zilongwang/ReadingBank huggingface dataset:
Name of Certificate Arc Welder Coordinator Contact Information Name Bobby Coffey Office Danville Campus Office 859-246-6888 Email Bobby.coffey@kctcs.edu Recommended Sequencing First Year, Fall WLD 100 Oxy-Fuel Systems WLD 101 Oxy-Fuel Systems Lab WLD 120 Shielded Metal Arc Welding WLD 121 Shielded Metal Arc Welding Fillet WLD 123 Shielded Metal Arc Welding Groove Year, Spring WLD 170 Blueprint Reading for Welders WLD 171 Blueprint Reading for Welders Lab WLD 140 Gas Metal Arc Welding WLD 141 Gas Metal Arc Welding Fillet WLD 143 Gas Metal Arc Welding Groove Second Year, Fall WLD 130 Gas Metal Arc Welding WLD 131 Gas Arc Welding Fillet WLD 133 Gas Arc Welding Groove Notes/Additional Information In addition to admission to the College, students must meet the following ACT or COMPASS requirements for admission to the Welding Technology Program to pursue a Certificate. Must complete a minimum of 24 credit hours of the classes above.
Name of Certificate Gas Welder Coordinator Contact Information Name Bobby Coffey Office Danville Campus Office Phone 859-246-6888 Email Bobby.coffey@kctcs.edu Recommended Sequencing First Year, Fall WLD 100 Oxy-Fuel Systems WLD 101 Oxy-Fuel Systems Lab Notes/Additional Information In addition to admission to the College, students must meet the following ACT or COMPASS requirements for admission to the Welding Technology Program to pursue a Certificate. Must complete a minimum of 4 credit hours of the classes above.
Example – COACHING Aim Insert coaching aim/s. E.g. To provide high quality coaching for junior members. Objective E.g. To have a level 2 qualified coach for each junior section. Objective 2 Objective 3 Objective 4 Action Plan Objective (what needs done) How (how you intend to achieve objective) Who (responsibility) When (timescale) Finance (cost - if any) Completion & year completed) E.g. Have a level 2 coach for each junior section 2 junior lead coaches to attend NGB level 2 coach course Youth Coordinator and relevant coaches By September 2009 £600 To be on completion Example – CLUB FACILITIES Aim Insert club facility aim/s. E.g. To provide members with high quality and appropriate facilities. Objectives E.g. Secure an indoor venue for junior winter training. Objective 3
Name of Certificate Gas Welder Coordinator Contact Information Name Bobby Coffey Office Danville Campus Office Phone 859-246-6888 Email Bobby.coffey@kctcs.edu Recommended Sequencing Year, Fall WLD 100 Oxy-Fuel Systems WLD 101 Oxy-Fuel Systems Lab Information In addition to admission to the College, students must meet the following ACT or COMPASS requirements for admission to the Welding Technology Program to pursue a Certificate. Must complete a minimum of 4 credit of the classes above.
Name of Certificate Gas Tungsten Arc Welding Coordinator Contact Information Name Bobby Coffey Office Danville Campus Office Phone 859-246-6888 Email Recommended Sequencing Year, Fall WLD 100 Oxy-Fuel Systems WLD 101 Oxy-Fuel Systems Lab First Year, Spring WLD 170 Blueprint Reading for Welders WLD 171 Blueprint Reading for Welders Lab Second Year, Fall WLD 130 Gas Metal Arc Welding WLD 131 Gas Metal Arc Welding Fillet WLD 133 Gas Arc Welding Groove Notes/Additional Information In addition to admission to the College, students must meet the following ACT or COMPASS requirements for admission to the Welding Technology Program to pursue a Certificate. Must complete a minimum of 17 credit hours of the classes above.
clubsportnl Sports Summit 2015 Booking Form Please tick all courses you wish to attend and complete the form overleaf Morning Courses 9:30am Cost Course Tick Candidate Information Safeguarding and Protecting Children 1 FREE* / £30 Sports Psychology, Sport Science & Club Funding FREE* / £30 Positive Coaching Scotland FREE Disability Inclusion Workshop FREE* / £30 Early Afternoon Courses 1pm Start Cost Safeguarding and Protecting Children 1 FREE* / £30 In Safe Hands – CP Officers course FREE* / £30 Positive Coaching Scotland FREE Disability Inclusion Workshop FREE* / £30 Late Afternoon Courses 4pm Start Cost Safeguarding and Protecting Children 2 FREE* / £30 Sports Psychology, Sport Science & Club Funding FREE / £30 How to coach disabled people in Sport FREE* / £30 Coaching Talented Athletes FREE 28th & 29th March 9:30am - 5:00pm both days Cost Sports Injuries First Aid (SFA Approved) FREE* / £60 * These courses are free for clubsportnl, sports coaches of North Lanarkshire Leisure and Active Schools volunteers Courses are allocated on a 1st come 1st served basis. Refreshments will be served between all courses/workshops.
