zilongwang/ReadingBank huggingface dataset:
ANNUAL UPDATE ON ACTIVITIES APPROVED UNDER EXEMPTION Michigan Department of Health and Human Services Institutional Review Board for the Protection of Human Research Subjects 333 South Grand Avenue, PO Box 30195 Lansing, MI 48909 Email: Phone: 517-241-1928 Fax: 517-241-1200 SECTION 1 – PROJECT IDENTIFICATION 1.1 Project Title MDHHS IRB Log # Approval Expiration Date Responsible Department Employee Authorizing Supervisor Primary Investigator Primary Investigator Email 1.2 Indicate below if changes are needed to the contact information for the responsible department employee, the authorizing supervisor, and/or the primary investigator. Responsible Department Employee Name Phone Email Authorizing Supervisor Name Phone Email Primary Investigator Name Phone Email SECTION 2 – PROJECT STATUS 2.1 Is this research still ongoing? Yes No If “Yes,” please continue to 2.2. If “No,” indicate the date the activity ended: Note: If the activity has ended, you need not complete the remainder of the form. Please return this portion of the form to . 2.2 What is the projected date of completion? 2.3 Describe in the below any problems associated with the research that constitute a potential human subjects protection concern. Indicate if no problems occurred. 2.4 Describe in the space below any modifications to the research that could change the exempt status of the project (please consult a member of the MDHHS IRB if you need help determining what might affect exempt status). Indicate if no such changes occurred or are planned. Please complete and return this form to the MDHHS IRB 5 business days prior to approval expiration. Failure to provide a timely update on projects approved under an exemption by the MDHHS IRB is a violation of MDHHS policy. Completed forms may be sent by reply email to: The Michigan Department of Health and Human Services (MDHHS) does not discriminate against any individual or group because of race, religion, age, national origin, color, height, weight, marital status, genetic information, sex, sexual orientation, gender identity or expression, political beliefs or disability. Authority: Code of Federal Regulations Title 45 Part 46
there is a good basis for assessing the type and quality of care you have received. This will lead to better care both for you and for other patients in the future. your concerns can be properly investigated if you need to complain. How your records are used to help the NHS paying your GP or hospital for the care you have received the audit of NHS accounts, Service Evaluation and Clinical Audit of the quality of services provided reporting and investigating complaints, claims and untoward incidents planning services to ensure we meet the of our population in the future preparing statistics on our performance for the Department of Health. reviewing our care to make sure that it is of the highest standard teaching and training health care professionals conducting health research and development – please see ‘Research’ below Records will be kept in line with the Department of Health Records Management Code of Practice which determines the minimum length of time that records should be kept for. How we use your information – aspects Under the General Data Protection Regulations (GDPR), all organisations must ensure they have a clear legal basis for processing information. When your information is used for your care and administrative purposes related to your care, we rely on and of the GDPR. For Research, in most instances we will rely on and of the GDPR if and when we use your information for research. If you have formally consented to take part in research, this will satisfy the common law duty of confidentiality. Where it has been impracticable to obtain your consent we will seek approval from the Secretary of State via the under Section 251 of the . For Secondary (indirect care) purposes, when there is a legal requirement that we provide specified data to NHS Digital for example, we rely on of the GDPR. In cases where the common duty of confidentiality cannot be satisfied through consent we seek approval from the Secretary of State via the under Section 251 of the . Your information rights You have the right to know how we will use your personal information; You have the right to see your health record – see the section on Requesting a Copy of your Records below. You have the right to object to us making use of your information other than for your care;
4.3 There is a risk to the organisation due to not having strong risk management controls in place resulting in failure to put effective mitigation plans in place promptly Section 7.4 (Governance of the plan) Appendix 1 4.4 There is a risk to the organisation due to not having strong risk management controls in place resulting in failure to put effective mitigation plans in place promptly 7, 11, 12, 15, Section 7.4 (Governance of the plan) 4.5 There is a risk to the organisation due to lack of comprehensive data quality systems resulting in poor decisions that could affect outcomes and financial loss 6, Section 6.5.6 (Informatics & Technological Transformation)
