dress, speak and behave at work 1 2 3 4 5 9 Q20. Taking all things into consideration, overall how satisfied were you with your most recent period of unpaid work experience? RQ3 RQ7 ATSD16 (Single response only) 1 Very dissatisfied 1 2 Dissatisfied 2 3 Neither satisfied nor dissatisfied 3 4 Satisfied 4 5 Very satisfied 5 8 Unpaid work experience not complete 8 9 Don’t know/ Unsure 9
More effective and fair use of public force (defense, enforcement of National law and consolidation of the Nation State) Telecommunications Access to information Social relations Economic transactions Coordination among development stakeholders Expansion of social capital More exchange of knowledge Acceleration and multiplication of influences (between different territories) Multiplication of transactions Extension of markets Productivity increases Government and public administration Public governance Provision of public (peace, security, Rule of Law, public regulation, protection of human rights, consumers’ and environmental protection, macroeconomic stability, etc.) Delivery of public services (tax administration, administration of justice, etc.) Enabling conditions (Rule of Law, administration of Justice, enforcement of private contracts, protection of people’s rights, macroeconomic stability, etc.) Enhanced regulation of diverse activities to attain the public good (abuses of market power, consumers’ protection and safety-, environment, etc.) Greater efficiency of public finance (taxes, subsidies, transfers, public debt) Financial Matching of diverse needs from savers and investors, including resources and distribution of risks Easier access to resources available for investment Relative standardization of financial contracts and convenient institutionalization of financial transactions Increase in safety and protection for savers, particularly small ones Channeling of unspent income to borrowers, thus raising effective aggregate demand and reducing unemployment Enhanced allocation of savings (goods for postponed consumption) to productive activities with highest returns (largest ratio of transformation of present into future goods), thus increase in consumption and living conditions over time Reduction of transactions costs, facilitation of inter-temporal transactions and increase in productivity Safe water, sewage and treatment Better hygenic conditions Better control over infectious and transmittable diseases Convenient access to nearby facilities Short-term effects on time allocation of households, and higher productivity, possibly larger labor market participation and increased labor supply (specially from women), larger incomes and reduced poverty, thus overall Immediate improvement in living conditions Lower child mortality, overall health improvement, longer lifespan, better physical capabilities for people and lower vulnerability Faster and more efficient accumulation of human capital term -
28] Vinayaka Mission’s Research Foundation Year of Establishment:- 1.03.2001 Address: Sankari Mani Road NH 47 Ariyanoor , Salem State: Tamil Nadu 29] Vel Tech Rangarajan Dr. Sagunthala R & D Institute of Science and Technology Year of Establishment:- 15.10.2008 Address: Chennai State: Tamil Nadu ******* PUDUCHERRY INSTITUTION OF NATIONAL IMPORTANCE [Under the Ministry of Health & Family Welfare, Govt. of India] THE JAWAHARLAL INSTITUTE OF POST-GRADUATE MEDICAL EDUCATION AND RESEARCH, PUDUCHERRY ACT 2008 No. 19 OF 2008 [16th May, 2008] Jawaharlal Institute of Postgraduate Medical Education & Research (JIPMER),
Unplanned weight loss risk management framework Unplanned weight loss Risk management framework Risk identification Analysis Adverse events Risk control What is the risk of unplanned weight loss? Associated factors Dementia Polypharmacy Protein Energy Malnutrition Age-related changes Depression Chronic disease Poor dentition Social isolation Potential impacts Death Increased risk of hip fracture Pressure injury development Poor healing Malnutrition Monitoring Nutrition risk assessment Evidence and guidelines, for example: Quality indicator process data and audit 13 to 30% of aged care residents experience unplanned weight loss. is a clear link between older people who experience unplanned weight loss and mortality. Identify if any of these factors are present. Implement appropriate management and examine causative factors in order to manage the risk of unplanned weight loss. Manage factors associated with unplanned weight loss to reduce the risk of it occurring or worsening. Indicator data and audit identifies risk potential and is also used to demonstrate improvements to managing risk. Treatment Resources are available to assist residential facilities with unplanned weight loss. For more details please refer to the National Aged Care Quality Indicator Program resource manual for residential aged care facilities, January 2016 edition.
