zilongwang/ReadingBank huggingface dataset:
Be compatible with the National Organic Program criteria, appropriate Be compatible with the client objectives Deliverables for the Client – a hardcopy of the plan that includes: Cover Page with the following: Name and address of Producer and TSP, Date of Plan, Signature blocks for the TSP and producer, and Signature and date block for the NRCS Field Office concurrence. One copy of the 595 Plans and Specifications (Implementation Requirements) with operation and maintenance requirements. Any supporting maps needed to assist the implementation of the 595 Integrated Pest Management Plan. Deliverables for NRCS Field Office: Complete Hardcopy and electronic copy of the cover page and client’s 595 Integrated Pest Management plans and specifications (Implementation Requirements) with operation and maintenance requirements and supporting documents.
Check your crop/product storage practices. no crop or product storage store own product onsite (farm or production facility) store product in a facility that is certified organic Please keep a copy of the organic certificate. product in a facility that is excluded per § 205.101 of the regulations (i.e., product remains in the same package or container and is not otherwise processed) Describe crop(s) and type(s) of storage: Please list all onsite storage areas that you manage, or contracted facilities with certification. Not applicable; no crops are stored Type of storage Size/ Capacity Location: onsite or other facility name Crop(s) stored Certifier (if contracted) If any storage area is shared with non-organic crops/products, describe how you prevent commingling and contamination. Not applicable; all storage is dedicated organic. Treated Wood Is there any treated wood on the farm? Yes No; skip question 20. If Yes, indicate the date of installation _____________________ (MM/DD/YY) Describe how contact between treated wood and soil, crops, and livestock is avoided.
livestock? No Yes; list alterations, reasons for alteration, age of animals, and methods to minimize pain and stress. Alteration Animal group and age Reason/Purpose Methods LIVESTOCK HEALTH CARE MATERIALS LIST List the materials you use or plan to use (in inventory or accessible) for organic animals. All materials used or planned for use should be listed in your OSP. Materials must be natural, or on the National List of synthetic materials allowed for use in organic livestock production (7 C.F.R. § 205.603). For annotated or restricted materials, documentation is required to demonstrate circumstances and timing of use and documentation (i.e., parasite monitoring; no use in last third of gestation or lactation). For prohibited materials used to restore an animal to health and resulting in loss of organic status, documentation of how treated animals are identified and segregated. All records must be available for inspection. Type of Material (vaccine, biologic, disinfectant, sanitizer, topical medication, teat dip, anesthetic, Homeopathic remedy, parasiticide, etc.) Product name and manufacturer Disease or health problem to be prevented or treated/in what type(s) and of livestock/ location Records kept: age and timing of use; compliance with any annotation or restriction; disposition of animals if prohibited materials used Update changes: Signature _________________________________ Date _____________ Livestock Section 4: Feed Ration 7 C.F.R. §§ 205.2, 205.237, 205.240 FEED RATIONS Please provide a general description of feed rations provided to each class of livestock (e.g., poultry for meat, egg layers, piglets, swine for slaughter stock, breeder stock, etc.) using units appropriate to each animal group. Include feed purchased
information available at the time of the assessment: Likelihood Description Probability Frequency (non-clinical) Frequency (clinical) Per occasions of service Almost Certain The risk/event will likely occur in most circumstances > 90% On a daily basis Once week or month 1 or more in 10 Likely The will probably occur at least once 60 – 90% On a weekly or quarterly basis Once every one or two years 1 in 100 Possible The risk/event could be expected to occur at some time 30 – 60% Once every one to two years Once every five years 1 in 1,000 Unlikely The could occur at some time but is not expected 5 – 30% Once every five years Once every ten years 1 in 10,000 Rare The risk/event may occur only in exceptional circumstances < 5% Once every ten years Once in more than ten years 1 in 100,000
II.D.2: High Expectations II-D-2. High Expectations Unsatisfactory Needs Improvement Proficient Exemplary Gives up on some students or communicates that some cannot master challenging material. May tell students that the subject or assignment is challenging and that they need to work hard but does little to counteract student misconceptions about innate ability. Effectively models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on innate ability. Effectively models and reinforces ways that students can consistently master challenging material through effective effort. Successfully challenges students’ misconceptions about innate ability. Is able to model this element. Quality Consistency Sources of Evidence for II.D.2: High Expectations: Observations Measure of Student Learning * Student Artifacts Professional Practice Goal #1 Announced #2 Unannounced #3 Announced #4 Unannounced Required Required Evidence II.D.2: High Expectations: Area for Growth II.D.2: High Expectations: IV.A.1: Reflective Practice IV-A-1. Reflective Practice Unsatisfactory Needs Improvement Proficient Exemplary Demonstrates limited reflection on practice and/or use of insights gained to improve practice. May reflect on the effectiveness of lessons/ units and interactions with students but not with colleagues and/or rarely uses insights to improve practice. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning. Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues; and uses and shares with colleagues, insights gained to improve practice and student learning. Is able to model this element. Quality Scope Consistency Sources of Evidence for IV.A.1: Reflective Practice: Observations
