zilongwang/ReadingBank huggingface dataset:
Stimulate and support research on physical activity and urban green space internationally Prepare a systematic review of studies addressing the relation between physical activity and urban green space, by age group, with a special focus on interventions/natural experiments, and including qualitative studies Prepare a systematic review of the methods used to assess the relation between physical activity and urban green space Assess if the CPAT (Community Park Audit Tool) by Kaczynski et al can be used in multiple countries, and explore opportunities to collect park audit data in multiple countries Assess feasibility of a meta-analyses across countries and/or age groups Look for opportunities for joint (international) grant applications … Build capacity to use the best available methods for the measurement of physical activity and urban green space Compilation of available self-report and objective methods for the measurement of physical activity in urban green space Provide a mailing-list … ********************************************************************************* Older Adults Leader: Ester Cerin and Dori Rosenberg Sub-Leader: we welcome volunteers for sub-leader IPEN Support: Jacqueline Kerr Members (name, affiliation, email address): present at CEPA meeting Prof Dr Petra Wanger, University of Leipzig: petra.wagner@uni-leipzig.de Dr Ding Ding, University of Sydney: ding.ding@sydney.edu.au Miss Veerle Van Holle, University of Ghent: Dr Shigeru Inoue, Tokyo Medical University: Dr Sylvia Titze, University of Graz: Sylvia.titze@uni-graz.at Dr Andrea Nathan, University of Western Australia: Goals: To stimulate, support and disseminate findings from high quality international research, on how environmental attributes affect physical activity behaviour in adults with and witout mobility limitation. Action Plan (describe specific steps to achieve the goals): Recruit new potential study sites for an IPEN older adult multicountry study on
CEPC LUNCHEON PROGRAMS and EVENTS SCHEDULE *All luncheon program meetings will be held from Noon – 1:30 p.m. at: The Standard Club, 320 S. Plymouth Court, Chicago Events locations TBD DATE SPEAKER SPONSOR *December 6, 2016 Intersection of Family Businesses & Estate Planning David Herzig, Professor, Valparaiso University Law School Business Valuation Group January 18, 2017 Basics Course: Basics of Drafting Estate Planning Instruments Erica Lord and Reetu Pepoff,The Northern Trust Company; and Christine Quigley, Holland & Knight Northern Trust *January 19, 2017 Income Tax Cases Robert Romanoff Pearlstein Altair Advisers January 25, 2017 Basics Course: Basics of Preparing and Understanding Tax Returns Michelle Huhnke, Sugar Felsenthal Grais & Hammer LLP; Emily Kuo, Harrison & Held LLP; David Lutrey, Lesser, Lutrey McGlynn, LLP; Tina Milligan, CTC MYCFO RSM US February 1, 2017 Basics Course: Putting It All Together: Case Studies on Integrating the planning and the Reporting Jeffrey Bergman, Schiff Hardin LLP Michael Calahan, Plante Moran Janet Montgomery, Daluga, Boland & Montgomery, LLC BMO Private Bank February 6, 2017 Fundamentals Workshop: Under Performing Life Insurance Policies Laurence Herman, CLU Herman Agency Inc. *February 23, 2017 2016 Recent Developments: Selected Federal and Illinois Statutes, rulings and Robert E. Hamilton Hamilton Thies & Lorch LLP MB Financial 22, 2017 Post Mortem Administration and Planning John Brooks, Foley & Lardner Fred Weber, Northern Trust Stout Risius Ross *April 20, 2017 Family Business and Net Gen Development Andrew Keyt, President of the Family Business Network North America and Clinical Professor of Family Business- Loyola University Chicago BMO Wealth Management *May 17, 2017 Anatomy of a Will Contest John Dadkis, Holland & Knight Herman Agency *June 8, 2017 ETHICS: Privilege: Differences for Attorneys and Accountants Terry Franklin, Sacks Glazier Franklin & Lodise, LLP; Daniel Cook, Director at Deloitte Tax LLP JPMorgan
Accountant Name Firm/Address Phone/EMail Bank Contact Name/Bank Life Insurance Agent Firm/Address Phone/EMail Investment Advisor, Financial Planner or Stockbroker Firm/Address Other Contact? Children (Indicate by [P-H] or [P-W] if by previous marriage or by [A] if adopted) Full Name Date of Birth Soc. Sec. No. Is Child Married? Is Child Dependent?
Retirement Accounts (401k, 403b,IRA, Keogh, SEP, Profit Sharing, Pension, etc.) Most recent Statement. Employer or Custodian of the account; Date you became active in the plan, other relevant details. Notes or Accounts Receivable (by you) Mortgages, Land Contracts, etc. Full documentation showing other party involved & relationship to you, current value, interest rate, payment amount, etc. Business Interests such as a corporation. LLC, partnership, sole proprietorship, etc. Full description of the Interest – incl. ownership, form of business, market cost basis, estimated annual income or loss, etc. Collections or other Personal Property of Particular Significance: Cars, Jewelry, Coins, Artwork, Antiques etc. Description, estimated dates of acquisition, cost basis and current fair market value. Appraisals if available. Other Liabilities: e.g. Support Obligations, Charitable Pledges, Tax Obligations Documentation of the liability, original and current balances, terms and conditions (including due dates) Please provide FULL, legal name, address, phone, and e-mail information for each intended beneficiary of your estate. Social Security Numbers will, ultimately, be required also.
