zilongwang/ReadingBank huggingface dataset:
CHECK APPROPRIATE BOX (ONLY CHECK ONE) AND SIGN BELOW I have reviewed the current and approved Research Animal Scope of Work for all applicable personnel and verify that it includes all required duties and procedures for conducting this protocol. NOTE: If changes to a Research Animal Scope of Work are needed to cover the required duties and procedures for conducting this protocol, a new Research Animal Scope of Work must be submitted and approved prior to adding these personnel to the protocol. No personnel listed above are subject to the Research Scope of Practice policy (all personnel listed are only involved in non-human research). I certify that all personnel listed have completed CITI Working with the IACUC, specific species, and Biosecurity training. In additional all personnel have been cleared by VA or UTHSCSA Occupational Health Clinics and that the certification has been presented to the IACUC administrator. PI Signature________________________________________________________________ Date__________________ Options (for Office Use Only): Lab (in vitro) No privileges For R&D Office Use Only Stipulation Deadline for R&D Review: Reviewed and Verified by R&D Office Staff: Date: *Study personnel who are not physically conducting research on VA property or not directly working with research subjects **Refer to the Research Service website () for all required forms to establish research privileges. NOTE: New personnel may not work on protocols until research privileges have been approved by the R&D Office. 2. Conflict of Interest: Have there been changes in the financial arrangements or other non-financial arrangements for investigators or research personnel on this project that would require update of the Conflict of Interest Disclosures? YES – (updated Conflict of Interest Disclosures are attached )
Access Arrangements Form Details of Individual First Name Last Name Date of Birth WAMITAB Number Select the activity specific test will you be taking? Generic test only Aerobic composting Landfill – inert waste Anaerobic digestion Landfill – non-hazardous waste Clinical waste Metal recycling sites Contaminated land remediation Transfer – hazardous waste End of life vehicles Transfer – non-hazardous waste Land spreading Treatment – hazardous Landfill – closed Treatment – non-hazardous waste Landfill – hazardous waste Waste Electrical and Electronic Equipment Is the reasonable adjustment for: A long-term problem A short-term problem Select an access arrangement: Reader Scribe Extra time Evidence Indicate disability under Equality Act 2010: Indicate enclosed documents as supporting evidence:
APPLICATION FOR CONTINUING FORMATION FUNDS The Board of Ordained Ministry West Virginia Conference The United Methodist Church Part 1 NAME: PHONE: ADDRESS: CITY: STATE ZIP DATE OF APPLICATION: EMAIL: CONFERENCE RELATIONSHIP: Full Member; Associate Member; Diaconal Minister; Full-Time Local Pastor Provisional Member (Not In Residency Program); Part-Time Local Pastor How Long Have You Been Under Appointment? Present Appointment District Continuing formation event for which you are requesting assistance: Title: Date: Location: Brief statement about criteria in relation to the event (See Guidelines): Preparation: Participation and Performance: Sponsorship: Program Planning and Evaluation: Leadership April 2017 Return to: Stephanie Bennett PO Box 951 Barrackville, WV 26559
Have there been any changes in research methodology since the last IRB? ____ Yes ( if yes, provide documents and explanation of changes in additional pages) ___ No V. Participant Enrollment: Original number of Participants approved by IRB: _____ Number of participants who consented to participate: _____ Number of participant’s withdrawals originally approved by IRB: ( also, provide information about reasons for withdrawals) Have you asked any participant to withdraw from the research? If so, why? VI. Principal Investigator’s Certification & Signature: ( if a graduate student the Research Advisor must also sign) I certify that the information provided in this continuing review application is complete and correct. I understand that as Principal Investigator, I am responsible for the conduct and ethical performance of this project (including complying with intellectual property, conflict of interest, plagiarism, data management and related regulations), the protection of the rights and welfare of human subjects, and strict adherence to any stipulations imposed by the IAUPR Institutional Review Board. Signature: ______________________ Date:_________ Signature of Research Advisor: __________________ Date: ____________