Measure of Student Learning * Student Artifacts Professional Practice Goal #1 Announced #2 Unannounced #3 Announced #4 Unannounced Required Required Required Required *the measure of student learning may be from the TC’s inquiry project. Evidence IV.A.1: Reflective Practice: Areas for Growth IV.A.1: Reflective Practice: Calibration Summary of Ratings – Enter E, P, N, or U Element Quality Consistency Readiness Thresholds Met? (Y/N) 1.A.4: Well-Structured Lessons 1.B.2: Adjustment to Practice 2.A.3: Meeting Diverse 2.B.1: Safe Learning Environment 2.D.2: High Expectations 4.A.1: Reflective Practice Suggestions for Candidate
Advocate points of view and negotiate differences of opinion Self and team peer evaluations Appreciate and learn from cultural and other differences Self and team peer evaluations Identify and synthesize existing research relevant to the project Interim and final products Identify and implement appropriate quantitative and/or qualitative data gathering methods Interim and final products Identify and implement appropriate data analysis procedures Interim and products Determine findings Interim and products Develop useful recommendations and/or tools and resources based on findings Interim and products Synthesize and summarize large amounts of data and information Interim and products Prepare clear and well-argued written deliverables tailored to the research question Interim and final products Prepare clear and well-argued verbal Interim and final presentations
advocate points of view respectfully and with evidence, listen to the evidence and perspective of their teammates, and negotiate a result that is positive for all members; solicit and offer feedback among the team; appreciate and learn from cultural and personal difference; resolve any conflict constructively and quickly. RESEARCH Students will identify and synthesize existing research relevant to the project; identify and implement appropriate quantitative and/or qualitative data gathering methods; identify and implement appropriate data analysis procedures; determine findings, situating these into the broader context, as identified through their research and in related literature develop useful recommendations and/or and resources based on findings. COMMUNICATION Students will synthesize and summarize amounts of data and information; prepare clear and well-argued written deliverables tailored to the client’s needs; prepare clear and well-argued verbal presentations tailored to the client’s needs. Course Learning Objective Corresponding Assignment Understand the policy and/or management context for their project Interim and products Be familiar with relevant specialized vocabularies Interim and products Draw on critical research related to their content area Interim and final products Frame and refine the problem presented by the client Signed contract with client Develop a contract with the client including Signed contract with client
Week 6 – October 23: We will hear from teams about their client meetings. If necessary, will continue discussion of work agreements and workplans. Teams will work on their client-team work agreement and internal workplan. Assignment for Week 7 As first step toward developing full work agreement, teams prepare document including: statement of the problem, objective of project, information needed, boundaries of the project, final product and interim deliverables. These must be emailed to me by October 29 – 5pm (Sunday). Week 7 – October 30: Interpersonal styles and team function. Review of work agreement outline. Readings: Behfar, K.J., Peterson, R.S., Mannix, E.A. and Trochim, W.M., 2008. The critical role of conflict resolution in teams: a close look at the links between conflict type, conflict management strategies, and team outcomes. Journal of applied psychology, 93(1), p.170. Phillips, K. 2014. How Diversity Us Smarter. Scientific American. October 1, 2014. Sverdrup, T.E. and Schei, V., 2015. “Cut Me Some Slack” The Psychological Contracts as a Foundation for Understanding Team Charters. The Journal of Applied Behavioral Science, 51(4), pp.451-478. Optional (but highly recommended): Podcast: Invisibilia: The New Norm. National Public Radio. June 17, 2016. Assignment for Week 8 Preliminary research on project continued Prepare team charters. This will involve reviewing how the team has worked together so far, deciding what elements you wish to retain and then re-designing the elements you want to change. Email your draft charter to the instructor by November 5 – 5pm (Sunday). Week 8 – November 6: Review of team charters Fieldwork-in-practice: We will consider the experience of conducting fieldwork, through reflection and action exercises. Readings:
SECOND SEMESTER Feb 5 – As needed Feb 12 – Freedom Forward presents concept Feb 19— President’s day – NO CLASS Feb 26 – Bank Team presents desk research project March 5 – Presentation Skills Workshop from 6:45-8:25pm at the Tishman Auditorium at NYU Law School (Vanderbilt Hall). The Presentation Skills Workshop will on techniques for developing and delivering presentations as a team. Capstone students are required to attend this session. March 12 – Spring break – NO CLASS March 19— As needed March 26— As needed April 2 – Watts of Love – draft presentation of final report World Bank – overview of draft final report April 9 – UNDPA – presentation of draft memo on theories of violence and violence prevention 16—
Fall Semester 09/10/18 - Independent Team Meetings (no formal class meeting - Rosh Hashanah) Class meeting detail: No formal class meeting. I will be available for individual team meetings, as needed. I will be holding office hours by appointment with teams during the weeks of 09/03 and 09/10, as we will not hold our first official class meeting until 09/24. I will be reaching out to teams individually to schedule a required 30-minute check in during either week. 09/17/18 - Independent Team Meetings (no formal class meeting) Class meeting detail: No formal meeting. I will be available for individual team meetings, as needed. Assignments: Team: Prepare 10-minute team updates presentation. DUE 9/24. Schedule and participate one get-together purely about getting to know each other (everyone should participate). DUE 10/1. 09/24/18 - CLASS 1: Introductions Class Meeting Detail: Introductions Ice breaker Team updates Syllabus, course structure, class structure review Business Model and Lean Change Canvasses: The Essentials Assignments: Team: Prepare 5-minute team updates presentation. DUE 10/1. Identify team member roles. Write a simple job description for each role (one page, including qualities, skills, and key responsibilities). Upload to Classes. DUE 10/1.
