zilongwang/ReadingBank huggingface dataset:
4. Context of the organisation ISO 9001:2015 Clause ISO 14001:2015 Clause Details and references to evidence of meeting the clause requirements (customer to complete) Audit result and auditor comments 4.1 Understanding the organisation and its context 4.2 Understanding the needs and expectations of interested parties 4.3 Determining the scope of the quality and environmental management system 4.4 Quality management system and its processes 4.4 Environmental management system
5. Leadership ISO 9001:2015 Clause ISO 14001:2015 Clause Details and references to evidence of meeting the clause requirements (customer to complete) Audit result and auditor comments 5.1 Leadership and commitment 5.2 Policy 5.2 Environmental policy 5.3 Organisational roles, responsibilities and authorities
6. Planning ISO 9001:2015 Clause ISO 14001:2015 Clause Details and references to evidence of meeting the clause requirements (customer to complete) Audit result and auditor comments 6.1 Action to address risks and opportunities 6.2 Quality objectives and planning to achieve them 6.2 Environmental objectives and planning to achieve them 6.3 Planning of changes
8. Operation ISO 9001:2015 Clause ISO 14001:2015 Clause Details and references to evidence of meeting the clause requirements (customer to complete) Audit result and auditor comments 8.1 Operational planning and control 8.2 Requirements for products and services 8.2 Emergency planning and control 8.3 Design and development of products and services -
Appendix 1 CRITERIA STRONG PROJECTS WILL HAVE… WEAK PROJECTS WILL HAVE… A Community Enabling The project will have a positive impact on communities and residents and is led by the community or an organisation working with the community.. It is unclear how the project will benefit residents and communities in a positive and meaningful way B Structure The project is realistic and achievable and it is clear how and when the project will be delivered. It is unclear what the project will do, who will deliver it, how it will be delivered and by when. C Evidence of Need The applicant has identified (and can evidence) who the project beneficiaries will be and has realistically estimated the number of people to benefit from the project. It is clear that the project is based on need. The proposal is based on anecdotal evidence and it’s unclear whether this project is needed or wanted by the target community/communities. D for Money The project has been realistically costed and the number of people to benefit and the quality of the service is appropriate in relation to the amount of funding that has been requested. The project is either significantly under costed or over costed which creates a risk to the project and its outcomes. E Project legacy and sustainability The applicant has considered project sustainability after the funded project has been completed i.e. it is clear how the project will continue (if relevant). It is unclear how the project will continue after the funding has been spent and whether what has been proposed is achievable. F Evaluation and Promotion It is clear how the project will be promoted and publicised to the target audience and/or communities. There is a clear approach and methodology to capture project outputs and outcomes in a clear and robust way. It is unclear how the project will be promoted and how the outcomes and impact of the project will be evaluated.
Prices are subject to change without prior notification. Neither McKesson Medical-Surgical nor any of its affiliates guarantees any specific delivery date or quantity. McKesson Medical-Surgical ships based on availability from the manufacturer. Neither McKesson Medical-Surgical nor any of its affiliates will be held liable for any delays or product shortages. You agree to purchase the flu vaccine described by you upon delivery; provided that for any flu vaccine not delivered by November 15, 2015, you may cancel your order for that product. McKesson Medical-Surgical’s standard terms of sale apply, except that all flu vaccine shipped is non-returnable. You agree that McKesson Medical-Surgical may substitute a GSK or Novartis manufactured flu vaccine for the other. IN NO EVENT SHALL MCKESSON MEDICAL-SURGICAL BE LIABLE TO CUSTOMER FOR INCIDENTAL, SPECIAL OR CONSEQUENTIAL DAMAGES (INCLUDING LOST PROFITS) FROM ANY CAUSE, INCLUDING, WITHOUT LIMITATION, DAMAGES RESULTING FROM ANY UNAVAILABILITY OF, DEFECT IN, OR OF PRODUCTS. You also consent to receive promotional faxes from us from time to time. We agree to stop sending such faxes to you upon your written request. To be removed from our fax distribution list, please call (866) 860-3439 at any time.
APPENDIX 2 Staying Safe Online The internet is a fantastic resource – especially for help with that difficult bit of coursework – and a great place to access information, music, films, videos, social media, chat and everything who have ever wanted to know. Unfortunately there are people on the internet who will use it, mainly through social media, gaming and chat sites to find young people and to convince them they are their friends, but really their aim is to groom them into sharing personal information and often pictures of themselves. In some cases young people will be convinced to go and meet people they don’t know possible to end up exploited, abused and harmed. If you chat with people you don’t know online it is impossible to know if they are genuine or fake. They not be who you think they are. The government’s Child Exploitation and Online Protection centre (CEOP) publishes a lot of advice for young people. Here is top five things to look out for while chatting online: Too good to be true? Do they like all the same things as you and give you of attention? Are they really nice about things you post like photos? We all like attention and it’s great to meet people who like similar things but remember some people use the internet to make friends with young people and then abuse their trust. If you think someone might not be who they say they are tell an adult you trust or report to CEOP. Giving presents and making promises Do they make promises or offer you gifts if you will do things for them? Giving gifts and making promises can be a way of putting pressure on you. If you feel under pressure to do something you don’t want to do, you might be chatting to someone unsafe and should talk to an adult you trust.