£ Total Savings Potential (Gross): PYE: FYE: Proposed Start Date: Level of initial confidence in achieving outcomes: High / Medium / Low * (*please delete where not appropriate) If funding agreed through CEPN application the Project Manager agrees to share learning and outcomes from this project Name : Project Manager Signed: Date: Full Approval at Gateway 1 Develop full business plan for Gateway 2 Sign-off process for Gateway 1 , if applicable (Confirm agreement by signing below) For use by PSO Date logged on CEPN database: Proposed date for consideration by CEPN Steering Group, if appropriate: CEPN Projects Decision Making Matrix Project selection typically starts with generating The biggest challenge is to select the ideas that have the highest chance of becoming beneficial projects. To help in this process, practitioners can use an organised approach for narrowing down and moving forward with the ideas that can be best converted into projects.
Files and templates Option I: Complete design Option II: Partial redesign 3.3.1 Set of PowerPoint slide templates (title template, scheme template, bulletpoint template, graphic template) MSO 10 Design Design WEBPAGES, ONLINE SERVICES AND Files and templates Option I: Complete design Option II: Partial redesign 3.3.2 CEPOL’s website Homepage HTML and graphic files Design Design 3.3.3 CEPOL’s website standard content page HTML and graphic files Design Addendum 3.3.4 CEPOL’s website news page HTML and graphic files Design Addendum 3.3.5 CEPOL’s e-net Homepage HTML and graphic files Design Design 3.3.6 e-net content page HTML and graphic files Design Addendum 3.4 CEPOL INDOOR CONFERENCE AND EVENTS Files and templates Option I: Complete design Option II: Partial redesign 3.4.1 Banner: horizontal and vertical versions File Design Design 3.4.2 Rollups File Design Design 3.4.3 Speaker podium CEPOL cover File Design Addendum
3.7 CEPOL PROMOTIONAL &GADGETS and templates Option I: Complete design Option II: Partial redesign 3.7.1 Fountain pen File Design Design 3.7.2 Pens and pencils File Design Design 3.7.3 Lanyards Not required Design Addendum 3.7.4 USB pendrive File Design Design 3.7.5 Plastic / paper carrier bag Not required Design Addendum 3.7.6 Fabric document bag Not required Design Addendum 3.7.7 Mousepads Not required Design Addendum 3.7.8 Antistress balls Not required Design Addendum 3.7.9 Keyrings Not required Design Addendum 3.7.10 Business card holder Not required Design Addendum 3.7.11 Mug Not required Design Addendum 3.7.12 Smartphone pocket Not required Design Addendum 3.7.13 Laptop bag Not required Design Addendum 3.7.14 Backbag Not required Design Addendum 3.7.15Umbrella Not required Design Addendum 3.8 CEPOL COINS Files and templates Option I: Complete design Option II: Partial redesign
Source – central government departments payment performance data as published on their GOV.UK pages: DfE (inc. NCTL & STA) – published data DECC – data not published DEFRA – published data DH – published data DWP – published data BIS – published data MoD – published data HMRC – published data Cabinet Office – published data DfT (core) – published data DCLG – published data Home Office – published data MoJ – published data FCO (inc. FCO Services) – published data DfID – published data DCMS (core) – published data HMT (group) – published data
developmental scale recognise their significance examination and able to interpret physical accurately examination, basing further examinations on what is known already and is later discovered Suggests appropriate procedures related to the patient’s problem(s) Varies options of procedures according to circumstances and the preferences of the patient Demonstrates a wide range of procedural skills to a high standard Demonstrates limited fine motor skills when carrying out simple procedures Refers on appropriately when a procedure is outside their level of skill Actively promotes safe practice with regard to examination and procedural skills Observes the professional codes of practice including the use of chaperones Identifies and discusses ethical issues with regard to examination and procedural skills Engages with audit quality improvement initiatives with regard to examination and procedural skills Performs procedures and examinations with the patient’s consent and with a clinically justifiable reason to do so Shows awareness of the medico-legal background to informed consent, mental capacity and the best interests of the patient Helps to develop systems that reduce risk in clinical examination and procedural skills The intimate examination is conducted in a way that does not allow a full assessment by inspection or palpation. The doctor proceeds without due attention to the patient’s perspective and feelings Ensures that the patient understands the purpose of an intimate examination, describes what will happen and explains the role of the chaperone. Arranges the place of examination to give the patient privacy and to respect their dignity. Inspection and palpation is appropriate and clinically effective. Recognises the verbal and clues that the patient is not comfortable with an intrusion into their personal space especially the prospect or conduct of intimate examinations. Is able to help the patient to accept and feel safe during the examination.