Team work time on Business Model Canvas draft 3 Assignments: Individual: Prepare at least one question or insight to gain from 12/3 guest presentation. DUE 12/3. Team: Prepare 5-minute team updates presentation. DUE 12/3. 12/3/18 - CLASS 10: Key Activities Class meeting detail: presentation: TBC Meetings with teams to discuss peer feedback Assignment: Team: Prepare 10-minute team updates presentation. DUE 1/28. Draft 3 Business Model Canvas. DUE 1/28. 12/10/18 - Independent Team Meetings (no formal class meeting) Class meeting detail: No formal class meeting. I will be available for individual team meetings, as needed. Spring Semester During this semester, much of the time will be set aside for teams to meet on their own or with me. We can be flexible about the need for formal class meeting times. However, as needed, we will schedule problem-solving or skill-building sessions, so you must be available every Monday night during class time. Also, for planning purposes, I’ve noted here some potential deadlines, but these are preliminary and could change. 1/28/19 - CLASS 11: Team Meetings meeting detail: Team updates; Discuss spring schedule Data analysis & report formatting Discuss final report options: report, community resource, and/or launch
identify and implement appropriate quantitative and/or qualitative data gathering methods; identify and implement appropriate data analysis procedures; determine findings; develop useful recommendations and/or tools and resources based on findings. Communication Students should demonstrate the ability to: synthesize and summarize large amounts of data and information; prepare clear and well-argued written deliverables tailored to the client’s needs; prepare clear and well-argued verbal presentations tailored to the client’s needs. Learning Assessment Course Learning Objective Corresponding Assignment Understand the policy and/or management context for their project Interim and final products Be familiar with relevant specialized vocabularies Interim and final products Draw on critical research related to content area Interim and final products Frame and refine the problem presented by the client Signed contract with client Develop a contract with the client including scope, timeline and deliverables Signed contract with client Develop an internal project workplan Team workplan Meet deadlines and monitor their progress against the contract and workplan Signed contract and team workplan
Negotiate a contract with client Signed contract with client Advocate points of view and negotiate differences of opinion Self and team peer evaluations Appreciate and learn from cultural and other differences Self and team peer evaluations Identify and synthesize existing research relevant to the project Interim and final products Identify and implement appropriate quantitative and/or qualitative data gathering methods Interim and final products Identify and implement appropriate data analysis procedures Interim and products Determine findings Interim and final products Develop useful recommendations and/or tools and resources based on findings Interim and final products Synthesize and summarize large amounts of data and information Interim and final products Prepare clear and well-argued written deliverables tailored to the client’s needs Interim and final products
that have drafted contracts will present contract to class. 11/19/18 Topics: Data collection: Surveys Assignments Due: Individual: Flawless Consulting, Ch. 10 and 13; Complete on-line module on literature reviews. Begin project work, Continue with skill-building 11/26/18 Topics: Data collection: Interviews and focus groups Assignments Due: Individual: Self, team peer, and course Teams that have met with client will draft contract; Teams will present contract to class. Contracts should be signed by 11/26 if at all possible. 12/03/18 Topics: Literature reviews Assignments Due: Individual: Self, team peer, and course evaluations. Teams: Meetings with teams to discuss peer feedback Teams will present contract to class, if needed 12/10/18 Topics: Team updates;
Meet deadlines and monitor their progress against the contract and workplan Signed contract and team workplan Negotiate a contract with their client Signed contract with client Advocate points of view and negotiate differences of opinion Self and team peer evaluations Appreciate and learn from cultural and other differences Self and team peer evaluations Identify and synthesize existing research relevant to the project Interim and final products Identify and implement appropriate quantitative and/or qualitative data gathering methods Interim and products Identify and implement appropriate data analysis procedures Interim and final products Determine findings Interim and final products Develop useful recommendations and/or tools and resources based on findings Interim and final products Synthesize and summarize large amounts of data and information Interim and final products
Meet deadlines and monitor their progress against the contract and workplan Signed contract and team workplan Negotiate a contract with their client Signed contract with client Advocate points of view and negotiate differences of opinion Self and team peer evaluations Appreciate and learn from cultural and other differences Self and team peer evaluations Identify and synthesize existing research relevant to the project Interim and final products Identify and implement appropriate quantitative and/or qualitative data gathering methods Interim and final products Identify and implement appropriate data analysis procedures Interim and final products Determine findings Interim and final products Develop useful recommendations and/or tools and resources based on findings Interim and products Synthesize and summarize large amounts of data and information Interim and products