awarded or requests submitted for funding involving the Chief Investigator on this seeding grant application. Please list this seeding grant application first in the table. Please note that this should only include funding awarded or funding requests submitted where you (i.e. the researcher applying to this Seeding Grant Scheme) are a named Investigator or Fellow. Add more rows as necessary. Description (All named investigators on any proposal or grant/ project/ fellowship in which a participant is involved, project title, source of support, scheme and round, and your role and time commitment) Support Status (Requested R)/ Current (C)/ Past (P) Same Research Area (Yes/ No) What does the funding support (Salary and/or Project 2015 ($’000) 2016 ($’000) 2017 ($’000) 2018 ($’000) List this seeding grant application here e.g. Dr A Example, Proposal Title, UOM. R Y Project costs 20
[Beijing]: British Council. Luxon, M., & T. Luxon. [1997c]. The British Council Curriculum and Testing (CAT) Project Kazakhstan. Project Design Consultancy December 8-20 1996. [Manchester]: British Council. 2000 Komorowska, H., J. McGovern, J, and M. Potter, M. [2000]. Report of a Formative Review of the SPRITE Project. December 5-13th 1999. [Warsaw]: British Council Poland. Notes: SPRITE – Support to Polish Reform in Teacher Education; a project undertaken by the British Council and the Polish Ministry of Education. 2001 R., and N. Lee. [c. 2001]. A Report on a Feasibility Study into the Development and Implementation of a Common Reporting Format for Documenting Language Achievements in Students Graduating from Hong Kong Tertiary Institutions. Hong Kong: British Council Hong Kong. A confidential report. 2005 Kennett, P. (2005). Evaluation of the TELT Communities Project in Jaffna and Trincomalee. [Manchester]: British Council and United States Agency for International Development. Notes: TELT - Training for English Language Communities Project, Sri Lanka. 2006 Tribble, C. (2006). The ELT INSETT Project. [Baku]: British Council Azerbaijan. Notes: INSETT - In-service Teacher Training. Tribble, C., and S. Maingay. (2006). The Vietnam Teacher Training Network, 2000-2006: An Evaluative Consultancy Report. [Manchester]: British Council. 2007 Hussain, N. (2007). Advanced Diploma Programme in Teaching English as a Foreign Language in Higher Education. Higher Education Links (AKU-CEL and CELTE-Warwick). Karachi: British Council Pakistan Notes: Donated by Nabeel Alvi of the British Council, Pakistan - A collaboration between the Centre of English Language at the Aga Khan University and the Centre for English Language Teacher Education at the University of Warwick. Tribble, C. (2007). The Military Communication Skills Project Evaluation: An Evaluative Consultancy. [Colombo]: British Council Sri Lanka. Looks at the need for communication and language skills training for Sri Lankan military personnel. 2008
Key message: If you choose to send your child to a tutor, tuition centre or education centre, make sure your child is safe, ask the right questions. Call of action: visit the website for more information Activities: Checklist on flyer / poster based on three main themes – tutor/teacher, the education and the facilities Video with key people from the Council explaining the themes from the checklist A series of short animations highlighting different points of the checklist – i.e. DBS check – what it is, why it’s important Information and briefing sheet to key community stakeholders e.g. Luton Council of Faiths, volunteer groups Information to home schooled families Posters/flyers to libraries, community centres, GP’s, children’s centres, leisure centres, The Galaxy, The Mall, museums, community events Posters/flyers will also be circulated electronically via other networks eg Luton in Harmony, Voluntary groups Radio advert on Diverse FM Proactive radio interviews on Diverse FM and Inspire FM News release issued to and specialist press Feature article in local newspapers explaining the roles and responsibilities of the Council, Ofsted, DfE and parents plus the checklist for parents and appeal for people to alert the Council of possible unregistered schools. Feature article in October Lutonline Social 2. Audience: General public Key message: Keeping children safe is everyone’s responsibility, if you regularly see a of school aged children not at school during school hours. Call to action: The Council has a legal duty to make sure children are safe and you can help us. Call us in confidence Activities: Internal comms to key employees (particularly those out and about daily) General article on intranet Article on website and provide text to be inserted into community newsletters/websites etc / Poster Information and briefing sheet to key community stakeholders e.g. Luton Council of Faiths, volunteer groups Posters/flyers to libraries, community centres, GP’s, children centres, leisure centres, The Galaxy, The Mall Social Media
Read the two poems, Kissing by Fleur Adcock and Rubbish at Adultry by Sophie Hannah. In both of these poems the poets write about intimate relationships. (a) Write about the poem Kissing by Fleur Adcock, and its effect on you. [15] You may wish to consider: what the poem is about and how it is organised; the ideas the poet may have wanted us to think about; the poet’s choice of words, phrases and images and the effects they create; how you respond to the poem. [15 marks]
Question: How does the writer present their thoughts and feelings about a city in the poem ‘City Jungle’? City Jungle Rain splinters town. Lizard cars cruise by; their radiators grin. Thin headlights stare – shop doorways keep their mouths shut. At the roadside hunched houses cough. Newspapers shuffle by, hands in their pockets. The gutter gargles. A motorbike snarls; Dustbins flinch. Streetlights bare their yellow teeth. The motorway’s cat-black tongue lashes across the glistening back of the tarmac night. Pie Corbett
b) Now compare Kissing by Adcock and Rubbish at Adultry by Sophie Hannah. You should compare: what the poems are about and how they are organised; the ideas the poets may have wanted us to think about; the poets’ choice of words, phrases and images and the effects they create; how you respond to the poems.
