zilongwang/ReadingBank huggingface dataset:
Kay Moss Stober Drives, Inc. Jerry Ugrin Primary Plus FIVCO ADD Jamie Rucker Plumbers & Steamfitters Local 248 Brent Sturgill Office of Vocational Rehabilitation Chet Smith Marathon Petroleum Company Libby Ironworker Local 769 Jacqueline Korengel Kentucky Adult Education Kevin Howard INKYOH Regional Council of Carpenters Gateway ADD Dr. Jason Slone KY Career Center - Morehead Keller Cooper Standard Automotive Bothman SRG Global Morehead Alex Conrad, CPA, CPC Sterling Health Solutions John Will Morehead State University Jennifer Carpenter CTI Foods Appendix 31 - 2016 Update Appendix 32 Buffalo Trace Youth Services Providers Type of Activity
Wild Rice • Land Wild Life • Tourism Lake Vermilion • Cultural Heritage • Labor Force- Handicrafts, artists more skilled people looking for work • Treaty Rights • Communications Infrastructure • Access to Federal • Experience with Partnerships with outside entities • More educated Youth • Vermilion Sewer and Water System collaboration with other Tribes • Strong balance sheet and ability to borrow at favorable terms • Formation of the new Credit Union • New Public Transportation system • Progress in lowering unemployment rate • Fortune Bay & other existing businesses gaming businesses • Existing business assistance programs • New Vermilion State Park Weaknesses: • Reliance on Federal funding • Local commercial codes are discouraging to outside businesses • lack of Tax base • debt • Law Enforcement, jurisdictional and prosecutorial jurisdiction issues (P.W. 280) • Lack of educated workforce in critical skilled occupations (technical trades) • Lack of money • No post-secondary school on the Reservation • Future of Gaming • Low population density • Lack of Housing • Remote location • Need for more off Reservation businesses distance to markets • Maxed out sewer systems • higher fuel costs • The availability natural gas is nonexistent • High employee turnover at Tribal businesses • Difficulty of obtaining Mortgages on leased land • Challenges in recruiting employees • Challenges in providing transit services to shift workers • Lack of clearly defined process for starting new, privately businesses on the Reservation • Inadequate legal/business infrastructure Opportunities: • CLEC - Coop Local Exchange Carrier • renewable energy Telecom • The Vince Shute Bear Sanctuary as a partnership opportunity • Partner with Institute of Higher Learning • Internet based businesses • Transit Program • Bandwidth • Reservation purchasing power fiber optics opportunity for new businesses to serve demand on and near the reservation • Adopt UCC • On-line education opportunities • Workforce training (how to interview, basic job expectations, etc) • Development or acquisition off-Reservation businesses near or on Hwy 53 and Deer  New Lake Vermilion State Park
Please send this form via Social Care Contact Centre adultandchildrenteam@sthelens.gov.uk It is the responsibility of the referring agency to determine whether the referred parents are informed that their child will be discussed at the MACE meeting. Best practise would be to inform/consult with parents; however, this may prove detrimental in certain cases. It may not always be in the child’s best interests to inform parents and each case should be considered individually.
Cashless Card Trial Ceduna The cashless debit card looks and operates like a normal bank card, except it cannot be used to buy alcohol or to gamble and withdraw cash. The Australian Government is looking at the best ways to support communities suffering from welfare-fuelled alcohol, gambling and drug To minimise this harm, the Government is trialling a new way of delivering welfare payments which limits the amount of cash available for spending on alcohol, gambling and drugs. The trial has been co-designed with local community leaders in Ceduna. How does it affect my Centrelink payments? The trial hasn’t changed the amount of money people receive from Centrelink. It has only changed the way they receive and spend their fortnightly payments: 80 per cent of your fortnightly payment is paid onto the card 20 per cent is paid into your regular bank account. Cardholders in Ceduna can apply to a local community panel to increase the percentage of welfare paid as cash into their regular accounts. Who is taking part in the trial? Most people who receive welfare payments and live in Ceduna are taking part in the trial. That is, people who receive payments from Centrelink like Newstart, Disability Support Pension, Parenting Payment and Carers Payment. Anyone can volunteer to take part in the trial. How does it work? The cashless debit card looks and operates like any other bank card It can be used in stores that have an EFTPOS machine The card cannot be used to buy alcohol, gambling products or withdraw cash It works online, for shopping and paying bills People can still use Centrepay and the Rent Deduction Scheme from Centrelink. Support services The Government has invested more than $1 million to improve and increase support services for the community, including: community safety initiatives drug and alcohol services additional capacity for existing mental health services enhancing existing financial management services extra funding for family violence services free Wi-Fi connectivity. Card support Support for the card includes: a customer support centre, to help with technical questions about the card – call 1800 710 265 a mobile app and text alerts, to help keep people informed about their balance Local Partners to help people with their cards and access support services. For more card information, go to Where can I find out more? Go to Or contact the Department of Social Services on 1800 252 604 or at The information contained in this fact sheet is intended as a guide only. The information is accurate as at 14 April 2016. DSS 1649.08.15
When you add certain evaluators, the program may correctly and automatically assign the Attribute to the correct Evaluator/column in the Attribute Table. If not, select Evaluator and correctly assign the Attribute. You will need to the Type as “Field” and the Value as the Evaluator you would like. The DeliveryStops layer contains information for 108 customers of Tantastic Sweater Pros. TSP owns 1 truck capable of holding 36 customers’ orders. As such, they provide 3 different delivery windows and have assigned the customers to one of the 3 delivery windows (indicated by the column in the DeliveryStops’ Attribute Table “Route”). These 3 routes correspond to 3 copies of the Depot included in the Depot layer (also labeled as “Route” in the Depot’s Attribute Table). Because the delivery vehicle needs to start from and return to the Depot for each route, you will need to load all three of the Depots as a Stop as the first stop, load all of the DeliveryStops, and then load all three of the Depots as a Stop as the last stop. Use the “Load Locations” options when you right click on the Stops segment in the Network Analyst window for your New Route. As long as you allow the program to assign each Depot and DeliveryStop to a Route (after selecting the “Load Locations” option, you will want to make sure RouteName is labeled as “Route” [it will likely occur automatically, but you will want to double check since it you won’t get the correct results otherwise]). Using the tutorial you have already completed in class as a guide, you will need to evaluate the services of the Tantastic Sweater Pros delivery arm. The delivery vehicles start and end at the depot. As such, make sure you reorder the delivery stops but keep the first and last stop the same. You will need to select the appropriate metrics for the routing to track the necessary variables.