identify and implement appropriate quantitative and/or qualitative data gathering methods; identify and implement appropriate data analysis procedures; determine findings; develop useful recommendations and/or tools and resources based on findings. Communication Students should demonstrate the ability to: synthesize and summarize large amounts of data and information; prepare clear and well-argued written deliverables tailored to the client’s needs; prepare clear and well-argued verbal presentations tailored to the client’s needs. Learning Assessment Table Course Learning Objective Corresponding Assignment Understand the policy and/or management context for their project Interim and final products Be familiar with relevant specialized vocabularies Interim and final products Draw on critical research related to their content area Interim and final products Frame and refine the problem presented by the client Signed contract with client Develop a contract with the client including scope, timeline and deliverables Signed contract with client Develop an internal project workplan Team workplan Meet deadlines and monitor progress against the contract and workplan Signed contract and team workplan
Negotiate a contract with their client Signed contract with client Advocate points of view and negotiate differences of opinion Self and team peer evaluations Appreciate and from cultural and other differences Self and team peer evaluations Identify and synthesize existing research relevant to the project Interim and products Identify and implement appropriate quantitative and/or qualitative data gathering methods Interim and final products Identify and implement appropriate data analysis procedures Interim and final products Determine findings Interim and final products Develop useful recommendations and/or tools and resources based on findings Interim and final products Synthesize and summarize large amounts of data and information Interim and final products Prepare clear and well-argued written deliverables tailored to the client’s needs Interim and final products
Advocate points of view and negotiate differences of opinion Self and team peer evaluations Appreciate and learn from cultural and other differences Self and team peer evaluations Identify and synthesize existing research relevant to the project Interim and final products Identify and implement appropriate quantitative and/or qualitative data gathering methods Interim and final products Identify and implement appropriate data analysis procedures Interim and final products Determine findings Interim and final products Develop useful recommendations and/or tools and resources based on findings Interim and final products Synthesize and summarize large amounts of data and information Interim and final products Prepare clear and well-argued written deliverables tailored to the client’s needs Interim and final products
to their content area Frame and refine the problem presented by the client CF Develop a contract with the client including scope, timeline and deliverables CF Develop an internal project workplan FO/TP Meet deadlines and monitor their progress against the contract and workplan CF/FO/TP Negotiate a contract with their client CF Advocate points of view and negotiate differences of opinion FO/TP Appreciate and learn from cultural and other differences FO/SA/TP Identify and synthesize existing research relevant to the project FR/FP Identify and implement appropriate quantitative and/or qualitative FR/FP
Be familiar with relevant specialized vocabularies FR/FP Draw on critical research related to their content area FR/FP Frame and refine the problem presented by the client CF Develop a contract with the client including scope, timeline and deliverables CF Develop an internal project workplan FO/TP Meet deadlines and monitor their progress against the contract and workplan CF/FO/TP Negotiate a contract with their client CF Advocate points of view and negotiate differences of opinion FO/TP Appreciate and learn from cultural and other differences FO/SA/TP Identify and synthesize existing research relevant to the project FR/FP Identify and implement appropriate quantitative FR/FP
and/or qualitative data gathering methods Identify and implement appropriate data analysis procedures FR/FP Determine findings FR/FP Develop useful recommendations and/or tools and resources based on findings FR/FP Synthesize and summarize large amounts of data and information FR/FP Prepare clear and well-argued written deliverables tailored to the client’s needs FR/FP Prepare clear and well-argued verbal presentations tailored to the client’s needs FR/FP Course Requirements I have identified an array of potential projects. Potential clients will present their projects to you in the first couple of weeks in class. I will ask you for your preferences, but – just to be very clear – I will create the teams based not only on your preferences, but on your previous coursework, work and life experience, other expertise, and team size. Teams are comprised of 3-5 students. The class will involve presentations from the instructor, possible guest speakers, class discussion and team meetings. Course requirements include: enrollment in both semesters; attendance and participation in class activities and team meetings;
FALL 2017, SCHEDULE ASSIGNMENTS DUE teams Introductions; Client presentations Read all four client proposals and prepare questions. Client presentations; Discussion of projects NOTE: RESUME AND WRITING SAMPLE DOES NOT HAVE TO BE SENT WITH THE PROJECT PREFERENCE FORM. Come with thoughts and questions on pros and cons of the projects. Due Friday 9/22: Project Preference Form. Teams will be posted by 9/24 on NYU Classes.