“Instead of imposing one understanding of European Citizenship, one should only provide the necessary environment and opportunities for young people to let them share and express their point of views on the concept. Start from their experience!” “A greater variety—with partners from countries which appear to be on opposite extremes in terms of political, social and educational views—would be enriching.” “Constructing European Citizenship is a process, and therefore projects shouldn’t just be a punctual experience without follow-up or consequences.” “Without a political dimension European Citizenship is not complete – but only addressing the political dimension is not good enough either.” “The political dimension of European Citizenship often has a face through European politics, but giving a tangible dimension to the other aspects is equally important.” “Resist the temptation to define that are too ambitious – an embracing concept like European Citizenship has that risk attached.” “European Citizenship is not only a concept, it is already a reality, though a very different one. Let participants experience and appreciate that reality, that diversity.” “The of the conceptual framework underpinning European Citizenship can only unfold when a narrowing definition is not imposed.” “It is even more crucial than usual to walk the talk – activities about European Citizenship must be learner-centred and participatory as much as possible.” “European Citizenship has the to show disadvantaged young people how much they can contribute through their participation, and how much that is appreciated.” “It is essential to ensure that no person or group feels less important than the other – because of the unequal distribution of rights in Europe this can happen easily.” Reading Further There are a couple of publications to turn to in search for more information, including: Council of Europe (2009): European citizenship - In the process of construction Challenges for citizenship, citizenship education and democratic practice in Europe Handbook (2008): What European Citizenship in youth work look like? http://youth-partnership.coe.int/youth-partnership/training/EC_followup_seminar.html Training Kit 7 (2003): Under Construction: Citizenship, Youth and Europe
“YES” or “NO” Period in which instruction was given (see note (b) above) patients” seen (see definition) I THEORETICAL OPTICS a) Geometric, physical and technical optics T YES NO P YES NO b) Visual optics and instruments T YES NO P YES NO c) The optics of spectacle lenses, contact lenses, low vision aids and intraocular lenses T YES NO P YES NO d) Photometry and lighting T YES NO P YES NO II ANATOMY AND PHYSIOLOGY a) General and ocular anatomy and physiology T YES NO P YES NO b) Ocular disease and histology T YES NO P YES NO c) Physiology & psychology of visual perception (e.g. of form, space, movement & colour). T YES NO P YES NO III OPTOMETRIC PRACTICE a) Objective refraction P YES NO C YES NO T YES NO b) Subjective refraction P YES NO C YES NO T YES NO c) Investigative techniques for the recognition of ocular abnormalities T YES NO P YES NO C YES NO d) Recognition and identification of ocular abnormalities T YES NO P YES NO C YES NO e) Recognition of the relationship of ocular to general disease T YES NO P YES NO C YES NO 3.2 Continued. (i) (ii) Instruction received circle “YES” or “NO” (iii) Period in which instruction was given (see note (b) above) (iv) Number of “real patients”
seen (see definition) III OPTOMETRIC PRACTICE cont’d p) Assessment of patient suitability for contact lens wear, and issue of directions to fit T YES NO P YES NO C YES NO q) Contact lens fitting T YES NO P YES NO C YES NO r) Clinical care of contact lens wearers T YES NO P YES NO C YES NO s) Relationship between visual problems, their remedies and patients’ working & recreational environment T YES NO P YES NO C YES NO t) Optometry in the work T YES NO P YES NO C YES NO u) Assessment and prescribing for patients with low vision T YES NO P YES NO C YES NO Section 4: Hospital based training within initial education and training. Was any hospital based training in Ocular
from: _______________ to: ________________ 7.2 Have you practiced, or are you entitled to practise, in other EU/EEA states? EU/EEA Member States. Names and addresses of practices. Dates From To 7.3 Was any diploma or other qualification required by the Member State(s) named in Section 7.2 above? If so, please give details. EU/EEA Member States Diploma(s) or qualifications required. 7.4 Were you required to undertake an aptitude test or a period of supervised practice before being entitled to practise in any of the Member States shown in 7.3 above? If so, give details. EU/EEA Member States Name of competent authority responsible for the Aptitude Test OR Address of supervised practice. Date successfully completed
Kk113 Addo TBD DAFF and Dept of to source funding. A steering committee will be set up. Alien clearing Addo central R5 980 007.32 AENP implementer Alien Clearing Addo West R3 802 234.89 AENP implementer Working for Land- Dry land rehabilitation Addo R1 267 543. AENP implementer Working for land. Rehab- spekboom Addo R6 615 912 AENP implementer Working for water training centre Addo Central R76 032.81 AENP implementer Nursary and rehabilitation Addo central R331 023.23 AENP implementer SMME support and development and resource mobilisation All wards Operational Same as in ward 1 Customer care All wards Timely Response to customer complaints Water treatment works including pump stations R7 000 000 4 Pumps too small and needs upgrading Repairs & maintenance to sewer pumps R795k Upgrade gravel roads All R5 000 000 Blue & green drop certification All R1 000 000 Commitment to clean drinking water Establish Agri-village Zuney TBD Discussions with land reform for the purchase of land for residential and economic development and to mitigate against farm evictions and
