zilongwang/ReadingBank huggingface dataset:
BOWER GROVE SCHOOL DEPUTY HEADTEACHER PERSON SPECIFICATION Essential Desirable Identification Qualifications Qualified Teacher Status as defined by the DfE Post graduate qualification Master’s Degree, Experience as a Deputy Headteacher or Assistant Headteacher Team Teach Application letter Professional Experience Recent experience of working as a senior leader in a school Evidence of major whole school responsibilities and experience of turning policy into effective and successful practice Leadership of a significant area or phase including responsibility for raising standards across the whole school Pastoral responsibility – behaviour management of children and young people beyond own class Parental engagement Appraiser Working with vulnerable children and families in a context of challenge Designated Safeguarding Lead Application Interview Professional Knowledge A good understanding of school management with regard to governance, personnel issues and finance A understanding of the essential qualities necessary for effective teaching and learning Up to date knowledge of statutory regulations and guidance relating to the post Awareness of the school within the community Involvement in self-evaluation and school improvement planning An understanding of how vulnerabilities affect behaviour and attitudes to learning and ways to alleviate this Knowledge and experience of working with pupils with ASD and mental health Understanding of curriculum differentiation for inclusive practice Knowledge of KS4 exams Experience of effective behaviour management systems, including the use of rewards and sanctions Awareness of behaviour monitoring systems including how to use Sleuth data effectively Awareness of effective use of Pupil Premium funding to improve the outcomes for children and young people Knowledge of current legislation regarding all areas of special education Awareness of the transfer process from a Statement to an EHCP Some knowledge of how schools operate within a Trust Application letter Observation of teaching Interview References
Commitment – demonstrate a commitment to Equalities Promoting the school’s vision and ethos A high quality, stimulating learning environment Relating positively to and showing respect for all members of the school and wider community Ongoing relevant professional self-development Safeguarding and and staff protection Develop alternative curriculum opportunities to ensure all pupils achieve good attendance and positive outcomes Interview Personal Qualities and Interests The ability to form good relationships and develop teams working closely in an atmosphere of openness, trust and professionalism Can empower and motivate others Open and approachable Caring, innovative and conscientious Determined Emotionally resilient Pragmatic Sense of humour Dedicated to and driven by pupils’ welfare and progress Able to lead from the front in a range of situations whilst empowering others to take control Provide evidence of work/life balance and examples of ‘life beyond’ To show care towards all members of the school community, even in difficult circumstances Letter Interview
The South Africa’s Constitution is firmly rooted in the notion of separation of powers namely; the Judiciary, Legislature and the Executive. Parliament is the Legislative authority in the land, comprising of two houses i.e. the National Assembly and the National Council of Provinces (NCOP), it has power to make laws for the country in accordance with the constitution. On the other hand, Executive authority is vested in the President who is the Head of State and Head of Government, and his Cabinet. The President is elected by Parliament to serve a fixed term. The Judiciary depends on moral authority to be an arbiter in disputes between organs of State and citizens. According to Myongana, in his paper entitled “The Judiciary as the site of struggle for political power; a South African perspective”, has this to say in his conclusion “as a final arbiter in disputes, the court will not avoid getting involved in disputes of a political nature, elements of bias, whether imagined or real, will always arise, but the judiciary has a task to ensure that the courts continue to command moral authority. The first step towards legitimacy and commanding authority is for the courts to be independent and execute their mandate without fear, favour or
This Job Description provides a framework in which duties may be carried out, however it may be necessary to make alterations and adjustments from time to time to meet the needs of the service. Person Specification Deputy Catering Manager Essential Desirable Method of Assessment Qualifications: Level 2 Food Safety Numeracy, literacy and PC skills Good standard of general secondary education Level 3 Food Safety Level 2 Health & Safety Level 2 First Aid in the Workplace Application Form, Interview Experience: Previous experience of working in catering environment Counter service and barista Supervision of staff and/or volunteers in a customer facing role Financially articulate Retail catering background Proven hands-on manager/supervisor Stock Control Marketing Community Engagement programmes Working with vulnerable adults Outside catering provision Application Form, Interview Skills: Excellent interpersonal and communication skills Excellent organisational skills, ability to manage, organise and deal with multiple tasks Ability to work effectively with staff and volunteers Customer service skills Barista skills Ability to work on own initiative and prioritise work schedules Ability to work effectively with vulnerable adults (in line with client risk assessments carried out) Interview
Personal qualities an excellent record of attendance and punctuality commitment to learning resilience, patience and perspective set high standards and act as a positive role model for students and staff seek advice and support when necessary reliability, integrity and stamina respect confidentiality
Ability to work under pressure and to deadlines Excellent interpersonal and communication skills, including good written skills. Ability to manage budgetary and resource management Ability to identify and plan a continuous personal development programme. Ability to build strong relationships, internally and externally Proficient use of Microsoft Office software and bespoke IT systems. IT software packages such as Publisher and use of client databases, such as Knowledge Good understanding of issues facing homeless and vulnerable adults. Good knowledge of the types of trauma that homeless people may have experienced and how trauma may affect homeless individuals. Good understanding of the criminal justice system as it affects offenders in the community and how offenders are managed within a community setting. Health and Safety responsibilities within a supported housing environment Good knowledge of identifying safeguarding concerns and processes for reporting Safeguarding concerns Good Understanding of fairness, equality and diversity. Knowledge of social housing sector, including supported housing and homelessness, or be willing to develop such knowledge Knowledge of private rented sector including HMOs or be willing to develop such knowledge. Knowledge of developing a psychologically informed environment, and/or willingness to learn and develop one. Knowledge of services that are underpinned by trauma informed care principles, or willingness to learn about these. Good knowledge of substance misuse services Good understanding of strengths based assessment tools and approaches. Values The desire to make a difference to the lives of vulnerable groups and to be part of a team to deliver effective results for the clients and the organisation.