You should be able to identify/define/explain the significance of the following: The Age of Enlightenment philosophes Nicholas Copernicus heliocentric/geocentrism Johannes Kepler elliptical orbit Galileo Galilei Francis Bacon scientific method Rene Descartes “I think, therefore I am.” Isaac Newton Andreas Vesalius William Harvey Robert Robert Boyle Joseph Priestly Antoine Lavoisier Marie Lavoisier natural law Thomas Hobbes Leviathan brutish, and short” John Locke Two Treatises of Government de Montesquieu separation of powers Jean-Jacques Rousseau The Social Contract Voltaire “I disapprove of what you say, but I will defend to the death your right to say it.” Immanuel Kant Encyclopedie salons Madam de Pompadour enlightened despots Frederick II of Prussia Maria Theresa of Austria Joseph II of Austria deism methodism the Restoration Charles II constitutional monarchy Exclusion Bill Whig/Tory Glorious Revolution James II William of Orange and Mary the English Bill of Rights The American Revolution Navigation Acts Proclamation of 1763 Stamp Act “No taxation without representation” Boston Massacre Boston Tea Party Lexington and Concord Declaration of Independence The Three Estates Estates-General bourgeoisie Louis XVI Marie Antoinette Estates-General National Assembly Tennis Court Pledge Storming of the Bastille the Great Fear Jacobins and Girondists the Women’s March Declaration of the Rights of Man and Citizen Maximilien Robespierre sans-culottes attack on the Tuileries Palace the “September Massacres” guillotine execution of King Louis XVI the Committee of Public Safety execution of Marie Antoinette “The Terror” “The Great Terror” Thermidorian Reaction the Directory Napoleon Bonaparte First Consul effects of the Revolution
Continuing Education Criteria In order to offer continuing education credits at the American Psychoanalytic Association’s meetings, APsaA must plan and present scientific program sessions that are in compliance with the criteria for continuing education as established by our accrediting bodies. To this end, all scientific program submissions must include responses to show compliance with continuing education criteria. The responses to the CE Criteria will be reviewed by the Continuing Education Committee to determine whether your session complies with continuing education criteria. There are 4 CE Criteria responses required. If you wish to review previously submitted responses, please contact me but note that each new session requires a complete submission. Your responses to each CE Criteria should be completed in the area after each criterion below. Please review the note and word limit included with each CE Criteria and do not delete or overwrite the note. Your cooperation with this process is greatly appreciated and helps to ensure that APsaA continues to be an accredited provider of continuing education to its members and the community at large. Please contact me if you have any questions. Thank you, Chris Chris Broughton Continuing Education Manager 212-752-0450 ext. 19 Continuing Education Criteria Date of Session: of Session: Submitted by: Address: Criterion 2 Incorporate into CME activities the educational needs (knowledge, competence, or performance) that underlie the professional practice gaps. Tell us the educational need of your scientific session – increased knowledge, better competence, or improved performance – based on the professional practice gap between current practice and desirable or achievable practice you have identified (and how it was identified) Compliance Note:
1 8 ENTER COURSE NUMBER AS LISTED IN THE CATALOG FTCC CORPORATE & CONTINUING EDUCATION STUDENT REGISTRATION FORM TERM FALL SPR SMR SECTION # FOR OFFICE USE ONLY PLEASE PRINT LEGIBLY FULL SOCIAL SECURITY NUMBER REQUIRED NAME OF COURSE LOCATION OF INSTRUCTION Name LAST FIRST Address City State Zip Code E-mail Address Birthdate - - MM DD YY Sex Male Female Race White Black American/Alaska Native Hispanic Asian Hawaiian/Pacific Islander State of Residence County Highest Education Level Enter Highest Grade Completed 01-11 Highest Grade Completed High School Graduate HSE Adult High School Diploma Post High School Vocational Diploma Associate Degree Bachelor’s Degree Master’s Degree or higher Home Phone - - Work Phone - - Occupation Employer Citizenship U US Citizen E Eligible Legalized Alien N Naturalized Citizen A Non-Resident Alien Employment Status Retired Unemployed (not seeking) Unemployed (seeking) Employed (1-10 hrs. per week) Employed (11-20 hrs. per week) Employed (21-39 hrs. per week) Employed (40 hrs. or more) Educational Goal Personal Enrichment Enhance Present Job Skills Certification Cell Phone - - Military Status Active Retired The information on this data form is accurate to the best of my knowledge. Please enclose your registration fee. Student’s Signature Date $ Amount Collected Payment Method Signature of Collector Date
Modern European History Unit 6 – Nation-Building and War Content Quiz Study List You should be able to define/identify the importance of the following: Imperialism imperialism David Livingstone Henry Stanley Leopold II of Belgium Social Darwinism missionaries Maxim gun steam engine malaria, quinine Berlin Conference Zulu, Shaka Afrikaners diamonds, gold paternalism Boer War colony protectorate sphere of influence economic imperialism indirect/direct control paternalism assimilation effects of African colonialism artificial boundaries WWI MAIN militarism alliances imperialism nationalism Three Emperors’ League Triple Alliance Entente Cordiale Triple Entente Archduke Francis Ferdinand’s assassination Gavrilo Princip, Black Hand “The Great War” Schlieffen Plan new weaponry Eastern/Western Front(s) trench warfare Unterseeboots Lusitania Zimmerman Telegram “doughboys” [11] 11/11/18 League of Nations Treaty of Versailles
Is this a final report – (all data have been collected and analyzed)? YES (Complete pages 3 & 4 only) NO (Complete all applicable pages) -- List principal investigator, and research associates. Fill-in blanks to the right of names.
