zilongwang/ReadingBank huggingface dataset:
Activity Organizer: - Association of Fundraising Professionals, Greater Toronto Chapter Title of Activity: - Fundraising Day 2017 of Various Dates and Location: - Thursday, June 8, 2017 – Toronto, Ontario, Canada Session 1: 9:00 am – 10:30 am (1.5 pts) - G-01: Inclusive Giving in a World of Division & Intolerance - G-02: A Guide to Strategic Corporate Partnerships - Y-01: The Top 10 Challenges Every Canadian Non-Profit Faces…And How to Avoid Them! - Y-02: Design Thinking for Fundraisers - Y-03: Philanthropy and Reconciliation: Partnering with Canada’s Indigenous Communities - R-01: Alternative Financing Gift Opportunities for Your Donors Session 2: 11:00 am – 12:00 pm (1.0 pts) - G-03: Strategic Questions: Maximizing the Prospect/Donor Visit - G-04: Marketing VS. Convention: How SickKids is Changing How We Think About Donor Marketing - Y-04: How to Find Your Superpower – and Tell the World about it! - Y-05: Pathway to Loyalty: Integrating Your Onboarding Experience - Y-06: Applied Government Relations: Considerations, Strategies and Tactics - R-02: Changing How Donors and Charities Think About Overhead Session 3: 2:00 pm – 3:30 pm (1.5 pts) - G-05: Understanding Gender Identity and Gender Expression – Making Your Fundraising Program Truly Inclusive - G-06: Architecting Your Career: Your Career Planning Road Map - Y-07: Start from Where You’re at: a Practical guild to Strengthening Your Culture of Philanthropy - Y-08: The Impact of Social Entrepreneurship on Philanthropy - Y-09: The Application of #DonorLove - R-03: Talent Solutions in an Era of Leadership Transitions Session 4: 3:45 pm – 4:45 pm (1.0 pts) - G-07: Millennial Planning Events for Millennials! - Y-10: Lessons from Lifeline First 2 Years - Y-11: Modifying Your Fundraising Programs to be More Inclusive - Y-12: Operation You – Mobilizing the Whole Organization in Donor Stewardship - R-04: Hope is Not a Strategy: New Approaches to Fundraising Based on Performance Improvement Principles - R-05: Because it’s 2017: Strategies for Inclusive Board Development Total number of points attained: __________
Annual Average Daily Traffic *Average Daily Traffic Season Duration Freight Duration of commodity operation if < 365 days (where < 365 days) All Other Traffic (total vehicles) Commodity Traffic (ESA / direction / day) Commodity Traffic (ESA / direction / day) Weeks (tonnes p/a) * If Commodity Traffic is seasonal then enter traffic volume as ESA / direction /day over the seasonal period. Estimated Project Cost & Contributions Details must be provided in an attached Cost Estimate. Estimated total project cost – design only $ Estimated Project Cost – future construction $ Qualitative Section Project Justification and degree of urgency - Please include the condition and geometry of the road Statement of Readiness to Deliver - Discuss any impediments and how they will be overcome e.g. service relocation, Aboriginal clearance, environmental Stakeholder consultation Checklist of attachments Please attach the following items to your application.
2/17 Culture READ and EXPLORE TO CLASS: (Lengthy, let’s discuss) 20 Reading Response 2/22 & 2/24 Culture TBD 50 Cultural groups – History 2/29 & 3/2 Attachment READ and EXPLORE TO CLASS: The Irreducible Needs of Children – Introduction and Chapter 1 20 Reading Response 3/7 & 3/9 Attachment READ and EXPLORE PRIOR TO CLASS: 20 50 Reading Response Attachment Journal (due Wed.) 3/14 & 3/16 Socialization - Family READ and EXPLORE PRIOR TO CLASS: The Irreducible Needs of Children – Chapter 2 (Section on FAMILY) 20 50 Reading Response Self Regulation Journal SPRING BREAK!! 3/28 & 3/30 Socialization – Family – Discipline READ and EXPLORE PRIOR TO CLASS: The Irreducible Needs of Children – Chapter 5 Crushing Soft Rubies OR Big Black Penis: Misadventures of Race & Masculinity (first half of book) 20 50 Reading Response Cultural Groups – Family Socialization
4/4 & 4/6 Socialization - READ and EXPLORE PRIOR TO CLASS: 20 50 Reading Response Cultural Groups – Role of Peers 4/11 & 4/13 Socialization - Gender READ and EXPLORE PRIOR TO CLASS: 20 50 Reading Response Cultural Groups - Gender Roles 4/18 & 4/20 Socialization -Play READ and EXPLORE TO CLASS: 20 Reading Response 4/25 & 4/27 Socialization – Schools / Education READ and EXPLORE PRIOR TO CLASS: The Irreducible Needs of Children – Chapter 3 & 4 20 100 Reading Response Gender Socialization 5/2 & 5/4 Socialization – Schools / Education READ and EXPLORE PRIOR TO CLASS: 20 50 Reading Response Cultural Groups - Education 5/9 & 5/11 Socialization – Community READ and EXPLORE PRIOR TO CLASS: The Irreducible Needs of Children – Chapter 6 (explore website) 20 50 Reading Response Cultural Groups – Role of Community and Community Services
5/16 & 5/18 Socialization – Politics READ and EXPLORE PRIOR TO CLASS: The Irreducible Needs of Children – Chapter 7 (Lengthy - let’s discuss) 20 200 Reading Response Content Application Project (Due Wednesday) 5/25 FINAL -- 10:15am – 12:15pm 50 100 Final Personal Reflection Paper