Execute and Submit with Bid. BIDDER’S ACKNOWLEDEGEMENT STATEMENT NOTE: THE INFORMATION CONTAINED HEREIN IS A SUMMARY OF VITAL CONTRACT PROVISIONS AND DOES NOT CHANGE THE CONTRACT DOCUMENTS THAT WILL GOVERN THIS PROJECT. Division of Public Works Project No. By submitting a bid for this project, the undersigned bidder agrees that, if awarded the contract for construction, Contractor will conform to all conditions and requirements of the contract, including but not limited to: Contractor agrees to comply with subparagraph 13.1.3 of the Supplementary Conditions pertaining to Sections 44-1001 and 44-1002, Code requiring the employment of 95% bona fide Idaho residents and providing for a preference in the employment of bona fide Idaho residents and regarding the employment of persons not authorized to work in the United States. Contractor will substantially complete the work within the time stated in the contract documents, or as modified by Change Order. If the Contractor fails to substantially complete the Project within the time stated in the contract documents, or as modified by Change Order, the Contractor agrees that the Owner may deduct from the contract amount liquidated damages in the amount per calendar day indicated in the Contract Documents times the number of calendar days until the project is Substantially Complete, as defined in the Contract Documents and as determined by the Architect (or Engineer). The Contractor agrees that the amount allowed for overhead and profit on any Change Order is limited to the amounts indicated in paragraph 7.3.10 of the General Conditions of the Contract for Construction, as supplemented, which are stated below. for total changes of $10,000 or less in direct cost, the amount allowed for overhead, profit, bonds and insurance for the Contractor and all subcontractors of any tier combined shall not exceed twenty percent (20%) of direct costs. for total changes exceeding $10,000 in direct cost, the amount allowed for overhead, profit, bonds and insurance for the Contractor and all subcontractors of any tier combined shall not exceed fifteen percent (15%) of direct costs. the Contractor will determine the amount of overhead and profit to be apportioned between the Contractor and its subcontractor of allowable amounts of overhead, profit, and insurance. The Contractor agrees that Change Orders are governed by the General Conditions of the Contract for Construction, as supplemented, including but not limited to Section 7.2.3 and Section 7.2.4 of the Supplementary Conditions:
City of Titusville INTEROFFICE MEMORANDUM L. DATE: 22, 2018 31, 2017 The purpose of this memorandum is to report on the Fund and Department expenditures as required under Section 2-87 of the City Ordinance Code. This report is for the period ending December 31, 2017. The Summary Budget Report contains expenditures summarized at the fund and at major department levels in the General Fund. This report is reviewed by Finance to evaluate any budget variances outside the normal operating limits by the department/division. Through the end of December 2017, fund/department unexpended budget balances are projected to be at or above 25 percent of the current Annual Budget. An analysis of this report, based on the criteria above, indicates that overall most operating funds/departments are meeting this benchmark. Explanations are included below. While most funds/departments are managing to the bottom line benchmark, the following variances are worth noting: General Fund/Law Enforcement – Investigations, Travel & Per Diem, Timing of insurance payments, Books/Pubs/Subs/Mems General Fund/Public Works/Admin – Communication Services General Fund/Public Works/ Engineering – Timing of insurance payments General Fund/Economic Development – Professional Services, Communication Services, Books/Pubs/Subs/Mems General Fund/Non Departmental – Other Services, Timing of insurance payments Debt Service Funds – Timing of debt payments Municipal Marina/Operating – Timing of insurance payments Loss Fund – Professional Services, Timing of insurance payments, Miscellaneous Operating In addition to reviewing expenditures, Finance analyzes revenues as compared to the Annual Budget. The Summary Budget Report shows the total revenue received by fund through December 2017. Any variance is due to timing differences between the receipt of revenues and the publication of financial reports. Revenue collections are meeting projections and are expected to continue through the fiscal year. Please direct any questions concerning this memorandum to me at 321-567-3715. Cc: Executive Leadership Team Finance Budget Team
Note for the meeting Hon’ble Minister on 28-04-2017. Reduction in Area due to the following. Area in AEO's Jurisdiction. Farmer wise Information. Information regarding sheep population and other livestock. Information regarding Farm Mechanization and Micro Irrigation facilities. Abstract of Farm implements/ Machinery available and requirement as per the AEO cluster. Identification and place for construction of meeting shed/godows in any village which is centrally located in AEO jurisdiction. Identification the areas where hailstorms frequently occurred to adjust the cropping pattern and sowing time of crops to avoid loss. Identification of dark area if any in AEO’s jurisdiction.
Name Observer Date: Time/duration DOB/age (in months) Observation or Photograph (What am I PSED: CL: PD: L: M: UW: EAD: Characteristics of Learning (How am I Learning?) Playing & Exploring ‘Engagement’ Active Learning ‘Motivation’ Creating & Thinking Critically ‘Thinking’ Showing curiosity Exploring Using senses Engaged/focused Showing particular interests Risk taking New activity/challenge Self-Belief Imaginative/role play Joining in /team work Motivated Enthusiastic/excited Making choices Persevering Attentive/focused Confident/I can attitude Self-satisfaction Energetic Achieving Thinking of ideas Problem solving/logical Adapting /changing Predicting/estimating Ordering/sequencing Describing Planning Evaluating Collaborating Next Possible Lines of Development (PLOD’s) or interest shown: Date added to planning: Childminder comments/Outcome: Did I enjoy this? What did I say? Observation and Assessment development matters statements does this provide evidence towards?