Person Specification – Deputy Homelessness Coordination Manager We want the post holder to demonstrate the following competencies to a high level and use them in their work. Communication and Clarification Creativity, Innovation and Adaptability Commitment and Customer Focus Relationship and Team Working Respect, Integrity and Open-Mindedness Accountability, Self-Reflection & Development Engaging with and Supporting Change Coaching and Supporting Others We do need you to use the job application form to demonstrate your capabilities in relation to each of the essential criteria’s listed below (addressing each point in order). Use the answers to show how your competencies have helped you achieve positive results. This will give you the best possible chance of being shortlisted. Competences E = Essential D = Desirable Application Form Test Interview 1 Specific Qualifications 1.1 1.2 1.3 1.4 1.5 Evidence of continued learning demonstrating a commitment to personal development GCSE grade A-C in English & Maths or equivalent that can demonstrate a good level of numerous and literacy skills Full driving licence To hold or be working towards a recognised management / business related qualification A professional body membership in a homelessness related field or demonstrated commitment to achieving the same E E E D D X X X X X 2 Special Knowledge and Experience 2.1 2.2 2.3 2.4 2.5 Substantial experience of working in a homelessness related management role Experience of working including contributing to meetings and reports Experience of working within budgets, contributing towards contract management and collation of performance management Track record of working positively within a team and experience providing support to a manager E E E E E X X
2.6 2.7 2.8 2.9 2.10 Knowledge of software, including Word, Excel, e-mail and the internet. Experience of working within a service serving homeless individuals Experience of working with individuals with complex issues including addictions and/or mental health Experience of utilising a CRM system Experience of implementing IT system changes Lived experience of using a homelessness or related service E D D D D D 3 Additional Job Requirements 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 Excellent communication, negotiation and inter-personal skills to build effective relationships at all levels Ability to remain calm under pressure and difficult situations Must be self-motivated with a positive can-do approach Strong commitment to equality and diversity Must be able to demonstrate a commitment to our Values Flexibility to work outside standard office hours Ability to establish and maintain clear boundaries with customers Ability to respond to/manage sensitive, stressful and traumatic incidents effectively, using tact, diplomacy and assertiveness Understanding of health and safety risks for customers, colleagues and self E E E E E E E E E Core Competencies – Line Managers (Deputy Managers and Line Managers) Descriptor Communication and Clarification Presents clear messages using a range of techniques. Identifies active listening as a key component to effective communication. Appropriately influences others.
Story [] - AP Vendor duplicates - Pick an existing nwu entity or force create [] - (PO) Extra routing on Purchase Order [] - CM-Bankrecon matching Receipts [] - AR VAT lines on Invoice Write Off [] - AP Create New Vendor - already created on KFS [] - KIMAPI Customer Invoice - DeptCode missing [] - KIM Limit person search to active employees upon user registration [] - PO Allow Contract Manager to print the Purchase order after Approval in Actionlist [] - Security Configuration 2014 10 31 Deployment dependencies None JIRA’S handled per module COMPONENT KEY SUMMARY LINKED ISSUES DESCRIPTION GL KMM ScrubberJob not picking up KMM doc types Reported by Hanlie. Scrubber looks at the doc type and sees KMM documents are not a child of ledgerpostable and adds errors to log. KIM KIM Person document and User Registration When I lookup a person on the person document by using the employee number, the name return, but as soon as I want to edit, there is no data on the person document. When I want to create a user registration document, I can lookup the person and submit it successfully, but as soon as the Technical Administrator must approve the document and the document must switch to the person document, an error is received that the Campus code is required KIM (KIM-API) Vendor/Customer role does not have a start date Ek het nou 'n paar op DEV geskep en hulle gaan wel deur na VSS maar sodra ek hulle in VSS-PAR oopmaak kry ek die volgende foutboodskap: Die K/D rol word in partyrole geskep maar daar is nie vir een van die rekords wat vanaf KFS kom 'n start date in die tabel.