Sign In Sheet Public Service Training 1201 N 15th Street, Clarksburg, WV 26301 Course Location: ___ ________________________________ Instructor _____ __ __________________________________ Course Title: _____ __________________________________ Date: _________________ Class Hours for this Date: _____ Student Name (Please Print Clearly) WVOEMS certification number BLS or ALS Affiliate Agency Student Signature 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39
Helping our children in ways that we would approve. It’s not just reading and writing, it’s so much that they are learning – behaviour, attitude, respect, morals. And we are letting go so someone else can teach them these things. That’s a big step for parents. You’re thinking of the child and what they are doing at school and how they’re learning so much. We’re actually learning to let go, letting go and letting them experience life – good and bad. So, it’s definitely a transition for all of us as well. We have to have high expectations of the school. Otherwise, we couldn’t let go. QA 6.3.2 Different names Children were asked about things that are different between preschool and school. schools are bigger than preschools there are more people in schools eating lunch is different you have more teachers at preschool sometimes you can sleep at preschool you play at preschool and you learn at school you call your teachers differently. Alice has recently started school and attends the before school programme on the school site. At the end of her first week of school, she was excited to tell her mother. I know a secret! Mrs Dawes was away today, so we had Miss Evans. But that’s not her real name! Her real name is Shona! You know, Shona from before school care? She was our teacher for today. She said that while she was our teacher we had to call her Miss Evans. But I know her real name is Shona, like in before school care. QA 5.1.1; 6.3.2 Recognising Aboriginal children’s assets as they school Leonie McIntosh, a Wiradjuri educator and researcher, shared some of her experiences and research results about children starting school. When we read the reports, it seems like Aboriginal children coming to school have a great many problems. Yet, when we look at the Aboriginal children making the transition to school, we see their strengths and the possibilities for them to grow and learn. As an Aboriginal educator, I want
16 Was the client registered with a GP? Yes No Don’t know 17 If the referral was appropriate, was an appointment made with the client? Yes - appointment was made No - client was given drop-in times No - no appointment or drop-in times were offered 18 Date of appointment (DD/MM/YYYY) _____ /______ /________ 19 If an appointment was made, did the client attend the appointment? Yes No 20 If the client did not attend the appointment, what was the reason (if 21 If the client did not attend the appointment was this followed up? Yes – phone call/ text Yes - letter No 22 If yes in Q.21, how many attempts were made to follow-up the client? One Two Three or more 23 Was the client met at the gate on release? Yes No 24 Was the client in treatment in your service immediately prior to this prison stay? Yes No 25 If yes, was the NDTMS treatment episode open or closed during the prison stay? Open Closed 26 Triage Date (DD/MM/YYYY) /______ /________ 27 Intervention Start Date (first intervention following release) (DD/MM/YYYY) _____ /______ /________ 28 What intervention(s) were started? (Tick all applicable) Pharmacological Structured Psychosocial Recovery Support 29 Were the in Q.26 & Q.27 and intervention(s) in Q.28 recorded for NDTMS? Yes No
Symbols are used to identify a range of effective transition practices Symbol General Practice Example Connecting with children Buddy programmes Children engage with peers Introducing children and families to educators before commencement Personal communication with children before they school Sharing expectations and experiences of school Respecting children’s knowledge of school Saying goodbye Visits to the school and school age care services before commencement Connecting with families Welcoming families Families meet before school starts Inviting families to visit the school and/or school age care setting Information sharing Referring families to appropriate support services Providing spaces for parents to meet Seeking – and listening to – advice from parents Meeting new parents to discuss the transition Regular communication with families Working collaboratively with families and support services Recognition of the significance of starting school for parents Connecting with professionals Collaboration between educators Communicating with other professionals Working collaboratively across services Developing a communication strategy Establishing professional networks Strong leadership to support transition Connecting with communities Being seen in the community Community recognition of the importance of transition Sharing information
9.4 Call out lists: should be included along with details of where the team should meet to manage the disruption along with a suitable backup. These areas should be equipped with the appropriate level of communications and other facilities to allow the incident to be managed. 9.5 Contact details: the plan should include full details for key internal and external contacts. could include:- Key senior management Key operational staff Regulators and other compliance bodies. Suppliers Key partners It may be appropriate to include details of contracts, insurance policies, regulatory requirements etc. documents may be stored separately to the plans but should be readily accessible. 9.6 Priorities: details of the priority order for continuity and recovery of key services and their critical activities must be available together with their Recovery Time Objectives and recovery levels. 9.7 Vital documents and resources: a list of vital documents and resources needed for continuity and recovery for each critical activity must be included along with details of where these are located. Vital documents may include records of who is authorised to retrieve materials as well as security arrangements, e.g. passwords that will be required. Vital materials may include stationary, spare parts, specialist machinery and tools etc. 9.8 Checklists: and audit trails: a simple checklist or action card may be included to ensure the team completes mandatory tasks and provides a tracking process for task completion. Meeting agendas can be included so that all key elements of the plan are covered when the team meets. 9.9 Incident log: with any emergency there is a requirement for post incident review and audit. Consequently it is of vital importance that a record is maintained of what actions were taken, why they were taken, when they were taken and by whom. This is best done by maintaining and incident log. 9:10 People issues: special consideration should be given to the needs of staff, contractors and visitors who may have been evacuated from the premises without time to collect their personal belongings e.g. money, credit cards, keys etc. 9.11 Salvage: if the incident results in damage to buildings e.g. fire, it is important that arrangement is made to recover important documents and equipment, when safe to do so. Documents and equipment that are damaged by water or other contaminants will need to be cleaned and restored by specialist contractors. This would be coordinated centrally, however as time is of the essence it will assist recovery if departments develop their own mechanisms to identify items requiring salvage, e.g. equipment lists or asset registers.