High School 9th Grade 10th Grade 11th Grade 12th Grade 13th Grade College Fall 1 Spring 1 Fall 2 Spring 2 Fall 3 Spring 3 Fall 4 Spring 4 Fall 5 Spring 5 English Honors English I Honors English II Honors English III Honors English IV UWRT 1101 Writing and Inquiry I UWRT 1102 Writing and Inquiry II Math Honors Math I /II Honors Math II/III Honors Math III/ Pre-Calculus Honors Pre-Calculus/ Discrete Math HS Math Course Or College Math Course MATH 1100 or MATH 1103 *pending placement test MATH 1103 Pre-Calculus Math for Science and Engineering MATH 1241 Calculus I MATH 1242 Calculus II 1220 Algebra Statistics MATH 2241, 2171 or 2164 Science Honors Earth/Env. Science Honors Biology Honors Physics I Honors Chemistry I UCOL 1000 Freshman Seminar UCOL 1100 Freshman Seminar CHEM 1200 Fundamentals of Chemistry CHEM 1251 w/ Lab General Chemistry I UNC Charlotte Science or Social Science Elective PHYS 1101 Introductory Physics I PHYS 2101 Physics for Science and Engineering I Humanities Honors World History Honors Civics and Economics HIST 1160 US History Pre-1865 HIST 1161 US History 1865-Present LBST 1100 Arts and Science SOCY 1101 Sociology UNC Charlotte Elective UNC Charlotte Elective Engineering Electives PLTW Introduction to Engineering Design PLTW Env. Sustainability PLTW Principles of Engineering PLTW Civil Engineering and Architecture PLTW Digital Electronics PLTW Computer Science and Software Engineering PLTW Engineering Design and Development PLTW Engineering Design and Development FL NCVPS/ Seminar Global Leadership Seminar I Global Leadership Seminar I Global Leadership Seminar II Global Leadership Seminar II Foreign Language NCVPS Foreign Language NCVPS Foreign Language NCVPS Foreign Language NCVPS ENGR 1201 Introduction to Engineering I ENGR 1202 Introduction to Engineering II Health/PE Physical Education NCVPS Health NCVPS Seminars Career and College Readiness Skill Development Career and College Readiness Skill Development Work-based and Expeditionary Learning Work-based and Expeditionary Learning Graduation/Capstone Project High School Coursework Duel Credit-High School and College Credit
High School 9th Grade 10th Grade 11th Grade 12th Grade 13th College Fall 1 Spring 1 Fall 2 Spring 2 Fall 3 Spring 3 Fall 4 Spring 4 Fall 5 Spring 5 English Honors English I Honors English II Honors English III Honors English IV UWRT 1101 Writing and Inquiry I UWRT 1102 Writing and Inquiry II Math Honors Math I /II Honors Math II/III Honors Math III/ Pre-Calculus Honors Pre-Calculus/ Discrete Math HS Math Course Or College Math Course *pending placement test STATS 1220 Statistics MATH 1103 Pre-Calculus Math for Science and Engineering MATH 1121 Calculus for ETCM or ETGR 2171 Engineering Analysis I ETGR 2272 Engineering Analysis II ETGR 3171 Engineering Analysis III MATH 1241 Calculus I MATH 1242 Calculus II MATH 2241, 2171 or 2164 Science Honors Earth/Env. Honors Biology Honors Physics I Honors Chemistry I UCOL 1200 Freshman Seminar LBST 2213 Science, Technology and Society CHEM 1200 Fundamentals of Chemistry CHEM 1251 w/ Lab General Chemistry I UNC Charlotte Science or Social Science Elective PHYS 1101 Introductory Physics I PHYS 2101 Physics for Science and Engineering I Humanities Honors World History Honors Civics and Economics HIST 1160 US History Pre-1865 HIST 1161 US History 1865-Present LBST 1100 Arts and Science UNC Charlotte Health/PE LBST 2102 Global and Intercultural Connections UNC Charlotte Elective Engineering Electives PLTW Introduction to Engineering Design Scientific and Technical Visualization PLTW Principles of Engineering PLTW Civil Engineering and Architecture PLTW Digital Electronics PLTW Computer Science and Software Engineering PLTW Engineering Design and Development PLTW Engineering Design and Development FL NCVPS Global Leadership Seminar I Global Leadership Seminar I Global Leadership Seminar II Global Leadership Seminar II Foreign Language NCVPS Foreign Language NCVPS Foreign Language NCVPS Foreign Language NCVPS ENGR 1201 Introduction to Engineering I ENGR 1202 Introduction to Engineering II Seminars Career and College Readiness Skill Development Career and College Readiness Skill Development Work-based and Expeditionary Learning and Expeditionary Learning Graduation/Capstone Project High School Coursework Duel Credit-High School and College Credit UNC Charlotte Coursework
Leadership Academy LEADERSHIP FOR RESULTS TRAVEL AGENDA February 9-11, 201 1025 Thomas Jefferson Street NW, Suite 700, Washington, DC 20007 TIME DAY 1 – Half-Day (2:00- Evening) DAY 2 – Full Day (8:30am – 5pm) DAY 3 – Full Day (8:30 – 4pm) Breakfast Breakfast Early Morning MORNING CHECK-IN Round Robin with Fellows and Tracy Benson, Framing the Session – Learning Goals MORNING CHECK IN Reflections on Days 1 & 2 Break Break Late Morning Deepening Understanding of Complex Systems Systems Structure and Levels – “Iceberg Exercises” LUNCH LUNCH LUNCH WITH COACHES 2:00 Welcome Back! CHECK IN – Catch-up - reflections on the 1st Session and time since Job Embedded Project Discussion Problem of Practice Habits and Tools to Support Systems Thinking Aligning Systems Thinking and Results Based Leadership Break Break Afternoon Coaching-time with mentor-groups Coaching-time with individual fellows CHECK-OUT Mental Models and the Ladder of Inference Connecting Systems Thinking Habits to Leading within Job-Embedded Projects Evening Activities DINNER-ACTIVITY GROUP DINNER – CONTINUED STORY TELLING ADJOURN AT 4:00pm