CAPITAL EXPENDITURE The capital budget of the municipality amounts to R42 186 059. This indicates an increase of R2 693 709 (6.8%). The main projects that are funded in the capital budget are: Upgrading of Addo Waste Water Treatment works – R7 million Upgrading of Gravel roads – R5 million Upgrading of Paterson Water Treatment works – R3.5 million Rehabilitation of sports fields – R3.5 million Langbos sewerage pump station – R1.5 million Langbos bulk water – R1.9 million Paterson bulk water – R17 million These projects are funded by the Municipal Infrastructure Grant and Regional bulk infrastructure grants. GRANTS TO BE RECEIVED The following grants were gazetted in the DORA and provincial gazette to be received by SRVM: Equitable Share – R36 314 000 (2011/12: R32 105 000) – now includes contribution to Ward Committee stipends as well MIG – R23 659 000 (2011/12: R19 504 000) RBIG – R17 000 000 (2011/12 – R16 000 000) FMG – R1 500 000 (2011/12 – R1 500 0000 MSIG – R800 000 (2011/12 – R790 000) EPWP – R1 000 000 (2011/12 – NIL) LIBRARY SUBSIDY – R1 157 000 (2011/12 – NIL) LED – R87 990 (2011/12 – R63 000) Grants from Cacadu includes: Environmental health subsidy - R967 940 ( 2011/12 – R913 151) CHANGES MADE TO DRAFT BUDGET
Section 6 – Creditors' analysis 20 Section 7 – Investment portfolio analysis 22 Section 8 – Allocation and grant receipts and expenditure 23 Section 9 – Expenditure on councillor allowances and employee benefits 27 Section 10 – Material variances to the SDBIP 29 Section 11 – Capital programme performance 31 Section 12 – Other supporting documentation 37 Section 13 – Municipal manager’s quality certification 38 Glossary Adjustments budget - Prescribed in section 28 of the MFMA. The formal means by which a municipality may revise its annual budget during the year. Allocations - received from Provincial or National Government or other municipalities. Budget - The financial plan of the Municipality. Budget related policy - Policy of a municipality affecting or affected by the budget examples include tariff policy rates policy4 credit control and debt collection policy. Capital expenditure - Spending on assets such as land and buildings and machinery. Any capital expenditure must be reflected as an asset on the Municipality's balance sheet. Cash flow statement - A statement showing when actual cash will be received and spent by the Municipality. Cash payments do not always coincide with budgeted expenditure timings. For example when an invoice is received by the Municipality it is shown as expenditure in the month it is received even though it may not be paid in the same period. DORA - Division of Revenue Act. Annual legislation that shows the total allocations made by national to provincial and local government. Equitable share - A general grant paid to municipalities. It is predominantly targeted to help with free basic services. Fruitless and wasteful expenditure - Expenditure that was made in vain and would have been avoided had reasonable care been exercised.
June, July, August and September Proposal meetings. 43 research proposals and 4 generic protocols were approved. SECTION B – Starred Items for Approval *33 Minutes from Sub-Committee Meetings The Sub-Committee RECEIVED the minutes from the Ethics Approvals (Human Participants) Sub-Committee Proposal meetings held on 7 June, 4 July, 9 August and 26 September. HPSC17-P17 – Associated paper 34 Any Other Business 35 Date of Next Main Meeting 25 January 2018 (2.00pm) 9 May 2018 (10.00 am) Author – J A Green Date – 24 October 2017
Men 14 4 Women 7 3 All age >65 7 3 TYPES OF DRINKERS: TABLE 4: NATIONAL NORMS (Referred to in Step 2) Alcohol Consumption Norms for Adults ___________________________________________ Drinks per week Total % % Men % Women 0 35 29 41 1 58 46 68 2 66 54 77 3 68 57 78 4 71 61 82 5 77 67 86 6 78 68 87 7 80 70 89 8 81 71 89 9 82 73 90 10 83 75 91 11 84 75 91 12 85 77 92 13 86 77 93
GOVERNMENT ENGINEERING COLLEGE, BARTON HILL THIRUVANANTHAPURAM BTECH ELECTRONICS & COMMUNICATION ENGINEERING(2015-2019) ROLL NO NAME ROLL NO NAME 1 A L AARDRA 37 KATHIRU A S 2 AADITYAKIRAN S 38 KRISHNA PRIYA S MUKUNDAN 3 AARON JAYAKUMAR 39 LEKSHMI B 4 AISWARYA PRASAD 40 MEENAKSHY R 5 AJAY RAGH 41 MEGHA V 6 AJAY U 42 MERIN ANN CHERIAN 7 AJINAS B S 43 MIDHUNARAJ M 8 AKHIL K U 44 MINU THOMAS 9 AKSHAY CHANDRA P J 45 NEELIMA S 10 ALWIN BOBAN 46 NEETHU MARIAM MAMACHEN 11 AMRUTHA P A 47 NITHEESH S KUMAR 12 AMRUTHA K RAJAN 48 NITHIN B 13 ANCY S CHANDRAN 49 P ASWATHY 14 ARATHY VIJAYAN 50 P S RAVI SHANKAR 15 ARUNDHATI ANIL 51 POOJA PRADEEP 16 ARYA BABU 52 RADHIKA GOPINATH 18 ASIF S 54 ROHIT MISHRA 19 ATHIRA R K 55 SHABANA R 20 ATHUL V S 56 SHEETHAL STEPHEN 21 BINCY SALIM 57 SRIYA NAIR 22 BINUPRIYA S P 58 SRUTHI B S 23 FAHIMA FYZEE 59 THERESMARY TOMY 24 FARHANA S HAMEED 60 VABITHA K V 25 FARSANA SALIM 62 ANU PRAKASH E 26 FATHIMA J S 63 M ANAND KRISHNA 27 FAYIS P 64 STEPHY S MANUAL 28 GAYATRI P DINESH 65 VISHNU B S 29 GOKUL A 66 ASEEM S 30 GOKUL K 67 ARYA S 31 HARI SANKAR A 68 AKASH S K 32 KRISHNA 69 AKHIL G U 33 JEENA J S 70 DILNA R 34 KARTHIK H 71 VISHNU R 35 KARTHIKA A B 36 KARTHIKA ASHOK MINI
Early Birds and Night Owls Booking Form Autumn Term 2018 Please use the following letters for Owls bookings: ‘T’ Top-up after clubs (4.45 – 6.00pm) ‘D’ Attending from 3.30pm Please use the following letter for Early Birds bookings: ‘A’ Attending Booking Form to be emailed to: Child 1: Full Name and Class Child 2: Full Name and Class Early Birds 8.00 – 8.50am Night Owls 3.30 -6.00pm Early Birds 8.00– 8.50am Night Owls 3.30 -6.00pm w/c 03 Sept No Clubs Mon Inset Day Tues Wed Thurs Fri w/c 10 Sept Mon Tues Wed Fri w/c 17 Sept Mon Tues Wed Thurs Fri w/c 24 Sept Mon Tues Wed Thurs Fri w/c 01 Oct Mon Tues Wed Thurs Fri w/c 08 Oct Mon Tues Wed Thurs Fri w/c 15 Oct Mon Tues Wed Thurs Fri P.T.O Autumn Term 2018 Contd.