Please list the School’s key areas for development including SMART actions. Please tick the themes tagged for these areas for development. Please list these in order of priority. Teaching & Learning Assessment & Feedback Academic Support Organisation & Management Learning Resources Learning Community Student Curriculum Design Collaborative Ac Partnerships Area(s) which raised this issue Indicator of Success By Whom and By When Progress to date ANY OTHER COMMENTS (eg effectiveness of the continuing monitoring process, quality of the plans etc)
Total Budget - $1,670,000 (ex GST) Previous budget $1,592,000 BUSINESS SERVICES - $210,000 BSB Business Services No. Scope of work, industry, sector and occupations/skills involved Industry Imperatives for the work Budget Likely qualification levels affected Timelines for start of work and submission for endorsement. 1.1 Design and develop Public Relations Qualifications and Skill Sets Recommendation from Marketing and Advertising Review and request made by Public Relations Institute of Australia $80,000 4,5,6,8 Jul 15 to Apr 16 1.2 Design and develop skill sets to support small business adoption of high speed broadband Skill sets identified in NBN research project undertaken by IBSA in 2012 $50,000 4, 5 Jul 15 to Apr 16 1.3 Design and development of new qualifications to support business analysis roles Growth in roles and skills for business analysis including process improvement, organisational change, strategic planning and policy development $80,000 5, 6, 8 Jul 15 to Apr 16 CULTURAL AND CREATIVE INDUSTRIES - $250,000 CUA Creative Arts and Culture
8.2 VET Practitioners Community – ongoing expenses Improving the quality of delivery and assessment. $60,000 All training packages Jul 15 to Jun 16 8.3 Feedback Hub – enhancements and ongoing expenses (ongoing server and support agreement expenses) Supporting the review and development of training packages. $50,000 All training packages Jul 15 to Jun 16 8.4 Virtual helpdesk Responding to stakeholder requests. $20,000 All training packages Jul 15 to Jun 16 8.5 IBSA Workshops promoting new training packages Engaging stakeholders and ensuring they are kept informed of IBSA activities. $20,000 All training packages Jul 15 to Jun 16 8.6 Board Project – NBN Research Follow up research on the impact of NBN in pilot areas $80,000 All qualifications Jul 15 to Jun 16
• After a light breakfast, trek to Wae Rebo village, which takes around four hours. The authentic Manggarai houses are located about 1,000m above sea level in the middle of the mountains. There are seven traditional houses. Built in the same form, six are for the local people and one extra house for the visitors. These houses have a cone shaped with high roofs and five stories: the top four are mainly used for storage and all the living areas are on the bottom. Stay overnight in a provided house. DAY 4 | WAE REBO – DENGE – DINTOR – LABUAN BAJO • After breakfast, trek down to Denge village where lunch will be provided. • lunch, drive to Labuan Bajo via Dintor and Nangalili (depending on the road condition; alternatively take the route through Todo Village to Labuan Bajo). DAY 5 | LABUAN BAJO – BIDADARI – RINCA – LABUAN BAJO • Morning after breakfast at hotel, transfer to the pier of Labuan Bajo to visit Rinca Island, it takes 2 hours sailing. • Arrive in Rinca, start trekking through the typical dry forest to explore the island and meet the Komodo dragons and other many wild animals such as; Timor deer, wild buffalo, long-tailed macaque and wild boars also numerous of birds. Look up to the trees and you might find young Komodo on the trees! • Return to boat and sailing to Bidadari Island (Angel Island) for swimming, snorkeling and relaxing. • Sailing to Labuan Bajo in the afternoon. DAY 6 | LABUAN BAJO – DENPASAR Explore Labuan Bajo and to Batu Cermin limestone cave before departing to Denpasar.
pressure. This increase in osmotic pressure leads to cellular injury. In the nerves, sorbitol affects ion pumps, causes injury to Schwaan cells and interferes with nerve conduction. Red blood cells are stiffened and then become more difficult to circulate throughout the body at the microvascular level. Aldose reductase inhibitors such as epalrestat and ranirestat may help delay the onset of complications that are linked to the polyol pathway.5(p758) Protein Kinase C (PKC) is an enzyme that is activated by increased glucose levels inappropriately. Outcomes of this activation have lead to increased thickening of vascular structures, increased production of extracellular cytokines, increased permeability and increased contractility. observations may contribute to both the micro and macrovascular complications of diabetes.5(p758-759) Nonenzymiatic glycoslyation is the non-covalent binding of gluose to proteins, lipids, and nucleic acids without the assistance of enzymes. In a chronic hyperglycemic state, glucose binds to collagen, vasculature, interstitial tissues and red blood cells thus becoming more permanent. The product of this process is known as advanced glycoslyation end product (AGE) and it’s receptor (RAGE). Both AGE and RAGE have several characteristics that cause tissue injury. These products can lead to the trapping and cross-linking of proteins such as albumin, low density lipoprotein, immunoglobulin and complement. This results in an increased thickening and permeability in blood vessels and nerves. They can also bind to cellular receptors that then release growth factors and cytokines. Increases in growth factors and cytokines result in cell proliferation in glomueruli, smooth muscle of blood vessels and exhibits a fibrous effect on collagen production. Additionally, AGE and RAGE can inactivate nitric oxide and hence a loss of vasodilatation and decreased endothelium function. AGE and RAGE have been linked to the induction of inflammation and destructive oxidative stress. The final detrimental component of
This study revealed inconsistency in documentation of intraoperative management of T1DM, which happens to be a responsibility of the anesthesia provider. Because of the poor documentation, it is difficult to draw conclusion about how anesthesia providers feel about the presence of CSII therapy during the perioperative period or how it is managed. The sample population was small and the outcomes of this study are a possibly a reflection of an institutions attitude toward management of T1DM and CSII therapy. Further studies should not include a retrospective approach, but instead a prospective approach so that outcomes may be observed.
Continuous Learning (CL) - Guide to Documenting CL Points Log into DON Continuous Learning module (i.e., Register Now!) from eDACM Dashboard (Opening screen upon logging into eDACM). From opening Register Now! page, Select “Add CL Points” Select “Add CL Points” Enter name of Event. ***NOTE: All AQS-related events/activity should be entered as “AQS - (Event/Activity Name from Workbook)______” After entering all information, select “Submit Request” tab at the bottom of the page. A confirmation of request will be provided: To request a list of entries entered via the Continuous Learning module, select “CL Training History/Certificates” from the Main Page. Summary Page will be presented. Request a Transcript of all CL by selecting the “Click here to view and/or print a Transcript of the CL Events you’ve completed” link. Then search for “AQS…” events/activities. Click on the event name to have an email sent to you with the certificate attached.