CEELO Leadership Academy LEADERSHIP FOR RESULTS DRAFT TRAVEL AGENDA August 2-4, 2016 1025 Thomas Jefferson Street NW, Suite 700, Washington, DC 20007 TIME DAY 1 – Half-Day (2:00- Evening) DAY 2 – Full Day (8:30am – 5pm) DAY 3 – Full Day (8:30 – 4pm) Breakfast Breakfast Early Morning MORNING CHECK-IN Presentation 1 Presentation 2 MORNING CHECK IN Communications 202 – Tying all 4 sessions together Break Break Break Late Morning Presentation 3 Communications Strategies within Results Based Leadership and Systems Thinking Exercises LUNCH LUNCH LUNCH 2:00 Welcome Back! CHECK IN – Catch-up - reflections on the June Communications Session and Since Preparations for Project Presentations Presentation 4 Presentation 5 Presentation 6 PANEL OF LEADERS & Discussion Break Break Break Afternoon Coaching-time with mentor-groups Coaching-time with individual fellows CHECK-OUT Presentation 7 reflections CHECK-OUT Final session – examining our leadership and career trajectories Closing Activity CHECK-OUT Evening Activities DINNER-ACTIVITY GROUP DINNER ADJOURN AT 4:00pm
CEELO Leadership Academy LEADERSHIP AND EFFECTIVE COMMUNICATIONS TRAVEL AGENDA November, 6-8 2018 1025 Thomas Jefferson Street, NW, Suite 700W, Washington, DC 20007 TIME DAY 1 – Half-Day (2:00- Evening) DAY 2 – Full Day (8:30am – 5pm) DAY 3 – Full Day (8:30 – 4pm) Breakfast Breakfast Early Morning Welcome and Introductions Discussion – Communications Survey Review Strategic Communications Framing and Pivoting Break Break Break Late Morning Relationship Mapping Storytelling Theory and Practice LUNCH Lunch Lunch w/ Coaches (1 hour) 2:00 HARD START _CHECK-IN Review of Webinar and Previous Meetings Messaging Effective Meeting Strategies Break Break Break Afternoon Coaching-time with mentor-groups Coaching-time with individual fellows CHECK-OUT Challenging Communications Developing Communications Action Commitments Evening Activities GROUP DINNER GROUP DINNER AND ACTIVITY CHECK OUT AT 4:00 PM SHARP
CEELO Leadership Academy SYSTEMS THINKING DRAFT TRAVEL AGENDA May 1-3, 2018 1025 Thomas Jefferson Street NW, Suite 700, Washington, DC 20007 TIME DAY 1 – Part Day (2:00- Evening) DAY 2 – Full Day (8:30am – 5pm) DAY 3 – Full Day (8:30 – 4pm) Breakfast Breakfast Early Morning TRAVEL TIME MORNING CHECK-IN Round Robin with Fellows and Tracy Benson, Framing the Session – Learning Goals MORNING IN Reflections on Days 1 & 2 Break Break Break Late Morning HOTEL CHECK IN Deepening Understanding of Complex Systems Systems Structure and Levels – “Iceberg Exercises” LUNCH LUNCH LUNCH WITH COACHES 2:00 Welcome to the Leadership Academy! Introductions Logistical details for full academy sessions, Ground rules and principles Materials overview Warm-up exercises Habits and to Support Systems Thinking Aligning Systems Thinking and Results Based Leadership Break Break Late Afternoon Coaching-time with mentor-groups Coaching-time with individual fellows CHECK-OUT Mental Models and the Ladder of Inference CHECK-OUT Connecting Systems Thinking Habits to Leading within Job-Embedded Projects CHECK-OUT Evening Activities GROUP DINNER - ACTIVITY GROUP DINNER ADJOURN AT 4:00pm
Signed: ……………………………………………………… Date: _____________________ (CEEPSA office representative)
lessons, exercises, activities and experiences) towards the achievements of certain set objectives. The pace, tactics, sequence, etc. is decided and controlled by the facilitator. (never-the-less with interactive facilitation and optimum learner participation). Practical / simulated workplace experience (supervised and facilitated at the Training provider’s facilities) will be based on both a learner-Centred Strategy and a combination strategy, determined by specific requirements of the relevant subject. In a learner-centred strategy the onus and responsibility for learning is placed on the learners. The learner is involved far more in the pace-setting, choice of materials and general management of learning, with the facilitator operating more as a resource or manager of resources upon whom the learner is able to draw. A combination strategy integrates the other two types and depends very much on what is being learnt, and the constraints which have to be worked in. Workplace experience should be congruent with foundational competence therefore practical application should follow soon after theory sessions. Delivery will be based on a learner-centred strategy. 10.3 Instructional approach In the classroom and whilst performing workbook tasks, assignments and projects, the learning will be direct. A ratio of more than 30 learners per facilitation will not be exceeded. Workplace experience (real or simulated) will emphasize interactive learning. Ratio should ideally remain at 10 or less learners per facilitator at the provider’s facilities, and a maximum of 5 learners per workplace mentor / coach should not be exceeded. Each workplace exposure (real or simulated) of each learner will be reviewed and subsequently used as shared experiences and case studies to develop reflexive competence of all learners. 10.4 Access to a variety of delivery options and methods: The specific criteria set is for delivery methods to be effective, efficient and engaging. Effective learning activities will cover the content and help participants meet the explicit outcomes of the training.