Early Birds 8.00 – 8.50am Night Owls 3.30 -6.00pm Early Birds 8.00– 8.50am Night Owls 3.30 -6.00pm Half Term w/c: 22nd October w/c 29 Oct Mon Tues Wed Thurs Fri w/c 05 Nov Mon Tues Wed Thurs Fri w/c 12 Nov Mon Tues Wed Thurs Fri w/c 19 Nov Mon Tues Wed Thurs Fri w/c 26 Nov Mon Tues Wed Thurs Fri Inset Day w/c 03 Dec Mon Tues Wed Thurs Fri w/c 10 Dec Mon Tues Wed Thurs Fri w/c 17 Dec No Clubs Mon Tues Wed Thurs Fri Parent’s Full Name: Telephone: Booking Form to be emailed to:
Required Reading: NAEYC Code of Ethical Conduct (1988). Washington, DC: National Association for the Education of Young Children. http://www.naeyc.org/about/positions/PSSETH05.asp NAEYC Standards 1. PROMOTING CHILD DEVELOPMENT AND LEARNING 1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8. 1b: Knowing and understanding the multiple influences on early development and learning 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children 2. BUILDING FAMILY AND COMMUNITY RELATIONSHIPS 2a: Knowing and understanding diverse family and community characteristics 2b: Supporting and engaging families and communities through respectful, reciprocal relationships 2c: Involving families and communities in young children’s development and learning 3. OBSERVING, DOCUMENTING, AND ASSESSING TO SUPPORT CHILDREN AND FAMILIES 3a: Understanding the benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children 3b: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments 3c: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection. 3d: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities. 4. USING DEVELOPMENTALLY EFFECTIVE APPROACHES 4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children 4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology 4c: Using a broad repertoire of developmentally appropriate teaching /learning approaches 4d: Reflecting on own practice to promote positive outcomes for each child 5. USING CONTENT KNOWLEDGE TO BUILD MEANINGFUL CURRICULUM 5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies. 5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines 5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child. 6. BECOMING A PROFESSIONAL 6a: Identifying and involving oneself with the early childhood field
A – Excellent ; B – Good; C - Average Sub. Code / Sub. Name: EC6712 OPTICAL AND MICROWAVE LABORATORY Prepared by Approved by Signature Name Mr.S.Saravanan Mr.P.Muthukumaran Ms.R.Rajeswari Ms.S.Sangeethapriya Dr.S.Muthukumar Designation Assistant Professor HOD/EC Date
EC 68 MINUTES Ref: EC 70-02 Author : B. LE GUEN Date : 5/5/2016 Classification : EC 70-02 - EC 68 Minutes Title : MINUTES OF THE 68th EXECUTIVE COUNCIL OF IRPA Summary : Distribution Intern : IRPA EC Members Participants Renate Czarwinski - President Roger Coates - Vice-President Thiagan Pather – Vice-President for Congress Affairs Bernard Le Guen – Executive Officer Christopher Clement – Publications Director Richard Toohey - Treasurer Ana Maria Bomben Eduardo Gallego Alfred Hefner Richard Vetter Jong Kyung Kim Excused member Sigurður Magnùsson
52 Rules of Administrative Procedures START HERE Does the candidate with the greatest number of have votes corresponding to more than half the number of ballot papers? YES YES He is elected and the numbers of candidates and of vacancies is each reduced by one. NO Does any other candidate have votes corresponding to more than half the number of ballot papers? NO Are there vacancies left unfilled? NO ELECTION COMPLETE Discard these candidates Were two or more YES candidates elected in NO this ballot? YES NEW BALLOT If these candidates are discarded, is the number of candidates remaining greater than remaining number of vacancies? YES NO Do two or more candidates have equal numbers of votes being the fewest cast for any candidate? NO YES Discard the candidate with the number of votes Is the number of candidates remaining greater than the number of vacancies remaining? YES NO Was any candidate declared elected in this ballot? YES NO NEW BALLOT Do two or more remaining candidates have numbers of votes being the fewest votes cast for any candidate remaining? YES NO If these candidates are discarded, is the number of candidates remaining greater than remaining number of vacancies? YES NO Discard these candidates NEW BALLOT Declare the remaining candidate(s) elected ELECTION COMPLETE DIscard the candidate with the fewest votes NEW BALLOT
Minutes of the Sixty-fourth Meeting of the Ethics Committee on Assisted Reproductive Technology 28 April 2017 Held on 28 April 2017 At Rydges Hotel, Latimer Square, Christchurch In Attendance Iris Reuvecamp Chair Carolyn Member Mary Birdsall Member Freddie Graham Member Judith Charlton Member Paul Copland Member Jo Fitzpatrick Member Michele Stanton Member Kirsten Forrest Secretariat Philippa Bascand Manager, Ethics Committees Sue Saunders Counsellor, Fertility Associates, Hamilton Anne Ott Counsellor, Fertility Associates, Christchurch Welcome The Chair opened the meeting and acknowledged that it is ECART practice to have a member or invited speaker to open the meeting and to talk about an issue of relevance to the work that