The Deadline applies (i) in case of to the date of receipt of the e-mail by EIF and (ii) in case of registered mail or professional courier service to the date of dispatch proven by the post office stamp or a dispatch receipt. The Expressions of Interest shall indicate the name of the Applicant and be sent to the following address: Postal Address: European Investment Fund Attention: Regional Mandates Team (Competitiveness FoF Romania) Guarantees and Securitisation 37B, avenue J.F. Kennedy L-2968 Luxembourg LUXEMBOURG An electronic version of the Expression of Interest should be sent to: info.cfofro@eif.org stating in the subject of the email “Competitiveness PRSL Romania – Expression of Interest: [name of the Applicant]”. An acknowledgement of receipt will be sent to the relevant Applicants by EIF via e-mail, which shall state the following: Unique application identifier (Expression of Interest number); Confirmation that the Expression of Interest was received before the Deadline. The acknowledgement of receipt shall not be construed as a declaration of completeness of the Expression of Interest and the documents submitted therewith, nor any kind of assessment or acceptance of the same. The Applicants may withdraw, in the same manner as specified their Expression of Interest at any stage of the Selection process. 6. Selection procedure Applicants will be selected in due consideration of the general principles of transparency, treatment and non-discrimination, in compliance with EIF’s policies, rules, procedures and statutes and in conformity with best business and market practices. Following the receipt of the Expression of Interest, EIF select the Applicants pursuant to the selection process outlined in the following sections of this Call. The selection procedure involves: Assessment of compliance of Expressions of Interest with the formal criteria, Assessment of Expressions of Interest based on the evaluation criteria. Following the pre-selection based on the Expression of Interest, EIF shall perform a due diligence process of the pre-selected Applicant, as a result of which EIF will decide whether or not to propose to its competent decision making bodies for approval the entering into a PRSL agreement. The contractual negotiation process will not be concluded prior to the approval of the EIF competent decision making bodies, and is in any case not concluded until EIF and the Applicants have agreed on all relevant terms and conditions.
Coordinator monthly Summary Coordinator: SUPERVISOR: Area: Date: Please list the youth on your caseload for whom you provide services: Name Chris Case # Age Date of last training attended Doc in CHRIS Date of Last Case Plan Date Case Plan Expires Date of Last Assessment Date Next Assessment Due Primary Worker Placement Please list the youth on your caseload for whom another Coordinator is providing services: Name CHRIS # from Coordinator
REHABILITATION OF OFFENDERS ACT 1974 Please give details of any convictions or charges outstanding of all offences (or alleged offences) including driving offences. Send your statement, marked Private and Confidential to The Officer, Community Furniture Stores, Unit 9 The Raylor Centre, James Street, York, YO10 3DW. If you inadvertently disclose a conviction, which is regarded as “spent”, it will be ignored. Having a criminal conviction will not necessarily prevent you from gaining employment with us, it will depend on the nature and severity of the offence and its impact on the role. Under the terms of the ASYLUM & IMMIGRATION ACT 1966 the Stores can only employ people who are entitled to work in the UK. The Store will need to see documentation which confirms this entitlement. I confirm that I am entitled to work in the UK Yes/No Do you hold a full valid driving licence? PRESENT OR MOST RECENT EMPLOYMENT Name of employer / organisation Address Job Title Date employment started with this employer Date employment started in this role (if different to above) Date employment ended (if applicable) Salary and other remuneration details Brief description of duties To whom immediately responsible Notice required PREVIOUS WORK EXPERIENCE Please start with most recent experience and account for any breaks in employment Please expand form if necessary From To Organisation name and location Your Position Brief Description of duties and reason for leaving
3.5 Why do you think your approach will succeed in addressing the problem? (Refer to the experience of your team; best practice guidelines; evaluations from similar programmes; or research evidence to show that the planned activities are likely to achieve the target result.) Part 4: Programme plan 4.1 Activities and outputs: please fill in the following table. Please include up to 5 main activities and corresponding outputs (you may have >1 output to measure each activity). Note: do not fill in year 2 and 3 if this is a single year application. Note: the examples in rows 1-3 are for reference only – please delete them and replace with your own plans for the programme. Outputs (what data you will collect to show you carried out activities) Year 1 goal Year 2 goal Year 3 goal Recruit volunteers # of volunteers who participated this year 10 20 30 Take elderly people on excursions # of elderly people taken on excursions this year 10 20 30 Total # excursions this year (note that some elderly beneficiaries may participate in more than one excursion) 100 200 300 4.2 Target outcomes: please fill in the following table. Please include up to 3 main outcomes – ie the actual difference that you aim to make for your beneficiaries. Also include corresponding outcome indicators – ie the data you will collect to show if you have achieved your target outcomes. You may have more than one indicator per outcome. Note: do not fill in year 2 and 3 if this is a single year application. Note: the examples in rows 1-4 are for reference only – please delete them and replace with your own plans for the programme. Target outcome Outcome indicator (what data you will collect to show you achieved the outcome) Year 1 goal Year 2 goal Year 3 goal Elderly clients have more friendships # regular clients reporting they made new friendships thanks to the programme 5 10 15 Elderly clients feel less lonely # regular clients who report feeling less lonely (pre- vs post after one year) 5 10 15