Payment shock, introductory rates None n.a. n.a. Introductory rates are prohibited Discouraged by ex-post fixing of spread to initial N.a. Payment shock, balloon risk* None FX-LC preferential conversion option & FX debt ceiling Max 25 year amortization assumption. None None FX lending prohibited, no rules on LC negative amortization. Payment shock, rates None Caps on interest rate increases None None Retroactive indexation, spread fixed to initial level. Interest rate cap mandatory. Reference index Not mandatory, lending market practice. Mandatory (interbank, gov bond). Not mandatory, interbank rate is market practice. Mandatory (interbank). Mandatory (interbank). Spread fixing None. 3 years and longer over index None. Life of loan over index Life of loan over index Early repayment Universal right, indemnities banned. Universal right, yield maintena-nce indemnity max 3 yrs. Universal right. Indemnity subject to negotiation. Universal Indemnities limited to 1%. Universal right, Indemnities banned. Universal right, Indemnities limited to 2%. Income stress None Min income for FX is 15 times minimum wage, or income in FX. Cumulative FX (30%) and interest rate (400 bp) shock Cumulative FX shock and interest rate shock None None Restructuring & foreclosure, consumer insolvency No insolvency regime (plans for 2012) . FX conversion. Quarterly foreclosure quota. No insolvency regime (Central bank proposal). Severe eviction delay discouraging foreclosure. 2009 consumer insolvency law. Moratorium lifted in late 11, foreclosure encouraged. 2006 consumer insolvency law. N.a. Extrajudicial foreclosure. Sources: author’s interviews conducted between December 2011 and February 2012. Notes:*negative or zero amortization in local currency (FX is a negative amortization product, if the local currency devalues). Abbreviations: APRC – Annual Percentage Rate of Charge (effective interest) CP – Consumer Protection, CI – Credit Institution, FX – Foreign Currency, LC – Local Currency, LTV – ratio, PTI – Debt to income ratio.
lending market share public support. Sources: author’s interviews conducted between December 2011 and February 2012. Targeting: *means-tested (income), **price of unit and/or volume of financing (self-targeting), *** categorized (e.g. young families); all other measures are untargeted. § applies also to FX lending. Abbreviations: CP – Consumer Protection, CI – Credit Institution, FX – Foreign Currency, LC – Local Currency, LTV – Loan-to-value ratio, PTI – Debt to income ratio, IO – Interest-only. Product Design Simulation: Foreign Currency Mortgages vs. Price-level Adjusted Mortgages Case: Hungary, Swiss Franc loans underwritten in 2007 vs. price-level adjusted mortgage (outstanding balance adjusted by inflation rate Simulation Inputs Foreign Currency Mortgage (actual) Price-level Adjusted Mortgage (alternative) Source: Author’s simulation provided for the Wharton School/University of Pennsylvania International Housing Finance Course, June 2012 Additional Data Figure Housing Loan Pricing Conditions, House Price Developments New lending for housing, interest LC and EUR, Dec 2011 House Prices (existing or all flats), Q I 2005 = 100
OFFICIAL NOTIFICATION Advised the employer that official notification relating to the adoption has been received ORDINARY STATUTORY PATENITY PAY (OSPP) ELIGIBILITY APPENDIX 1 ADDITIONAL PATERNITY LEAVE - ELIGIBILITY CRITERIA APPENDIX 2 Birth An employee qualifies for additional paternity leave if: UK Adoption An employee qualifies for additional paternity leave when adopting a child if: Overseas Adoption An employee qualifies for additional paternity leave when adopting a child if: RELATIONSHIP They are the father of the baby and/or the husband or partner including partner or civil partner) They are married to or are the partner 3, or partner, of the person who has chosen to take adoption leave they are married to or are the partner3, or civil partner, of the person who has chosen to take adoption leave QUALIFYING WEEK They are employed by you on the qualifying week - the 15th week before the expected week of childbirth If they are employed by you the qualifying week the week they are matched for adoption If they are employed by you on the qualifying week the later of either the week official notification was received, or the week the employee had been employed by you for 26 weeks SERVICE REQUIREMENTS Have at least 26 weeks' continuous employment with you ending with the qualifying week and they continue to work for you from the qualifying week into the week before they wish to take additional paternity leave They have been continuously employed by you for at least 26 weeks ending with their qualifying week and they continue to work for you from the qualifying week into the week before they wish to take additional paternity leave They have been continuously employed by you for at least 26 weeks ending with their qualifying week and they continue to work for you from the qualifying week into the week before they wish to take additional paternity leave RESPONSIBILITY FOR UPBRINGING Intend to care for the child during the ASPP and /or APL period, and have, or expect to have, the main responsibility for Intend to care for the child during the ASPP and/or APL period Intend to care for the child during the ASPP and /or APL period, and have, or expect to have, main responsibility for the