Local Grantee – Education Service Center, Region 20 Bexar County Head Start Tri-County Head Start Alamo Heights ISD Bandera ISD Somerset ISD Devine ISD Southside ISD Hondo ISD Southwest ISD Lytle ISD Medina Valley ISD Natalia ISD Head Performance Standards – Part 1301 - Program Governance 4. Program Governance Groups Governing Board – ESC-20 Board of Directors Policy Council – Parent representatives and community representatives from each partnership school district Parent Committees – Local parent groups at each school campus Communication Between Policy Groups – ESC-20 Board & Head Start Policy Council An ESC-20 designated Board member attends the Policy Council meetings and reports back to the entire Board A Policy Council member from each group attends ESC-20 Board meetings and reports back to the entire Policy Council Know Your Role Head Start thoughtfully created a governance structure that allows for broad representation and strong oversight. The structure includes three distinct entities that come together to form a solid whole. Members of
Procedure or Form Title Fire Inspections Timeline Ongoing, throughout the school year, as needed Location of Documentation ESC-20 Procedural Steps Staff Responsible 1. Safety Facilitators track the individual campus dates of when fire inspections expire. Safety Facilitator 2. When campus fire inspections are near expiration, the safety staff contact the appropriate Fire Marshal for the particular area in order to generate contracts and PO’s, when needed, and schedule dates. Safety staff coordinate with the school district in order to be present for the inspection. City of San Antonio Fire Marshal Bexar County Fire Marshal Hidden Cove Elementary Big Country Elementary Indian Creek Elementary Kreiwald Elementary Creek Elementary Elm Creek Elementary Sky Harbour Elementary Southwest Elementary Sun Valley Elementary Menchaca ECE Bob Hope Elementary Somerset ECE Spicewood Elementary Howard ECE CSR Inspection Services Bandera Fire Marshal Lytle Primary Alkek Elementary Natalia ECE Hill Country Elementary Ciavarra Elementary Meyer Elementary Castroville Elementary Potranco Elementary La Coste Elementary Safety Facilitator 3. Safety Facilitators inform the school district facilities staff, campus principals and classroom staff of the expected dates for the fire inspections. Safety Facilitator 4. Safety Facilitators and school district facilities staff accompany the Fire Marshall during the inspection in order to correct items immediately or to understand the exact nature of any problem that is identified. Once the fire inspections are completed, the Fire Marshall provides a copy of the report to the Safety Facilitators and/or school district facilities staff. Safety Facilitator 5. If no concerns are noted on the fire inspection report, then the documentation is filed at ESC-20. Safety Facilitator 6. If a concern is noted on the fire inspection report, the Fire Marshall will return in a timely manner to ensure correction has been made by the school district staff. The Safety Facilitator follows-up with the school district facilities staff through correction and receive a copy of the cleared fire inspection report. Documentation is filed at ESC-20. Safety Facilitator
Procedure or Form Program Binders/Files Timeline Throughout the school year Location of Documentation ESC-20 Management Team Staff, Partnership School Districts Procedural Steps Responsible 1. Nutrition Binder for School District - The school district lead location (central child nutrition or campus cafeteria) will be provided a nutrition binder that will include the following items: ACF-IM-HS08-19 communication USDA Memo – Automatic Eligibility for Free Meal Benefits Extended to all Children enrolled in Head Start Eligibility List for Free Meals Meal modifications documentation from physicians Health, Dental & Nutrition Facilitator 2. Nutrition Binder for Facilitators - ACF-IM-HS08-19 communication USDA Memo – Automatic Eligibility for Free Meal Benefits Extended to all Children enrolled in Head Start Eligibility List for Free Meals (copy) Campus Sanitation Inspections (fall & spring semester) Campus Menus Snack Assortment List Health, Dental & Nutrition Facilitator 3. Volunteer Binder in Parent Center – At the end of the school year the are bundled together and stored with the child files from that school year. Volunteer Training & Documentation Requirements Checklist Standards of Conduct (signed) Confidentiality Agreement (signed) TB Questionnaire (reviewed by campus nurse) Volunteer Training documentation (sign-in, agenda) Volunteer Emergency Information Community & Family Coordinator FSA 4. In-Kind/NFS Binder – Twice per year this evidence is submitted to the ESC-20 Business Office for Head Start Report - In-Kind Spreadsheet In-Kind Provider Receipts Non-Federal In-Kind Monthly Summary Report Volunteer In-Kind Log (monthly sign-in that support the in-kind spreadsheet) Operations Manager Community & Family Coordinator FSA 5. Parent Engagement Binder in Parent Center – At the end of the school year the items are bundled together and stored with the child files from that school year. Recruitment Outreach – Fliers sent home to school, Recruitment Flyer Distribution & Documentation Policy Council Member Information Policy Council Meetings (actual minutes, highlight from minutes) Parent Committee Meetings/Parent Education Training (sign-in, agenda, minutes, handouts) Parent Engagement Activities (fliers, responses) Community & Family Coordinator FSA