Nineteen Maine Workers Died from Occupational/Work-Related Injuries in 2013. The Bureau of Standards of the Maine Department of Labor annually participates in the Census of Fatal Occupational Injuries (CFOI) conducted by the Bureau of Labor Statistics of the U.S. Department of Labor (US DOL). This informational report provides statistical data and charts derived from the 2013 census. It also presents key data points pertaining to Maine’s fatalities. Maine’s participation in the CFOI is funded by the U.S. Bureau of Labor Statistics and the Safety Education and Training Fund (SETF) in Maine. States collect data through conducting research, verifying occupational fatalities with supporting documentation and submitting case data to the Bureau of Labor Statistics for review and compilation. The CFOI program limits counting occupational fatalities to those which result from injuries; the latency period of many occupational illnesses and the resulting difficulty of linking illnesses to work make it difficult to compile a complete account of all fatal illnesses in a given year. 2005 – 2013 Occupational Fatalities Table 1 lists Maine’s annual totals of occupational fatalities for the years 2005 to 2013. There were 180 occupational fatalities in that period, averaging 20 fatalities per year. The largest annual total of fatalities during this period, 26, occurred in 2011. Table 1: Maine’s Occupational Fatalities from 2005 – 2013 Year 2013 2012 2011 2010 2009 2008 2007 2006 2005 Total Fatalities 19 19 26 20 16 24 21 20 15 Fatalities within Occupational Categories
ESSENTIAL DESIRABLE (but not essential) Experience/ Knowledge Local knowledge of York and district Work involving face to face customer services Experience of helping others to develop and improve their skills Work in shop or similar sales environment Work in a charitable organisation Work with volunteers, trainees, job placements and people on work experience Experience of warehouse activity Skills/Abilities High quality customer service skills and attitudes, including courteous and welcoming manner, both face to face and on telephone Able to work in a team and demonstrate leadership skills Physically able to assist with lifting of furniture in the Store Able to work with people with a diverse range of personalities and abilities Able to deal calmly with difficult situations Well organised, and able to set priorities Good written and verbal skills Good numeracy skills Able to use computer and/or till First Aid training Customer Service Qualification Previous experience of driving a van Manual Handling Training Previous Support Work experience Team Leadership training Equality and Diversity training Experience of scanning, scheduling, office software, e-mail and internet. Additional Factors Able to work on Saturdays (9am – 3pm) Understanding of Equal Opportunities & Health & Safety requirements Qualifications Full clean driving licence Good general basic education Customer service qualifications
Andrew m. cuomo Governor SHEILA J. POOLE Acting Commissioner REQUEST FOR INFORMATION (RFI) Issued: August 29, 2016 Andrew m. cuomo Governor SHEILA J. POOLE Acting Commissioner Request for Information New York State (NYS) Education and Training Voucher (ETV) Program
Andrew m. cuomo Governor SHEILA J. POOLE Acting Commissioner New York State Office of Children and Family Services Non-Grant Procurement REQUEST FOR PROPOSALS RFP# - CFS01-RFP#2017-01 New York State Quality Child Care Support Services Issued: 7/18/2017 Amended: 8/16/2017
EXECUTIVE OVERVIEW Purpose and Procurement Objectives OCFS serves New York’s public by promoting the of our children, families and communities. OCFS seeks proposals from qualified not-for-profit organizations that will provide NYS Quality Child Care Support Services for high quality training and technical assistance to NYS Child Care Resource & Referral (CCR&R) agencies. There are four components to the RFP, which include: Training and technical assistance to the statewide network of CCR&Rs; Training and technical assistance to the regional Infant/Toddler Training and Technical Assistance Centers (ITTACs); Training and technical assistance to directors of child day care centers and school-age child care programs; Data collection and analysis (including the compiling and analysis of CCR&R data on an annual and preparing a draft CCR&R biennial report for OCFS to finalize and submit to the NYS Governor and Legislature). The available funding for this RFP and the resulting NYS statewide training and technical support services contract is expected to be approximately $1,058,000 annually and is subject to the continued availability of funding and the needs of New York State. The funds will be awarded through a competitive bid process to a single not-for-profit organization that demonstrates they have the ability to provide services specifically targeted to training and technical support services for CCR&Rs on a statewide basis. Background OCFS a not-for-profit organization working to expand the supply and accessibility of affordable high-quality child care in NYS. The organization awarded a contract under this procurement will need to demonstrate the capacity to provide the following child care related services: training and technical assistance; data collection and analysis (including the compiling and analysis of CCR&R data on an annual basis and preparing a draft CCR&R biennial report for OCFS to finalize and submit to the NYS Governor and Legislature); information and public education services to child care and early learning organizations; coordination of services with state and local government, businesses, schools and faith-based and community based organizations. Bidders must read and familiarize themselves with the entire procurement document prior to preparing and submitting proposals. Ambiguities or omissions will not be determined in the bidder’s favor.