Bin Nuclear Technology Coal or Natural Gas CO2 Capture CO2 Storage 1 Generation III+ reactors High-efficiency coal gasification, high-efficiency natural gas combined cycle, ultra-supercritical pulverized coal combustion, solid-oxide fuel cell (SOFC), solvent separation Injection into oil/gas reservoirs 2 Small modular reactors (LWR) Post-combustion CO2 capture technologies with 80% capture efficiency, integrated gasification systems with CCS, amine solvent separation Saline aquifer injection 3 Generation IV (including small modular reactors) New capture methods with >90% effectiveness, cost CO2 capture technologies of all kinds, framework separations, membrane separation Coal bed injection 4 None None Shale injection 4A. Summary of technology readiness for nuclear and CCS. Bin Wind Concentrated Solar Power (CSP) Solar Photovoltaic (PV) Geothermal Hydro and Ocean Biomass 1 Onshore, shallow offshore turbines Parabolic trough, central receiver Silicon PV, Thin-film PV, PV Conventional geothermal hydro Coal/bio-mass co-firing, direct fired biomass 2 Dish Stirling Biomass gasification 3 Floating (deepwater) offshore turbines ”Third generation” PV Wave, tidal and river turbines 4 wind Enhanced geothermal systems (EGS) 4B. Summary of technology readiness for renewable energy supply.
To do this within our resources we will have a range of small, medium and large audits. Over a year period we will try to cover all key directorates and activities. We will continue to give a strong emphasis to communication. We produce a report and ‘let it speak for itself’ so I do not do media interviews. We are questioning whether or not this is the best approach and if we should use social media for disseminating our work. I thoroughly enjoy our auditing work as I do see that it has a direct relationship with making sure Canberra is the great place it is. Questions and Discussion IMAGE 18 QUESTIONS? PERFORMANCE AUDITS; CATALYST FOR CHANGE OR HURDLES TO BE OVERCOME? WHAT HAS BEEN YOUR EXPERIENCE? AUDITOR AUDITEE CANBERRAN WHAT TOPICS WOULD YOU PUT ON THE FORWARD ACT AUDIT OFFICE PERFORMANCE PROGRAM? Thank you for listening to me Questions - or - provide your perspective.
Record a PowerPoint Presentation with Audio and Talking Head Open your PowerPoint presentation You may be presented with the following pop-up. Select OK to continue. Once you’ve opened your PowerPoint presentation make sure that you have Presenter View switched on. To access and select this PowerPoint setting: Click on the Slide Show tab and make sure the Use Presenter View option is checked Media Room User Guide v0.8 2017 04 27 | Page 13
Procedure Test Step # Test Step Name Instruction Expected Result Pass / Fail / Comment 1 Access Export Definitions In the SAP hybris Marketing application, navigate to Campaign Management Export Definitions. The Export Definitions workset is displayed. 2 Create Export Definition On the Export Definitions view, choose New. A Details area is displayed. 3 Define Export Definition Details In the export definition Details, maintain the following values: Definition: For example, Download of ERP data Segmentation Profile: ERP Customers Target: <Choose a target>, for example, CEI RDS - Mail Campaigns Details for the export definition are defined. 4 Select Export In the Details view, from The selected
and Targeting workset. workset is displayed. 2 Access Segmentation Models Navigate to Segmentation Models. The Segmentation Models workset is displayed. 3 Create Segmentation Model In the Segmentation Models view, choose Create (Create segmentation model). The Create Segmentation Model dialog box opens. 4 Choose Segmentation Profile On the Create Segmentation Model dialog box, choose the ERP Customers segmentation profile and then choose OK. A The New Segmentation Model view is displayed. The top-node segment contains all ERP customers that have been loaded into your SAP hybris Marketing application. on
3 Enter Social Media Information On the Maintain Social Media dialog box, enter a URL for the relevant social media, and then choose Close. Note Enter the full URL including http:// or https:// and the company domain (for example, /SAP) for the social media channel. Example: http://www.twitter.com/SAP An icon is displayed per maintained social media channel. The user can access the social media information from the target group member’s details. 4 Review Scorecard To display the scorecard information, navigate to the Scorecard workset. The scorecard information is displayed. 5 Review White Space Analysis To display the white space analysis, navigate to the White Space Analysis workset. The white space analysis is displayed. 6 Review Sales Analysis To display the sales analysis, navigate to the Sales Analysis workset. Optionally apply filters to the Margin Decomposition analysis by choosing Show filter area and by then choosing values from the available filters. The analysis is displayed. 7 Review Customer Contacts To display purchasing contacts for the account, navigate to the Customer Contacts workset. Customer contact information is displayed. 8 Review Account Team To display the account team for a customer, navigate to the Account Team workset. The account team is displayed. 9 Review Interactions To display the interactions for an account, navigate to the Interactions workset. Interactions are displayed. 10 Review Customer 360 Dashboard To display the Customer 360 dashboard, navigate to the Customer 360 workset. Note The Customer 360 dashboard is only available if you have implemented the additional SAP BusinessObjects content as described in the SAP BusinessObjects Reports for hybris Marketing (CEO) configuration guide. The Customer 360 dashboard is displayed.