Content Topic: Page Unit1 Wh- question /Tenses 1-31 Unit2 Greeting and Suggestion, Self-introduction 32-52 Unit3 Illness, Express shock in English, Say sorry 53-75 Unit4 Advertisement 76-88 Unit5 Taking Note, Making appointment, Answering Phone 89-98 Unit6 Talk about ways of communicating, Giving Direction 99-111 Unit7 News 112-116 Weather 117-120 Unit9 On a vacation 121-132 Unit10 Job-job description, What do you do for living? 133-160 Unit11 Family, Like-Dislike 161-168
6th Grade 7th Grade 8th Grade Advanced Courses are available at all middle schools for students who meet placement guidelines. Contact your child’s middle school for more information regarding course guidelines. See the Middle School Advanced Course Brochure and Progressions for a more detailed description of course options. Advanced Math Placement (AMPS) During the 6th grade year, student instruction will focus on multiple grade level standards in preparation for Math 1. Currently, students in 6th grade AMPS take the 6th grade Math EOG. Advanced Language Arts Placement (ALPS) ALPS is an opportunity for students to develop flexible and strategic ways to read and write about a wide variety of texts in a fast paced and fluid environment. Students take the 6th Grade Reading EOG. AMPS During the 7th grade year, student instruction will focus on multiple grade level standards in preparation for Math 1. Students in 7th grade AMPS take the 7th grade Math EOG. ALPS Continuation of ALPS services. Students take the 7th grade Reading EOG. Math 1 This course will incorporate 8th Grade Math standards into the Math 1 course standards and curriculum. Currently students in this course will take the 8th Grade Math EOG and the Math 1 EOC. ALPS Continuation of ALPS services, with a focus on preparation for Honors English 1 in high school. Students take the 8th grade Reading EOG. AIG-Identified students will be scheduled for advanced courses that match his/her area of gifted identification. AIG students should be clustered appropriately within advanced courses.
COMMITMENT DATE: ANTICIPATED PAROLE DATE: COMMITTING OFFENSES: MENTAL HEALTH ELIGIBLE? RECOMMENDATIONS FROM CCRC, JCC, OR CPP: FOR INDEPENDENT LIVING AND/OR RESIDENTIAL PROGRAMS ONLY EDUCATION STATUS: DOCUMENTS ATTACHED Attach all appropriate information for new referrals. BADGE Face Sheet CAP Assessment(s) Case Plan Order JCC/BSU Reports Release Form YASI Behavioral Analysis Social History YASI Wheel Other I, verify that this referral packet is complete, all required documents are included. The Supervisor Review occurred on with . Please check to insure the referral is complete and all necessary items are attached.
Clause Description Location in New Constitution Notes 1 Name Cover page 2.1 Definitions Part 1 2.2 Interpretation Removed 2.3 Application of the Act Removed 3 Office and of Business Removed – can be put back 4 Objectives Cover page Updated 4.2 Application of Property and Income 3 5 Power of the Association 26 6 Members 8 6.2 New classes of members 60 6.3 Clubs Removed but covered by 9 6.4 Individual Members 8 and 60 6.5 Discontinuation of membership 61 6.6 Subscription and fees 12 6.7 Register 13 6.8 Effect of membership 15 7.1 Committee 15 7.2 Breach of discipline by Member 15 7.3 Report of a disciplinary matter 15 7.4 Consideration of matter 15 7.5 Meeting of Committee for Disciplinary Purposes 15 7.6 Committee Resolution 15 7.7 Effect of resolution 16
7.8 Notice of appeal to Committee 17 7.9 Proceedings of the General Meeting 21 7.10 Decision of the Members 21 7.11 Decision is binding Removed no longer in line with Act 7.12 Continuation of Rights 15 8.1 Power of committee 28 8.2 Composition of Committee 27 8.3 Appointment of Committee Members 31 8.4 Vacancies of Committee Members 38 8.5 Meetings of the Committee for General Purposes 41 9.1 Establishment of Management Councils 48 9.2 Appointment of Delegates 49 9.3 Management Council meetings 49 9.4 Extinguishment of Management Council 49 10.1 Appointment of Chief Executive Officers Removed 10.2 Duties Removed 11 President 28 12 Secretary 29 13 Treasurer 30 14.1 Meetings of Members 41 14.2 Notice of Annual General Meetings and General Meetings 52
14.3 Business 52 14.4 Quorum 45 14.5 President to preside 43 14.6 Adjournment of Meeting 58 14.7 Voting procedure 57 and 59 14.8 Recording of determinations 60 14.9 Where a poll is demanded 61 14.10 Voting entitlements of Members 59 14.11 Proxies of members of association 55 15 Minutes of meeting of the association 47 and 62 16 Inspection of records… 71 17.1 Financial Year of the Association 2 17.2 Accounts to be kept in accordance with the Act 30, 64, 71 17.3 Submissions of accounts to Members 65 17.4 Auditor Removed 17.5 Finance 64 18 Default 12 19 Patrons and Governors Removed 20 Indemnity 50 and 51 21 Notices 42 and 54 22 Amendment Removed but implied 26 23 Distribution of surplus property on winding up of Association 73 24 Rules, regulation by-laws and policies 66
Title: Extraction of major amino acid in edible bird nest using Molecular Imprinted Polymers (MIP) To investigate the amount of amino acid (valine) in edible bird nest by method of molecular imprinted polymers (MIP). WORKING EXPERIENCE Selinsing Gold Mine Manager Sdn. Bhd. Lot mc 1/124 Mukim Jelai km 6, Jalan Sungai Koyan – Kuala Medang, 27650, Raub, Pahang Tel/Fax : 609-3402042 May-August 2011 Industrial trainee Plant, Mining and Mechanical Department. Selinsing Gold Mine Manager Sdn. Bhd. engages in the exploration and development of gold mineral properties. The company is based in Kuala Lipis, Malaysia. As of June 25, 2007, Selinsing Gold Mine Manager Sdn. Bhd. operates as a subsidiary of Polar Potential Sdn. Bhd. Perlis Marine Engineering Sdn. Bhd. Lot 1401, Kampung tengah, 02000 Kuala Perlis, Perlis. Tel : 604 - 985 5361 Fax : 604 - 985 5364 December 2008 – March 2009 Industrial trainee Mechanical department Perlis Marine Engineering Sdn. Bhd. (PME) was incorporated in 1992 is one of the pioneers in aluminium boat building in Malaysia. PME is specialise in building small and medium sizes aluminium high speed fast patrol boats. PROFICIENCIES Computer Skills Good communication, writing and customer skills with technologies ability. Excellent computer skills and proficient in excel, word, outlook and access. Familiar with AutoCAD 2007, and C Programming. Engineering Skills: Already got hands on experiences on handling and operating : Welding equipment (Arc. Spot Welding, TIG, MIG). Welding and types inspection (able to do Destructive and Nondestructive Testing). Heat Treatment Material Controlling (Can operate furnace). Ceramic processing techniques (slip casting, powder press and potter wheel). Material Testing Equipments (Can opperate UTM,Rockwell,Vickers,Charpy Machine). Material characterization tools (XRD,SEM,EDX,DSC,FTIR). Various identical non destructive testing.