2017 CONFERENCE KEYNOTE: Diffley Atina Diffley is an organic farmer, activist, public speaker, and author of the 2012 award-winning memoir, Turn Here Sweet Corn: Organic Farming Works. From 1985 to 2008, she and her husband, Martin, ran the Gardens of Eagan, an urban-edge, organic vegetable farm, which he started in 1973 as one of the first certified organic produce farms in the Midwest. In 1989, the 5th-generation Diffley family land was lost to suburban development. The Diffleys started over on new land, but faced eminent domain again in 2006 when threatened by a crude oil pipeline owned by Koch Industries. Atina successfully led a legal and citizen campaign against the notorious polluters that lead to the creation of an Organic Mitigation Plan that provides protections for the soil and certification of threatened organic farms in Minnesota. SPONSORSHIP PACKAGES SPONSOR BENEFITS Sustainer - $10,000 Harvester - $5,000 Seed - $4,000 Educator - $3,000 Wi-Fi Connector - $2,500 Cultivator - $2,000 Pollinator - $1,000 Grower - $500 Food Sponsor – $500+ value Media Sponsor – In-kind Special Recognition (see descriptions on next page) Keynote Sponsor X Awards Sponsor X Meet and Eat Reception Sponsor X Educational Track Sponsor X Wi-Fi Connector Sponsor X CFSA Business Membership (see NEW benefits on next page) Complimentary X X X X X X Conference Program Book Full-page ad X Half-page ad X X Quarter-page ad X X X Listing X X X X Exhibit Space Complimentary X X X Conference Registration including Meal Package
7 What's your risk of choice? 4 & 5 Yes if show clips 1-5 Hot seating 8 How much is too much? none yes 9 Healthy Relationships 9 Yes if show clips 10 Online relationships none Yes 11 to tell or not to tell 10 Yes if use clips 1-9 then clip 10 and end with 11 & 12 to complete the story Yes Thought tracking 12 When is a sexual relationship offensive? 11 & 12 Yes if show film Yes Some suggested combinations for Drop Down Days: Relationships: - Session 4 (showing clips 1-8), Session 9 (clip 9), Session 11 (clip 10) and Session 12 (clips 11 & 12) behaviour: - Session 2 (clips 1-4), Session 7 (clips 4 & 5), Session 10, Session 11 or 12 and show remainder of film (clips 6-12) Alcohol: -
Social media Radio stations Television stations Newspapers Public meetings The person responsible for distributing written information, releases and public service announcements to the public and the media is: The person responsible for coordinating educational opportunities for the public is: 3. Awareness The community coordinates the dissemination of storm preparation information during state‐wide and national weather and emergency awareness programs. The dates of upcoming statewide and national weather and emergency awareness weeks and days that will be the focus of information dissemination are listed below: Air Quality Awareness Week Fire Prevention Week Hurricane Preparedness Week Severe Weather Preparedness Week Tsunami Awareness Week Flood Awareness Week Heat Awareness Day Lightning Safety Awareness Week H. PREPARATION RECORD KEEPING The following records are maintained and kept in the tree care manager’s office and online in a cloud‐based storage service as appropriate. Storm mitigation team contact information Storm mitigation team meeting announcements, agendas and minutes Community Forest Mitigation Plan Storm mitigation map Memoranda of understanding Advance readiness contracts Data and cost information for:  Program administration (personnel and overhead)  Tree canopy assessments  Tree risk assessments  Tree inventory assessments  Tree pruning  Cabling and bracing  Lightning protection  Tree removal
Coordinated Food Survey Plan 2018‒2021 Tier 1: National and Binational Coordinated Surveillance and Monitoring Activities Lead Agency Survey Description Participants 2018/19 (Qtr) 2019/20 (Qtr) 2020/21 (Qtr) Jul 18 Oct 18 Jan 19 Apr 19 Jul 19 Oct 19 Jan 20 Apr 20 Jul 20 Oct 20 Jan 21 Apr 21 APPLIED RESEARCH SURVEYS TAS DHHS Survey of mercury in fish ALL – data submission All- data submission A survey report has been prepared and will be considered in the context of FSANZ’s broader review of mercury. Vic DHHS Undeclared alcohol in fermented softdrinks Vic DHHS, NSW, SA DoH, DAWR, QLD, Tas Sampling and analysis have been completed. Survey report to be drafted. NSW FA Hemp Seed Food Compliance Vic DEDJTR, NSW, DAWR, QLD, NZ, FSANZ, SA, TAS, WA Coordinated surveillance and monitoring activities in support of the work of FRSC in monitoring implementation of the revised Standards. ONGOING MONITORING
sourced as outlined in Annex I of this Audit Protocol. Step D: Conduct the risk assessment for all material originally purchased by the supplying smelter. See section XII for detailed requirements. Determine the category of material Determine the risk level for each purchase Conduct the risk assessment. For Level 2, Level 3, and Other CAHRA purchases, conduct risk mitigation in accordance with the OECD Due Diligence Guidance. Tin Refining Companies & Tolling Independent tin refiners perform the tasks of removing impurities or other unwanted materials. In cases of tolling, a conversion of the overall makeup of the materials including the treatment or removal of specific undesirable elements is carried out by a smelter on behalf of the client. Material sent to another smelter for processing is considered part of the audited smelter’s receipts and production. Material received from another smelter for processing is considered part of the supplying smelter’s receipts and production. Materials demonstrated to be from a CFSP (or equivalent) compliant smelter: CFSP, or equivalent, compliant smelters requirements apply. Materials produced by a non-CFSP (or equivalent) compliant smelter: Non-CFSP, or equivalent, compliant smelters requirements apply. Where the same material is shipped to another smelter for processing and the same material is returned to the audited smelter, requirements are: Tolling Agreement or agreement with tin refiner Transportation documentation for all transfers of physical material between the audited smelter, the tin refiner and tolling smelter Documentation demonstrating segregation of material sent for tolling / refining, e.g. Internal material control process / procedures Production records for material sent Site visit report of the smelter or refiner If the above documentation is not available: LIS (or equivalent) from the supplying smelter; Documentation of origin for each material initially used by the tin refiner or tolling smelter to produce the materials received, in accordance with the tables in Annex I.