CRAF strongly opposes method FF2 allocating the band 14.5 – 14.8 GHz in the space-earth direction, because no compatibility studies were conducted with regard to the secondary RAS allocation in the adjacent band at 14.47 – 14.5 GHz., that is also used for VLBI. CRAF also strongly opposes method GG2 allocating the band 14.8-15.35 GHz in the space-earth direction, because this band is directly adjacent to the 15.35 – 15.4 GHz primary RAS allocation and because of the secondary SRS allocation in this band that is also used for VLBI. OTHER AND EBU (date of proposal) GSMA (date of proposal)
For the 6 GHz and 14 GHz frequency bands Uplink pfd level 6 GHz 14 GHz pfd level (dBW/m2 ∙ Hz) −204.0 −208.0 (dBW/m2 ∙ Hz) Downlink pfd masks Downlink pfd mask at 4 GHz θ ≤ 0.09 −243.5 (dBW/m2 ∙ Hz) 0.09 < θ ≤ 3 −243.5 + 20log(θ/0.09) (dBW/m2 ∙ Hz) 3 < θ ≤ 5.5 −219.8 + 0.75∙θ2 (dBW/m2 ∙ Hz) 5.5 < θ ≤ 20.9 −196.8 + 25log(θ/5.6) (dBW/m2 ∙ Hz) 20.9 < θ −182.6 (dBW/m2 ∙ Hz) Downlink pfd mask at 10/11/12 GHz θ ≤ 0.05 −238.0 (dBW/m2 ∙ Hz) 0.05 < θ ≤ 3 −238.0 + (dBW/m2 ∙ Hz) 3 < θ ≤ 5 −210.0 + 0.95∙θ2 (dBW/m2 ∙ Hz) 5 < θ ≤ 20.9 −187.2 + 25log(θ/5) (dBW/m2 ∙ Hz) 20.9 < θ −171.9 (dBW/m2 ∙ Hz) where θ denotes nominal geocentric separation (degrees) between interfering and interfered with satellite networks. ISSUE 9.1.3 – RESOLUTION 11 (WRC-12) ISSUE Resolution 11 (WRC-12) “Use of satellite orbital positions and associated frequency spectrum to deliver international public telecommunication services in developing countries” “resolves that ITU-R continue to collaborate with, and provide information when requested by, ITU-D, on satellite technologies and applications as defined in ITU-R Recommendations and Reports and on satellite regulatory procedures in the Radio Regulations that will help developing countries with development and implementation of satellite networks and services;
Attachment 3 Society of Trauma Nurses Educational Activity Planning Table – EAP Title of Activity: ________________________________________________________________________ Identified Gap(s): Description of current state: __________________________________________________________ Description of desired/achievable state: _____________________________________________________ Gap to be addressed by this activity: Knowledge Skills Practice Other: _________________________ Learning Outcome(s) _________________________________________________________________________________ CONTENT OUTLINE (Topics) TIME (if Describe the learner engagement strategies that will be used during this
EVENT DATE(S): NAME PERSON IN CHARGE OF BOOTH FOOD TYPE(S) BUSINESS TYPE Name Address City State Zip Phone Non-Profit Licensed Business Permit # DEH - Name Address City State Zip Phone Non-Profit Licensed Business Permit # DEH - Name Address City State Zip Phone Non-Profit Licensed Business Permit # DEH - Name Address City State Zip Phone Non-Profit Licensed Business Permit # DEH - Name Address City State Zip Phone Non-Profit Licensed Business Permit # DEH - Name Address City State Zip Phone Non-Profit Licensed Business Permit # DEH - _ Name Address City State Zip Phone Non-Profit Licensed Business Permit # DEH - Name Address City Zip Phone Non-Profit Licensed Business Permit # DEH -
Name (Last, First, MI) Office Name and ID Title/Pay Plan and Grade Home Address Supervisor Name & Permanent Full-Time Employee (indicate Yes/No) Have you previously participated in the Continuing Education Program (CEP)? YES NO If yes, when did you participate? What was your career goal? Educational Background Mark the choice below that best describes your educational background. High school graduate with no college credit High school graduate with vocational or technical training High school graduate with fewer than 15 college credits High school graduate with greater than 15 college credits but no college degree Other (explain) If you have taken college courses, please provide the information below. Previous College/University Attended Dates of attendance Major Subject Area Number of Courses/Credits (or CEUs) Received Overall GPA Please provide a list any college courses you have taken. For each course, indicate the number of credits (or CEUs) you received, the grade you received, the college where the course was taken, and the date the course was completed. In lieu of the list, you may attach a copy/copies of your transcript(s) or similar printouts/documents that provide this information. II. CAREER GOAL AND EDUCATION REQUIREMENTS (Please complete the questions below. You are not limited to the amount of space you require to answer the questions fully) Please list the NASA career goal in which you are interested.
Figure 6. The net switching position of each gas supplier from January 2015 to February 2016. Airtricity Bord Gáis Energy Electric Ireland Energia Flogas Gazprom VAYU -289 157 -753 608 276 0 1 Net switching for suppliers, February 2016 In the gas sector, Electric Ireland, SSE Airtricity lost customers in February 2016, while Bord Gáis Energy, Energia and Flogas gained customers overall.
Company name Company address Contact business no. Alternate contact no. Contact email Do you wish to continue as a greenhouse and energy auditor? Tick the appropriate response. If "no", we will commence the deregistration process. Yes (continue at Part B) No (Please complete and sign the Declaration on page 10) Code of conduct and independence A registered greenhouse and energy auditor must meet certain requirements in order to maintain registration. Please answer the following questions. If you answer ‘No’ to either of these questions, please provide details in Part F of this form. Have you complied with the Code of Conduct provisions set out in Regulation 6.46 of the Regulations? Tick the appropriate response. Yes No Have you complied with the principles of independence set out in Regulations 6.47 to 6.58 of the Regulations? Tick the appropriate response. Yes No Fit and proper person As a registered greenhouse and energy auditor, you must continue to be a fit and proper person in accordance with Regulation 6.64. The Clean Energy Regulator may seek to confirm the information you provided in this part by seeking independent checks with relevant agencies. This may include police record checks. Please answer the following questions. If you answer ‘Yes’ to any of these questions, please provide details in Part F of this form.