263T 265T 229T 257 261 260T 266 8.9500 34T 0.0000 265T 0.0000 263T 0.0000 263T 0.0000 263T 0.0000 260T 8.9500 267 0.0000 263T 8.1500 69T 0.0000 263T 0.0000 263T 0.0000 263T 0.0000 260T 8.1500 268 2005 Men's JO Nationals 10 (14,15) Thursday's Results May 05, 2005 - May 06, 2005 Hosted by Houston Gymnastics Club of the JCC 1001 Avenida de las Americas Houston, TX Gymnast Team 9.2000 8T 9.0000 7 9.9500 1 9.6250 1 9.1000 7 8.6250 11 55.5000 1 9.0500 11T 9.4000 4 9.1500 6T 9.0500 7T 9.0750 8 8.5000 12T 54.2250 2 8.6500 39T 9.0500 6 9.2500 4 9.0750 6 8.4000 50T 9.3000 1 53.7250 3 9.8500 1 8.0500 47T 8.8500 10 8.9500 10T 8.9250 14 8.5000 12T 53.1250 4 9.3500 3 8.8000 11T 8.3000 43T 8.7500 27T 9.0000 9 8.7000 7T 52.9000 5 7.9000 169T 9.4500 3 9.8750 2 8.6000 42T 8.8250 19 8.2000 30T 52.8500 6 9.5000 2 8.2500 32T 8.1500 57T 8.6500 35T 9.2250 6 8.8750 4 52.6500 7
7.8500 178T 6.0000 189T 0.0000 249T 0.0000 248T 0.0000 248T 7.5000 82T 21.3500 250 0.0000 247T 7.8500 63T 0.0000 249T 8.7000 31T 0.0000 248T 0.0000 253T 16.5500 251 0.0000 247T 0.0000 251T 6.7500 184T 0.0000 248T 0.0000 248T 7.4250 89 14.1750 252 0.0000 247T 0.0000 251T 0.0000 249T 7.6500 207T 0.0000 248T 0.0000 253T 7.6500 253 0.0000 247T 0.0000 251T 0.0000 249T 0.0000 248T 0.0000 248T 5.7250 232 5.7250 254
USAG Score Sheet Meet: Oklahoma State Championship Date: 03-15-2008, Time: 15:32:14 8, Age: , Rotation: Session: 1 2 R 3 V Pl 4 Pl 5 Pl 6 Pl 1 8 8 1 2 1 1 8 8 2 1 3 2 9 9 7
2011 Region III Championships Palmer Event Center 900 Barton SPrings Rd. Austin, TX 78704 (512) 280-8532 (512) 280-9672 Fax 4/1/2011 - 4/3/2011 Meet Results Level 6 - 8 Multiple Sessions Combined P H AA 1 1 2 1 1 1 2 2 6 3 4 2 7 4 7 5 5 9 11 22
2011 Region III Championships Palmer Center 900 Barton SPrings Rd. Austin, TX 78704 (512) 280-8532 (512) 280-9672 Fax 4/1/2011 4/3/2011 Meet Results Level 12 Multiple Sessions Combined H AA
Emerald City 2 1 1 2 1 2 1 2 103 Matthew Forrest Emerald City 8.200 1 6.800 2 0.000 2 8.500 1 7.200 2 7.000 1 37.700 2 Boys State Meet 2006 McCracken's Gymnastics & Swim 15515 S. Keeler Olathe, KS (913) 782-8555 (913) 782-7458 Fax 3/18/2006 Team Results Level 10 - All Age Divisions Session III Place Gym Team Score Floor Pommel Rings Vault P Bars H Bar 1 Emerald City * 123.700 22.800 1 20.800 1 14.800 1 23.900 1 22.100 1 19.300 1 Kansas Boys State Meet 2006 Meet Results Level E - 16+ Session III Place Num Name Gym Floor Pommel Rings Vault P Bars H Bar AA 1 802 Jeremy Bourdette Emerald City 7.300 1 6.000 1 7.000 2 7.900 2 6.900 1 6.400 1 41.500 1 2 801 Reinhard Emerald City 0.000 2 0.000 2 8.400 1 8.600 1 0.000 2 0.000 2 17.000 2
2007 Region III Men's Championship Emerald City Gymnastics 9063 Bond Overland Park, KS 66214- (913) 438-4444 Fax 4/13/2007 - 4/15/2007 Meet Results 9 - 12-13 Multiple Sessions Combined National Qualifiers are in Light Blue P H 4 1 1 2 1 2 1 2 1 2 7 2 3 6 5 3 5 8 9
Chapter Three 5) The whole house of Israel is stubborn because they won’t listen to whom? 6) Why won’t the house of Israel listen to Ezekiel? 7) What job was appointed to Ezekiel? 8) Get up go out to the _______ and there I will _______ to ____. Chapter Six 9) I have been hurt by their _________________________ which turned away from me, and by their eyes which ______________________________. 10) How did their eyes play the harlot? 11) Why was Ezekiel to clap his hands and stomp his feet? Chapter seven 12) How is God going to judge them? 13) Will their silver and gold deliver them? 14) By whose judgment shall God judge them?