G2. Case Participant Table: Name Role Relationship to Child Address + Phone Interview (yes/no) Item 1: A1. Reports Table Report Date First Name of Child Allegation Priority Level Assessment or Investigation Date Assigned for Investigation Date investigation/ assesment initiated Date of face to face with child
REVISION QUESTIONS: CASH FLOW STATEMENT; ANALYSIS AND INTERPRETATION OF FINANCIAL STATEMENTS Activity Cash Flow Statement Calculation of financial indicators Analysis and interpretation Other One Purpose of CFS Complete CFS paid paid Activities Activities in C & CE Interpretation of decisions reflected in CFS Acid test ratio Earnings per share Return on shareholders’ equity Debt equity ratio Financing of expansion Dividend policy Alternative investments Fixed Asset Note: Calculate missing figures Two Note for Cash Generated from Operations Complete CFS Activities Activities Interpretation of major decisions reflected in CFS Current ratio Debt equity ratio Net asset value per share Interpretation of price at which shares were issued Analysing loan paid back Audit report Type of report Consequences of audit report on CEO for company Three (2 companies) Calculate figures in CFS: of loans from of shares assets purchased Acid test ratio Earnings per share Net asset value per share Return on average shareholders’ equity Working capital and liquidity Use of loans Return, earnings and dividends Market value of shares Concepts relating to analysis and interpretation of FS Interpretation of Audit report Four Calculate figures in CFS: paid paid from issue of shares of shares % Net profit after tax on sales Debt equity ratio Return on average shareholders’ equity Operating efficiency Return, earnings and dividends Issue price of shares Repayment of loan Interpretation annual report
change in C & CE & CE at beginning of year Interpret major decision reflected in CFS Five Complete CFS paid paid Activities Activities in C & CE Interpretation of decisions reflected in CFS Net asset value Debt equity ratio Liquidity Loan Effect of repurchase of shares on control of company Fixed Asset Note: Calculate missing figures
Please list them. APPENDIX C Components of Advanced Clinical Case – Oral Presentation Possible Earned General Requirements Must be a couple or family A minimum of 12 sessions seen Presenter as single therapist or lead (if co-case) who takes responsibility for case decisions Total time – 50 to 55 minutes N/A N/A I. Introduction to Family Description of family; e.g., race, SES, presenting problem, number of sessions, etc. Genogram (three generation if possible, show alliances, conflicts, unit of treatment, households, etc.) 15 II. Presentation Materials Power Point presentation with film clips(with video summary) from a minimum of 3 separate sessions (if possible, illuminating varied parts of presentation; e.g., theoretical model, treatment plan, outcome) (10 points) Uniform Treatment Plan, including DSM diagnosis, goals, etc. (5 points) Handouts for peers (includes references in page numbers for them.) (5 points) 20 III. Therapist Process and Treatment Plan Component Theoretical orientation including: reason for choice and appropriateness for case. (10 points) Treatment Plan (or theoretically appropriate reason for not having one)-see II-2 (10 points) Use of assessment instruments: what you used and how it informed treatment and assessment of progress/outcome (5 points) Specific tracking of client progress (e.g., pre- post- DAS, pre- post-Beck) Specific tracking of client –therapist relationship & satisfaction with therapy (e.g., SEQs) Ethical/Professional issues: therapist process-what decisions faced; how were treatment decisions made; how did case framework/theory influence decisions. (10 points) Process summary (10 points) Points of consultation (e.g. peak and valley sessions which you brought to supervision). (5 points) Recommendations (10 points) 60
PSQF:7356 Process and Outcomes in Counseling Psychotherapy 3 PSQF:7460 Seminar: Research in Counseling 4 Comprehensive Exam: Portfolio Defense 0 PSQF:7493 PhD Thesis in Psychological and Quantitative Foundations 9 Total Credit Hours 73
Machine / Equipment / Software / Tool / Product Specifications Brand / Make Earnest Money Deposit (EMD) 1 Post Bed Single Needle Sewing Machine Max sewing speed: 2500 Rpm Reputed 4 6000 Max stitch Length: 7 mm Max Stitch thickness: 6 mm Power-600W Variable to 4000 rpm Needle System –DPx5 Feeding Type: Roller Feed type with top roller, bottom roller and needle feeding. Motor-Power saving clutch motor With table/clutch motor/stand Origin preferably from European / US / Taiwanese Total Weight-78KG 2 Skiving Machine Motor: 1/2 HP Clutch Motor Reputed 2 2400 Skiving -50 mm Knife speed:1270 rpm Knife axial displacement:30 mm Feed wheel speed:62,99,132 Rpm Maximum feeding speed-1200 times per minute Noise level- should be low noise , Precision bearings Sharpening wheel-Knife sharpening wheel by clutch control to save energy Belt tension device- automatic With Table / Clustch Motor / Stand Origin preferably from European / US / Taiwanese Weight-67 KG 3 Flat Bed Single Needle Sewing Machine Max sewing speed: 3500 Rpm Reputed 6 2000 Max stitch Length: 7 mm Max stitching width: 6 mm Needle System – DPx5 Feeding –straight needle, link take up and rotating hook to form lock stitch Origin preferably from European / US / Taiwanese With Table / Clustch Motor / Stand Total Weight-52 KG 4 Sole Trimming machine Dimension : 50 x 60 x 140 cm Reputed 1 2000 Strokes of the blade : 5000 pm Light Installation : 12 V - 20 W Production Capacity for 8 Hours : 500 / 800 pairs Eccentric part of Head should be work into an Oil bath. The Machine should be equipped with a suitable device for sharpening the blade 3 phase motor : 0.25 kw Should be low noise Weight : 70 Kg 5 Toe / Upper Mulling machine Double Station Volt:240v,50 Hz Power: 1.8 kw Dimension: 540mm x 770mm x 1350mm Weight: 160 Kgs Production capacity: 1400 pairs/ 8 hours