INSERT PROGRAM OBJECTIVE HERE TIMELINE MONTHS 1–3 MONTHS 4–6 MONTHS 7–9 MONTHS 10–12+ AUDIENCE 1: [insert here] Communication Objective: [insert here] COMM ACTIVITY Insert Activity 1 Description ASSIGNED TO Insert name & organization BUDGET Insert amount of funding available METRICS Insert reach metrics COMM ACTIVITY Insert Activity 2 Description BUDGET Insert amount of funding available ASSIGNED TO Insert name & organization METRICS Insert reach metrics AUDIENCE 2: [insert here] Communication Objective: [insert here] COMM ACTIVITY Insert Activity 1 Description ASSIGNED TO Insert name & organization BUDGET Insert amount of funding available METRICS Insert reach metrics COMM ACTIVITY Insert Activity 2 Description BUDGET Insert amount of funding available ASSIGNED TO Insert name & organization METRICS Insert reach metrics
INSERT PROGRAM OBJECTIVE HERE TIMELINE MONTHS 1–3 MONTHS 4–6 MONTHS 7–9 MONTHS 10–12+ AUDIENCE 1: [insert here] Communication Objective: [insert here] COMM ACTIVITY Insert Activity 1 Description ASSIGNED TO Insert name & organization BUDGET Insert amount of funding available METRICS Insert reach metrics COMM ACTIVITY Insert Activity 2 Description ASSIGNED TO Insert name & organization BUDGET Insert amount of funding available METRICS Insert reach metrics AUDIENCE 2: [insert here] Communication Objective: [insert here] COMM ACTIVITY Insert Activity 1 Description ASSIGNED TO Insert name & organization BUDGET Insert amount of funding available METRICS Insert reach metrics COMM ACTIVITY Insert Activity 2 Description ASSIGNED TO Insert name & organization BUDGET Insert amount of funding available METRICS Insert reach metrics
INSERT PROGRAM OBJECTIVE HERE TIMELINE MONTHS 1–3 MONTHS 4–6 MONTHS 7–9 MONTHS 10–12+ AUDIENCE 1: [insert here] Communication Objective: [insert here] COMM ACTIVITY Insert Activity 1 Description ASSIGNED TO Insert name & organization BUDGET Insert amount of funding available METRICS Insert reach metrics COMM ACTIVITY Insert Activity 2 Description BUDGET Insert amount of funding available ASSIGNED TO Insert name & organization METRICS Insert reach metrics AUDIENCE 2: [insert here] Communication Objective: [insert here] COMM ACTIVITY Insert Activity 1 Description ASSIGNED TO Insert name & organization BUDGET Insert amount of funding available METRICS Insert reach metrics COMM ACTIVITY Insert Activity 2 Description BUDGET Insert amount of funding available ASSIGNED TO Insert name & organization METRICS Insert reach metrics
(Note: delete file reference and indicate file location if different from EPFS location) F: Full >3000m2 (Region [R]) / 5000m2 (National Capital Area [NCA]); L: Lite <3000m2 (R) / 5000m2 (NCA); UL: Ultra Lite <3000m2 (R) / 5000m2 (NCA) F L >$1M UL >$250K - <$1M F L >$1M UL >$250K - <$1M RE-NFU: Renewal Exercise - No Fit Up PL Environmental Compliance Management Program (ECMP) Checklist    I_SPECIALIZED AREAS\Environmental Requirements\ECMP Checklist PL Preliminary Identification of Environmental Services Required (PIESR)    I_SPECIALIZED AREAS\Environmental Requirements\PIESR PL Commissioning Assessment Form    C_CONSTRUCTION\Contract X \14_Deliverables\Commissioning Docs PL Risk Management Plan (project risk assessment, risk register, monitoring record)             A_NPMS\09_NPMS Supporting Documents\Risk Management Plan PL Indicative cost estimate (for project approval) and substantive cost estimate for planning and design (for expenditure authority)       H_PROJECT MONITORING\01_Project Time Scope Budget\Budget PL Substantive cost estimate (for project approval/expenditure authority for the entire project)       H_PROJECT MONITORING\01_Project Time Scope Budget\Budget PL Market Survey Result / Market Analysis Report or Attestation       D_LEASE\Lease PL Non Compliance with GCworkplace Fit Up Standards - Monitoring Form and ADM Decision (if applicable)       H_PROJECT MONITORING\05_Compliance and Compliance Monitoring Form PL Functional Program (if required)       F_CLIENTS\01_Agreement\Functional Program PL Accessibility Assessment (if required)             H_PROJECT MONITORING\05_Compliance and Audits\Accessibility Audits and Exemptions PL Heritage Assessment (if required)    I_SPECIALIZED AREAS\Heritage Requirements PL Special Purpose Space Approval (if required)             A_NPMS\01_Definition
Understanding ductal carcinoma in situ (DCIS) and deciding treatment was prepared and produced by: National Breast and Ovarian Cancer Centre Level 1 Suite 103/355 Crown Street Surry Hills NSW 2010 Locked Bag 3 Strawberry Hills NSW 2012 Australia Tel: +61 2 9357 9400 Fax: +61 2 9357 9477 Website: © National Breast and Ovarian Cancer Centre 2009 ISBN Print: 978-1-74127-149-2 Online: 978-1-74127-150-8 CIP: 616.99449 This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part might be reproduced by any process without prior written permission from National Breast and Ovarian Cancer Centre. Requests and enquiries concerning reproduction and rights should be addressed to the Corporate Communications Manager, National Breast and Ovarian Cancer Centre. Copies of this booklet can be downloaded from the National Breast and Ovarian Cancer Centre website: or ordered by telephone: 1800 624 973. Recommended citation National Breast and Ovarian Cancer Centre. Understanding ductal carcinoma in situ. National Breast and Ovarian Cancer Centre, Surry Hills, NSW, 2009. Disclaimer National Breast and Ovarian Cancer Centre does not accept any liability for any injury, loss or damage incurred by use of or reliance on the information. National Breast and Ovarian Cancer Centre develops material on the best available evidence, however it cannot guarantee and assumes no legal liability or responsibility for the currency or completeness of the information. National Breast and Ovarian Cancer Centre is funded by the Australian Government Department of Health and Ageing. trial