Annexure -I Annexure referred to in reply of Rajya Sabha Unstarred Question No.859 due for reply on 25.07.2016 regarding Untreated Sewage flow into river Yamuna Status of Sewage Generation and Treatment Capacity of Urban Population of India (Estimated as on March, 2015) Estimation of sewage generation is computed based on the same factor as calculated in assessment of 2008 (calculated @ 148 LPCD). In case of Delhi, Sewage Generation is as per actual. Sl.No State Sewage Generation of Urban Population in 2015 (MLD) Installed Treatment Capacity (As on March, 2015) (MLD) Andaman & Nicobar Islands 22 0 Andhra Pradesh 2871 247.27 Arunachal Pradesh 50 Assam 703 0.21 Bihar 1879 124.55 Chandigarh 164 314.5 Chhattisgarh 951 0 Dadra & Nagar Haveli 26 - Daman & Diu 29 - Goa 145 74.58 Gujarat 4119 3062.92 Haryana 1413 852.7 Himachal Pradesh 110 114.72 Jammu & Kashmir 547 264.74 Jharkhand 1270 117.24 Karnataka 3777 1304.16 Kerala 2552 152.97 Lakshadweep 8 - Madhya Pradesh 3214 482.23 Maharashtra 8143 5160.36 Manipur 132 - Meghalaya 95 1 Mizoram 90 10 Nagaland 92 - Delhi 4155 2693.7 Odisha 1121 385.54 Pondicherry 136 68.5 Punjab 1664 1245.45 Rajasthan 2736 865.92 Sikkim 24 31.88 Tamil Nadu 5599 1799.72 Telangana 1671 685.8 Tripura 154 0.05 Uttar Pradesh 7124 2646.84 Uttarakhand 495 152.9 West Bengal 4667 416.9 Total 61948 23277
Prepared By: Phone: REQUEST FOR GRAD TRACK PATHWAY Grad Track Pathway refers to a graduate program that offers early conditional admission to exceptional undergraduate students. A Grad Track Pathway is defined by a set of graduate courses associated with a graduate degree. No more than 12 graduate credits may apply toward the undergraduate transcript. College/School: Catalog Year Effective: Department: Pathway Name: Pathway Linkage: Bachelor (or of leads to a Master of Concentration/Track: (if appropriate) Rationale For and a Description of the Proposed Grad Track Pathway: Administration of the Grad Track Pathway (Verify That All Appropriate Undergraduate Learning Outcomes are Met Through the Approved Courses): Admissions Criteria (Beyond a GPA Assessment): Standards and Procedures for Monitoring and Assessing Undergraduate Student Progress to Undergraduate Degree Completion: Graduate Courses Placed in the Pathway and Associated Undergraduate Courses Being Replaced: Full-Time Faculty Member(s) Designated to Provide Oversight: Additional Information Concerning This Grad Track Proposal (Optional): APPROVED: Graduate Department Date: Chair, UG Department: Date: College Curriculum Committee Chair: Date: Dean of College/School: Date:
Table 12. Total Phosphorus Load Allocations/Reductions for Land Uses and Stream Banks In the UNT SBSF Pine Creek (Annual Values) Pollutant Source Current Loading Rate (lbs./yr./acre) Allowable Loading Rate (lbs./yr./acre) Current Load (lbs./yr.)) Allowable Load (lbs./yr.) Percent Load Reduction Cropland 1.1 0.8 102.6 72.5 29.4% Hay/Pasture 0.7 0.5 449.5 317.4 29.4% Stream bank - - 7.1 5.0 29.4% Farm Animals - - 204.3 144.3 29.4% 13. Total Phosphorus Load Allocations/Reductions for Land Uses and Stream Banks In the UNT SBSF Pine (Daily Values) Pollutant Source Current Loading Rate (lbs./d./acre) Allowable Loading Rate (lbs./d./acre) Current Load (lbs./d.) Allowable Load (lbs./d.) Percent Load Reduction Cropland 0.003 0.002 0.281 0.199 29.4% Hay/Pasture 0.002 0.001 1.232 0.870 29.4% Stream bank - - 0.019 0.014 29.4% Farm Animals - - 0.560 0.395 29.4% Consideration of Critical Conditions The MAPSHED is a continuous simulation model, which uses daily time steps for weather data and water balance calculations. Monthly calculations are made for sediment and nutrient loads, based on daily water balance accumulated in monthly values. Therefore, all flow conditions are considered for loading calculations. Because there is generally a significant lag time between the introduction of sediment to a waterbody and the resulting impact on beneficial uses, establishing this TMDL using average annual conditions is protective of the waterbody. Consideration of Seasonal Variations The continuous simulation model used for this analysis considers seasonal variation through a number of mechanisms. Daily time steps are used for weather data and water balance calculations. The model requires specification of the growing season and hours of daylight for