Minutes of the Meeting of the Ethics Committee on Assisted Reproductive Technology 2 July 2014 Held on 2 July 2014 at Bankside Chambers In Attendance Kate Davenport QC Chair Deborah Rowe Member Freddie Graham Member Adriana Gunder Member Brian Fergus Member Carolyn Mason Member (via teleconference) Jo Fitzpatrick Member Kirsten Forrest ECART Secretariat Apologies Apologies were received from Deborah Payne and Freddie Graham. No member of ACART was available to attend. Welcome Kate Davenport opened the meeting. Kate is nearing the end of her second term as ECART chair and she talked about what a privilege it has been to work in the area of assisted reproductive technology. Kate has found it fascinating, and at times challenging and sad. Kate will miss on the Committee and hopes to take up other opportunities to continue work in this area. Kate will be happy to help hand over the ECART role to a new Chair once appointed. The Committee expressed how much they had enjoyed having Kate as and thanked her for being a consummate Chair. Confirmation of minutes from previous meeting The minutes from ECART’s 5 May 2014 meeting were confirmed as accurate. The Committee requested the words “discriminate against” be replaced with “determine if” on page 10.
Name: Department: Position: Rank: Email address: Indicate the program for which you are applying: This year (July 1, 2017 – June 30, 2018), which College grant(s) have you received? Activity START date: END date: If traveling, your destination: Total cost of activity, copied from “Total Cost” field of Budget (see p. 5): $ Your personal contribution towards the cost: $ Will additional funds, besides those provided by you, the department chair, or the dean, be put toward the cost of this activity? If so, indicate the amount and the source of the funds: Other contribution: $ Source : To be completed by the Department Chair: Departmental contribution: $ To be completed by the Dean: College award: $ Unfunded: $ Optional Comments by Department Chair: Optional Comments by Dean: Description of Faculty Development Activity On this page (only), (a) describe the activity, (b) explain its significance for the university (and/or the college and/or your department), and (c) explain its significance for your professional development.
Eberly College of Arts & Sciences Research Travel Grants 2017-18 Both Windows and Macintosh should complete this form to apply to the Eberly College program for Research Travel Grants. Click the fields labeled “Click to select” to choose an answer from a pull-down menu. Click the fields labeled with a short line (“_____”) to enter text (the field will grow to fit the length of your answer). Applicant: Submit this form electronically to your Department retaining its Word format. Do not convert to PDF. Chair: Submit this form electronically to Sarah Rodeheaver at (be careful; there are two Sarah Rodeheavers at WVU). Retain its Word format. Do not convert to PDF. Purpose The Eberly College Research Travel Grant Program provides funding to help support research that requires access to archives, collections, environments, instruments, or facilities that are not available on or near campus. The program is designed to support travel for purposes of data collection. The program does not cover the costs of research per se (e.g., copying, photographing, taking samples, conducting chemical analyses); travel for meetings among collaborators; or travel for training. Awards this year are anticipated to be between $300 and $1,000. Relation to Eberly Faculty Development Grants An individual may seek funds from this program and the Eberly Faculty Development Grant program at the same time. In this way, it may be possible to afford a more expensive trip. The trip would have to meet the standards of both programs, that is, it would have to involve travel for data collection as described above, and it would have to advance the individual’s professional development. Note that two separate applications are required, as this program and the development program use separate forms and ask for different information. Eligibility Full-time (1.0 FTE) permanent faculty members are eligible if their positions include research as an area of significant contribution. Normally, faculty members who must make significant contributions in research are on the tenure track (including tenured faculty members) or have a title with the prefix “Research.” Faculty members in other categories are eligible only if significant contributions in research are required for promotion. Visiting faculty members and Postdocs are not eligible for the Research Travel Grant Program. Chairs and directors are encouraged to use unit funds to support these colleagues. An individual may receive one Research Travel Award per fiscal year (July 1 – June 30) for activities completed before the end of the fiscal year.