Procedure or Form Title Transportation Services Agreement Timeline During initial visit/orientation Location of Documentation Child File – Emergency & Transportation Information, Parent Center, locked file cabinet Procedural Steps Staff Responsible 1. During the initial visit / orientation meeting between FSA staff and the parent/guardian, the FSA staff will ask the parent/guardian if they need transportation services to and from school for their child. FSA 2. If the parent/guardian requests transportation services for their child, then the Transportation Services Agreement will be completed with the parent/guardian. Each item will be explained to the parent/guardian so they may make a choice as to whether they want to accept transportation services by accepting the agreement. If they do not agree with the services as outlined, parents/guardians may choose to refuse transportation services. FSA 3. The parent/guardian is provided a copy of the Transportation Services Agreement. FSA 4. If the parent/guardian requests transportation services for their child, the FSA provides the parent/guardian a Transportation Services Referral form to seek further guidance from the school district. The school district will determine if they are eligible for transportation services according the school district policy. FSA 5. The transportation department is provided a copy of the Transportation Services Agreement. This form, along with several others, is documented on the Transportation Paperwork Checklist when it is submitted to the Transportation Department for their records. FSA 6. A copy of the Transportation Services Agreement is filed in the child file in the Emergency & Transportation Information section of the file. FSA 7. If the parent/guardian changes their mind later in the school year and wants transportation services for their child, then a new Transportation Services Agreement will be completed with the parent/guardian. FSA
Monitoring Area or Data Source What was monitored? What data sources were reviewed? What areas of strengths were identified? What areas of growth opportunities were identified? Self Assessment Ongoing Monitoring Management Systems Procedures Professional development for staff Community Assessment report Survey feedback from staff Fiscal Monitoring Budget ledgers Reimbursement requests Meal reimbursement invoices Health & Dental Services Physical exam tracking Dental exam tracking Follow-up to physical & dental exam results Insurance, Medical & dental homes Referrals for insurance PIR Survey feedback from nurses Refusal of services Nutrition Services Online nutrition training modules PIR Survey feedback from child nutrition directors/managers Child Meals Parent Request Statement utilization Special diet requests Sanitation Reports
Monitoring Area or Data Source What was monitored? What data sources were reviewed? What areas of strengths were identified? What areas of growth opportunities were identified? Ongoing Monitoring ERSEA Monitoring Child file audit Child Plus / Database audit Child attendance rates Enrollment reports Waitlist Report Parent & Family Engagement Participation Online parent training modules Policy Council attendance Parent Committee attendance Love & Logic training participation Survey feedback from parents Survey feedback from Policy Council Read with Me participation PFCE Self-Assessment PIR Policy Council feedback survey Education Services Teaching Strategies GOLD ESI-P screens CEC observations Survey feedback from teachers Lesson Plan Checklist Child feedback survey Disabilities Services IEP implementation (yellow folders) Survey feedback from special education contacts PIR Monitoring Area or Data Source What was monitored? What data sources were reviewed? What areas of strengths were identified? What areas of growth opportunities were identified? Self- Ongoing Monitoring
Wellness Services DECA screens Wellness services implementation (blue folders) Survey feedback from counselors PIR School Readiness Goals Teaching Strategies GOLD School Readiness Goals status CLASS CLASS scores (from federal reviews and program staff) National Standards – expectations for each domain Professional Development Effectiveness Professional Development Plans Classroom observations (CEC, CLASS) Professional development participation documentation Personnel evaluations (eCPR)
Transportation Monitoring Timeline Event Start Date Due Date Conduct verification of bus equipment and maintenance on all buses that transport Head Start children. August – September Utilize the Verification of Bus Equipment & Maintenance checklist. August – September Debrief results with Transportation Director (or assigned staff) to plan corrective actions. August – September Replenish or provide missing items, as needed. Provide a copy of Verification of Bus Equipment & Maintenance checklist. August – September Follow-up on items needing correction and document progress. December, January, ongoing Documentation is maintained in binder at ESC-20. May/June
Motion carried unanimously. Special Event Permit for Alive After 5 CEO Ternes Daniels informed the Commission there are outstanding issues regarding insurance. Commissioner Lux-Burt moved to table approval of the Special Event Permit for Alive After 5 until the May 19, 2015 Commission Meeting in order to get clarification on insurance; seconded by Commissioner Vermeire. Motion carried unanimously. Special Event Permit for the Kiwanis Bike Give Away CEO Ternes Daniels informed the Commission Heather Edwards contacted the insurance company and received a digital copy of the insurance certificate. Commissioner Vermeire moved to approve the Special Event Permit for the Kiwanis Bike Give Away; seconded by Commissioner Mulvey. Motion carried unanimously. Special Event Permit for the Show & Shine Car Show CEO Ternes Daniels informed the Commission the insurance was verified by Heather Edwards and County Attorney Krakowka. Rose Nyman – 121 E. 3rd: Ms. Nyman questioned what part of Alder Street will be closed for the event. Julie Hoffman informed Ms. Nyman that Alder between Park and 3rd will be closed for the event. Ms. Nyman expressed concern that law enforcement and Commissioner Lux-Burt did not approve the closure of a portion of Chestnut for a funeral. Ms. Nyman stated she had email documentation regarding this issue. Commissioner Lux-Burt moved to approve the Special Event Permit for the Show & Shine Car Show; seconded by Commissioner Mulvey. Motion carried unanimously. Special Event Permit for the Smack the Stack Tournament Rose Nyman, 121 E. 3rd: Ms. Nyman expressed concern regarding the conditions of the fields at Charlotte Yeoman. She stated the fields are brown and look like they are beyond redemption. Commission Chair Hart informed Ms. Nyman that John Leo Sladich is working on the fields. He also stated John Leo is working on the dandelion problem as well. Commissioner Smith moved to approve the Special Event Permit for the Smack the Stack Tournament; seconded by Commissioner Mulvey.