If yes, please attach Weapons and Ammunition on Board Declaration signed and stamped by authorized entity. Copies of the following supporting documents are required to be attached with this request. All documents should be signed and stamped by vessel master or other authorized entity. Manifests for cargo destined for Yemeni ports not under the control of the legitimate Government of Yemen Bills of Lading for cargo destined for Yemeni ports not under the control of the legitimate Government of Yemen, if available Packing List(s) for cargo destined for Yemeni ports not under the control of the legitimate Government of Yemen, if available Last 10 Ports of Call (starting from the latest Port Clearance) Port Clearance of Last Port called, if available IMO Crew List with Seaman Book and Passport Numbers IMO Passenger List, if applicable Stowage Plan/Bay Plan for the vessel List of dangerous cargo on board, if applicable (attach respective List/Packing certificate(s)) Document of Compliance for the Carriage of Dangerous Goods, if applicable 5 latest Continuous Synopsis Records (CSR) Certificate of Registration of Vessel License issued by Yemen-based Chambers of Commerce (only for break or break-bulk cargo) List of Armed Guards, if applicable Weapons and Ammunition on Declaration, if applicable Any other, please specify
“Unwritten,” by Natasha Bedingfield I am unwritten Can't read my mind, I'm undefined I'm just beginning The pen's in my hand, ending unplanned Chorus: Staring at the blank page before you Open up the dirty window Let the sun illuminate the words That you could not find Reaching for something in the distance So close you can almost taste it Release your inhibitions Feel the rain on your skin No one else can feel it for you Only you can let it in No one else, no one else Can speak the words on your lips Drench yourself in unspoken Live your life with arms wide open Today is where your book begins The rest is still unwritten I break tradition Sometimes my tries are outside the lines We've been conditioned To not make mistakes, but I can't live that way, no Chorus:
Course title From/ to Course provider Summary of content and any qualifications obtained LANGUAGES The working languages of ILGA are English and Spanish. It is not necessary to speak English as your first language in order to undertake the Internship, but a high standard of verbal and written accuracy and comprehension is required. Other widely-spoken languages are an asset. Language Spoken Written English French Spanish Other (specify) : PRESENT AND ALL PREVIOUS OCCUPATIONS Please give details of your occupation(s) starting with the most recent. Please do include any relevant unpaid work. Employer's name and address (please with current/most recent) From/to (month/ year) Position held including brief description of your duties Reason for leaving Please extend table if necessary.
TEXTBOOKS Chapman, John. Know and Tell the Gospel. 4th ed. Sydney: Matthias 2005. 269.2 CHA Coleman, Robert E. The Master Plan of Evangelism. 2nd ed. Abr. Grand Rapids: Spire, 2010. 269.2 COL Two Ways to Live” Participants manual. Kingsford: Matthias Media. RECOMMENDED READING Carson, D.A. and Timothy Keller (ed.) The Gospel as Centre: Renewing our and Reforming Our Ministry Practices. Wheaton: Crossway, 2012. 230.04624 CAR Dickson, John. Promoting the Gospel. Sydney: Blue Bottle, 2005. 269.2 DIC Dever, Mark. The Gospel and Personal Evangelism. Wheaton: Crossway, 2007. 248.5 DEV MacArthur, John (ed.). Evangelism: How to Share the Gospel Faithfully. Nashville: Thomas Nelson, 2011. 269.2 MAC
See supplementary document for detailed assignment instructions. Assessment 1 Item Theological essay: 2,500 words Details/Due Date Choose ONE of the theological themes from the class schedule (see above) and write a biblical theology on that theme in the Gospel of Luke, that is, show how Luke develops the theme in his Gospel and uses it to accomplish his overall purpose. Also, discuss the theme’s relevance for the church in the 21st century. Due: Thursday, 1st September, 5.00 pm Weighting 40% Assessment 2 Item Exegetical essay: 3,500 words Details/Due Date Exegetical essay (following guidelines provided in class) on ONE of the following passages: Luke 14:25-35 Luke 18:1-8 Luke 19:1-10 OR: a passage of comparable length in Luke 14-24 approved by the lecturer Due: Thursday, 3rd November, 5.00 pm Weighting 60% NT430 GREEK )
be willing to face unfamiliar problems and accept wider responsibilities. They will continue to grow in faith, knowledge and maturity, “forgetting what is behind and pressing … toward the goal for the prize of the upward call of God in Christ Jesus” (Phil 3:13-14).