11:30am-2pm Lunch Wright Food Court 2-3pm Master Classes Brass—Prof. Dickson MAC 036 Woodwind—Prof. Walsh MAC 040 5:30-7pm Dinner Wright Food Court 8-10pm Fearless Auditioning MA 454 Prof. Nelsen 10:30pm Lights Out! Read Hall Indiana University College Audition Preparation (CAP) Wednesday, July 25, 2018 7am Breakfast Wright Food Court 8-8:50am Warm-up (Assigned Practice Rooms) 9-9:50am Stretch MAC 066 10am-1pm Lessons with IU Faculty/Practice Flute (JS 330) – Prof. Lukas Clarinet (JS 426) – Prof. Klug Bassoon (JS 227) – Prof. McLean Saxophone (JS 329) – Prof. Walsh Trumpet (JS 434) – Prof. Dickson Horn (JS 306) - Prof. Seraphinoff Trombone (JS 119) – Prof. Lenthe Tuba (MU 217) Prof. Morales 11:30am-2pm Lunch Wright Food Court 2-3pm Master Classes Seraphinoff MAC 036 Woodwind— Prof. Lukas MAC 040
Enter Cost per Type-of-Measurement (Column F). Enter the replacement cost per Item “type-of-measurement” as you defined in 2. above, expressed in current dollars. Sources for this information include construction contractors, architects, property management firms, and cost estimating databases such as RS Means. Spreadsheet Calculates Replacement Costs per Item (Column G). This is simply quantity x cost per Type-of-Measure. Spreadsheet Calculates Replacement Cost per Dwelling Unit (Column H). This is the cost of an Item per dwelling unit. Clearly, the per-dwelling-unit cost may differ from the Item (type-of-measure) cost if a unit does not have exactly one Item per unit. See exercises below for more information. Enter Replacement Cost per Dwelling Unit (Column I). For Items being calculated using the “Optional Calculation Columns”, hand enter the calculated cost-per-unit from Column H. Remember, if you know that there is only one Item per dwelling unit then you can skip the Optional Calculation Columns and hard enter the Replacement Cost per Dwelling Unit directly in Column I. Useful Life (Column J). Enter useful life expectancy for each Item. HDC has inserted a comment which gives a range of useful life for each Item (e.g. 15-20 years). The cells contain a useful life that is in the middle of typical range. You may modify the provided useful life expectancy based on the quality of the Item and/or your experience. Hint: Note that the average useful life of individual Items used in the spreadsheet is based on information from Oregon Housing and Community Services. It can be found in their Consolidated Funding Cycle application materials on the OHCS website, . Another source of useful life data is USDA Rural Development’s MFH Loan Origination Handbook HB 1-3560.
Subject Knowledge Teacher draws upon content knowledge to facilitate student learning 2-E-4. Subject Knowledge Developing Practicing Robust Teacher reveals gaps in content knowledge or exhibits difficulty in responding to students’ inquiries. The use of examples and is often unclear or unhelpful. Teacher attempts to draw on content knowledge in ways that do not often result in deeper interaction with content. Responses to students’ inquiries and the use of examples and are sometimes unclear or unhelpful. Teacher attempts to draw on content knowledge to encourage students’ interaction with the content through responses to students’ inquiries, examples, and counter-examples. Teacher draws appropriately on extensive content knowledge to broaden and deepen students’ interaction with content through responses to students’ inquiries, multiple examples and counter-examples, analogies, differentiation, etc.
10am-2pm Lessons with IU Faculty/Practice JS 233 – Prof. Simpson Voice MU 004C - Prof. Horne JS 235 - Prof. Jolly JS 336 – Prof. King 11:30am-1:45pm Wright Food Court 2-3:15pm Master Class M 015 Sweeney Hall Voice 3:30-4:15pm Making Music (not just singing notes) MA 007 (Critical listening and discussing what makes performances great.) 5:30-7pm Dinner Wright Food Court 8-10pm Fearless Auditioning MA 454 Prof. Nelsen 10:30pm Lights Out! Read Hall Indiana University College Audition Preparation (CAP) Wednesday July 25, 2018 7am Breakfast Wright Food Court 8-8:50am Stretch Class MAC 066 9-9:55am Getting to know your voice MU 204 10-11:30am Warm-up Voice female MU 204 Voice male MA 404
1 2 3 4 5 From system name] “EXIT CAPACITY” To [entry-exit system name] “ENTRY CAPACITY” Type* of “EXIT CAPACITY” Type* of „ENTRY CAPACITY“ Gas year/s [yyyy/yyyy+1] Amount [Please indicate unit: (kWh/h)/y or (kWh/d)/y] Request is submitted to other TSOs [yes, TSO] or [no] (detailed information be provided below) Conditions … … *E.g. in case of not-freely allocable capacities the specified exit or entry point(s) or entry-exit zone to which the allocation restriction applies.