Contents Acknowledgements 4 How to use this resource 5 Introduction 6 Why do I need treatment for DCIS? 7 Treatment for DCIS 7 Surgery 9 Option 1: Breast conserving surgery with or without radiotherapy 9 Option 2: Mastectomy 9 Would I benefit more from breast conserving surgery or a mastectomy? 11 What features of your DCIS make it more or less likely to develop into invasive breast cancer? 12 Radiotherapy 13 Would I benefit from radiotherapy 13 What is the risk of developing invasive breast cancer or DCIS after treatment? 14 Lower risk 14 Higher risk 15 What is the risk after a mastectomy?3 16 What is the risk of developing invasive breast cancer in the general population in Australia? 17 What follow-up will I need? 18 How can I get more emotional support? 19 References 20
CBE Plan which details Submitter’s plan to achieve CBE requirement (This is a PASS/FAIL item) (Amendment 3) Attachment F Section 9.4 no Statement Committing to First Source Program requirements Section 10.3 yes Project Understanding Section 3.3 yes Experience of Proposer’s Team Section 3.4 yes Lead Contractor Work History Form Attachment 3.4.1 Section 3.4.2 no Lead Designer Work History Form Attachment 3.4.2 Section 3.4.3 no Offeror’s Team Structure Section 3.5 yes Team Member/s from DC Water Pre-approved Contractor List From attachment B (approved list) Section 3.5.1 & Attachment B yes Team Member/s from PEPCO Pre-approved Contractor List From attachment B (approved list) Section 3.5.1 & Attachment B yes Team Member/s from Verizon Pre-approved Contractor List From attachment B (approved list) Section 3.5.1 & Attachment B yes Identity of and information about the Key Personnel Section 3.5.2 yes Key Personnel Resume – DB Project Manager Attachment 3.5.1 Section 3.5.2.1 no Key Personnel Resume – Design Manager Attachment 3.5.1 Section 3.5.2.2 no Key Personnel Resume – Construction Manager Attachment 3.5.1 Section 3.5.2.3 no Key Personnel Resume – Quality Assurance Manager Attachment 3.5.1 Section 3.5.2.4 no Key Personnel Resume – Lead Utility Engineer Attachment 3.5.1 Section 3.5.2.5 no Organizational chart Section 3.5.3 yes
Paragraph: 061 Reference ID: 41-061-20140306 Revision date: 06 03 2014 Who in a referendum? A person is entitled to vote if at the time of the referendum, they meet the eligibility criteria to vote in a local election for the area and if they live in the referendum area. In a ‘designated business area’ (see ) both residents and non-domestic rate payers get an opportunity to vote in referendums on whether the neighbourhood plan or Order should come into legal force (see and ). Paragraph: 062 Reference ID: 41-062-20140306 Revision date: 06 03 2014 What happens in a business area if residents and businesses voting in referendums do not agree? In a designated business area, if a majority of those who have voted in one of the referendums vote in support of making the draft neighbourhood plan or Order and the majority of those who vote in the other referendum do not support the making of the draft plan or Order, the local planning authority must decide whether the neighbourhood plan or Order should be brought into force. A local planning authority is advised to set out its decision-making criteria in this scenario in advance of the referendum taking place. It may for example, wish to consider criteria related to the level of support the neighbourhood plan or Order proposal received at each referendum, the relative size of the electorate or the characteristics of the neighbourhood area. Paragraph: 063 Reference ID: 41-063-20140306 Revision date: 06 03 2014 What does a local planning authority do if the majority of those who vote are in favour of a neighbourhood plan or Order coming into force? If the majority of those who vote in a referendum are in favour of the draft neighbourhood plan or Order (or, where there is also a business referendum, a majority vote in favour of both referendums), then the neighbourhood plan or Order must be made by the local planning authority within 8 weeks of the referendum. A neighbourhood plan comes into force as part of the statutory development plan once it has been approved at referendum. An Order must be made by the local authority before it has effect. The does not where a legal challenge has been brought in relation to the decision to hold a referendum or around the conduct of the referendum. Where there is also a business
Faculty of Law – Graduate Programs Office DCL Seminar Evaluation Form DCL Candidate’s Name: _______________________________________________ Evaluation Criterion Assessment (check one) Comments Presentation of central research question(s) and argument(s). Satisfactory Unsatisfactory Presentation of research methodologies underlying the thesis and their justification. Satisfactory Unsatisfactory Presentation of the theoretical frameworks that contextualize the thesis. Satisfactory Unsatisfactory Presentation of analysis and conclusions drawn from the thesis. Satisfactory Unsatisfactory Ability to engage in discussion and respond effectively to questions. Satisfactory Unsatisfactory Other comments:
ADJECTIVE Ask: which? whose? how many? NOUNS Ask: what? who? to test for a noun say The/A/An +word+verb VERB to test for a verb say I + verb They + verb ADJ after BE verb ADVERB ASK: when, where, why, how? –ly ending The I Sue children am talking is talking are talking confidently loudly A An Two dog octopus dogs was swimming will be swimming were swimming in the bathtub (where=ADV) I She They (BE verb) am / was is / was are / were will be happy angry sad yesterday (when=ADV) swimming