Leaner’s Name Date updated: AIM Capacity Information Knowledge Know-How Wisdom Evidence of Learning 3-D Portfolio Standard 3 -Professional Practice Plan for and implement effective teaching 3.1 Establish challenging, achievable learning for students of varying abilities and characteristics 3.2 Plan, structure and sequence learning programs 3.3 Teaching strategies to develop knowledge, skills, problem solving, critical and creative thinking 3.4 Use a range of resources including ICT, that engage students in their learning 3.5 Use a range of effective verbal and non-verbal classroom communication strategies to support student engagement. 3.6 Evaluate and improve teaching programs 3.7 Engage parents and carers in the educative process Standard 4 - Professional Practice Create for and maintain supportive and safe learning environments 4.1 Support student participation and engagement in classroom activities 4.2 Manage purposeful engaging classroom activities 4.3 Manage challenging student behaviour 4.4 Maintain students’ well-being and safety working within school and/or system, curriculum and legislative requirements 4.5 Use ICT safely, responsibly and ethically Standard 5 - Professional Practice provide feedback and report on student learning 5.1 Use informal, formal, diagnostic, formative and summative approaches to assess student learning 5.2 Provide feedback to students on their learning 5.3 Moderate and apply assessment to support consistent and comparable judgements of student learning 5.4 Use of student assessment data to analyse and evaluate student understanding of subject/content, and to identify interventions and modify teaching practice
11.12 Changes Tables Label change (including package insert) Status A/D* GPN Proprietary name (if grouping applies) A 1, 2, L PIN Proprietary name (if grouping does not apply) NEW - GIN New therapeutic indications (if grouping applies) A 1, 3, L PTI New therapeutic indications (if grouping does not apply) NEW - LIW Therapeutic indications or directions for use – change of wording without altering meaning A 4, L LIS Therapeutic indications – removal of subset of indications from N 5, L LIR Therapeutic indications – addition of Registered indications to label A 5, L GDU Directions for use – e.g. dosage instructions (if grouping applies) (See also LIW) A 1, 3, L LDU Directions for use (if grouping does not apply) NEW - PSC Recommended storage conditions – more restrictive N 5 PST Recommended storage conditions – less restrictive A - LSR Addition of more restrictive safety-related statements N 5, L LSF Changes on label (signal headings, warning statements) in compliance with new SUSMP requirements, where the change in scheduling is from S4 to a lower schedule A - LSU Changes on label (signal headings, warning statements) in compliance with new SUSMP requirements, other than LSF N 5, 8, L LLO Changes to bring a label into compliance with the Labelling Order – other than changes to the proprietary name, indications or directions for use N 5, 7, L LLR Addition of a required representation to a label (Schedule 2 to the Therapeutic Goods Regulations) N 5, 7, L LCF Colour, font, type size only (no change in label copy) N 5, L
QFB Analytical method – which has been demonstrated to maintain or improve analytical performance (accuracy, precision and/or specificity) O - QFC Analytical method – other than as specified above in change QFB A - QFS Expiry specification ranges following changes to the BP, PH Eur, USP or the General standard for tablets and capsules O - Quality control changes – starting material specifications Status A/D* QSX Range – more restrictive O - QSE Range – less restrictive A - QST Addition of an extra test O - QSU Deletion of an existing test A - QSA Analytical method – to comply with amendments to a standard (e.g. the BP, PH Eur, USP or a TGO) O - QSB Analytical method – which has been demonstrated to maintain or improve analytical performance (accuracy, precision and/or specificity) O - QSC Analytical method – other than as specified above in change QSB A - QSM Manufacturer of starting material (specifications unchanged) O - QSS Supplier of starting material O - Packaging changes Status A/D* KCT Container type (as defined in TGA Standard Terminology) NEW - KBT Container material – if the container is a bottle, the goods are a solid dosage form (e.g. tablet) and the change is of a type listed in assurance 15 N 5, 10, 13, 15 & 16 KGL Container material – to coloured glass O -
Pesticide residues (including agricultural and veterinary substances) residues of pesticides fungicide – chloroquasicol Method as per BP2003 Appendix XI L Company method (extraction with ethyl acetate, cleanup on florisil, GC determination with ECD detection) Complies NMT 1 mg/kg Other organic or inorganic impurities or toxins aflatoxins triphenylaminopropanol (reaction starting material) trans-isomer (reaction Section 49.2.15 (AOAC Method 993.17) AOAC 16th edition. Applicant’s method (extraction with ethanol, GC determination with ECD detection) Applicant’s method (extraction with ethanol, GC determination with ECD detection) Not detected NMT 100 mg/Kg NMT1% AOAC 16th edition – Scott, P.M. 1995. Chapter 49, Natural Toxins. pp 49-1 to 49-49. Official Methods of Analysis, 16th ed. Association of Official Analytical Chemists International, Gaithersburg, MD. BP2003 – British Pharmacopoeia (2003) EPA – United States Environment Protection Agency – United States Pharmacopoeia 24th edition NMT – not more than
Version history Version Description of change Author Effective date V4.0 The ARGCM was amended to take into account the TGA restructure of July 2010. Some editorial changes were made, such as corrections of typographic errors. Office of Complementary Medicines March 2011 V4.1 Version 4.0 was transferred into the new TGA template. The content remained the same, but page numbers changed. This version was also labelled ‘Version 4.0’ Office of Parliamentary and Strategic Support May 2011 V4.2 A version history table was added. The version was labelled as ‘Version 4.2’. Changes were also made to capitalisation of titles. Office of Parliamentary and Strategic Support August 2011