Based on the aforementioned decision, no technical studies for incremental capacity projects will be conducted. Fees Both TSOs did not introduce a fee for the evaluation and processing of non-binding demand indications. Contact information REN Gasodutos, SA Enagas Transporte Henrique Fatima Romero Studies and Energy Planning Logistic Commercial Department Email: Henrique.leite@ren.pt Telephone: +34 93 03 Email: fromeroc@enagas.es Address: Avenida Estados Unidos da América, 55 Address: Paseo de los Olmos 19, 28005 Madrid
Flow from Spain to France: Flow from France to Spain: Results of current annual yearly auction In the recent annual yearly auctions, taking place on 06.03.2017 for the joint interconnection point the following results have been achieved: Interconnection point name Interconnection point EIC Flow direction Gas year [yyyy] Offered capacity (kWh/h 25°C) Amount Booked capacity (kWh/h 25°C) Amount Capacity type [e.g. firm] VIP PIRINEOS 21Z000000000285D North>South 2017 40.619 21.001 Firm bundled VIP PIRINEOS 21Z000000000285D South>North 2017 1.068.097 1 Firm bundled VIP PIRINEOS 21Z000000000285D (Spanish side) 2017 54.250.991 125.002 Firm unbundled VIP PIRINEOS 21Z000000000285D ENTRY (Spanish side) 2017 2.093.349 1 Firm unbundled
Planned Conservation Practices Fields(s) Planned Application Year Planned Practice(s) – Prepare Narratives for all practices. When planned, prepare Jobsheets or Implementation Requirements for: 328 - Conservation Crop Rotation, 330 - Contour Farming, 340 - Cover Crop, 345 - Residue and Tillage Management, Mulch Till, 329 - Residue and Tillage Management, No Till/Strip Till/Direct Seed, 346 - Residue and Tillage Management, Ridge Till, 380 - Windbreak/Shelterbelt Establishment, 528 - Prescribed Grazing. Jobsheet or Practice Specifications Attached (Yes or NO) (Practice Code: ) – Narrative: (Practice Code: ) – Narrative (Practice Code: ) – Narrative (Practice Code: ) – Narrative (Practice Code: ) – Narrative (Practice Code: ) – Narrative (Practice Code: ) – Narrative (Practice Code: ) – Narrative (Practice Code: ) – Narrative (Practice Code: ) – Narrative (Practice Code: ) – Narrative (Practice Code: ) – Narrative (Practice Code: ) – Narrative (Practice Code: ) – Narrative (Practice Code: ) – Narrative (Practice Code: ) – Narrative (Practice Code: ) – Narrative (Practice Code: ) – Narrative (Practice Code: ) – Narrative (Practice Code: ) – Narrative (Practice Code: ) – Narrative (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative: (Practice Code: ) – Narrative:
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RFO/CO:_____________________ CORRECTIVE ACTION AND PREVENTIVE ACTION PLAN Name of Establishment: Address: Inspector/s: Inspection dates: Prepared by : (Name & Designation of establishment’s authorized representative) Date prepared (dd/mm/yyyy): Note: Establishment to fill columns 1 to 5. Deficiency number (1) Description of deficiency (2) Corrective Action /Preventive Actions (CAPA) (3) Evidence of compliance (4) Completion or proposed completion date dd/mm/yyyy (5) Inspector(‘s) Comment(s) (6) Response accepted (Yes / No) (7) CRITICAL MAJOR OTHERS
Support Services Public Authority 2. Issue an alternative writ of mandate directing respondent Superior Court to show cause why it should not be so directed, and upon return to the alternative writ, issue a peremptory writ as set forth in paragraph 1, above. 3. Award petitioner her costs and attorneys' fees incurred in this petition. Oral arguments were scheduled 11/14/2012. Court records do not show action on disposition of the case. Toby Douglas, Director, California Department of Health Care Services, Petitioner v. Independent Living Center of Southern California, Inc., et al. 09-958 Lower court case number: 08-56422, 08-56554 Whether Medicaid recipients and providers may maintain a cause of action under the Supremacy Clause to enforce § 1396a(a)(30)(A) by asserting that the provision preempts a state law reducing reimbursement rates? Oct 3 2011 Argued. Transcript online at: This case was consolidated with: Toby Douglas, Director, California Department of Health Care Services, Petitioner v. California Pharmacists Association, et al. (case #09-1158) Toby Douglas, Director, California Department of Health Care Services, Petitioner v. Santa Rosa Memorial Hospital, et al. (case #10-283 Case decided Feb 22, 2012: Mar 26 2012: JUDGMENT ISSUED. Held: The judgments are vacated and the cases are remanded, thereby permitting the parties to argue before the Ninth Circuit in the first instance the question whether respondents may maintain Supremacy Clause actions now that CMS has approved the state statutes. Given the present posture of the cases, the Court does not address whether the Ninth Circuit properly recognized a Supremacy Clause action to enforce the federal law before the agency took final action. To
Maternal and health Service level 1 Service 2 Service 3 Service level 4 Service level 5 Service level 6 Access on-site or by referral to maternal and health Yes Yes Yes Yes Yes Yes Perinatal mental health services Service level 1 Service level 2 Service level 3 Service level 4 Service level 5 Service level 6 On-site/ referral to mental health services for perinatal mental health assessment and care Yes Yes Yes Yes Yes Yes Access on-site or by referral to mental health services for perinatal mental health assessment and care Yes Yes Yes Access to dedicated perinatal mental health service Yes Genetic counselling/ testing services Service level 1 Service level 2 Service level 3 Service 4 Service level 5 Service level 6 Access on-site or by referral to a genetic counselling service and invasive antenatal diagnostic procedures including amniocentesis and chorionic villus sampling (CVS) Yes Yes Yes Access to a genetic counselling service and invasive antenatal diagnostic procedures including amniocentesis and chorionic villus sampling (CVS) Yes Yes Interpreter services Service level 1 Service level 2 Service level 3 Service level 4 Service level 5 Service 6 Access to telephone interpreting service Yes Yes Yes Yes Yes Yes