C6 Reference #** 11: Name: cmpd 5c Potency:EC50 8 microM Solvent: DMSO For Use: M.W.:313.19 C7 Reference #** 21: Name:Genzyme cmpd 48 only 10mg will be provided Potency:EC50 300 nM Solvent: DMSO Hints For Use: M.W.472.6 C8 Reference #** Vertex patent Potency:EC50 Solvent:DMSO Hints For Use: M.W.:282.27 C9 Reference #**18 Name: KM11060 Potency:EC50 < 1 microM Solvent:DMSO Hints For Use: M.W.:422.33 C10 Reference # 18 Name: KM11057 Potency:EC50 > 100 microM Solvent:DMSO Hints For Use: Inactive derivative of C9 (KM11060) M.W.:387.88 C11 Reference #: 19 Name: Dynasore Potency:EC50 10-20 microM Solvent: DMSO Hints For Use: An inhibitor of dynamin, blocks CFTR endocytosis M.W.:322.31 C12 Reference #: 11 Name: 2i Potency:EC50 5 microM Solvent: DMSO For M.W.:284.35 C13 Reference #: 11 Name: 4c Potency:EC50 2 microM Solvent: DMSO Hints For M.W.:434.53
CFO Roundtable Meeting Westborough Doubletree September 29, 2017 AGENDA State Budget and Legislation Update Federal Update MassHealth Reimbursement Issues – Testimony from 8/21 hearing Pharmacy – Testimony from 8/21 hearing Proposed Member Enrollment activities Waiver Issues Testimony to EOHHS on Amendment #1 – member transfer Testimony to EMS on Amendment #2 - transportation Connector Care – enrollment enforcement changes Patient Enrollment Issues Bad Debt Other Issues
Asian or Asian British Bangladeshi Indian Pakistani Other Asian background Please specify____________ Black or Black British African Caribbean Other Black background Please specify___________ Mixed White & Asian White & Black African White & Black Caribbean Mixed background Please specify___________ White British Irish Other White background Please specify___________ Other Ethnic Group Chinese Other Ethnic Group Please specify___________ 6 Please select the option which best describes your sexual orientation Gay woman/Lesbian Gay man Bisexual Heterosexual/Straight Other sexual orientation 7 Please indicate your religion or belief Atheism Buddhism Christianity Hinduism Islam Jainism Judaism Sikhism Other I have no religion or belief
8 Do you consider yourself to have a disability? Yes No If answered ‘Yes’ please state the type of impairment which applies to you. People may experience more than one type of impairment, in which case you may indicate more than one. If none of the categories apply, please mark 'Other' Physical impairment Sensory impairment Learning disability/ difficulty Mental health condition Long-standing illness Thank you for taking the time to complete this form. Your replies are anonymous and will remain confidential.
I can evacuate independently to the designated area I can evacuate with assistance to the designated area In the event of a fire please ensure …that staff are available to offer reassurance as I will be A brief description of what will happen to me to ensure my safety in the event of a fire – (If the procedure is different for a night time evacuation to that in the daytime please give a brief description of both procedures) The plan for the evacuation of ……………………………………………..was Completed by …………………………………… Registered Manager/Owner Agreed by ………………………………………. Resident/residents representative On …………………….. date For the use of the Registered Manager/Senior Carer only: This plan was reviewed in staff training on : Date ………………………………….. Signed …………………………….. Date ………………………………….. Signed …………………………….. Date ………………………………….. Signed …………………………….. Date ………………………………….. Signed ……………………………..
John the Baptist says… Every tree that does not bear good fruit will be cut down. What good things will you do for Jesus? Luke 1: 39-45 Virgin Mary tells Elizabeth her cousin, “My soul magnifies the Lord.” in her Magnifcat. How will you “magnify” the Lord or make Him bigger, in your life coming year? Christmas Gospel
INDIVIDUAL CLOTHING AND EQUIPMENT RECORD CF 892A NAME AND INITIALS RANK (USE PENCIL) CADET NUMBER ADDRESS DATE OF LAST PARADE TOS DATE AIR UIC 7346 CORP/SQN NO. AND NAME 608 Duke of Edinburgh RCACS DATE OF PHONE CALL SOS DATE DATE ACCOUNT OPENED DATE ACCOUNT CLOSED TELEPHONE NUMBER DATE LETTER SENT NUMBER ITEM NAME SIZE ISSUED RETURNED QTY DATE CADET INITIALS QTY DATE SUP O INITIALS
applicable standards is listed below: DOE Order 151.1C – Comprehensive Emergency Management System DOE Order 413.3A – Program and Project Management for the Acquisition of Capital Assets, Change 1 issued 7/28/06 (verify). DOE 414.1C – Quality Assurance DOE Order 420.1B – Facility Safety DOE 430.1B – Real Property Asset Management (2/8/08) DOE Order 430.2B – Departmental Energy, Renewable Energy and Transportation Management DOE Order 450.1A – Environmental Protection Program (6/4/08) DOE STD-1066-99 – Fire Protection Design Criteria DOE STD-1073-2003 – Configuration Management DOE Guide 420.1-2 – Guide for the Mitigation of Natural Phenomena Hazards for DOE Nuclear Facilities and Non-Nuclear Facilities 10 CFR 835 – Radiological Protection Program 10 CFR 851 – Worker Safety and Health Program 10 CRF 851.23 – Safety and Health Standards Internal Fermilab permits and work notifications as described in the Fermilab ES&H Manual (FESHM) Fermilab Director’s Policy Manual () Fermilab Engineering Manual () Enterprise Standards Enterprise standards from regulatory agencies, code bodies and trade organizations also provide requirements for the design and construction of the PIP-II conventional facilities. The Fermilab Engineering Standards Manual provides a comprehensive listing of applicable and adopted building codes and design standards. The applicable standards are listed below: Codes, Standards, and Guidelines International Building Code (IBC) – 2009 Edition International Energy Conservation Code – 2009 Edition International Fire Code – 2009 Edition International Mechanical Code – 2009 Edition Minimum Design Loads for Buildings and Other Structures – ASCE 7-05 Building Code Requirements for Structural Concrete – ACI 318-05 Specification for Structural Steel Buildings – AISC 360-05 Building Code Requirements for Structural Concrete and Commentary – ACI 318-08 Building Code Requirements for Masonry – ACI 530-05 Illinois Plumbing Code – 2004