Instructions for completing this form Please read each part of the application carefully, fully answer all the questions, sign where indicated, and attach the required documentation. You must complete and submit: Part A: Client information Part B: Applicant’s fit and proper person declaration Part D: Applicant’s declaration Application Checklist You can choose to complete this form by: printing the form and filling it in by hand, or saving the form and filling in an electronic copy. Note that if you choose the second option, there may be times when you will need to print certain sections in order to sign them or in order to complete multiple entries for a single set of questions. These sections may be scanned back into the computer and submitted electronically with the rest of the form. Pen colours Please use a black or blue pen to write on the form. Check boxes Mark boxes like this with a ✔ or ✘. When an instruction asks you to ‘tick’ the box, you can still use either ✔ or ✘. Go to Where you see an instruction like this - Go to question 5 – mark the relevant box with a ✔ or ✘and then skip to the question number shown. You do not need to answer the question(s) in between. an instruction has a black double arrow (), go to the next indicated part/section. Where an instruction has a black single arrow (), go to the next question. Where an instruction has a black single arrow pointing down (), fill in the field(s) directly below. Mandatory questions If all fields in a question are mandatory and must be completed, (required) is to the end of the question label text. If a field in a question is mandatory only IF a condition is met, (required if any) is added to the end of the question label text. This symbol indicates an instruction on what to do next. This symbol indicates additional useful guidance to filling in the adjacent field or section. This symbol advises that more than one entry may be required for the section and therefore you may need to photocopy or print the section or fill in a duplicate section. This symbol advises that additional documentation to support a claim may need to be attached to the application. Duplex printing This form is designed to be duplex printed to save on paper. All new sections start on the right-hand side of a page spread. Help filling in this form Guidance for filling in this form is available on the .
Office use: What type of applicant are you? (required) If the applicant to apply for an ANREU account, you must also complete an ANREU application form. If you are a: Please complete: Individual Part A1 – Client information for individuals and sole traders only Part B – Fit and proper person declaration Part C – Declaration Organisation Part A2 – Client information for non-individuals and sole traders Part B – Fit and proper person declaration Part C – Declaration Part A3 – Client information for trusts Part B – Fit and proper person declaration Part C – Declaration
No Provide the trading name and address below. Trading name Address line 1 Address line 2 Address line 3 Suburb/city State/territory Postcode Country Contact person details Please provide details of the new contact person for the organisation. Position (required) Position Name (required) Title (e.g. Mr, Mrs or Ms) First name Middle name(s) Last name Postal address (required) Is the contact person’s postal address the same as the organisation’s head office postal address provided above? Yes No Provide the address Address line 1 Address line 2 Address line 3 Suburb/city
Assessment of the application Once the change of REC Registry account name form has been submitted to the Clean Energy Regulator it will be assessed and the required change will be made in REC Registry within 5 days receipt. Publishing of information Under Part 13 of the Renewable Energy (Electricity) Act 2000 the Clean Energy Regulator must maintain by electronic means a register of registered persons. This register is made available on the Clean Energy Regulator's website. Protection of information The Clean Energy Regulator is bound by the secrecy provisions in Part 3 of the Clean Energy Regulator Act 2011 and by the Privacy Act 1988. Privacy statement 'Personal information', as defined in the Privacy Act 1988, means any information from which a person’s identity is apparent or can be reasonably ascertained. Personal information collected in relation to this application will be used for the purpose of assessing the application, auditing compliance, enforcement of relevant laws and regulations and for related purposes. The collection of personal information is authorised by the Clean Energy Act 2011 and by the Privacy Act 1988. Disclosure of information The Energy Regulator and authorised staff are only able to disclose information relating to the affairs of a person (including personal information) collected in relation to this application in accordance with the Clean Energy Regulator Act 2011 or as otherwise required by law. Part 3 of the Energy Regulator Act 2011 prevents disclosure of relevant information except in circumstances set out in that Part. Those circumstances include: disclosure for the purposes of a climate change law disclosure to the Minister disclosure of summaries or statistics if those summaries or statistics are not likely to enable the identification of a person disclosure to certain bodies where the Chair of the Clean Energy Regulator is satisfied that disclosure will assist those bodies in the performance of their functions or powers, including the Australian Securities and Investment Commission, and the Australian Competition and Consumer Commission, and disclosure for the purposes of enforcement of the criminal law, enforcement of a law imposing a pecuniary penalty or for protection of the public revenue, if the Chair of the Clean Energy Regulator is satisfied that disclosure is reasonably necessary for such purpose. Accessibility disclaimer The Clean Energy Regulator has worked to ensure that this document is accessible but please contact us to obtain an alternative version if you are having difficulty or you have specific accessibility needs. Please call 1300 553 542 or email the name of the form and your needs to enquiries@cleanenergyregulator.gov