Analytical Procedure Validation for Complementary Medicines I 6.1.3.3 I 6.2.7.8 I 6.2.10.2 I App 3 A1.2.4 II 5.1.3.3 II 5.2.7.7 II 5.2.10.2 IV 19.5 Note for Guidance on the Investigation of Bioavailability and Bioequivalence* *Contains an Australian specific notation I 7.5.1.3 Note for Guidance on Evaluation of Stability Data (ICH Topic Q1E) I 6.2.10.2 II 5.2.10.2 III 4.3.2 Note for Guidance on Specifications: Test Procedures for Herbal Drugs, Herbal Drug Preparations and Herbal Medicinal Products I 6 II 5 III 4 IV 19 substance guidelines Guideline name Guideline identifier Referenced in the ARGCM Part Section Note for Guidance on Stability Data Package for Registration in Climatic Zones III and IV (ICH Topic Q1 F) – Adopted by the TGA with annotation I 6.2.10.2 Note for Guidance on Impurities: Testing Impurities in New Drug Substances (ICH Topic Q3A(R)) I 6.2.7.3
Guideline on Stability Testing: Stability Testing of Existing Active Substances and Related Finished Products I 6.2.10.2 II 5.2.10.2 III 4.3.2 product guidelines Guideline name Guideline identifier Referenced in the ARGCM Part Section Note for Guidance on Impurities in New Drug Products (Revision 2) (ICH Topic Q3B(R)) I 6.2.7.3 Note for Guidance on Quality of Herbal Medicinal Products I 6 II 5 III 4 Biotechnology guidelines substance and medicinal product guidelines Guideline name Guideline identifier Referenced in the ARGCM Part Section Note for Guidance on Minimising the Risk of Transmitting Animal Spongiform Encephalopathy Agents via Human and Veterinary Medicinal Products* *Contains an Australian specific notation IV 20.1 V 3
Signed and dated by provider 10. Auth. To Disclose Confidential Info Completed Current/Annual Signed and dated by consumer Signed and dated by provider 11. Release from Transpo. Liability Consumer’s Signature/date Staff Signature and Title/date 12. Fall Risk Assessment If moderate/severe added to ISP SECTION II: Treatment Plan YES NO N/A COMMENTS ISP -Comprehensive person-centered ISP completed: No later than 30 days for MH/SA clients, No later than 60 days for ID/DD clients Individual served/Authorized Representative (AR) involved in decision making development, review and revision of person-centered ISP Relevant and attainable measureable objectives and specific strategies for addressing each need Services & supports and frequency of services Role of individual & others implementing ISP Communication plan, if applicable Behavior plan, if applicable Safety plan addresses identified risks to self and other A crisis or relapse plan, if applicable Target dates for goals and objectives Staff responsible of coordination & integration of services Recovery plans, if applicable When possible, the identified goals in the ISP shall be written in the words of the individual receiving services. Linking the individual to needed services and supports specified in the ISP. Includes Discharge Plan Rewritten annually Consumer’s Signature/date Staff Signature and Title/Date 2. Program QPR Reports
This application will be considered only for the specific job applied for. If you desire to be considered for another position at a future time, you must submit a new application. GENERAL INFORMATION Name (Last) (First) (Middle Initial) Home Telephone ( ) - Address (Mailing Address) (City) (State) (Zip) Telephone ( ) - E-Mail Address Are you legally eligible to work in the U.S.? ☐ Yes ☐ No POSITION Position or Type of Employment Desired Will Accept: ☐ Part-Time ☐ Full-Time ☐ Temporary ☐ On-call Shift: ☐ Day ☐ Swing ☐ Rotating Are you able to lift 75 pounds safely and without injuring yourself? ☐ Yes ☐ No If not please explain: How did you learn of this position? Wage or Salary Desired Date Available EDUCATION AND TRAINING High School Graduate or General Education (GED) Test Passed? ☐ Yes ☐ No If no, list the highest grade completed College, Business, Technical, or Military schooling (Most recent first) Name and Location Attended Month/Year Graduate Degree & Year Major or Subject From ☐ Yes ☐ No To From ☐ Yes ☐ No To From ☐ Yes ☐ No To VETERAN INFORMATION (Most recent) Branch of Service Period of active duty From: To: Rank at discharge Briefly describe duties / specialized training SPECIAL SKILLS & QUALIFICATIONS (List all pertinent skills and equipment that you can operate) Types of computers, software, and other equipment you are qualified to operate: Professional licenses or certifications: Specialized equipment experience: Additional languages: 10 key: kph Typing speed: wpm Organizations and volunteer activities:
surface – broadcast and incorporated surface – banded and incorporated aerial over canopy under canopy/directed spray shielded/hooded sprayer spot spray application band spraying <Other - describe: > <INSERT Name> fertigation surface – broadcast surface – banded sub – surface surface – broadcast and incorporated surface – banded and incorporated aerial over canopy under canopy/directed spray shielded/hooded sprayer spot spray application band spraying <Other - describe: > <INSERT Date> <INSERT Name> fertigation surface – broadcast surface – banded sub – surface surface – broadcast and incorporated surface – banded and incorporated aerial over canopy under canopy/directed spray shielded/hooded sprayer spot spray application band spraying <Other - describe: > <INSERT Date> <INSERT Name> fertigation surface – broadcast surface – banded sub – surface surface – broadcast and incorporated surface – banded and incorporated aerial over canopy under canopy/directed spray shielded/hooded sprayer spot application band spraying <Other - describe: > <INSERT Date>
TGA use only This form, when completed, will be classified as 'For official use only'. For guidance on how your information will be treated by the TGA see: Treatment of information provided to the TGA at <>. Proposed ‘Herbal Substance Name’ (AHS) Application form This form is to be used to for a name for a herbal material that is fully characterised in a monograph or pharmacopoeia. This application will be assessed by the TGA’s Herbal Ingredient Committee (HINC). to the Australian Regulatory Guidelines for Complementary Medicines (ARGCM) Part IV Section 17 ‘Naming of New Substances and Terminology’ for information on the naming of herbal substances. Send completed form and attachments to: Post: The Secretary Herbal Ingredient Names Committee Office of Complementary Medicines Therapeutic Goods Administration PO Box 100 WODEN ACT 2606 Fax: 02 6232 8577 Email: Note this form is for the purpose of naming a herbal substance only, it does not approval for use of the substance in Listed medicines. Proposed Approved Herbal Substance name (AHS) Pharmacopoeial reference, edition, year, volume number Herbal substance identity Botanical name Plant part used Preparation Does the herbal species in the proposed AHS have an Approved Herbal Name (AHN)? Yes No If no, does the herbal species in the proposed AHS have a synonym that is an Approved Herbal Name (AHN)?