1.4.b form: 1.5 Address of registered company seat: 1.6 Address of head office (if different from 1.4 above): 1.7 Postal address: 1.8 Telephone number: 1.9 Fax number: 1.10 E-mail: 1.11 Firm’s website: 1.12 Representatives of the applicant in respect of this application 1.12.1 Representative 1 1.12.1.1 Full name: 1.12.1.2 Position/relationship with applicant: 1.12.1.3 Business address: 1.12.1.4 Postal address: 1.12.1.5 E-mail: 1.12.1.6 Telephone number: 1.12.1.7 Fax number: 1.12.2 Representative 2:
4. Group structure 4.1 Please whether the applicant is a part of a group. No Yes 4.2 If the answer to question 4.1 is affirmative, please complete the below: Kind of group (under Directive 2002/87, as currently in force) name of group leader Home country Competent supervisory authority Activities Banking sector Insurance sector
Investment companies sector Financial conglomerate 5. Members of the management body – Key function holders 5.1. Members of the management body Full name Country of residence Member status (executive/non- executive) Membership of management bodies of other companies (refer to capacity)
Please list the required supporting documents that accompany this questionnaire Attachment Paragraph Submitted N/A 1 Authenticated copy of articles of association, registration certificate 2.4 2 Financial statements 2.7 3 Documents concerning any assessment by a financial or non-financial authority 2.12 4 Organisational chart of the group’s structure 2.13 5 Shareholding structure of the legal person 3.1
Dear Coordinator, In order for us to make sure you and your staff receive the complimentary books for the school year 2018/2019, please email or fax 09-7478001 the following information to Eric Cohen Books. School Name of school _________________________________________ Address _________________________________________ Postal code _____________________ Phone number _____________________ Fax: _____________________ Email _________________________________________ School code ((סמל מוסד _____________________ Attach official school book list Teachers (please complete for each teacher) Name of English coordinator(s) ______________________________________ __________________________________________ Name Address + postal code Phone number Email Course book, workbook, etc. ECB Digital Version (Yes / No) Name Address + postal code Phone number Email Course book, workbook, etc. ECB Digital Version (Yes / No)
Inspiring & Diverse Offer Code Criteria Evidence IDO1 We listen to our members and potential members to inform our on-field, off-field and community based offer. Member surveys and results IDO2 We provide player centred, fun training programmes for all of our playing members, to help them reach their potential. Selection of session plans IDO3 Our playing programme meets the needs of all our playing members. Fixture lists and results League tables IDO4 Our training and playing programmes meet applicable ECB standards: The Clubs coaching programme is overseen by a qualified ECB Level 2 Coach or equivalent The Club has enough qualified coaches present to meet the ECB ratios, The Club has enough responsible adults present at junior sessions to meet the appropriate legal supervision requirements All coaches and adult supervisors have the relevant insurance cover, first aid and safeguarding training. All coaches refresh their learning and develop through formal and informal training. Coaches list (including postcode)* Session registers IDO5 We provide appropriate opportunities for specific groups or audiences, e.g. youth, women, girls, disabled.
Ensuring Every Person Matters Code Criteria Evidence We know who our members and volunteers are and hold up to date contact details (including emergency) and medical information. Emergency contact details Medical information Members lists We have adopted & implemented the ECB "Safe Policy, ensuring all members are aware of safeguarding procedures. This includes but is not restricted to: Appointing a Club Welfare Officer (s) who is ECB Vetted, has attended a Sports Coach UK Safeguarding and Protecting Children workshop and the ECB Safe Hands Workshop for Club Welfare Officers. Ensuring Coaches and other relevant personnel whose roles include responsibilities relating to working with children are ECB vetted (including an enhanced DBS check), and are up to date with relevant Safeguarding Training. Adopting the Policy for Safeguarding Children Recruitment policy. Ensuring all new and existing Members aware of Safeguarding procedures. Member communications Club Welfare Officer course certificates* List of individuals (including postcode) holding the following roles* – Welfare Officer Volunteer co-ordinator Coaches Umpires Scorers (Aged 16 and above) Colts/Junior managers Age group managers Open age team captains Junior supervisors aiders/physiotherapists/medical support All Stars activators The Club and those running activities have a good understanding of health & safety matters and access to relevant equipment, ensuring - Activities take place in a safe environment with relevant protective equipment (including use of helmets). Registers are maintained for all sessions. Selection of session registers Venue risk assessments
ROUND ONE before 8th May 2015 ROUND TWO before 22nd May 2015 THREE before 5th June 2015 FINAL on or before 12th June 2015 SHROPSHIRE – Ellesmere College v Ellesmere College – Rydal Penrhos v Ellesmere College STAFFS – Wolverhampton GS v BYE Wolverhampton GS Ellesmere College v – Oakham School Oakham School v BYE v Oakham School NOTTS – South Wolds Community School Wolds Community School v BYE NORFOLK – Norwich School Norwich School v v BYE Warwick School Warwick School 127 all out [H.Newton 3-6][R.Yates 39] Ellesmere College 131-7 Ellesmere College won by 3 wickets v LINCS – William Farr School Warwick School v WARWICKS – Warwick School Warwick School NORTHANTS – Northampton School for boys Bedford School v v BEDS Bedford School WORCS – Malvern College V Malvern College Bedford School v HEREFORD – Bishop’s School ECB/ESCA U15 TROPHY FOR SCHOOLS 2015 organised by the English Schools’ Cricket Association SOUTH & WEST ROUND ONE before 8th May 2015 ROUND TWO before 22nd May 2015 ROUND THREE before 5th June 2015 on or before 12th June 2015 DEVON – Shebbear College v Callington Community College CORNWALL – Callington Community College Sherborne School v