Note that distribution losses are not included in the liable electricity that is used by the site. If there is insufficient space, please provide additional information in an attachment. Metering identifier Billing meter or Internal meter Meter description Meter location DLF code and amount (if applicable) Do you consider that metering data is sufficient and appropriate to identify the exemption amount (include an explanation)? (required) Yes Provide details below No Provide details below Explanation What do you consider the formula to be to identify the exemption amount for the new liable entity? (required) Does the formula described in the issued exemption certificate relating to the old liable entity reflect the exemption description for the new liable entity, (required) This formula will be applied from the date you specified that the new RET liable entity began to be the liable entity to the site. Yes No Provide details below Provide a formula referencing the meters identified above (if applicable) and other elements of the proposed formula and why it would be appropriate. Proposed formula Explanation of each term
Name: ________________________________________________ Hour: __________ Claim, Evidence, & Reasoning This is the format in which you will be expected to write your hypothesis. HYPOTHESIS- An educated guess to answer the question If….Then…..Because Example: If we test the explosion size of mentos in Dt. Coke and Dt. Sam’s Cola, then Dt. Coke will have a higher explosion because it has better quality ingredients. If- Tells what the experiment is testing Then- Gives your prediction to the question being asked Because- This explains why you chose the outcome that you did (your “then” statement). For the following scenarios write the claim, evidence, & reasoning in the space below. This is the format you will be expected to write your conclusions in from this point forward. CONCLUSIONS Claim- First you will need to identify if your hypothesis was supported or not supported. After that you will say what you “claim” that happened in the experiment. Example: My hypothesis was supported because the chalk in the vinegar dissolved broke down faster than the chalk in the water. Evidence- You will need to identify the measurements that were taken in your experiment to prove that your claim was correct. Example: In the experiment the data showed that the chalk in the vinegar took 12 minutes to break down while the chalk in the water took 22 minutes. Reasoning- This is the reason that the results turned out the way that they did. Example: The vinegar broke the chalk down faster because the acid in the vinegar was reacting chemically with the calcium carbonate in the chalk. For the following scenarios you will also need to identify the independent and dependent variables as well as the control group. Independent Variable: This is the thing that the experimenter changes between each group in the experiment. Example: Type of soda Dependent Variable: This is the thing that is changing because of the independent variable. In most cases this is the thing that is being measured Example: Height of the explosion Control group: This is the group that is being used for comparison Example: Name brand Dt. Coke (if investigating that off brand coke makes a difference) CONSTANTS: Things that are kept the same between each experimental group Example: Same amount of Coke, Same amount of mentos, Dropped in at the same time
Instructions for use This form is for use by owners/operators as a submission check and cover page for Independent Safety Case Review Report submissions to the CRU. Owners/operators should complete all parts as a checklist to ensure all items have been addressed/included as part of the submission. Both the scanned hard copy of this form and the electronic version should be included as part of the application. Part 1(a) – Owner/Operator Details Installation name: Owner/Operator of Installation: Postal Address: Owner/Operator Telephone: Email Address: Part 1(b) – Owner/Operator Details – Point of Contact Point of Contact Name: Address Telephone: Part 2 – Safety Case Details Type of Safety Case Date of Acceptance Safety Permit Reference Part 3 – IRB Details Name (legal and / or trading) Registered Address Tel Fax
Instructions for use This form is for use by owners/operators to submit safety performance indicators to the CER. Owners/operators should complete all parts as a checklist to ensure all items have been addressed/included as part of the submission. Both the scanned hard copy of this form and the electronic version should be included as part of the submission. Part 1(a) – Owner/Operator Details Installation name: of Installation: Postal Address: Owner/Operator Telephone: Owner/Operator Email Address: Part 1(b) – Owner Details – Point of Contact Point of Contact Name: Address Email: Telephone: Part 2 – Safety Performance Indicators Further guidance on the Safety Performance Indicators is provided in the Compliance Assurance System Document Lagging Safety Performance Indicators A1 Number of unintentional releases of ignited gas or petroleum liquid A2 Number of unintentional releases of not ignited natural gas or evaporated associated gas if mass released ≥ 1kg A3 Number of unintentional releases of not ignited liquid of petroleum hydrocarbon if mass released ≥ 60 kg A4 Number of unintentional releases or escapes of any non-petroleum hazardous substance B1 Number of blowouts B2 Number of activations of a blowout prevention or diverter system to control flow of fluids
Consultant details* (including signature or email confirmation) Name: Hospital: Address: Post Code: Telephone: Nhs.net Trust Pharmacist - details of the Trust where the patient will be treated* Name: Hospital: Address: Post Code: Telephone: Nhs.net Mandatory - NHS No*: Mandatory – Patients date of birth* Optional – Hospital No. NHS No: DOB: Hospital No: Clinical Commissioning CCG Name: Patient’s GP* (name, address, telephone) Name: Address: Post Code: ICD-10 Code* C34 – Malignant neoplasm of bronchus & lung HRG Code Completion of items marked with * is mandatory. Failure to complete these items may mean that payment is not made.