LINKING VERBS = BE, SEEM, FEEL ADJECTIVE Ask: which? whose? how many? NOUNS Ask: what? who? to test for a noun say The/A/An +word+verb VERB to test for a verb say I + verb They + verb ADJ BE verb ADVERB ASK: when, why where, how? (often ends with) –ly I She, He, It You, We, They (BE verb) am / was is / was are / were will be happy angry sad generally (when=ADV) I She, He, It You, We, They (FEEL verb) feel / felt feels / felt feel / felt will feel happy sad frequently (when=ADV) I She, He, It You, We, They (SEEM verb) seem / seemed seems / seemed seem / seemed will seem happy angry sad often (when=ADV)
Funding cuts causing threat of closure of museums, most prominently local authority museums A national response is required to address the issue of the value of local and regional museums in the context of the current trend towards the closure of valued local institutions, particularly those affected by cuts to local authority budgets. A joined-up approach between the sector and government to consider whether the role of local authority funded museums is necessarily changing, in the light of new economic conditions, is needed. This could see the production of support systems to guide local authorities through the process of effectively protecting the public value created by museums by, for example, advising on building shared services, or providing guidelines for the sustainable transfer of local authority museums to independent Trusts or other sustainable operational models can be achieved, without damaging public benefit in the long term. Over and above core funding, what do you think are the top three opportunities for museums and galleries in England over the next decade and how could these be best exploited? Please write in an opportunity in each box on the left and on the right indicate how it could be exploited. Answer: top 3 opportunities & ways they could be exploited Research and develop Shared service models for libraries, archives, and museums Research is already underway into issues relating to planning archaeology and museums and public engagement. An example of this is the ‘Seeing the light of day’ project being undertaken by Wiltshire Museum. This project seeks to produce guidance and investigate options, such as remote storage, for areas where archives cannot be deposited. Develop better support for local authorities to enable transformation to sustainable service models There is a worrying trend towards the closure of local authority museums, as councils seek to meet difficult budgetary demands. There is an urgent need for stronger guidance to ensure that any necessary process of transformation can be made with the long term interest of the public assets in mind. For example, to ensure that potential options are explored and any transfer of management or short-term closures is planned effectively and that other obligations – for example, those relating to recent lottery funding – are understood. Greater cooperation between museums and wider partners Museums are institutions which are well disposed to working with wider partners due to their unique civic and educational position. An example of a fruitful area for partnerships may be with universities, where museums offer the chance to achieve and demonstrate impact in a variety of ways, including through outreach and education. University involvement also brings the
Reading City Council commends park authorities for rec initiatives Author: , WFMZ.com Reporter, Published: Jul 14 2014 10:47:52 PM EDT Updated On: Jul 15 2014 09:43:03 AM EDT READING, Pa. - The Reading City Council commended the Reading Recreation Commission and its participation in National Recreation Month Monday night. The National Recreation Month is an initiative of the National Recreation and Park Association (NRPA) which aims to get more people actively engaged in the outdoors. It was first celebrated in 1985. The theme this year is "OUT is IN." Quick Clicks NRPA hopes that 2014 will "be the year people go outside, change their outlook, and get involved in their community through parks and recreation," according to . Daphne Executive Director, accepted the commendation on behalf of the Reading Recreation Commission from Councilwoman Marcia Goodman-Hinnershitz. “Park and recreation programs are an integral part of communities throughout this country, including Reading, Goodman-Hinnershitz said in her commendation presentation. She said not only do recreation programs, “build active and healthy communities, aid in the prevention of chronic disease and constructive youth activities,” but also, “increase economic prosperity through increased property values, expansion of the local tax base, increased tourism, and the attraction and retention of businesses.” Council President Francis Acosta also thanked Klahr for the commission's efforts in the city. "What you are doing for our kids is great," Acosta said. "You're doing miracles with [the money] you're using. I am truly extremely proud of what you have done and the growth the Rec Commission." The is a community partnership between the City of Reading and the Reading School District. It provides neighborhood-based recreation and learning opportunities for all ages including: a playground, two local rec centers, the Schlegel Park Pool, and opportunities to play tennis, basketball, baseball, softball, soccer and volleyball.