Page of Assurances Assurances (refer to ‘Changes’ section in Part I of the ARGCM) Supporting data and attachments Details of supporting data submitted Number of volumes Number of Pages Pharmaceutical Preclinical Clinical Bioavailability Stability Summary (specify)
Page of Product material supplied with this application Number of Container label CL Primary pack label PP Package insert IN Product information document PI Consumer medicines information document CMI (Specify) Declaration Applicants should note that the Crimes Act 1914 provided penalties for false representations to the Commonwealth. I apply for variation of particulars of registration of the goods described in this form, and declare that the information given is current and correct. Name (Please print) Position/Relationship to sponsor Signature Date
Student Clubs & Organizations Handbook Prepared by: Office of Student Activities (973) 684-7191, E103 TABLE OF CONTENTS Message from SGA 2 Introduction 3 Office of Student Activities Mission Statement 4 5 Student Government Association 6 About the SGA Committees 7 Clubs and Organizations 8 I: Starting a Club 9 II: Recognizing Clubs 10 III: Club/Org Guidelines 11-13 IV: Advisors 14-15 V: Planning your Program 16 VI: Event/Program Policies & Procedures 17-24 VII: Money Matters 25-29 VIII: Resources 30 Leadership Development 31 Appendices: Club Interest Form 32 Club Registration Form 33-34 Preparation of a Constitution 35-36 Preparation of a Meeting Agenda 37 Community Service Verification Form 38 Collection of Funds 39 Purchasing Form 40 Advisor Expectations Checklist 41 Activities Form 42 Performance Agreement 43-44 Visions Article Request Form 45 Evaluation Form 46 Catering Request Form 47 Caterer Liability Form/Certificate of Health 48
Rotary International District 9370 Youth Exchange Committee August 2013 Dear President, We send you greetings from your District Youth Exchange committee, as you enter your exciting year as President. We wish you success with your endeavors. Youth Exchange is an exciting project which can be easily handled by Rotary Clubs. The two options are the Short Term programme and the Long Term programme. The Short Term programme requires minimal Club involvement as the inbound student is hosted by the family of the outbound. The Club is required to select suitable candidates and submit these to District for interviewing and selection The Long Term programme requires the club to select a suitable candidate and accept an inbound student for the twelve month exchange period. Hosting can be successfully undertaken by non- Rotarians, including the parents, friends and family of the candidate. Once selected by the Club, prospective students are required to attend the district selection process. Attached is our Survey Form which we ask you to complete and return at your earliest convenience. We require this information to plan our program ahead. Promotional brochures are available on the District web-page, or contact us and we will mail these to you. Members of this committee are very happy to engage with you and your members to discuss any aspects of the programs. Looking forward to hearing from you. Sincerely in Rotary, Gussie Gussie & Hilary Augustus (Chair, Secretary) , P.O. Box 20209, Durban North, 4016. Tel 031 579 2850, Fax 086 694 6677, Cell: 0825560299
Cognitive Complexity Preliminary Self-Knowledge Emerging Self- Knowledge Developing Self-Knowledge Proficient Self-Knowledge Analyzing time demands of school commitments Developing Questions 15-16 1 point Student shows little or no ability to analyze the real time demands of current academic and co-curricular commitments 2 points Student shows a beginning ability to analyze some of the real time demands of some current academic and co-curricular commitments 3 points Student shows a basic ability to analyze most of the real time demands of most current academic and commitments 4 points Student shows a solid and consistent ability to analyze the real time demands of all current academic and commitments Creating, critically examining, and evaluating goal(s) Developing Questions 17-20 1 point Student shows little or no ability to formulate a clear, well-articulated, achievable post-secondary goal. Student shows limited or no ability to explain how his/her course and abilities, grades, interests relate to a goal or future plans. Student shows limited or no ability to bring other data or information to bear on determining or adjusting post-secondary goals or future plans. 2 points Student shows a beginning ability to formulate a clear, well-articulated, achievable post-secondary goal. Student shows a beginning ability to explain how some of his/her course and abilities, grades, interests relate to a goal or future plans. Student shows a beginning ability to bring some other data or information to bear on determining or adjusting post-secondary goals or future plans. 3 points Student shows a basic ability to formulate a clear, well-articulated, achievable post-secondary goal. Student shows a basic ability to explain how most of his/her course and abilities, grades, interests relate to a goal or future plans. Student shows a basic ability to bring some varied kinds of data or information to bear on determining or adjusting post-secondary goals or future plans. 4 points Student shows a solid ability to formulate a clear, well articulated, and achievable post-secondary goal. Student shows a solid ability to explain how all of his/her course and abilities, grades, interests relate to a goal or future plans. Student shows a solid ability to bring varied, relevant data or information to bear on determining or adjusting post-secondary goals or future plans; student demonstrates tracking of such data to monitor progress.