Perry County Republic-Monitor IMPORTANT INFORMATION ABOUT YOUR SPECTRUM TV LINEUP Communities Served: County of Perry; Town of Perryville MO. Effective on or after May 29, 2018, Animal Planet will move from Digi Tier 1/Silver to TV Select with no change in channel position. For a current channel lineup, visit www.Spectrum.com/channels. To view this notice online, visit Spectrum.net/programming notices.
b) What size will each tile be? c) What’s your Color Scheme -Working with Underglazes as Pastels and -Stick Figure Inlay Week 1 HANDBUILDING USING MOLDS # 1 Soft Slab Functional Set of Four Dishware CW: - Define (explain in your own words) Hump, Slump, Sling, Sprig. - Find two artists on Ceramic Arts Daily that demonstrate the use of molds that you’d like to use while making your Functional Set of 4. HW: - Bring in two forms you’d like to make a Plaster Mold of. (One should fit inside the other). Week 2 HANDBUILDING MOLDS Soft Slab Functional Set of Four Dishware Construction of Functional Set of 4 Pour plaster mold of the 2 forms from home. HW: - Surface Plan for Set of Four Dishware Set of Four Dishware Due but (KEEP DAMP) 1-31 Week 4 APPLICATION OF SURFACE COLOR Option A: Shallow Slab Box: (Square Slab Plate) with square coil as reinforcement frame assembly on back) or Option B: (Round Slab Plate) with holes in foot ring for wire hanging option. Dishware w/ (square or circle) 4 in Diameter or Slab Cylinder Tumblers 4 in Tall Concept Sketches with Motif Applied Prepare Mason Stains and Slips Label Containers Test Tiles and Label Make Clay Pastels - Make Templates for the forms you will be Colored Surfaces - Make a Cheat Sheet the Steps of your Design Paper) for Each 2-14 Week 5 MODELING HUMAN or ANIMAL FIGURE #3 Narrative Figure Human Bust, Torso, or Full Figure Full Bodied Animal Define: Armature, Maquette, Modeling, Idol, Metaphor, Symbolism 2 Human Figure Ceramic Artists 1 2 Watched Video @ which was helpful Principles to Focus on: Movement, Emphasis, Balance, Proportion
TOOLS & EQUIPMENT Firing/Kiln Tools Electric Kiln Stilts Kiln Posts Kevlar Gloves Kevlar Apron Raku Kiln Shelves Raku Burners Equipment Wedging Bat Slab Roller Kick Wheel Potter’s Wheel Banding Wheel Plastic Bat Plaster Bat Extruder Molding/Modeling Tools & Hump Molds Spout Makers Rib (or paddle tool) Paddle Wooden Tool Finishing Tools Elephant Ear Sponge Chamois Finishing Cloth Plastic Rib Colour Shapers Cutting/Scoring Tools Wire Cutter Shredder Hole Cutter Hax Tool Fettling Knife Loop/Ribbon Tool Pin/Needle tool
appointments. She has been actively involved in speaking at seminars and mentoring junior practitioners. She has all the attributes required of Senior Counsel. Ms Mason was admitted as a legal practitioner on the 9th of September 1994. She has practised as a prosecutor in the office of the Director of Public Prosecutions ever since. In 2010 she became the first woman in this State to be appointed as a Crown Law officer. Crown Law officers have the power to decide what charges to include in an indictment and the power to decide not to indict. She’s now the Deputy Director of Public Prosecutions. She’s the first person appointed to that position, which was created in 2015. For many years she has appeared as leading or sole counsel in complex and difficult criminal trials and appeals. Her work also involves substantial supervision and mentoring of other prosecutors, participation in decision-making as to whether prosecution should proceed and as to the appropriate charges and liaising with the Court, Defence Counsel, the police, complainants and other witnesses. Some of her work requires great sensitivity, particularly in relation to complainants in sexual cases. She has been involved in training and professional development activities both in the public sector and for the profession, generally, as various levels. She lectures at the Tasmanian Legal Practice course and has been involved in training sessions in the Magistrate’s Court unit of that course. She has been involved in professional development activities for prosecutors in the office of DPP and for Tasmania Police prosecutors. She has been involved in developing courses of instruction for fire investigators from the Tasmania Fire Service. She has a science degree and regularly provides instruction and assistance to scientists working for Forensic Science Service Tasmania. She too has all the attributes required of Senior Counsel. Ms Taglieri and Ms Mason, it give me very great pleasure to acknowledge your appointments at this ceremonial sitting today. I congratulate you both again. I hope you both enjoy many years of challenging and rewarding practice as Senior Counsel. That concludes this ceremonial sitting. The Court will now adjourn. <THE ADJOURNED
Installing Master: “Brethren, you now behold before you the officers who have been duly elected and appointed to serve this Lodge for the ensuing Masonic year and now declare themselves ready for installation. “If any of you have any reason to urge why they should not be installed, you will now make them or else forever hereafter hold your peace. (pause) Hearing no objections, I will proceed to install them.” “Installing Marshal, you will conduct these Brethren to the West of the Altar, facing East.” “Each officer will place his right hand over his heart, and all speaking in unison, say I, pronounce your name, and repeat after me: “I promise upon my honor as a Mason / that I will to the best of my ability / conform to and abide by the Ancient Landmarks, / the Constitution and Edicts of the Grand Lodge / and the By-laws of my Lodge, / and will faithfully perform the duties of the office / for which I have been selected.” Installing Master: “My Brethren, I congratulate each of you on having been elected or appointed to the exalted station which you are about to occupy. Each station involves great responsibility and requires that you be installed with solemn sanction.”