On what page would I find the activity “Deer Dilemma”? If I taught 2nd and I wanted to use the activity “Ants on a Twig,” what change could I make to the lesson so that my younger students could understand ant behavior? I am a High School teacher whose class is planning to contact and utilize some local conservation organizations as resources to help them in the classroom by providing technical assistance with an environmental project. Write down one basic suggestion that may help my class get started with this endeavor. What is the first Conceptual Framework Topic Reference for the activity “Changing the Land”? What is the definition for the 3rd Key Term for the activity “Forest in a Jar”? What skills are associated with the activity “How Many Bears Can Live in this Forest”? What level is recommended for the activity “Let’s Talk Turkey”? Which appendix would I use if I wanted to put together a list of possible assessment strategies for some of the Project WILD activities? Name one source I might use to purchase real pellets for the activity “Owl Pellets”? teach 7th grade Social Studies and my students are studying economics and commerce and how they are related to land use, name an activity I could teach in my classroom on these subjects. Wild Walk – Project Wild On what page would I find the activity “Deer Dilemma?” – p 426 If I taught 2nd grade and I wanted to use the activity “Ants on a Twig,” what change could I make to the lesson so that my younger students could understand ant behavior? – p 458 Have students draw of fingerprint their ant observations I am a High School teacher whose class is planning to contact and utilize some local conservation organizations as resources to help them in the classroom by providing
Trail Development (including Rehabilitation & Maintenance) Trail Equipment Purchase Trail Educational Programs For each Trail Project type, this guidance provides: Checklist – Applicants should use the appropriate Trail Project type checklist to determine if the project is “Ready-to-Go”. Applicants should contact their DCNR Regional Advisor to discuss the elements outlined on the checklist before submitting an application for funding. General Information and Funding Conditions – Applicants should carefully review the general information for the appropriate Trail Project type and contact their DCNR Regional Advisor to discuss the funding conditions and requirements. Project Types & Sample Project Descriptions – Trail projects fall into several categories and can be funded with various state and federal funding sources. This section briefly outlines Trail Project categories and provides corresponding sample project descriptions that the applicant is required to provide in their application. The brief project description is a summary of the scope of work that will be developed if selected for funding. Guidance Documents & Bureau Policies – A list of guidance documents and Bureau policies with webpage links is provided to help applicants develop their Trail Project application.
11:45 am—12:30 am Club Risk Protection—Gary Dickens 12:45 pm – 1:45 pm Interclub Luncheon – Welcome and Pledge “America” / Invocation Introductions – Governor Sherry Charles LUNCHEON Remarks: Key Club Governor Alex Olson Circle K Interim Governor Liz Moore 2 pm – 2:30 pm Division Caucuses - Lt. Governors presiding Ensure that your division has a Lt. Governor-Designate for 2016-2017 and a Lt. for 2017-2018. (Ballrooms A & B)) 2:45 pm – 3:45 pm House of Delegates The formal election of the 2016-2017 Governor and Governor-elect will take place. Each club is allowed three registered delegates. Please make sure that your club has a voice in this critical process. 4:15 pm – 5:00 pm WV Kiwanis Foundation Board Meeting 5:10 pm – 5:30 pm Past Governors and Lt. Governors Meeting 6:00 pm – 8:30 pm Governor’s Banquet and Awards Ceremony Welcome and Pledge “America” / Invocation Introductions – Governor John Kyle DINNER KI Trustee Chian Chu-Ching Eliminate Project Update—Dr. Ray Richardson I-Plan Update Club Excellence Awards – Secretary Bernie Knott Scrapbook and Club Bulletin Kiwanis-Family Relations and Single Service The Eliminate Project Kiwanian of the Year Award – Governor John Kyle
2:30 p.m. District 50 Legacy Project Ceremony Liliuokalani Gardens 3:30 p.m. (Concurrent Meetings by various D50 Committees) 5:30 p.m. Friday Fun Night- Networking 6:00 p.m. DINNER Willie K’s Crown Room Music by Jennie and Kanoa 7:00 P.M. “Dis”Illusionist/Comedian/Motivational Speaker Billy Riggs Followed by District 50 surprise entertainment Saturday, May 5, 2018 7:00 a.m. Tai Chi (Fall Prevention Motions) 7:00 a.m. - 8:00 a.m. Registration continues Palm Room 7:30 a.m. Continental Breakfast Willie K’s Crown Room 8:00 a.m. General Session Willie K’s Crown Room Resolutions Committee Convention Rules Presentation of Proud Lion Awards Constitution and By-Laws Committee Nominations and Demonstrations 2nd Vice District Governor – Garrett Ogawa (Manoa LC) 1st Vice District Governor – Angie Haramoto (Kahului LC) District Governor – Robert “Bob” Lee, (Chinatown LC) Elections Acceptance Speeches 2nd Vice District Governor-Elect 1st Vice District Governor- Elect District Governor- Elect 11:45 a.m. Closing Comments/Adjournment of 82nd District Convention 12:00 p.m. Awards Luncheon Sandalwood Room
2-A This Dust Control Plan was prepared by: Name: Company Name: Address: City: State: Zip: Phone: Fax: Mobile: Email: Date training completed: Copy of course certificate attached. 2-B Contractors Provide the addresses, and phone numbers of the contractors involved in dust generating activities or performing dust control as part of this project (Rule 8021 Sec. 6.3.6.1). A supplemental list may be attached. 1. 2. 3. 4. 2-C Who will have the primary responsibility for implementing this Dust Control Plan? (Rule 8021 Sec 6.3.6.1) Property Owner Developer General / Prime Contractor Sub-Contractor(s) Other: Primary Project Contact: Company Name: Address: City: State: Zip: On-Site Phone: Fax: Mobile: Email: Date training completed: Attach a copy of the course certificate Section 2 – Dust Control Plan Implementation – Page 2 Project Name:
1.15 No Derogation Nothing in this clause relieves the Researcher of any obligation under this Agreement. 1.16 Priority To the extent of any inconsistency between the rights and obligations this clause and under the provisions of any other clause in this Agreement, including any provisions relating to termination or remedies, this clause prevails. 2 SUITABILITY OF PERSONS (OTHER OFFENCES) 2.1 Other Offences In addition to any other rights of DCP and obligations of the Researcher under this Agreement, if any Relevant Personnel as defined in this Agreement is the subject of an allegation, arrest, charge or conviction for: 2.1.1 any offence of violence or deprivation of liberty (whether indictable or not) or other indictable offence; or 2.1.2 any other offence that DCP notifies the Researcher in writing DCP considers renders the Relevant Personnel unsuitable to be involved in the Relevant Activity, Offence”) that Relevant Personnel will be an Unsuitable Person for the purposes of this Agreement and the Researcher must treat that Relevant Personnel as an Unsuitable Person, subject to clause 2.2. 2.2 Additional Matters The Researcher’s obligations under clause 1.10.2 are extended to apply in relation to Relevant Personnel who are the subject of any allegation, arrest, charge or conviction for an Other Offence. Schedule 2 Project Description
(44) “Parent” means: A biological or adoptive parent of a student; A guardian generally authorized to act as the student’s parent, or authorized to make educational decisions for the student, but not the State if the student is a ward of the State; An individual acting in the of a biological or adoptive parent such as a grandparent, stepparent, or other relative with whom the student lives, or an individual who is legally responsible for the student’s welfare; A foster parent if the biological or adoptive parents’ authority to make educational decisions on the student’s behalf has been extinguished and the foster parent has an ongoing, long-term parental relationship with the student, is willing to make the educational decisions required of parents under 707 KAR Chapter 1, and has no interest that would conflict with the interests of the student; A foster parent if the biological or adoptive parents grant authority in writing for the foster parent to make educational decisions on the student’s behalf, and the foster parent is willing to make educational decisions required of parents under 707 KAR Chapter 1, and has no interest that would conflict with the interests of the student; or A surrogate parent who has been appointed in accordance with 707 KAR 1:340, Section 6 and the Individuals with Disabilities Education Act. Except when directed otherwise by a order, the biological or adoptive parent, when attempting to act as the parent must be presumed to be the parent unless the biological or adoptive parent does not have legal authority to make educational decisions for the child. If a judicial decree or order identifies a specific person or persons listed under (a) through (d) to act as the ‘‘parent’’ of a student or to make educational decisions on behalf of a student, then such person or persons shall be determined to be the ‘‘parent’’ for purposes of this section. See the Representation of Students section of the Procedural Safeguards and State Complaint Procedures Chapter for direction on surrogate parents appointed by a judge. (45) “Participating agency” means a state or local agency other than DCPS that is financially and legally responsible for providing transition services to a student with a disability. (46) “Personally identifiable information” means information that includes the name of the student, the student’s parents, or other family member, the address of the student, a personal
Inpatient hospitalization or prolongation of existing hospitalization. (NCI, DCP uses admission or stay (including emergency room) equal to or greater than 24 hours as the definition of hospitalization. Exceptions are hospitalization for treatment of a pre-existing condition, outpatient surgery, planned/elective procedures, and procedures described in the protocol [e.g., pharmacokinetic sampling, surgery] even if the hospital stay is of the described length; however, it does include events resulting from a protocol procedure that fulfill other serious outcome criteria, e.g., prolonged hospitalization or A persistent or significant incapacity or substantial disruption of the ability to conduct normal life functions. A congenital anomaly/birth defect. Important medical event, specify. Indicate the reason for selecting this outcome. (Medical and scientific judgment should be exercised in deciding whether expedited reporting is appropriate in other situations, such as important medical events that may not be immediately life-threatening or result in death or hospitalization but may jeopardize the participant or may require medical or surgical intervention to prevent one of the outcomes listed above). Outcome of Event (at time of report): Enter the outcome of the event by marking ONE of the following: “Resolved”—The adverse event ended. If resolved, please provide the resolution date in MM/DD/YYYY format. “Improved”—The adverse event has not ended but is improving. “Unchanged”—The adverse is continuing at the same severity. “Worse”—The adverse event worsened. “Not Available”—Mark if the outcome of the SAE is currently unknown. “Fatal”—The adverse event ended with death. If fatal, enter the date of death in MM/DD/YYYY format. Cause of Death—Enter the reason for the participant’s death. If the cause of death is unknown, enter this information. Autopsy performed—Mark “Y” for yes, “N” for no, or “unknown”.