Facilitate the development of students as global citizens? Diverse and Inclusive (AP) TO WHAT EXTENT DOES THE PROGRAMME… VERY MUCH VERY LITTLE Take pro-active and anticipatory account of the needs of the varied student body in its learning outcomes and delivery? Incorporate a variety of assessment methods to allow all students to demonstrate their ability to meet the learning outcomes of the programme? Allow for collaboration of students and tutors to create an inclusive community of learners to which everyone feels they belong? Pedagogic Principles TO WHAT EXTENT DOES THE PROGRAMME… VERY MUCH VERY LITTLE Connect disciplinary or theories from different modules to form a coherent integrated whole? Articulate the pedagogies used in the course and share these with students? Support students in their transition to higher education? Use diverse and inspiring approaches to teaching and learning? Make use of opportunities offered by learning technologies? Offer progressive challenge from the start as per the ? Align teaching and learning methods and assessment with programme-level learning outcomes? Plan assessment to contribute directly to learning and skill development?
Track-1: Applications Machine Learning Big Data processing and applications Artificial Intelligence Natural Language Processing Data mining, Information retrieval Computer vision, Image processing Pattern recognition Audio and speech processing Computational science applications Scientific computing applications E-commerce applications, Web services Cloud computing applications, Biomedical applications, Emerging applications in Healthcare, Engineering, etc. Track-2: Algorithms Parallel and Distributed Algorithms Combinatorial and Graph Algorithms Scheduling and Load Balancing Algorithms Numerical Algorithms Randomized, Approximation, and Streaming Algorithms for Parallel Processing Locality-Aware, Power/Energy-Aware Algorithms, Optimization Algorithms Complexity Theory Algorithms for Big Data/Data Intensive Parallel Computing Algorithms for Security and Privacy Fault-tolerant Algorithms Network and Algorithms Track-3: Systems Ad hoc, Sensor, Vehicular, Underground and Underwater Networks Cloud, Cluster, Grid and P2P Computing, virtualization Cryptography and Applied Mathematics Distributed Computing Track-4: Education Computing and Data Science Literacy across all Science, Technology, and Social Science Disciplines,Introductory Computer Science Course Sequence Parallel, Distributed and High Performance Computing courses,Computational Science courses Peer
Embedded Systems and Robotics, Embedded Systems and VLSI Multi-FPGA reconfigurable systems and architectures Enterprise, data center, and storage-area networks Performance evaluation of networks and distributed systems High Performance Computing Evolutionary Computing Heterogeneous Computing Models and Systems Information Security Intelligent Systems, Next generation Internet Parallel and Multi-core Computing Security, Trust and Privacy Smart phones and Security Social Network behavior, Modeling, and Analysis, Wireless Networking Computer Engineering and Computational Engineering courses Curricular Issues in Computing Programs Pedagogy for Computing courses Systems, Networks, and Architecture courses Programming Language and Tools Algorithms, Automata and Discrete Math courses Novel Elective courses, Cyber Security courses Experience and Case Study reports Laboratory, Projects, and Internship courses Collaborative work and learning Integrated Curriculum IT Entrepreneurship Education Assessment Methodology Employers’ Experiences with and Expectation of Graduating Students. Track-5: Industry The focus of the track is on papers that discuss industrial practice and experience reports describing problems and their solutions encountered in real applications. The paper can also be on describing the challenges involved in knowledge and technology transfer from academia to industry and vice-versa for real industry
What is the influence of A on B? Other words indicate specific kinds of causal relationships, such as: Affect. Determine. Impact. Predict. Lead to. When the question asks for "effects," it is asking for a cause-effect relationship between or among variables. The conceptual version of the causal or predictive questions is straightforward: What is the effect of A on B? Or you might ask, what is the influence of A on B? To what extent is B affected by A? Does A predict B? The operational version of the question needs to be carefully framed to detect precisely the kind of causal relationship you are interested in. Is there a statistically significant difference between mean reading scores of rural special education 3rd graders who spend more than 60 minutes a day on the school bus as compared with those who spend fewer than 30 minutes a day on the school bus? This operational question would be asked when a cause-effect relationship is suspected. If a statistically significant difference is found and if that difference is reasonably strong, the conclusion might be that time on the school bus affects, influences, impacts, predicts, perhaps even causes differences in the reading scores. Quantitative Research Questions Measure Variables Very simply, quantitative questions measure variables. We have found that a large number, perhaps a majority, of doctoral learners do not really understand variables, and this lack of understanding causes them significant time loss when writing their proposals. Remember, the research question is the "driver" of your methodology and design, and if you do not understand your variables, your question will be off-track and the design may be wrong. If you have any confusion about any of these terms please take a minute and study the handout on variables available in the courseroom or refer to the discussions of variables in your statistics and research methods texts. We have one more element to consider regarding quantitative research questions—namely, hypotheses. Hypotheses Again, you may be familiar with hypotheses, but if you are not, please review your research methods and statistical textbooks to refresh your understanding. Discussing why hypotheses are necessary in quantitative research is beyond the scope of this particular document. First, here are the characteristics of hypotheses. Hypotheses are declarative sentences, not questions.