Senior Warden Installing Marshal: (invites Senior Warden to approach the Altar) -“Installing Master, I have the pleasure to introduce (___) Brother ________________, who has been elected Senior Warden for the ensuing Masonic year.” Installing Master: “(___) Brother ___________, as Senior Warden, your jewel is the Level, which demonstrates that we are to seek the common ground. We use the Level to illustrate the compromises necessary to work together and to agree; and, though distinctions among men are necessary, no high station should make us forget that we are Brethren.” “Your regular attendance at our Stated Communications is essential. In the absence of the Master, you are to govern the Lodge; in his presence, you are to assist him in the government of it.” “I firmly rely on your knowledge of Masonry and attachment to the Lodge for the faithful discharge of the duties of this important trust. Look well to the West.” “Having already received your apron, you will now be invested with the jewel and collar of your office.” “Installing Marshal, please conduct the Senior Warden to his station; then present and introduce the Worshipful Master for installation.” (Optional-Ladies investing jewel & collar) – Installing Master - "Having already received your apron, the Installing Marshal will conduct you to your station where your lady will invest you with the jewel and collar of your office.")
Employer Engagement and Occupational/Apprenticeship/Academic Committee Jack Weber (Chair) Thomas Lane Ed Schwabeland (Acting Occupational Coordinator) John Danko Alice Wirth Charlene Templeton Brandon Butler Deborah Monroe Yariela Kerr-Donovan Chris Hadfield Kathryn Holmes Lamon Harris Ryan Huether Michael Thomas Kathleen White Workforce Transition/Community Integration Committee Thomas Martin Yariela Kerr-Donovan Erica N. DuBose (Co-Chair) Constance Parker (Co-Chair) Scot Pullen
Developing an Argument – CERCA rubric Grading Criteria Mastery Proficient Developing Beginning Claim/Counter Claim * The writer introduces clear, supportable claims about the topic. *The writer mentions specific claims but does not make perfectly clear what personal argument is. *The writer mentions ideas but never makes clear, stated claims. *The opening of the writing has no noticeable claim. Evidence *Writer provides thought out, relevant evidence from strong, credible sources. *Writer provides evidence that develop claim but some of the evidence seems disconnected from claim. *Writer has evidence that seems to support reasoning of claim, but not all evidence is connected or from credible sources. *Evidence is not relevant to claim and/or is not from relevant sources. Reasoning *The writing shows a fluid, deep understanding of the topic or the text. *The writing is organized and properly explained to support the development of the claim. *The writing shows a working—but perhaps incomplete—understanding of the topic or the text. *The writing follows an acceptable format and shows ability to develop bigger claim. *The writing only a basic understanding of the topic or the text. *The writing seems disorganized and/or lacks ability to explain reasoning to support claim. *The writing does not show understanding of the topic or the text. *The writing lacks needed structure and/or is illogical in developing claim. Counter *The writing fairly addresses potential opposing views and eloquently disagrees with those views. *The writing mentions opposing views and attempts to explain why those views are not adequate or “right.” *The writing only broadly or passively mentions possible opposing views. *The writing fails to identify or discuss potential opposing views. Conclusion *The writing leads to a clear conclusion that supports the claim with reasoning and support. *The writing leads to a supportable conclusion that covers basic reasoning. *The writing leads to a conclusion that mostly repeats original claim without valid reasoning. *The writing lead to a clear conclusion about the original or intended claim. Audience *The writing matches expertly with the intended audience, using proper style and citations/formatting. *The writing uses appropriate academic or discussion style with proper citations. *The writing uses acceptable style with attempted citations. *The writing does not match the style and citation format that the audience would expect. ____ / ____
Memorandum TO: Carrie L. Kruchell, P.G., Environmental Manager, Brownfields & CERCLA Administration, Through: <Name>, <Title> <Section>, <District (as applicable)> FROM: <Name>, <Title> <Section>, <District (as applicable)> SUBJECT: CERCLA Site Screening Request <Site Name> <Site Address> <Site City>, <Site County> <Parcel ID #> COMET Site ID#: <COM_> <Other Site ID #s:> <OGC #> DATE: <Date> <Include a brief description of the site and attach figures depicting the contamination, release, or suspected release at the site, if available>. The site is being referred to CERCLA Site Screening (CSS) for the following reason(s). <Check applicable boxes> Reasons: Site Conditions: ☐ No viable potential responsible party (PRP) ☐ Monitoring well(s) contaminated ☐ Soil contamination exists ☐ PRP not responsive ☐ School/Day Care nearby ☐ Citizen complaint ☐ Surface water nearby ☐ Municipal well(s) contaminated ☐ Release/suspected release ☐ Drums or tanks or other containers exist ☐ List contaminants of concern if known: ☐ Existing file data too old for enforcement PRP Information (if known): PRP Name:
Energy - Waste - Biodiversity - Water - Aims and Targets Benchmark targets are set by Sustainability Victoria Biodiversity Energy WASTE Water Increase habitat quality assessment Every year from baseline year To achieve benchmark of: 250 kWh – electricity 0.9 GJ – natural gas 0.4 tonnes CO2 per student / per year To achieve benchmark of: 0.3 m3 per student / per year To achieve benchmark of: 4 KL per student / per year Aspirational Target: Aspirational Target: Aspirational Target: Aspirational Target: C. Purchasing Policy Rationale Guidelines When feasible, your school will: D. Sustainability Snapshot
ENERGY Current Practices Future Actions How we will achieve our future actions (who & when) Campus Audit Investigations, Computers and Electronic Equipment, Lighting, Heating and Cooling, Renewable Energy Curriculum How Energy is embedded into learning and teaching and creating opportunities for students to participate in hands-on projects. See Curriculum Review Community Building links with the school community and local community organisations and groups. Culture Whole-of-school approach to increase awareness and knowledge of energy issues.