Tree species # of Trees % of Total Yellow birch Aspen Pin cherry Blackberry Sugar Maple Beech TOTAL Figure 1 (Understory and Canopy 5 years) Figure 2 (Understory after 20 Years) July 1, Noon – air temperature: 75˚F, soil surface temperature: 84˚F Tree species # of Trees % of Total Yellow Aspen Pin cherry Blackberry Sugar Maple Beech TOTAL Figure 3 (Understory after 50 Years) July 1, Noon - air temperature: 70˚F, soil surface temperature: 68˚F Tree species # of Trees % of Total Yellow birch Aspen Pin cherry Blackberry Maple Beech Figure 4 (Canopy after 20 Years)
Grade 5 Roles at this level will provide specialist technical support to one or more areas, and may be responsible for managing aspects of a technical service (e.g. within a workshop/technical facility/laboratory). Role holders will either be highly skilled in their specialist area/field, providing technical/scientific advice and input based on their considerable knowledge, or will line manage a team of specialised technical staff. Personal initiative and judgement will be required to resolve more involved/complex problems independently without direct technical back up, and they will be expected to make a significant contribution to the work of the wider team. Role holders will monitor, review and act accordingly to improve service/operational delivery of own area of responsibility. The role requires an appreciation of wider University issues and their potential impact on the role/team. Grade 6 Roles at this level will manage/lead a technical service within a School/Unit or, as a senior technical adviser, will provide a highly specialist support service. Extensive knowledge and expertise in relation to their work area will be required, together with a well developed understanding of wider University issues, policies and HE matters which relate to/impact on the role. Role holders will require well developed analytical and technical problem solving capabilities, and will provide specialist/technical advice and recommendations to support informed decision making. They will monitor, review and act accordingly to improve service delivery within their area of responsibility. ELEMENT 1 - COMMUNICATION Grade 5 Communicates orally and in writing to staff at various levels, students and others (both internal and external to the University) Communicates routine technical, specialist or professional information on a daily basis, both orally and in writing Communicates information with clarity and accuracy Demonstrates tact and diplomacy when dealing with sensitive or confidential matters. Grade 6 Communicates non-routine specialist or professional information, requiring analysis and synthesis, both orally and in writing. Such communication regularly influences others’ thinking and requires the role holder to negotiate with various parties Regularly communicates information to groups of individuals internal, and occasionally external, to the team Contributes to the drafting of reports and papers for consideration by local and/or institutional committees. ELEMENT 2 – TEAMWORK & MOTIVATION Grade 5 Works with colleagues to meet team objectives/deadlines Supports less experienced colleagues as required Acts as the main of contact for a particular process, system or procedure as required
Investigator responsible for DSUR submission: Name: Signature: The cautionary statement below should be amended as appropriate Note: This Development Safety Update Report contains confidential information. This report includes unblinded adverse data. Executive Summary This section should provide a concise summary of the important information contained in the report. Together with the title page, it can serve as a ‘stand-alone’ document suitable for the submission to ethics committees and other stakeholders. The following information should be included in the Executive Summary: Introduction – report number and reporting period; Investigational drug(s) – mode(s) of action, therapeutic class (es), indication(s), dose(s), route(s) of administration, formulation(s); Estimated cumulative exposure of clinical trial subjects; Marketing approval(s)? (yes/no) – If yes, number of countries; Summary of overall safety assessment (based on section 18 of the DSUR); Summary of important (based on Section 19 of the DUSR); Actions taken for safety reasons including significant changes to the IB; Conclusions. of Contents Introduction This section should include: Date of Clinical Trial Authorisation approval, Development International Birth Date of drug or International Birth Date of Drug as appropriate;
Investigational Product(s): Study Reference: Site: Investigator Name: Site No: Title: First Name: Surname: Title: Responsible Clinical Trials Pharmacist: Pharmacy Address: Clinical Review and Approval Required Documents Approved/ Received (delete as appropriate) Comments Initials/Date Sponsor Date 1. Competent authority notification or approval to conduct study. Yes / NA EudraCT No./Reference No: Approval letter and amendments Approval Date: 2. Ethics Approval Letter Yes Approval Date: 3. R&D Permission Yes Approval Date: 4. Current Approved Protocol (including amendments) Yes Protocol Date: 5. Co-sponsorship agreement Yes Final Signature Date: 6. Technical Agreement(s) if applicable(may be multiple) Name of Company: Yes / NA Approval Date(s): 7. Clinical Trials insurance in place Yes Current UoA policy CNORIS for NHSG 8. Current Investigator Brochure version or date of last SmPC update Yes / NA Version/date: 9. Confirmation that unblinding documents are in Pharmacy Yes / NA Receipt confirmed 10. Confirmation from Pharmacy IMP has been received by Site and confirmation of QP release Yes Receipt confirmed 11. Date of Initiation visit Date: 12. Confirmation Pharmacy has completed set up for this trial and agrees that the trial can proceed Pharmacist Signature: ____________________________________ Date:__________________ GREEN LIGHT Authorisation Job Title Name (print) Signature Date (dd/mm/yy) Research Governance Manager
LEVEL OF STUDIES Name of Home University Faculty Bachelor/Master/PhD State/Province Country Semester of study Last Degree Obtained I was grantee of Erasmus Mundus Programme* No Yes If yes for how long ….……………… Date of Studies Date of awarding institution LANGUAGE PROFICIENCY Language English Skills Official certificates Applicant’s Signature: Date: Year Month Day
Being open to new ideas and ways of working. Able to respond to shifting priorities and support colleagues when required. Doing the Right Thing: aware of how your behaviour impacts others. Showing respect and tolerance, being open and honest. Supporting environmental and fair-trade campaigns within ahs. Caring: Having a genuine desire to support others well-being. Being kind and compassionate to colleagues and customers. Teamwork Building effective working relationships. Working co-operatively with a wide range of inter-personal skills. Developing self and others: Showing commitment to own development. Seeking and accepting feedback.