Quick Guide Text Styles Applies the selected text style (Bold, Italics, Underline and Strikethrough) Paragraph and Heading Formats Applies the selected paragraph format Fonts Applies the selected font Font Size Applies the selected font size Bullet List Applies the selected style of bullet list Numbered List Applies the selected style of numbered list Text Color Applies the selected color to text Highlight Color Applies the selected highlight color to text Erase Formatting Erases formatting from text Editor Controls Tools that alter the display of the Content Editor Cut, Copy, Paste, Find/Replace Tools for cut, copy, paste and find/replace operations Undo, Redo Tools to undo and redo operations Paragraph Alignment Applies the selected alignment to paragraph text Outdent Applies indent or outdent to paragraph text Superscript, Subscript Applies superscript or subscript to text Insert/Edit Link, Remove Link Tools to insert, edit or remove a hyperlink
Direction Direction Tools to control direction of text Line, Horizontal Rule, Space Tools to insert a line, horizontal rule, or space Spell Check Turns spell check on or off Insert Inserts or attaches Mashups Inserts mashups Insert/Control Special Text Inserts and controls display of special text Table Operators Tools to operate on tables Detailed Guide Bold, Italic, Underline, Strikethrough (Text Styles) Bold inserts strong tags Italics inserts emphasis tags <em></em> Underline inserts span tags with a style definition: <span Left
displays differ palettes. Blackboard inserts span tags <span></span> with a style definition, such as: <span style="color: #ff0000;">Lorem ipsum</span> Once you apply a color, the T icon displays the chosen color. You can continue to apply this color to selected text by repeatedly clicking the T. Highlight Highlight applies the chosen highlight to selected text. The drop arrow displays differ palettes. Blackboard inserts span tags <span></span> with a style definition, such as: <span #ff0000;">Lorem ipsum</span> Once you apply a color, the highlighter icon displays the color. You can continue to apply this color
of merged (and empty) cells. This does not split a cell, and does not operate on merged cells. HTML Code View, Edit CSS Style HTML Code View toggles between the default WYSIWYG view and an HTML code editor. Edit CSS Style opens a complex dialog with Text,
Completion ___________ Have the “Named Insured:” blanks been filled in with the Contractor’s name and address? ___________ Have the “Company:” row blocks been filled in appropriately? (Note that the Insurance Company names will be checked by our personnel with the Mississippi Insurance Commission and the Insurance company names must match exactly as listed with the commission.) ___________ Have the “Policy No.” row blocks been filled in appropriately? ___________ Have the “Effective Date” and “Expiration Date” row blocks been filled in appropriately? ___________ On the next two (2) blanks of the form, have you typed in the Project Number and county? ___________ Has the Mississippi Agent or Qualified Nonresident Agent for the listed insurance companies signed the form beside “By:”? To be eligible to sign for the insurance company(s) the Agent has listed, the Mississippi Agent or Qualified nonresident Agent must possess a Certificate of Authority from the Insurance Commissioner for the listed insurance company(s). If you are not aware how or if such is listed with the Insurance commission, call the Insurance Commission at (601)359-9217 prior to completing this section. (Note, under the signature, you should type the Agent’s name because many signatures are not legible.) ___________ Has the “Address:” of the Mississippi Agent OR Qualified Nonresident Agent been filled in. ___________ Has the document been notarized appropriately? Please utilize this checklist prior to sending the Certificate of Insurance form(s) back because failure to input appropriate information on the Certificate of Insurance Form(s) will result in delayed issuance of the Notice To Proceed.