Aims Linking enjoyable activities to local labour market. Local and national. Learning Outcomes (from CDI National Framework) CDI framework - Learning about careers and the world of work Gatsby Benchmark 2 Investor in Careers outcome addressed IiC Stage 2 – Outcome 4.1 IiC Reassessment – Outcome 2.5 Resources Websites – Fast Tomatao or similar Stats – local and national Questionnaire Activity 1 Questionnaire and discussion Outdoor activities and what enjoy doing with friends Technology and creative industries Move around the room and discuss with like-minded people (15 mins) Activity 2 Look at local LMI Activity 3 Look at national LMI Plenary – what have we learnt? Lesson Plan 10 Title Labour Market Information: Jobs for the Future Key Stage/Year Group Year 10 Duration 1 hour
4.6. 4.7. 4.8. 4.9. Apprenticeships University Careers information Jobs4u Assessment and accreditation The intended career learning outcomes for learners are based on the Careers Education Framework 7-19 and are assessed using assessment for learning (AfL) techniques. Parents and carers Parent and carer involvement is encouraged at all stages. Online resources will be developed and chosen to help parents and carers become more involved. All online resources will be easily accessed through the links on the College website. Until the VLE is fully functional, Parents are kept up to date with careers’ related information through letters, newsletters and at open evenings. Parents are welcome at careers interviews and where necessary are invited. Management A named member of staff co-ordinates the Careers Wider Curriculum Programme and additional related responsibilities and is responsible to his / her senior leadership line manager. Staffing All staff contribute to CEIAG through their roles as Tutors, subject teachers and student experience staff. A dedicated University liaison officer develops and maintains links with national universities organising visits and talks. A member of staff is dedicated to university pathway options and UCAS applications supported by the Principal and CEIAG Co-ordinator. A member of staff develops links with and support students through the Manchester Access Programme A member of staff is responsible for recording, evaluating and discussing work experience placements students have found themselves. The Careers Wider Curriculum Programme is planned, monitored and evaluated by the CEIAG Co-ordinator. The CEIAG Co-ordinator liaises and consults with the Connexions Advisor to ensure that specialist career guidance is available when required. The CEIAG Co-ordinator is responsible for maintaining the Careers Library. The CEIAG Co-ordinator is responsible for developing and maintaining links with external agencies for community work and the College Careers Convention 5. 5.1 5.2 Curriculum Careers Curriculum The Careers Wider Curriculum Programme includes careers education sessions, career guidance activities (group work and individual interviews), information and research activities, work related learning (community work) and individual learning activities. Careers’ lessons are part of the Careers Wider Curriculum Programme Other events and activities e.g. inspiration speakers and a future pathways evening are planned and organised separately throughout the year. Enterprise Curriculum The College Enterprise programme aims to provide students with practical experience of business and finance. Skills for Enterprise Education are developed through focused seminars and practical activities, with opportunities to work both collaboratively and
WHAT OPTIONS DO I HAVE? All students must now stay in education until they are 18, continuing with one of the following options:- A-Levels Colleges are now offering 3 A-levels, students will study over two years. The focus is achieving 3 excellent grades with enrichment/work experience provision to support their steps as no university now demands 4 A-levels. Apply from October of Year 11 onwards, but definitely before December. Most colleges will accept students for A-Levels who are achieving 5 grade Bs or above. Extended Diplomas/BTECs This programme will appeal to those students who want a work- related focus as they are also much more coursework-based. This qualification is equivalent to two or three A levels and is studied over two years. In some cases you will be able to combine BTEC courses with A level courses however most students find that it is best to concentrate on one type of qualification. Level 3 qualifications provide an excellent preparation for university, employment or higher level apprenticeships. Each college and sixth form has its own entry requirements for each course and these will be set out in the prospectus. However, here is a general guide for the requirements for each level. Apply from October of Year 11 onwards, but definitely before December. Level Example of qualifications Example of requirements Entry Introductory course Basic skills course No formal qualifications. by interview. Level 1- Foundation BTEC Introductory Diploma City & Guilds NVQ Level 1 No formal qualifications or few GCSEs grade G-D. Entry by interview. Level 2- Intermediate BTEC Diploma NVQ Level 2 GCSE Intermediate Apprenticeship GCSEs grade D or above and perhaps 2 grade Cs or above. Level 3- Advanced A levels BTEC Extended Diploma NVQ Level 3 4 or 5 GCSEs at grade C or above. A levels grade B or above.