DORSET – Sherborne School v Sherborne School Sherborne School BYE v IOW – Sandown Bay Academy v Sandown Bay Academy BYE v Colstons School BRISTOL – Colstons School Sherborne 224/6 (Dom Prest 146*) / Kings Taunton 154 (Tom Perkins 5-26) v Colstons School BYE WILTSHIRE – Marlborough College v BYE Marlborough College v HAMPSHIRE – King Edward VI School v King Edward VI School v King Edward VI School BYE GLOUCS – Cheltenham College v King’s College v King’s College SOMERSET – King’s College King’s College WEST GLAMORGAN – Dwr-y-Felin Comprehensive School v Greenhill School v DYFED – Greenhill School RESULTS TO JOHNS: brian334johns@btinternet.com ECB/ESCA U15 TROPHY FOR SCHOOLS 2015 organised by the English Schools’ Cricket Association SOUTH EAST ONE before 8th May 2015 ROUND TWO before 22nd May 2015 ROUND THREE before 5th June 2015 on or before 12th June 2015 LONDON – Dulwich College v Harrow School MIDDLESEX – Harrow School v Magdalen College – Dr Challoner’s Grammar School v Magdalen College OXON – Magdalen College Magdalen College SUFFOLK – Framlingham College v
8 Activity to be Completed Start Date (m/y) End Date (m/y) Scope of Work (see Instructions page for full requirements) Name(s) of Other Sources Providing Funding for this Activity (if applicable) Cost of Activity Total Funding from Other Sources Total ECB Funding Requested $ $ $ Resource Name, Title and Company Resource Type Experience and Responsibilities (see Instructions page for full requirements) All required attachments provided? Total Hours of Work Hourly or Lump Sum Rate Total Cost of Resource Resource1 $ $ Resource2 $ $ Resource3 $ $ Resource4 $ $ Resource5 $ $ 9 Activity to be Completed Start Date (m/y) End Date (m/y) of Work (see Instructions page for full requirements) Name(s) of Sources Providing Funding for this Activity (if applicable) Cost of Activity Total Funding from Other Sources ECB Funding Requested $ $ $ Resource Name, Title and Company Resource Type Experience and Responsibilities (see Instructions page for full requirements) All required attachments provided? Total Hours of Work Hourly or Lump Sum Rate Total Cost of Resource Resource1 $ $ Resource2 $ $ Resource3 $ $ Resource4 $ $ Resource5 $ $ 10 Activity to be Completed Date (m/y) End Date (m/y) Scope of Work (see Instructions page for full requirements) Name(s) of Other Sources Providing Funding for this Activity (if applicable) Total Cost of Activity Funding from Other Sources ECB Funding Requested $ $ $ Resource Name, and Company Resource Type Experience and Responsibilities (see Instructions page for full requirements) All required attachments provided? Hours of Work Hourly or Lump Sum Rate Total Cost of Resource Resource1 $ $ Resource2 $ $ Resource3 $ $ Resource4 $ $ Resource5 $ $ Do you require space for additional activities? Yes, a supplementary Work Plan, Budget and Project Team Description: Additional Activities Form has been attached to this Proposal for additional activities No, additional is not required. Initiative Budget and Requested Funding for all Activities
Spain Institution Scope of Challenge Location Precise passage concerned Description of the Issue Justification for potential amendment Level of priority Proposal for a wording update AHE EU-wide Art 10 Composition of the cover pool Lack of clarity on the scope of the article. Concept of homogeneity and risk of hindering consolidated structures which have worked properly, e.g. commercial and residential mortgages in the same pool. serious Return to EBA best practices emphasizing idea of transparency AHE EU-wide Art 16.4 Coordination in practice between LCR requirements and liquidity buffer regulation are not clear enough. How far can go national legislation?? serious Sweden Overall assessment: This is not a necessary directive, markets are working fine right now and no complaint has been heard of Location Precise passage concerned Description of the Issue Justification for potential amendment Level of priority Proposal for a wording update
EU Directive Article 10 Member States shall ensure investor protection by providing for a sufficient level of homogeneity of the assets in the cover pool so that they shall be of a similar nature in terms of structural features, lifetime of assets or risk profile. A lack of clarity on the degree of homogeneity of assets There is considerable debate in securitisation over similar requirements in the STS requirements Moderate tbc Directive Article 13 A pool monitor shall be separate and independent from the credit institution issuing covered bonds and from that credit institution's auditor. Under segregated structures the SPV auditors and issuers auditors may be different but not clear if the SPV auditor can also be Cover Pool monitor Will be costlier to have different firms performing two roles Low tbc Directive Article 31 By XX [OP: please insert the date laid down in the second subparagraph of Article 32(1) of this Directive + 3 years], the Commission shall, in close cooperation with EBA, submit a report to the European Parliament and to the Council whether an equivalence regime could be introduced for third-country credit institutions issuing covered bonds and for investors in covered bonds, taking into consideration international developments in the area of covered bonds, in particular the development of legislative frameworks in third countries The lengthy period to an assessment of third country regimes will lead to a period of uncertainty regarding the status of UK Covered bonds in its interaction with the Brexit timetable and transitional rules. Clarity of the status of UK covered bonds would be very helpful to investors based in the EU High tbc
repeal this decision any time, provided it grants credit institutions an adequate transition period. United Kingdom Ranking of priority Location Precise passage concerned Description of the Justification for potential amendment Level of seriousness Proposal for a wording update Scope 1 Article 15 Paragraph 1 Deletion of derivatives from calculation of asset coverage (amendment 45) Revert to original text so as to clarify that the hedged asset positions are recognised in coverage tests High Revert to original text so as to clarify that the hedged asset positions are recognised in coverage tests National 2 Regulation Article 1 para 1 1a(iii) Deletion of existing para 3-year limit on Step 2 credits being eligible proposed (amendment 6) If credit ratings continue to deteriorate this may become impossible to meet Moderate Revert to original proposal EU 3 Regulation article 1 para 1 e introduction of sliding scale for extendable maturities It goes beyond principle-based regulation and may limit valid market development/ disrupt existing markets (non-UK) t goes beyond principle-based regulation and may limit valid market development/ disrupt existing markets (non-UK) Moderate Remove proposed paragraph EU 4 Regulation article 1 para 1d Limits on assets contributing to OC amended to include assets in exposure limits Do not believe that these assets should be subject to exposure limits Moderate Revert to original text EU Source: UK RCB