Claim-Evidence-Reasoning Format for Lab Write-ups in Chemistry 2014 CLAIM: Answer the question at the beginning of the lab (1 sentence) EVIDENCE: Describe the evidence that supports the claim. Use observations and data (with units) from your lab results. (At least 3 sentences) REASONING: Explain how the evidence that your described supports the claim that you made. This is the “because” section. Often you will need to refer back to basic scientific principles (I.e. “Substances 2 and 4 were the same because they had the same properties. Substances with the same properties are most likely samples of the same substance.”) (At least 3 sentences) ERROR ANALYSIS: Describe results of any error analysis calculations: 5% rule for y-intercept, % error, etc. Describe at least 2 possible sources of error in the lab. Be specific. ”Human error” and “measurement error” are NOT specific. Think of possible errors in processes you use in lab.
D. CERF APPLICATION SUMMARY TABLE* Date: Country: CERF window: Rapid Response Underfunded Emergencies Requesting Agency Project Title HRP project code (if applicable) Cluster/Sector Total Project Requirement (US$) Amount received to date (US$) Amount requested from CERF (US$) 1 2 3 4 5 6 7 8 9 10 REQUESTED FROM CERF US$ 0 *Please fill out one listing all projects submitted as part of this grant request. Add or delete rows from the table as required.
Glaze – a glasslike substance comprised of three basic ingredients: silica, flux, and alumina Basic Ingredients in Glazes Silica – referred to as the former. This is most commonly found in sand Flux – reduces the temperature at which silica melts Alumina – stabilizes the glaze to keep the glaze from running off the piece Glaze Related Terms Underglaze – oxides or commercial colorants, applied before glaze application Overglaze – a glaze designed to go over another glaze after the piece has been fired once Stains-pigments used for coloring clay bodies and glazes. Engobe – slip that contains colorants Luster – a decoration that creates a metallic to a glazed surface – a compound used coloring clay bodies and glazes it is comprised of oxygen and other elements Carbonates – a compound used coloring clay bodies and glazes it is comprised of carbon and other elements Colorant – a compound or element that can be added to create color in clay, slip, and glaze Opacifier – an element that can be to glaze to make a glaze opaque Translucency – glaze that allow light to pass through Matt – dull surface in glaze Glossy – shiny surface in glaze GLAZE APPLICATION
Content Expert Report History Education (05-17) Education Standards and Practices Program report status (check one): Initial review Continuing Review Focus Visit Name of Content Expert: Content Expert Telephone: Content Expert Email: Date Submitted: Institution Being Evaluated: Program Being Evaluated: Degree: Grade Level(s): Is this program offered at more than one site? Yes No If yes, list sites where the program is offered: Summary of Recommendations After completing your review, for each sub-standard listed below, place a check under the column that matches your decision. Standard Met Met With Weakness Not Met 15020.1 15020.2 15020.3 15020.4 15020.5 15020.6
provide additional information in their rejoinder, or be used to determine stipulations for the institution to address by the time the next visit occurs. i. Weaknesses: ii. Rationale: 12005.4 Diverse Learners. The program requires the study of how individuals differ in their approaches to learning and creates appropriate instruction adapted to these differences. Through this standard, teacher candidates demonstrate their ability to plan and implement learning experiences that are sensitive to diverse learners, and that will enable learners to develop qualities of respect and responsibility. The program requires study of state and federal laws dealing with the education of students with special needs (e.g. gender equity and the needs of gifted and special needs students.) A. Content Expert Decision: Is the sub-standard met, met with weakness, or not met? Met Met with Weakness Not Met B. For Decisions of “Met with Weakness” or “Not Met”: Describe the specific weakness identified and the rationale for the decision. This information will guide the institution to provide additional information in their rejoinder, or be used to determine stipulations for the institution to address by the time the next visit occurs. A rationale does not need to be provided for standards “met”. i. Weaknesses: ii. Rationale: Management and Motivation. The program requires the study of individual and group motivation and behavior to create a safe learning environment, recognizing legal responsibilities and encouraging positive social interaction, active engagement in learning, and self‐motivation. This standard is concerned with the teacher candidate’s use of a variety of strategies to institute behavior change, manage resources, promote mutual respect, and self-responsibility, and motivate students. Teacher candidates whose performance is acceptable will be effective in helping learners develop behaviors related to respect, responsibility, and enjoyment of musical activities. A. Content Expert Decision: Is the sub-standard met, met with weakness, or not met? Met Met with Weakness Not Met
Content Expert Report Composite Science Major/General Science Education (05-17) Education Standards and Practices Board Program report status (check one): Initial review Continuing Review Focus Visit Name of Content Expert: Content Expert Telephone: Content Expert Email: Date Submitted: Institution Being Evaluated: Program Being Evaluated: Degree: Grade Level(s): Is this program offered at more than one site? Yes No If yes, list sites where the program is offered: Summary of Recommendations After completing your review, for each sub-standard listed below, place a check under the column that matches your decision. Standard Met Met With Weakness Not Met 13047.1 13047.2 13047.4 13047.5 13047.7 13047.8 13047.9 13047.10