Staff are knowledgeable and recognize the specific needs of a governmental organization like DMA Exceptional (5) Very Good (4) Satisfactory (3) Marginal (2) Unsatisfactory (1) N/A Staff turnover Exceptional (5) Very Good (4) Satisfactory (3) Marginal (2) Unsatisfactory (1) N/A Prompt and effective correction of unforeseen situations and conditions Exceptional (5) Very Good (4) Satisfactory (3) Marginal (2) Unsatisfactory (1) N/A MONTANA DEPARTMENT OF MILITARY AFFAIRS ANNUAL EVALUATION OF CONTRACTOR PERFORMANCE Responsive to department needs/requests that may or may not have been identified in the contract Exceptional (5) Very Good (4) Satisfactory (3) Marginal (2) Unsatisfactory (1) N/A Reports and/or other required documentation of services were delivered on time and were complete and accurate Exceptional (5) Very Good (4) Satisfactory (3) Marginal (2) Unsatisfactory (1) N/A Invoices are accurate and are received in a timely manner in compliance with contract specifications Exceptional (5) Very Good (4) Satisfactory (3) Marginal (2) Unsatisfactory (1) N/A Licensing/Certification requirements met (staff, business, program, etc.) Exceptional (5) Very Good (4) Satisfactory (3) Marginal (2) Unsatisfactory (1) N/A
AMENDED 12-14-17 Policy Number 2013-004 Central Procurement Office Contract Management Policy and Procedures Effective: August 22, 2013 Prepared by: The Central Procurement Office of the State of Tennessee 1. Purpose. To establish a uniform policy governing the State’s contracts for goods and services. This policy shall provide guidance to State procurement professionals in determining which contract to use and to highlight distinguishing factors or considerations for each contract type. This policy also provides guidance and describes the approval process for each contract type (including original contract, amendments, renewals and terminations) and contract management. Finally, this policy delineates the party responsible for contract management. This Contract Management Policy and Procedures will be further augmented by the Central Procurement Office’s Contract Manual. 2. Scope. The scope of this policy includes all contracts procured under the jurisdiction of the Central Procurement Office. 3. Definitions. For purposes of this policy, existing definitions are listed below: “Agency Term Contract” - means a State Agency contract in which a source or sources of supply are established for a specified period of time at an agreed upon unit price or prices for a single State Agency. – in the context of a Grant Contract means any grant of money awarded to the State, or awarded by the State to a person or legal entity, for the furnishing by the State of assistance, whether financial or otherwise, to any person or entity to support a program authorized by law. The term “Award” in the context of a procurement shall mean the award of a contract to a Contracting Party pursuant to a procurement. “Contract Manager” – means, with respect to a Statewide Contract, the category specialist responsible for the procurement or such other person as appointed by the Chief Procurement Officer to act as the Contract Manager. “Contract Manager” with respect to an Agency Term Contract shall mean the State Agency official appointed by the State Agency to act as the person responsible for contract management. “Contracting Party” – means a party to a contract with the State to provide goods or services.
Name of Cast Member:___________________________________________ The rehearsal schedule is below. If there is a date/time that you know your child WILL NOT be able to attend, please indicate and tick the box below: Sunday Rehearsal Schedule at: PDA – 11am – 4pm Please Note: Not all children will be required at rehearsal 16 JULY Goldilocks Cast 13 AUGUST – Snow White Cast 23 JULY – Snow White Cast 20 AUGUST – Cinderella Cast 30 JULY – Cinderella Cast 27 AUGUST – All Cast TBA 6 AUGUST – Goldilocks Cast 10 SEPTEMBER – All Cast TBA TULIP TIME PERFORMANCES (The cast will be performing a medley from the shows) NB Not compulsory, however, the more the merrier! Saturday 16 SEPTEMBER Saturday 23 SEPTEMBER Sunday 17 SEPTEMBER Sunday 24 SEPTEMBER COMPULSORY Dress Rehearsal at Mittagong Playhouse Please note: These rehearsals are in the last week of the Sept/Oct holidays COMPULSORY Intensive Rehearsal at Mittagong Playhouse (Last week of Sept/Oct school holidays) Wednesday 4 OCTOBER Time: TBA (All day) Thursday 5 OCTOBER Time: TBA (All day) Friday 6 OCTOBER Time: TBA (All day) SHOW TIME at Mittagong Playhouse – 5 PERFORMANCES SATURDAY 7 OCTOBER Opening Night – 7pm SUNDAY 8 OCTOBER Matinee - 2pm SATURDAY 14 OCTOBER Matinee performance - 2pm & Evening performance - 7pm SUNDAY 15 OCTOBER Closing Matinee – 2pm and bump out Medical Information for:
Appendix 5 Threshold Chart Banding Threshold Number of tenders / quotations to be sought Minimum number of quotations to be returned Records required Method of invitation Responsible Up to £5.000 1 1 Written record if possible Verbal or written quotation Head of Service £5,001 to £10,000 3 1 Written record Written quotation or use of E Tendering system Head of Service £10,000 to £20,000 3 1 Written Record Written quotation or use of E Tendering System Procurement Team
Section 17.3 - “Performance System Management” added Section 17.4 - Change title to “Appeals and Grievances”, renumbered Section 17.5 - “Performance Improvement Plans” renumbered ARTICLE - INCENTIVE AWARDS renumbered Section 17.2 – Program Objectives deleted, remaining paragraphs renumbered 18.x Section 17.4 – Program Administration deleted, remaining paragraphs renumbered 18.x ARTICLE XVIX – MERIT PLACEMENT AND PROMOTIONS renumbered Section 18.17 – Evaluating Candidates deleted, remaining paragraphs renumbered 19.x Section 18.21 – Competitive Vacancies deleted ARTICLE XX - REDUCTION IN FORCE renumbered ARTICLE XXI - Contracting Out renumbered Section 20.2 – Delay in Contracting Out deleted Section 21.2 – Contracting Out Work Currently Accomplished by Bargaining Unit Employees added Section 21.3 – Contracting Out New Work added ARTICLE XXII - Training/Education renumbered Section 21.2 – Training Option deleted, remaining paragraphs renumbered Section 22.2 - Notification of Training Availability renumbered Section 22.3 –Training in a Non-Duty/Pay Status added Section 21.4 – Military Service Schools deleted ARTICLE XXIII - Travel and Temporary Duty renumbered Section 22.1 – Per Diem, Section 22.3 – Quarters, Section 22.4 – Work performance, Section 22.5 – Government Charge Card Program, Section 22.6 – Orders, and Section 22.7 – Travel Options deleted, remaining paragraphs renumbered