FUNCTIONAL BLOCK DIAGRAM OF DCPRS Antenna Interrogated DCPRS T +> Diplexer or switch TR T. -^ Transmitter Frequency / Phase Locked Receiver ; • Modulator Decoder Encoder ► • • Sensor Input Test Signal Input ;?•:*£:-. ~- Self-Timed DCPBS .•••J:- ' -*-.TV■ '.«.Vi ". -'. • • «e — "^ ,"»iJ'i''>^l^^••"••*', _u Antenna.) - Clock k.^^i*~«WVd ^ Modulator *— .<**iV:i--: Encoder Test Signal Input Figure -1- -
COURSE CODE L-273 COURSE TITLE Managing Floodplain Development through the National Flood Insurance Program (NFIP) COURSE LOCATION King & Queen Public Library, 396 Newtown Rd., St. Stephens Church, VA 23148 COURSE DATES April 24 to April 27, 2017 Virginia Department of Conservation and Recreation TRAINING APPLICATION FORM Name (Last, First) Current Position/Title: Jurisdiction (Specify city/county or choose from the following: State Agency, Federal Agency, or Private Organization): Mailing Address: (Work): Phone (alternate): Fax Number: Address: Discipline: Floodplain Manager Code Enforcement/Inspection Planning Municipal Manager Public Works Emergency Management Private Consultant Community Official Engineering (Please Specify): Briefly describe your activities/responsibilities as they relate to the course Do you have any disabilities (including special allergies or medical disabilities) which would require special assistance during your attendance at the training course? If so, please describe: I certify that the information recorded on this application is correct. Applicant Signature: Date: TO APPLY, PLEASE EMAIL, MAIL, OR FAX THIS APPLICATION TO: Virginia Department of Conservation & Recreation Attention: Charley Banks 600 East Main Street, 4th Floor Richmond, VA 23219 Phone Number: 804-371-6135 Fax Number: 804-371-2630
When required, assume higher representational responsibilities, serving as acting OTI Country Representative in his/her absence, for example; other OTI and implementing partner field staff as required; and, Perform duties as determined by the supervisor or OTI Regional Team Leader to ensure successful OTI program implementation. SUPERVISORY RELATIONSHIP: The Deputy Country Representative will report to OTI’s Country Representative in the designated country. SUPERVISORY CONTROLS: The Supervisor will set overall objectives. The employee and the supervisor together will develop deadlines, projects, and work to be accomplished. Work plans, timesheets, regional travel, and funding associated with support costs will be approved through OTI Washington. The incumbent is expected to take initiative, act independently, and manage his/her tasks with minimal supervision. 10. PHYSICAL DEMANDS The work is at times physically demanding. During site visits, there may be some additional physical exertion including long periods of standing, walking over rough terrain, or the carrying of moderately heavy items. 11. ENVIRONMENT Depending on the assignment location in-country, the work may be performed in an office environment and/or on a military compound. The position also requires travel throughout the country of assignment, which may additionally involve special safety and/or security precautions, wearing of protective equipment, and exposure to severe weather conditions. 12. START DATE: Immediately, once necessary clearances are obtained. 13. POINT OF CONTACT: See Cover Letter. EDUCATION/EXPERIENCE REQUIRED FOR THIS POSITION (Determines basic eligibility for the position. Applicants who do not meet all of education and experience factors are considered NOT qualified for the position. See detailed instructions for demonstrating Education/Experience under "Applying") At a minimum, the applicant must have: At the GS-13 equivalent level: (1) Bachelor's degree and a minimum of seven (7) years of progressively responsible work experience; OR
Regulation 21. What are your views on the issues we list in Table 8.1 and at paragraphs 8.13 to 8.42 of Chapter 8 and how could they be addressed? 22. What is the balance between potential benefits and risks in introducing a approach? What would be the most effective approach(es), and why? 23. How could a cross-sector approach interact with existing regulatory frameworks?
Attendance Attendance is extremely important to your success in this class. We will follow ’s attendance policy. Students can be legitimately absent from school for the following reasons: Student illness. Death in family. Observation of religious holiday. Events or activities that are approved by the school. Other individual absences beyond the control of the parent(s) or student as determined by school administration. All excused absences must have a completed admit. Teacher will give the student appropriate time to complete missed work. All other absences are unexcused. Students with unexcused absences will receive a “0” score for any assignments missed. After 10 absences in one semester the teacher can withhold a student’s grade. Any student skipping class will have a referral written and the school administration will deal with this problem. Any worked missed is a “0” score and will not be made up for any reason. As a condition for acceptance into the Cooperative Education Program, I, agree to the following: To attend school and place of employment regularly. Having excessive unsatisfactory absences and/or tardies in any grading period may be reason for removal from the program.