all responses as it formulates program strategies related to the subjects within this request. In accordance with Federal Acquisition Regulations, 48 CFR 15.201(e), responses to this notice are not offers and cannot be accepted by the government to form a binding contract. The CEIC will not provide reimbursement for costs incurred in responding to this RFI. Respondents are advised that DOE is under no obligation to acknowledge receipt of the information received or provide feedback to respondents with respect to any information submitted. Responses to this RFI do not bind the CEIC to any further actions related to this topic. PROPRIETARY INFORMATION: Because information received in response to this RFI may be used to structure future programs and/or otherwise be made available to the public, respondents must NOT include any information in their responses that might be considered business sensitive, proprietary, or otherwise confidential. Responses must be submitted with the understanding that their contents may be publicly disclosed and, in the event of a public disclosure, DOE will NOT notify respondents or provide any opportunity to revise or redact submitted information. REVIEW BY FEDERAL AND NON-FEDERAL PERSONNEL: Federal employees are subject to the non-disclosure requirements of a criminal statute, the Trade Secrets Act, 18 USC 1905. The government may seek the advice of qualified non-federal personnel. The government may also use non-federal personnel to conduct routine, non-discretionary administrative activities. The respondents, by submitting their response(s), consent to DOE providing their response(s) to non-federal parties. Non-federal parties given access to responses must be subject to an appropriate obligation of confidentiality prior to being given the access. Submissions may be reviewed by support contractors and private consultants.
Yogi Vemana University – Kadapa 516003 Vice-Principal & Chief Warden Contacts: 9966788808 / Ph: (off) 08562-225405 Dt. 22 November 2016 Quotations in sealed cover are invited for the purchase and installation of 90 ceiling Fans of 48 size,High speed, Ivory colour (Crompton Greaves //Havells / Orient/Usha make ) for Yogi Vemana Hostels. Interested agencies are required to furnish the quotations along with terms and conditions to The Registrar Yogi Vemana University, Kadapa, 516003 A.P by Registered Post (Courier / Drop box) on or before 28th November by 5 P.M and enveloped should be super scribed as “Quotations for the supply of Ceiling Fans for Yogi Vemana Hostels’’. Sd / Vice-Principal & Warden
Ceiling Breach and Pull Instructions 1. Place base in desired location. Note: “Pull” side of machine will be located on side with “dog ears”. 2. Place four (4) posts into corner locations. Match up corresponding # to #. The number will be marked on post “male” and inside post “female”. Example 1 goes to 1, 2 to 2, etc. General Note: When placing nuts and do not tighten all the way down until end of assembly. 3. Place top section of machine on post(s). Option #1 – Using forklift, lift above post(s) “pull side” being side with pivoting arm. “Push side” has rectangular plate. Be careful of “sliding” when section is on fork lift. Metal to metal slides easily. Option #2 – lie unit on its side, attach upper section, lift upright. This is awkward and heavy. 4. Place “large” weight stack on “pull” side ( side with “dog ears”). Place “small” weight stack on opposite side. 5. Bolt “cross bars” between posts above weight stacks. “dog ear” side above heavy stack ( dog ears ). Cross bar with hole in the middle above “light” weight stack. Note: Weight selector rod will need to feed through hole and back through weight stack.
CLINICAL ENGAGEMENT AND IMPLEMENTATION MANAGER Salary £43k - 55k p.a* Reports to National Category Manager Tower 2 / 4 / 5 Location Dorking / Sheffield / Cambridge Basis Full time, permanent Travel required? Yes Reporting Lines National Category Manager Category Tower Director & Business & Performance Manager Managing Director Purpose The role of the CEIM is to build and manage the relationships with clinicians within NHS organisations. You will provide project leadership and support, ensuring the delivery of quality services that represent best value. You will be key in ensuring the clinicians’ “voice” is heard when specifications are made for products and services, ensuring they meet relevant national best practice and guidance. You will then work with clinicians to make sure best value products and services are being used in day-to-day services. Budget responsibility TBC Unit revenue Geographic responsibility Dorking – south Sheffield – north Cambridge - east Team size n/a Main accountabilities and manage the relationships with clinicians within NHS organisations ensuring uptake of best value products and services. Forge close working relationships with stakeholders across the organisation that will benefit the ultimate success of the project. Lead on product evaluations, inputting into product specifications as necessary. Produce evaluation reports for products providing assurance that they are fit for purpose and represent best value Liaising with CAPA and ensuring product recommendations and guidance are compliant and support best practice. Keep abreast of guidance and legislation to horizon scan and ensure CPP is staying ahead of campaigns and initiatives Participate in, and develop own clinical forums and networks to ensure CPP is appropriately represented and engaged in discussions about best practice and up to date thinking on products and services. Produce and update project documentation including status reports, ensuring key documentation is up-to-date. *Determinants of remuneration for CEIM: Number of projects involved and the complexity of those projects. Lower range will tend to have 1 or 2 projects with less complexity Mid range – 2 or more projects of which at least one is complex Top range – several projects or a couple of highly complex projects requiring significant input. Level of professional experience in a relevant field or clinical qualification – where an applicant has significant experience within a relevant area or has a current relevant professional qualification they will attract a higher level of remuneration.