Appendix 3: Example Action Plan Target Area Expected of Proficiency Gap Agreed Actions Who Will Provide Support? Timescale Review Date Date to Achieve Expected Standard/Level of Proficiency Completion of details on IT system Record detailed updates of all contact on an IT system within 24 hours, including assessment details and agree plans 50/80 records currently incomplete 20/80 records not updated No consistent record for other practitioners to refer to regarding the outcomes of the reviews or the agreed action plans Further training on an IT system Protected time each day to complete records and familiarise self with the new system Support from designated system lead Commence and complete ECDL training to improve IT literacy L&D Department Line Manager to arrange Local Lead L&D Department Within 1 month Ongoing for one month Ongoing Commence course within 3 months and complete within a year 1 month 1 month 3 months 3 months Within 3 months This action plan has been agreed by: Name of Manager:________________________________ Signed: ________________________ Dated: _____________________ Name of Employee:_______________________________ Signed: ________________________ Dated: _____________________
Answer ========================== Required Questions =========================== Question 1: Choose one of the Set-UID programs you are interested in. Remove the SUID bit from the program and set proper capabilities to the program. Were you able to make it to work for a regular user without SUID bit set? Please test your solution. What is the program you choose? Does it work for a regular user without the SUID bit being set? Question 2: What do you need to do to achieve the goals specified in Task 1? Please use screenshots to demonstrate your work and results. Question 3: What changes you like to make to the Password aging controls section in the /etc/login.defs file in order to harden your system? Question 4: Did you get any output by performing the above commands? Question 5: Why would you perform the above checks in practice? Question 6: Did you see any output when running the command? Question 7: How many system executables that have setuid or setgid bits set are there on your system? Give the command that you would use to obtain this number. Question 8: Is your system acting as a network sniffer? In what case do you want a computer to function as a sniffer? Why you don’t want your computer to act as a network sniffer? Question 9: What are some of the services that you are enabled at boot?
Name of main funding organisation: Select the category of the main study type: If selected DH/NIHR, or please define: Have you selected “Use of the CRF” in the set-up costs section of the commercial study costing template? Have you applied for NIHR portfolio adoption?: If yes, date applied: Number (if known/assigned): Are any research fellowships, Masters or PhD students attached to or supported by the study? NOTE: If yes, University of Leeds honorary contracts and GCP training are required prior to commencement of the study. Grant Administrating Organisation (if applicable, please state for academic studies) Which body will provide the research grant? organisation will administer the research grant? Sponsor Which organisation will be acting as the research governance sponsor? Has research governance sponsorship been confirmed? Account Holder The account for the study will be held at: If Other, please give details: CSU Signature CI/PI Name (print): Date: CI/PI Signature: Outcome of review: Agreed Provisional Rejected
The amount of funds requested Who will benefit and what will the outcomes be How will you tell us you have been successful What happens next? You will be contacted within 2 days by the Fund Advisor to tell you your funding application has been received. The Fund Advisor will check you have included all the necessary information and may ask you more questions about your application. Your application will then be considered by the MidCentral Regional Leadership Group Funding Panel. This panel is made up of disabled people and family members from the MidCentral Regional Leadership Group. The Funding Panel will decide whether to fund your proposal or not. You will be notified of the outcome by the Fund Advisor within 4 weeks from the time you submitted your application. Great – your application was successful! A letter of authorisation, with a fund reference number, will be issued to successful applicants. You will be required to report back to the Funding Panel to let them know the outcome of your activity. The Fund Advisor will discuss the best way for you to do this based on your type of activity. What if my application was declined? If you are not successful in getting funding you can discuss the reasons with the Funding Advisor. You may request the Funding Panel reconsider their decision. You will probably need to give more information to support this request. If the Funding Panel agrees to reconsider your application you will be notified of the outcome within two weeks. Got questions or need help? The Fund Advisor, Chris Potts, is available to help with developing your proposal and with completing an application for funding. Contact Potts phone or text 027 620 3036.