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Vehicle Usage Clubs which use or hire vehicles must note the following: All vehicles used during club activities must be roadworthy, adequately insured and driven with due care and consideration at all When using a private vehicle during club activities (including the towing of loads) the personal insurance of the driver is responsible for any loss or damage. Ensure that your insurance policy provides cover for these activities. Vehicles must only be driven by appropriately licensed drivers. When towing trailers due regard as to the nature, size and weight of the load must be If hiring minibuses or other vehicles for club outings only those named as drivers (with the appropriate drivers license) are insured to drive the vehicle. Other club members must not drive. Only minibuses fitted with seat belts should be hired. Check insurance and driver status with the hire company before hand. Always use a reputable company for hire. When driving abroad always ensure that you adhere to local traffic laws, that you are adequately insured and that your license covers you to operate a vehicle of that type in that jurisdiction. Emergency Procedure For all the planning and preparation, there still exists the possibility of emergencies occurring. . All Accident and Incidents must be reported on the DCU Accidents report Form to the DCU Health & Safety Officer, Eileen Tully. In the event of an emergency, please follow carefully the guidelines as detailed below Stop and think. Assess the situation. Stay calm. Ensure that the group is safe and accounted for. Are there any hazards present that may affect the group? Attend any casualties if it is safe to do so. Give first aid within the groups capabilities. Get expert help if required. Get/ give any third party/ witness/insurance details if necessary. Gather the information required by the Emergency Services: Name(s) of members Number of people injured Locations of group members Medical condition of group. Aid given Age(s) of group members Time of accident Equipment available to Co-operate fully with the Emergency Services. Someone from the group accompany casualties to hospital. In the of a serious accident/incident contact DCU Security on 700-5999 (available 24 hours). Refer all media contact to the DCU Contact person and give no comment. First Aid When an accident happens, your reaction is vital and the more you know about first aid, the more effective you will be. Therefore it is necessary for clubs and societies to have a first aid provisions in place to provide the knowledge and confidence to make a difference in an emergency. The OSL recommends the following provisions:
The following notation is used in the recommendations for improvement. P1: A recommendation that is important and requires urgent action. P2: A recommendation that is important, but can (or perhaps must) be addressed on a more extended time scale. P3: A recommendation which merits serious consideration but which is not considered to be critical to the quality of the ongoing activities in the Area. Additionally, the PRG indicate the level(s) of the University where action is required: A: Area under review U: University Senior Management Recommendation Number Priority Addressee PRG Recommendation DCU Business School Response University Response 1 P1 A Make more explicit the thread of Assurance of Learning (AOL) throughout undergraduate and postgraduate programmes. Ensure clearly understand and can articulate, that governance of AOL is at programme, not module level. Recommendations Already Implemented A range of initiatives were implemented: An “AoL at Award Level” map was produced to illustrate governance over the system; An AoL Process Map was designed & distributed to all staff; AoL training seminars were delivered by the ADTL & the AAO; An AoL Checklist was produced for use by Programme Directors & the Admin Team; Proformas for AoL Planning and Reporting were prepared for use by each Programme Board; AoL is integrated into the DCU quality assurance process – e.g., AoL samples are drawn for each programme when Ext. Examiner samples are prepared.
DCU Clubs / Socs Activity Risk Assessment Template Outline of hazards associated with club/society activities and measures the club/society takes or will take to minimize risk of injury to members or third parties Example: Caving Club – Trip to XXX Caves Hazard / Activity with potential to cause injury Who might be harmed and how Controls /Precautions Already in Place (what actions /procedures are you already doing to minimize possibility of injury) Risk Category (considering the actions / procedures you already have in place) Further Controls Implemented To Reduce Risk (eg First Aid / area to be inspected prior to start Require equipment test certs etc) Date to be Completed Can be – 1 on the day 2 time the equipment is taken out 3 Nov xxth (If a once off task) etc Water – potential for cave to flood in/following severe weather All participants – submersion / hypothermia Waterproof caving gear / on weather forecast Medium Dynamic risk assessment on day – in accordance with On the day / crumbling rock overhead Inexperienced members – potential head/eye injury All cavers wear caving helmets. Beginners do not lead way Low No further precautions required ongoing Hazard Hazard
Dynamic Risk Assessment – on the day / by the hour! Outdoor Activities Trip Away / Night Out P Previous weather and/or water conditions Ground conditions (wet / dry / frozen / flooded / landslide etc) Wind / storm etc (could wind etc have caused damage – powerlines, trees etc) conditions (Flood, abnormally low etc) Previous knowledge of country/city/area Culture / traditions / local customs / behavioural norms / acceptable dress / emergency services contact details etc L knowledge Particularly dangerous river sections/walk sections / cliffs / areas / local weather conditions Local knowledge (personal safety) Unsafe areas, clubs/pubs/ getting help/ what to look out for / public transport options etc O Observation What is currently happening? – raining/snowing/ thunder clouds/ hot sun. Remain alert for changing conditions – be prepared to change plans/curtail activities based on changing conditions Observation Stay alert – keep an eye on unfolding events. At least two people (Club/Society Officers) should remain sober and alert when on a trip/night out. W Weather Forecast Get area specific forecast – usually v accurate – weather may arrive a little earlier/later than forecast. Out – Buddy System for someone becoming detached from group / wandering off / getting into arguments etc D Doubt IF IN DOUBT- DON’T GO OUT! – have a BACK UP Plan (even if it is only card games in the local club/pub!) IF IN DOUBT- GET THEM OUT! – have a BACK UP Plan (even if it is taxis home / back to accommodation)
1 Equipment installed in line with Hot/Cold Aisle, IF no then 2 Equipment installed on shelves, IF yes write Type of equipment 3 Power Outlets and cables provided as per the request Requested: ( ), Used: ( ) Free: ( ) 4 Not authorized or non-standard PDU used, If Yes then arrange to change 5 Redundant power plugs/cables used and cables arranged properly using cable manager 6 Power Infrastructure full Details (PDU, EOS, SMDB, UPS) recorded 7 Network Ports and cables provided as per the request Requested: ( ), Used: ( ) Free: ( ) 8 Redundant network ports/cables used and cables arranged properly using cable manager 9 Network Port full Details (RPP, CPP, Switch port) recorded 10 Rack, equipment’s and cables are labeled, IF no then Label immediately 11 Blanking Panels, Cool Boots, Earthling installed, If no then arrange 12 Extra Cables or Materials kept inside the rack, IF yes then remove 13 Cables, Materials, empty boxes kept on the floor or under the raised floor, If yes then remove 14 Cabinet / Cage / Enclosure keys or Cards Returned