Gain >1% and ≤ 10% 90.0% to 98.9% 10% 90% (90%) * (Medicare A/B Percent of Rate) (90%)* (Medicaid Percent of Rate) Gain >10% and ≤ 20% 80.0% to 89.9% 50% 50% (50%) * (Medicare A/B Percent of Rate) (50%)* (Medicaid Percent of Rate) Gain >20% < 80.0% 100% 0% 0% 0% 1 Loss and gain reflected on an incremental rounded to the nearest one tenth of a percent. Loss or gain >20.0% still results in risk sharing reconciliation for the loss or gain between 1.1% and 20.0%. 2 All EOHHS Risk Sharing shall be treated as Medicaid expenditures eligible for FMAP. b. Demonstration Year 2 Incremental Loss or Gain (as % of Total Adjusted Capitation Rate Revenue)1 Risk Corridor Percentage % Contractor Risk Sharing % & CMS Risk Sharing % CMS Risk Sharing % Risk Sharing2 Loss >10% >110.0% 100% 0% 0% 0% Loss >3% and ≤ 10% 103.1% to 110.0% 50% 50% (50%) * (Medicare A/B Percent of Rate) (50%)* (Medicaid Percent of Rate) Loss or Gain ≤ 3% 97.0% to 103.0% 100% 0% 0% 0% Gain >3% and ≤ 10% 96.9% to 90.0% 50% 50% (50%) * (Medicare A/B Percent of Rate) Percent of Rate) Gain >10% < 90.0% 100% 0% 0% 0%
1 Loss and gain reflected on an incremental basis, rounded to the nearest one tenth of a percent. Loss or gain >10.0% still results in risk sharing reconciliation for the loss or gain between 3.1% and 10.0%. 2 All Risk Sharing shall be treated as Medicaid expenditures eligible for FMAP. c. Demonstration Year 3 Incremental Loss or Gain (as % of Total Adjusted Capitation Rate Revenue)1 Risk Corridor Percentage % Contractor Risk Sharing % EOHHS & CMS Risk Sharing % CMS Risk Sharing % EOHHS Risk Sharing2 Loss >8% >108.0% 100% 0% 0% 0% Loss >4% and ≤ 8% 104.1% to 108.0% 50% 50% (50%) * (Medicare A/B Percent of Rate) (50%)* (Medicaid Percent of Rate) Loss or Gain ≤ 4% 96.0% to 104.0% 100% 0% 0% 0% Gain >4% and ≤ 8% 95.9% to 92.0% 50% 50% (50%) * (Medicare A/B Percent of Rate) (50%)* (Medicaid Percent of Rate) Gain >8% < 92.0% 100% 0% 0% 0% 1 Loss and gain reflected on an incremental basis, rounded to the nearest one tenth of a percent. Loss or gain >8.0% still results in risk sharing reconciliation for the loss or gain between 4.1% and 8.0%. 2 All EOHHS Risk Sharing shall be treated as Medicaid expenditures eligible for FMAP. d. Demonstration Year 1, if the Contract is terminated prior to June 30, 2015: Incremental Loss or Gain (as % Risk % Contractor % & CMS Risk Sharing % CMS Risk Sharing % EOHHS Risk Sharing2
Employer’s name: Employer’s address: Employer’s contact number: Employees name: Employees address: Employees contact number: Date employment started: Managed account/calculation only payroll: Type of employment: (Permanent/Temporary/Casual) Normal of work: Normal pattern of (If applicable) Is employee required to work bank holidays and statutory public holidays? When does the holiday year each year? (Start date of employment/1st April-31st March/Jan-Dec) How much holiday is the employee entitled to each year? (i.e. hours per week x 5.6 weeks per year)
Week 1 Termination for Breach Breach occurs when one party fails to perform at the time or to standard required by contract. Breach allows for damages, but only certain terms allow for contract termination. What type of term has been breached? Condition (or essential) – If breached, contract terminated. Strict performance required. Warranty (or non-essential) – If breached, contract remains (damages as remedy) Intermediate/inordinate – If breached, may terminate if effect of breach deprives the innocent party of the substantial benefits from the contract. Condition breach – guide What is a condition? If the term requires strict performance then a condition. Any breach, however slight, allows for termination (Arcos v Ronaansen; Tramways v Luna Park). ‘a substantial failure in the performance would enable the defendant to treat the contract as at an end’ (Associated Newspapers Ltd v Bancks). How do you check if a term is a condition? Test of essentiality – is promise so important that promisee would not have entered into the contract unless the term was strictly performed? (Tramways v Luna Park). What factors help determine that a term is a condition? The character of a term – e.g. ‘seaworthy’ is very general and party could fail term by one missing nail up to the sinking of the ship (Hongkong Fir v Kawasaki). Have previous decisions classified term as a condition? Need for certainty – if a court calls a general term a condition, does it cast doubt into all similar contracts? Is the language promissory (Tramways v Luna Park)? Is this particular term emphasised over others? e.g. One term says ‘we guarantee…’, the others don’t. Does labelling a term a ‘condition’ mean it is a condition? Not necessarily, as word often used in a non-legal manner.
Details Parties Crown, Consultant Crown Name The Crown in Right of Tasmania represented by the Department of , (“Crown”) Address Telephone Fax Attention Consultant Name , (“Consultant”) Incorporated in ACN/ABN Address Telephone Fax Attention Recitals A The Crown wishes to appoint the Consultant to provide certain consultancy services for the Department of ("the Department"). B The Consultant wishes to accept the appointment to provide the Contracted Services for the Department on the terms in this Agreement. Date of agreement See Signing page