2 3 4 others and demonstrating leadership the willing to work to work one or two ● Willing to work with others. ● Will work with just about anyone. ● Collaboration is evident. ● Typically only willing to follow along. ● Does not demonstrate leadership skills. ● very well with everyone. ● Seeks out those whom others ignore and encourages them. ● Demonstrates leadership skills (e.g., attempts to resolve conflicts, motivates others). that promote positive team/group dynamics and/or are encourages ● Shares some ideas ● Most ideas are on topic ● Positive most of the time ● Encourages others. ● Offers ideas, all on topic. ● Uses strong communication skills (e.g. verbal/nonverbal active listening with an appropriate tone) to promote positive team/group dynamics. to, and using feedback to improve performance to feedback teacher. to work individual to others but selective ● Respects/accepts others’ ideas/feedback to improve performance of self and group/team (often needs prompting by teacher). ● Is a good listener ● Independently (without prompting from the teacher) accepts and seeks out feedback ● Acts on feedback to improve performance of self and group/team. ● Is a very good listener to everyone’s ● Rarely dismisses others’ ideas ● Accepts/respects all points of view.
qualitative analysis in print or digital text. (Question 6) accurate response to the prompt. accurate response to the prompt. RH.9-10.3- Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. (Questions Student correctly identifies at least two causes and two effects from the events described in the text. Student provides sound reasoning and multiple supports to illustrate connections. Student correctly identifies two causes and two effects from the events described in the text. Student provides reasoning and supports. Student identifies only one cause and one effect from the events described in the text. Some reasoning and supports may be given. Student cannot identify a cause or effect from the events described in the text. Student Open Response Rubric 4 3 2 1 Claim I make a claim(s) and clearly explain why it is relevant. I make a claim(s) but may not fully explain why it is relevant. My claim(s) is only partially stated and/or unclear. I do not say what my claim is. Evidence and RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources.) I provide strong textual evidence that is on topic to support my claim(s). I provide some textual evidence to support my claim(s). I provide basic textual evidence to support my claim. I provide inaccurate or no textual evidence to support my claim. Reasoning and RH.9-10.8- Assess the extent to which the reasoning and evidence in a text support the author’s claims. ) I give at least three clear, strong, and accurate reasons in support of the author’s claim(s). I give at least two accurate reasons in support of my claim(s). My reasons are confusing and do not effectively support my claim. I do not give reasons in support of my claim.
Organization and My organization has an effective purpose. I include strong topic sentences, relevant detail sentences, and powerful concluding sentences. My transitional words/phrases are advanced. My organization has an effective purpose. I include topic sentences, relevant detail sentences, and clincher sentences. I include transition words/phrases. My organization is not in a logical order. I may get off topic at times. My writing is disorganized and lacks structure. Sentence Fluency & Conventions My sentences are clear, and complete. I use correct grammar, punctuation, and spelling. My sentences are mostly clear and complete. I have missed some errors in capitalization, punctuation, or spelling. My sentences may be unclear and/or incomplete. I have several errors in capitalization, punctuation, or spelling. My sentences are unclear and incomplete. I have numerous errors in capitalization, punctuation or spelling make my paper hard to read.
Student Open Response Rubric 4 3 2 1 Claim I make a claim(s) and clearly explain why it is relevant. I make a claim(s) but may not fully explain why it is relevant. My claim(s) is only partially stated and/or unclear. I do not say what my claim is. Evidence and RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources.) I provide strong textual evidence that is on topic to support my claim(s). I provide some textual evidence to support my claim(s). I provide basic textual evidence to support my claim. I provide inaccurate or no textual evidence to support my claim. Reasoning and RH.9-10.8- Assess the extent to which the reasoning and evidence in a text support the author’s claims. ) I give at least three clear, strong, and accurate reasons in support of the author’s claim(s). I give at least two accurate reasons in support of my claim(s). My reasons are confusing and do not effectively support my claim. I do not give reasons in support of my claim. Organization and My organization has an effective purpose. I include strong topic sentences, relevant detail sentences, and powerful concluding sentences. My transitional words/phrases are advanced. My organization has an effective purpose. I include topic sentences, relevant detail sentences, and clincher sentences. I include transition words/phrases. My organization is not in a logical I may get off topic at times. My writing is disorganized and lacks structure.
Sentence Fluency & Conventions My sentences are clear, and complete. I use correct grammar, punctuation, and spelling. My sentences are mostly clear and complete. I have missed some errors in capitalization, punctuation, or spelling. My sentences may be unclear and/or incomplete. I have several errors in capitalization, punctuation, or spelling. My sentences are unclear and incomplete. I have numerous errors in capitalization, punctuation or spelling make my paper hard to read.