Development summary: Author: Name: Conor McGoldrick Signature: See original copy Function: Clinical Trials Compliance Officer Date: See original copy Reviewed by: Cara Lax-Williams, Quality Assurance Officer, CRCTU Clinical Trials Oversight Committee Authorised by: Name: Wilma van Riel Signature: See original copy Function: Clinical Trials Quality Assurance Manager Date: See original copy Name: Julian Bion Signature: See original copy Function: Chair of Clinical Trials Oversight Committee Date: See original copy Issue date: 27-Apr-2015 Supersedes: N/A Reason for update: N/A Review of version: Date: Reviewed by: Signature: Outcome: N/A
Investigator managed study A study for which the overall study management is under the responsibility of an independent Chief Investigator. Specific tasks may be delegated to a member of his/her team or to a CTU. IRAS Integrated Research Application System; set up to streamline the research application process in the UK IRMER The Ionising Radiation (Medical Exposure) Regulations 2000 ISF Investigator Site File IVRS See ‘Interactive Response System’ IWRS See ‘Interactive Web Response System‘ LES College of Life and Environmental Sciences MA Marketing Authorisation MAH Marketing Authorisation Holder Manager A person within the UoB who takes on line management responsibilities. This is typically an academic related or support staff function. MDS College of Medical and Dental Sciences Mentorship Clinical Trials Unit (CTU) mentorship is defined as an informal and professional relationship between an Independent Chief Investigator and/or their research team and one of the three UKCRN registered UoB CTUs, whereby there is an informal transmission of clinical experience, knowledge, skills, information and perspective imparted from the UoB CTU to the Independent Chief Investigator and/or their research team. The UoB CTU will not act in a supervisory capacity and the ultimate responsibility for the conduct of a trial will lie with the Independent Chief Investigator. Where CTU mentorship is agreed upon, this will be documented. Where the UoB CTU feels their mentoring provision is ignored, leaving the Sponsor open to risks, they may choose to discuss this directly with the Sponsor. MHRA Medicines and Healthcare products Regulatory Agency; the Competent Authority in the UK MIA(IMP) Marketing and Importation Authorisation for IMPs NIHR National Institute for Health Research NIHR CRN National Institute for Health Research Clinical Research Network NIHR CSP NIHR Coordinated System for gaining NHS Permission Non-commercial Clinical trial In accordance with Directive 2001/20/EC, a non-commercial clinical trial is defined as a trial: □ Conducted by a non-commercial organisation, with no industry sponsor, that is not part of the development program for a marketing authorisation of a medicinal product; or, □ If potentially leading to a marketing application, where the holder of the intellectual property/patent is a not-for-profit organisation Non-CTIMP Any clinical trial which is not a CTIMP Medicinal Product Medicinal products supplied to subjects participating in a trial, used in accordance with the protocol, which do not fall under the definition of IMPs in Directive 2001/20/EC.
RGF Research Governance Framework. RGT See ‘Research Governance Team’. RSI See ‘Reference Safety Information’. SAE See ‘Serious Adverse Event’. SAF See ‘Self-Assessment Form’. SAR See ‘Serious Adverse Reaction’. SDV See ‘Source Data Verification’. Self Evident Correction A correction to the CRF that can be made by the sponsor without the requirement for a referral of a data clarification to the investigator. Self-Assessment Form (SAF) UoB Ethical Review of Research Self-Assessment Form. Serious Adverse Event (SAE) Any untoward medical occurrence or effect that at any dose: Results in Is life threatening* Requires hospitalisation or prolongation of existing inpatients’ hospitalisation Results in persistent or significant disability or incapacity Is a congenital anomaly/birth defect Or is otherwise considered medically significant by the Investigator** Comments: The term severe is often used to describe the intensity (severity) of a specific event. This is not the same as serious, which is based on participants/event outcome or action criteria. * Life threatening in the definition of an SAE refers to an event in which the participant was at risk of death at the time of the event; it does not refer to an event that hypothetically might have caused death if it were more severe. ** Medical judgment should be exercised in deciding whether an AE is serious in other situations. Important AEs that are not immediately life threatening or do not result in death or hospitalisation but may jeopardise the subject or may require intervention to prevent one of the other outcomes listed in the definition above, should be considered serious. Serious Adverse Reaction (SAR) For CTIMPs, an adverse reaction which also meets the definition of a Serious Adverse Event. Site A hospital, health centre, surgery or other establishment or facility in the UK at or from which a CTIMP, or any part of a CTIMP, is conducted. Site File The Site File contains all essential documents held by Principal Investigator(s) conducting a trial which individually and collectively permit the evaluation of the conduct of a trial and the quality of the data produced. Note: this is sometimes known as the Investigator Site File or ISF. SmPC See ‘Summary of Product Characteristics’.