Enablers (E) English language skills IELTS or TOEFL test result Report General skills related to the job Questionnaire Self-Assessed Preferences (P) Personality MBTI Self-Assessed Values Questionnaire Self-Assessed Performance(Q) Task and contextual performance Questionnaire Self-Assessed Reports Manager Assessed CIP CIP Level CIP Interview Manager Assessed Skilled Knowledge (S/K) English language skills or TOEFL test result Report General skills related to each task Questionnaire Self-Assessed Values (V) Values Questionnaire Self-Assessed Temperamental behaviour (T) Extreme Personality traits MBTI Self-Assessed Table 2: Internal consistency tests for the questionnaires used to measure the independent variables Number of items Cronbach's α EPP Model Enablers 9 0.78 Preferences 22 0.81 Performance 9 0.85 Jaques Model CIP 1 N/A Skilled Knowledge 9 0.78 Values 18 0.84 Not having Temperamental Behaviour 1 N/A
Table 3: The statistical analysis for the EPA tests Dependent Variables Self-assessed Impact Manager Assessed Impact Average Impact Independent Variables Coefficient (p-value) Coefficient (p-value) Coefficient (p-value) Intercept 0.100 (0.959) -0.667 *** (0.000) -0.326 *** (0.000) Enablers -0.620 (0.680) 0.504 *** (0.000) 0.234 *** (0.000) Preferences 0.550 (0.685) 0.811 *** (0.000) 0.436 *** (0.000) Attainments 0.859 *** (0.000) 0346 ** (0.035) 0.585 *** (0.000) n 145 145 145 0.220 0.530 0.767 Table 4: The proposed predictors of resource Impact compared with Jaques’ Model Table 5: Experimental design for robustness testing Appendix 1 The Applied Capability Algorithm
MedEast Solutions Customer Experience At MedEast Solutions, we put our veterans first. These men and women have given a lot in service of our country and we firmly believe in giving back. All of our customers and patients are met with professionalism and courtesy. Any information given is kept confidential, in compliance with HIPPA, agreements, and all other applicable regulations. We pride ourselves on putting our patients’ needs first and send our most qualified clinicians to meet with and evaluate them, seeing to it they get the products and care they need. ” Before getting my brace from MedEast Solutions I had a hard time walking or even standing. After seeing them and getting a brace that was made specifically for me, I am able to move, walk, and even run like I have nearly perfect, healthy knees. They were helpful and got me what I needed. If I need something like this again, I will definitely go back to them.” US Army Veteran, Retired “Working with MedEast Solutions made things a lot easier. Their clinician was a big help and great to deal with. He took the time to make sure I got exactly what I needed and I can walk much better now after receiving my custom orthotics from them.” US Navy Veteran, Retired “When I went to the VA and requested my brace, I didn’t know who would actually be providing it. It was a pleasant surprise to me when MedEast Solutions was given my request. I met with their clinician and was impressed with his knowledge and attitude. He took time to explain everything to me about what he was doing and why and the importance of having a brace custom made for me. How it would help me heal and be able to function. I haven’t been using the product long, but it has helped me enough to notice a big difference in my pain level. I’d
Capacitor Lab: Inquiry into Capacitor Design This experiment should improve your familiarity with capacitors and enable you to appreciate what happens when you change the physical characteristics of a parallel plate capacitor. After opening this word document put your name and your partner’s name at the top. Open the following webpage, and then click on the “Run Now” button. When you’re done answering the questions print this page (1 per group)and turn it in to Mrs. LaFever. Directions: Using the Introduction tab, the voltmeter, and the battery, find variables that are used to design a capacitor. Adjust the battery between -1.5 V and 1.5 V. Record your observations. Connect the marked “Plate Charge”, and the Voltmeter (You’ll need to connect the voltmeter to the plates.) Repeat the first procedure, and make three measurements of Charge Q, and the corresponding voltage V. Q /coulombs V/volts Capacitance / F Verify that the capacitance agrees with your measured values of Q and V. Show your work. (C = Q/V) (you may want to write in your work after you’ve printed the assignment) Disconnect all of the meters and the battery and vary the area of the plates. How does the Capacitance vary with area A? Vary the separation of the plates. How does the Capacitance vary with the separation. Capacitance / F A / m d / m Using the formula for capacitance of a parallel capacitor, and calculate the constant of proportionality, ε0. (C = ε0 A/d ) (you may want to write in your work after you’ve printed the assignment) Reconnect the battery and adjust to 1.5 V. Check the View “Electric Field Lines” box, and the Charge meter box. What happens when the separation of the plates is increased?