Alternative options which could prevent gabs between subsequent commitment periods: Change lengthy amendment procedure (Choosing an ‘opt out’ procedure instead of the currently ‘opt- in’, Choosing and ‘opt-in’ procedure with limited ramifications for the amendment to into force, a hybrid procedure or, an adjustment procedure Provisional application of amendments as provided for in the Vienna Convention on the Law of Treaties Extension of the first commitment period Unilateral Declaration by member states CMP deciding to extend the first commitment period NB: To keep the Kyoto Protocol going, alliance should be made with the EU and then China and India may join in subsequent period. Participants noted that, more highlights must be made on the funding allocation criteria under the Kyoto Protocol Adaptation Fund and a provision of more details on the pillars of the Bali Action Plan and the content of the Cancun Agreement. Session X: Working Groups: Each group outlined a set of ideas on expectations from CoP 17 in Durban. There were three groups namely: Negotiators, Government Institutions/Financiers, and members of Parliament. The following are the key points discussed. Negotiators Group Kyoto Protocol: Second period of commitment or an extension of three years by the Cancun agreement Temperature to remain 1.5 degree Celsius Annex 1 countries should go by the Kyoto Protocol but not adopt tough conditions Transitional committee should be set up Green Fund should be operational as soon as possible, as a balance mechanism to emphasise the implementation of NAPAs Technology Transfer- More time to be allocated for capacity building Government Institutions/Financiers Group Discussions within this group centred around three issues; these are current situation of events, expectations from Durban and recommendations to governments. A. Current situation: It was identified that, there are lots of funds but disbursement is very slow. Again, there is a language barrier in accessing funds and a slow implementation of roadmaps. B. The following actions should be decided in Durban: Funding mechanism should be made more flexible, capacity building programmes should be set up in each country, negotiators should include more expects (in the field of financial, legal issues)
Date: NEW CHANGE ORDER CANCEL ORDER Yes, I’m interested in receiving free Kits for New Parents Packages: English Version—Quantity: _______ Spanish Version—Quantity: _______ Chinese (Mandarin) Version—Quantity: _______ Chinese (Cantonese) Version—Quantity: _______ Vietnamese Version—Quantity: _______ Korean Version—Quantity: _______ Please send the above on a Monthly Basis for Three Months or Please send the above as a One-Time Order. SERVICE PROVIDER TYPE: (Check one please) SHIP KITS TO (Please Print) CONTACT PERSON (If different from Shipping Info) Hospital Medical center Doctor’s office or clinic Childcare/Preschool County Department Pediatric dental office or clinic Home Visitation Program Faith-Based Organization Kits are For: Parents or Caregivers of Children ages 0 to 5 Prenatal Parents Organization is: 5 Contractor Not a First 5 San Joaquin Contractor Name Name Organization Organization Street Street City, State Zip City, Zip Phone # Phone # E-Mail Address E-Mail Address
MODULE 3 Finding the Available Ethics Knowledge Relevant to an Ethics Question Handout 3.1: Suggested Internet Resources for Finding Ethics Knowledge Handout 3.2: How to Conduct a Search Handout 3.3: Find the Available Ethics Knowledge Relevant to an Ethics Question Handout 3.4: Sample Findings: Ethics Knowledge Relevant to an Ethics Question Handout 3.5: Reference List of Ethics Knowledge: Practicing Medical Procedures on the Newly Dead Handout 3.6: Summary of Ethics Knowledge: Practicing Medical Procedures on the Dead
MODULE 4 Generating Ethical Arguments and Counterarguments OBJECTIVES By the end of this session, participants will be able to: Identify ethical arguments and counterarguments and describe the role they play in an ethical analysis. Categorize ethical arguments according to 3 types of rationales: based on credos, consequences, and comparisons. Identify counterfeit ethical arguments (based on logical fallacies). Discuss and practice using tools and techniques to generate ethical arguments and counterarguments. RESOURCES For the session: Slide presentation, laptop, and projector Participant handouts CASES pocket cards PREPARATION Gather training resources and read through the session plan. Ensure that the laptop and projector are functioning properly. OUTLINE SECTIONS Introduction Overview of Ethical Analysis Identifying Ethical Arguments Categorizing Ethical Arguments by Rationale Generating Ethical Arguments and Counterarguments Takeaways DURATION (MINUTES) 2 8 30 50 25 5 session time 2 hours
CLICK to fly in, “is consistent with the policy standard that we are obligated to provide benefits that are covered under our health plan, and vasectomy reversal is a covered benefit.” READ the rationale on the slide. SAY: Let’s move on to making ethical arguments based on credos more compelling. CLICK. Slide 9 SAY: Earlier we identified 2 characteristics that make ethical arguments strong: they need to be clear and compelling. Now that we’ve discussed how to clarify ethical arguments based on credos by deconstructing their rationale, let’s look at how to make them more compelling. As we mentioned at the beginning of this module, for an ethical argument to be compelling, its rationale must be normative, logical, AND credible. So, you can make an ethical argument more compelling by checking to make sure that the argument’s rationale ALL 3 of these criteria, and if it does not, modifying it as appropriate. Slide 10 SAY: The first step is to ensure the rationale is normative. The way you do this differs depending on the type of rationale. For arguments based on credos, you check to see if the rationale makes it clear that the credo relates to an ethical behavior. Slide 11 NOTE: This slide is animated. SAY: Let’s work through an example. READ the example on the top of the slide. “This patient should be offered a heart transplant because heart