Trial feasibility Protocol UoB-CLN-CTM-SOP-001 NIHR CRN Clinical Study Group approval, where applicable Protocol UoB-CLN-CTM-SOP-001 Trial budget, including excess treatment costs Budget approval by CTU/CI UoB-CLN-CTM-SOP-001 Sponsorship: ensure sponsorship is feasible for trial prior to grant application Where needed, evidence of referral to and agreement from RGT UoB-CLN-CTM-SOP-001 Insurance: ensure insurance cover can be obtained for trial prior to application Where needed, evidence of referral to and agreement from RGT UoB-CLN-CTM-SOP-001 Grant application submission Fully approved grant application UoB-CLN-CTM-SOP-001 Peer review (if required) Peer review report (and responses to points raised, if applicable) UoB-CLN-CTM-SOP-001 Trial design and set up after funding UoB-CLN-CTM-SOP-001
Tissue sample collection (where collected): set up processes for tissue sample collection, handling, storage and destruction in line with the Human Tissue Act. Protocol UoB-RHB-SOP-001 Independent trial oversight: set up Trial Steering Committee and/or Data Monitoring Committee as applicable Protocol UoB-CLN-TQM-SOP-001 Information Sheet/Consent Form and other required trial documentation development Information Sheet/Consent Form, other required documents UoB-CLN-ESD-SOP-001 Register trial in a public clinical trial registration database Protocol UoB-CLN-CTM-SOP-001 Protocol finalisation Protocol Sponsorship approval Sponsorship approval letter NIHR portfolio adoption application Confirmation letter UoB-CLN-CTM-SOP-001 UoB-CLN-ESD-SOP-001
Interim analyses as per the statistical analysis plan Interim analysis reports UoB-CLN-STA-SOP-001 Independent oversight of the trial: arrange regular meetings for oversight committees e.g. Trial Steering Committee, Data Monitoring Committee Evidence of meetings e.g. agenda, report to the Committee, meeting minutes, follow up letter UoB-CLN-TQM-SOP-001 IMP/medical devices: ongoing supply, return and destruction Supply management system, supply shipment, return and/or destruction forms UoB-CLN-IMP-SOP-001 Serious Breach investigations, where required Serious Breach report, evidence of submission of report to REC and CA (if required) UoB-CLN-SBR-SOP-001 Safety signal detection Annual Safety Report/Development Safety Update Report, Data Monitoring Committee report UoB-CLN-AES-SOP-001
Clinical report: generation and dissemination to sites Clinical report, evidence of dissemination to sites UoB-CLN-EOT-SOP-001 Present/publish trial results Evidence of trial results made available on public domain UoB-CLN-EOT-SOP-001 Archive of Trial Master File Archive records UoB-CLN-ARC-SOP-001 I agree with the division of activities between myself and the CTU as described in the above table. Name CI: Signature: Date:
Abbreviations and Definitions: Term Description Administration of Radioactive Substances Advisory Committee BRTC Birmingham region Research Training Collaborative The BRTC supports the delivery of high quality clinical research in its member organisations by providing access to research related training activities and a communication forum whereby learning resources and local events can be shared. Chief Investigator The person who takes overall responsibility for the design, conduct and reporting of a study if it is at one site; or if the study involves researchers at more than one site, the person who takes primary responsibility for the design, conduct and reporting of the study, whether or not that person is an investigator at any particular site. Note that for CTIMPs the Chief Investigator must be an authorised health professional. CA Competent Authority CI See ‘Chief Investigator’ Clinical research Any health related research on humans. Clinical study Any health related research study on humans. This includes: Study administering questionnaires/interviews for quantitative analysis, or using mixed quantitative/qualitative methodology Study involving qualitative methods only Study limited to working with human tissue samples (or other human biological samples) and data (specific project only) Study limited to working with data (specific project only) Clinical trial For clinical trials using an Investigational Medicinal Product: Any investigation in human subjects intended to discover or verify the clinical, pharmacological and/or other pharmacodynamic effects of one or more investigational medicinal product(s), and/or to identify any adverse reactions to one or more investigational medicinal product(s) and/or to study absorption, distribution, metabolism and excretion of one or more investigational medicinal product(s) with the object of ascertaining its (their) safety and/or efficacy. For all other clinical trials: Prospective biomedical research on human subjects that are conducted to allow safety (or more specifically, information about adverse drug reactions and adverse effects of other treatments) and efficacy data to be collected for health interventions. Examples include devices, surgery and radiotherapy trials. Clinical Trials Oversight Committee The Clinical Trials Oversight Committee (CTOC) provides sponsor oversight of UoB’s portfolio of Clinical Trials of Investigational Medicinal Products (CTIMPs). The CTOC also provides a means for the Research Governance Team to obtain expert advice relating to non-CTIMPs. The CTOC reports to the Pro-Vice Chancellor for Research & Knowledge Transfer through the University Research Governance and Ethics Group, and to the University of Birmingham Internal Audit Office.
Purpose To ensure appropriate trial oversight, it is important to keep track of the essential documents used for the trial, and their latest approved version. Overviews must be provided to those performing quality checks at sites, e.g. on-site monitoring. This template can be used for this purpose. Document Title/ID (e.g. protocol, consent form) Document Title/ID (e.g. protocol, consent form) Document Title/ID (e.g. protocol, consent form) Document (e.g. protocol, consent form) Document Title/ID (e.g. protocol, consent form) Document Title/ID (e.g. protocol, consent form) Initial Document Version (first used by Site) Version Number and Date Date of Regulatory Approval Date of NHS Approval Amendment Ref (1): Version Number and Date Date of Regulatory Approvali Date of NHS Approvalii Amendment Ref (2): Version Number and Date Date of Regulatory Approvali Date of NHS Approvalii