A1: CONCEPT NOTE [TO BE SUBMITTED BY PARTNER] Note: The purpose of the Concept Note is for the applicant organization to express interest and demonstrate its unique advantage and added for undertaking a Project Partnership Agreement. The Concept Note is not a full and well-defined description of a Project and as such, should be brief and concise, and not be longer than five pages. The detailed Project and its budget will be fully elaborated if and when the organization is selected as a partner. The Concept Note is to help UNHCR to better understand and select the Best-Fit Partner for a specific area of intervention in the operation in Iraq. CONCEPT NOTE (A detailed project description is not required unless requested by UNHCR) Tick if applicable Identification Number Proposal in response to UNHCR Call for Expression Name of Organization: Contact Information and Address: Project Location: (select all relevant) Erbil Camps Dohuk Camps Sulaimaniyah Camps Ninewa Camps Baghdad Camps Kirkuk Camps Diyala Camps Babil Kerbala Camps Najaf Camps Salah Al Din Camps Anbar Camps Southern governorates Urban Erbil Urban Dohuk Urban Sulaimaniyah Urban Ninewa Urban Baghdad Urban Kirkuk Urban Diyala Urban Babil Urban Kerbala Urban Najaf Urban Salah Al Din Urban Anbar Urban Southern governorates Proposed interventions in areas related to: Protection Assistance Protection Monitoring SGBV Impact Project (QIPs) Care & Maintenance of Camps relief items distributions interventions Population Focus: (select all relevant) Population Planning Group (PPG), estimated number of persons of concern (POCs) to be reached through the project:
COMMUNICATION A new strategy is introduced for the visible-light photoactivation of polyoxotungstates through simple organofunctionalization. The novel hybrid system exhibited enhanced redox and photoreduction behavior, assigned to the effect of the electron withdrawing organic group on the electronic structure of the molecule. Jamie M. Cameron, Satomi Fujimoto, Katharina Kastner, Rong-Jia Wei, David Robinson, Victor Sans, Graham N. Newton,* and Hiroki Oshio* Page No. – Page No. Orbital Engineering: Photoactivation of an Organofunctionalized Polyoxotungstate
The Creative Edge - 2018 Bringing renowned thought-leaders on creativity and innovation to inspire our own work as artists, educators, and leaders each year since 2010. Our ninth speaker in this series is ROBERT DUKE. “ELEVEN YEARS OF PIANO AND I CAN’T GET A DATE: Cultivating Creativity in Human Expression” Music is a fundamental form of human communication. Although many of us make music for pleasure alone in the privacy of our own homes, music experiences most often involve performers and listeners. Intelligent performers consider their musical intentions in terms of how listeners will hear and interpret the music they make, and thinking about music in this way defines expressive goals for performers at all levels of experience and expertise. The parts of our brains that create and store memories for how to do things make predictions based on our expectations and intentions and then update memories based on discrepancies between those predictions and what actually comes about when we practice and perform. We’ll discuss how the fundamental principles of procedural memory formation serve as the basis of productive, meaningful, and engaging music practice that leads to the accomplishment of expressive, artistic goals. TUESDAY, 20, 2018, 10 AM - IRVINE BARCLAY THEATRE ADMISSION IS FREE – RESERVATIONS REQUIRED Each Year Presented in Association with: We gratefully acknowledge the generous support of our Title Sponsor since 2010: ROBERT DUKE Bob Duke is the Marlene and Morton Meyerson Centennial Professor and Head of Music and Human Learning at The University of Texas at Austin, where he is University and University of Texas System Distinguished Teaching Professor, Director of the Center for Music Learning, and Clinical Professor in the Dell Medical School. For the past six years, he directed the psychology of learning program at the Colburn Conservatory of Music in Los Angeles. Dr. Duke’s research on human learning and behavior spans multiple disciplines, and his most recent work explores the refinement of procedural memories and the analysis of gaze in teacher-learner interactions. A former studio musician and public school music teacher, he has worked closely with children at-risk, both in the public schools and through the juvenile justice system. He is the author of Scribe 4 behavior analysis software, and his most recent books are Intelligent Music Teaching: Essays on the Core Principles of Effective Instruction, The Habits of Musicianship, which he co-authored with Jim Byo of Louisiana State University, and Brain Briefs, which he co-authored with Art Markman, his co-host on the public radio program and podcast Two Guys on Your Head, produced by KUT Radio in Austin. 9th Annual Creative Edge - Sponsorship Application
Celcat. Advanced users tips The Undo window There are times when you “click the tick” in Celcat and then realise that you have done something terribly wrong! Celcat does have a little “Undo” facility. This is similar to the “Undo” facility in “Word” / “Excel” where you can roll back one, or any number of previous changes. The basic “undo” is available from “Edit” on the Celcat toolbar. This will normally “Undo” the previous update. There is also an “Undo Window” which allows “undo” to multiple actions. This is also available from “Edit” on the Celcat toolbar OR via “View>Undo Window”. The Undo list only applies to your current session on Celcat. By default the “Undo” limit is set to 50 changes. This can be changed up to 100 updates by updating “Preferences” (Tools>Options>general Options>Preferences) This will then display the most recent update(s) Right click the step that you want to “Undo” If you have made a number of changes then these will be listed with the most recent change at the top. The “Redo” tab applies the reverse action Using Week patterns to timetable more efficiently This works well if the course you are timetabling follows the conventional week pattern (e.g. 35 week FT) This can be applied to Module, Group, Staff or Room based timetables. The example below shows a staff timetable with all weeks selected In this example an event will be added to Monday following the 35 week pattern. Click the folder to the right of the “weeks” bar Select the Monday Full time 35 week pattern This change is now reflected in the timetable week pattern Right click in the start time square to add an event To limit the timetable to a single term a. Double click the “Weeks” box to open the weeks dialogue b. Edit the top line e.g. For Term 1 only simply remove “,T2-28,30-35,T3-40,42-43,45-47” c. Similar editing can be done to this line to select term 2 or term 3 d. If you make a mess simply click the “Cancel” button