Division Unpacking Outcomes: Career Ed 6 Unpacking the Outcome Change and Growth (CG) Outcome CG6.2 Analyze the benefits of developing personal competence in building healthy relationships (i.e., emotional, spiritual, mental, and physical). Outcome (circle the verb and underline the or noun phrases) Analyze-benefits-competence-relationships KNOW UNDERSTAND BE ABLE TO DO -interpersonal and group roles and dynamics -good behaviors and attitudes -“I feel…” statements -problem solving techniques -Vocabulary: diversity, stereotyping, bias, tolerance, volunteers, social responsibility -That good behaviors and attitudes contribute to positive interactions -That there are appropriate ways to express personal feelings -That there are strategies to communicate effectively with others -That there are skills, knowledge and attitudes for resolving conflict with peers and adults -That diversity is to be respected and appreciated -That helping others has positive benefits for self -Examine one’s behaviors and attitudes in interpersonal and group situations and determine those that contribute to positive and effective interactions -Examine personal feelings and appropriate ways to express feelings -Select effective strategies for interpersonal and group communication skills and analyze why they are effective -Demonstrate effective skills, knowledge, and attitudes for resolving conflicts with peers and adults and recognize when different strategies may be needed -Demonstrate openness and appreciation to the diversity of cultures and people (e.g., ages, socioeconomic status, sexual orientation, spiritual beliefs) -Examine effects of helping others ESSENTIAL QUESTIONS How can I interact positively with others? How can conflicts be resolved effectively? How can I affect the lives of others in positive ways?
DSST: Conservatory Green MIDDLE SCHOOL 2017-2018 Bus Schedule MORNING Daily Route 729 ARCHULETA E MAXWELL PL) 7:26 ARRIVE @ DSST: CONSERVATORY GREEN (8499 STOLL PL) 7:40 Route 730 MLK MS (FLANDERS WAY AND 47TH AVE) 6:57 PITTWALKER E 51ST PL) 7:05 CEYLON ST & E 58TH AVE [NE] 7:11 DILLON ST @ E 47TH AVE [NW] 7:25 DSST: CONSERVATORY GREEN (8499 STOLL PL) 7:40 Route 731 3249 MILWAUKEE ST 6:48 3415 ASH ST [W] 6:53 SMILEY MS [S] (E 26TH AVE AND KEARNEY ST) 7:01 E 28TH AVE @ULSTER ST [S] 7:06 DSST: STAPLETON (E 22ND AVE WEST OF SCHOOL DRIVEWAY) 7:10 BILL ROBERTS (E 22ND ST EAST OF SCHOOL DRIVEWAY) 7:13 E 28TH AVE @ GENEVA ST [N] 7:18 E 34TH AVE @XANTHIA ST [NE] 7:27 DENVER DISCOVERY (TRENTON ST SOUTH OF 1ST DRIVEWAY) 7:30 DSST: CONSERVATORY GREEN (8499 STOLL PL) 7:40 Route 732 5560 POTOMAC WAY 7:09 5071VICTOR WAY [NW] 7:19 AMAESSE (SCRANTON ST @ ELMENDORF PL) 7:30 DSST: CONSERVATORY (8499 STOLL PL) 7:40
non-profit organizations, education and training providers, and/or Federal, state, tribal and local governments. These efforts should align with the leveraging efforts you proposed in your grant application and match leveraging data reported in ACRES. 1.4 Progress in Meeting the Cost Share Describe your status in meeting the 20% cost share for this grant. Include the amount documented to date, the sources of the cost share, and plans to make up the difference. Also include the steps you are taking to ensure that you will meet the cost share by the end of the grant period of performance. (If you received a cost share waiver and do not have to meet the cost share requirement, please state so.) Required cost share amount (20% of total grant) Cost share information for this quarter Total Cost Share Amount Met Cost share date Cost share source Cost share amount $ XX,XXX Month/Date/Yr $XX,XXX $XX,XXX Describe how you plan to make of the remaining balance of the cost share: 2. PROJECT FUNDS Include tables with details about how much was spent by task and object class and how much program income was generated and/or expended. Tables similar to the ones following may be used to summarize the overall finances for the project. If your cleanup grant includes both hazardous substance and petroleum funding, you must have separate budget tables for each funding type. Table 1: Costs incurred by task and object class for the quarter. Task 1 (insert task name) Task 2 (insert task name) Task 3 (insert task name) Task 4 (insert task name) Total Personnel Fringe Benefits Travel Supplies
Referral via SARF or CAF or Single Assessment for step downs. Please note that capacity is limited. CAF/TAC approach Focused on MASH Social Care Tier 3 Threshold not met (requires support). Gateway Panel referral CiN Step down (CAF/SARF community referral) Children’s services commissioning led Targeted Youth and Parenting work includes: ‘Bridging Projects’ for disabled YP in 4 locations across Wiltshire. For Bridging projects Young parents and carers projects For young parents/carers LGBT youth work and support projects (Lesbian, Gay, Transgendered) For LGBT Wiltshire Council Wiltshire Families First Intensive Parenting Service (CAF/My Support Plan/My Plan) Wiltshire Families First intensive parenting interventions at Tier 2 (CAF) Accessed via Gateway Panel resource allocation For WFF For Gateway Coordination Wiltshire Youth Arts Project (Traded Service) Targeted youth and Arts Activities for children and young people.