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5.1 Please provide details of your work history beginning with the most recent position: Dates (From/To) Name & Address of Employer Position Held & Whole-time or Part-time Summary of Main Duties Reasons for Leaving 5.2 Post(s) of Responsibility or equivalent beginning with the most recent position. Dates From/To Position (Indicate level of Position – e.g. AP, SD and Post Title) School or other Institution Responsibilities 5.3 Other relevant experience (i.e. Social/Business) beginning with the most recent. Dates From/To Position School or other Institution Responsibilities 5.4 Outline briefly your three greatest achievements with respect to any of the above responsibilities: (300 Words Max.)
Good standard of general education A recognised qualification in housing/social work/management E D A A Experience Practical experience of working in a women’s refuge/residential/health and/or community setting Extensive experience of sensitively assessing and responding to the needs and risks of women and children experiencing domestic violence Significant proven experience of providing direct emotional and practical support to people seeking support/advice Experience of assisting people applying for benefits Experience of undertaking effective casework in a methodical and well organised way Proven experience of safeguarding children and vulnerable adults. Experience of supervising a team Experience of preparing effective reports for case conferences or similar proceedings in women and children may be involved Experience of providing advocacy E E E E E E D D D A/I A/I A/I A/I A/I A/I A/I A/I A/I Abilities/skills/ knowledge Knowledge of the dynamics and impact of domestic violence and how best to support survivors Evidence of the ability to be an ambassador for Refuge and to communicate and work in accordance with Refuge’s philosophical principles Demonstrable strong written and verbal communication skills; to be able to write reports, deliver presentations, supervise others in their writing skills, and to communicate with stakeholders in a clear and effective way E E E E A/I/T I/T A/I/T A/I/T
Minimum qualifying experience – Task Force Leader (TFLD) Fully qualifying – Division Supervisor (DIVS) And Minimum qualifying experience – Incident Commander Type 4 (ICT4) Fully qualifying – Incident Commander Type 3 (ICT3) If qualified as ICT4 and TFLD, must have extensive supervisory and fire experience. General knowledge of hazardous fuel treatment practices, prescribed fire techniques, and smoke management theories, concepts, principles, standards, and laws. Technical knowledge of, and experience with, the implementation of policies, techniques, and practices of prescribed burning obtained through training and substantial prescribe fire experience, with qualifications equivalent to or exceeding the NWCG National Incident Management System Wildland Fire Qualification System (PMS 310-1) requirements for: Minimum qualifying experience – Firing Boss (FIRB), or Fully qualifying - Prescribed Fire Burn Boss Type 2 (RXB2). Experience with supervisory policies, procedures, and methods. Previous supervisory experience is required. General knowledge of workplace health and safety management, including hazard assessments, personal protective equipment, safety planning. Technical knowledge of industry accepted wildland fire and prescribed fire safety practices and procedures. Skill in the use and interpretation of maps, aerial photographs, satellite imagery, and GIS products in the wildland fire management environment. Skill in oral and written communication sufficient to prepare reports, present training, and coordinate work efforts using computerized systems including word processing software, electronic spreadsheets, presentation software, and database management programs. Physical Demands A combination of field and office work is required. Field work is sometimes performed in steep terrain where surfaces are uneven, rocky, or covered with thick vegetation. Temperatures are frequently extreme, both from weather and fire conditions where the presence of smoke and dust/or dust conditions are frequently severe. Benefits This position is eligible for comprehensive range of employee benefits including: paid sick leave, vacation pay, and holiday pay, medical benefits, life insurance, and retirement benefits through the Public Employees Retirement System of Idaho ().
SSC (10th) Mark sheet and Certificate HSSC (12th)/ Diploma Mark UG Final Mark sheet PG Final Mark sheet Post-PG (if any) Ph.D. Degree Certificate Details of employments: Academic Experience: Position/Designation Name of Institution From To Till date Total Pay & Pay Scale Years Months Establishment Experience: Position/Designation Name of Institution From To Till date Total Pay & Pay Scale Months Administrative Experience: Position/Designation Name of Institution From To Till date Total Pay & Pay Scale Years Months Other Desirable Qualification and Experience Qualification in area of Management / Engineering / Law: S. No. Qualification Degree/ Certificate Specialization % CGPA Division Year of passing University/ Institution/ Board Remarks (Annexures)
Supplemental 1 National-level Economic and Gender Equity Indicators Country Income Category Income inequality Contraceptive prevalence Executive positions Literacy ratio Afghanistan M-L Armenia M-L 37.5 61 0.99 Australia H 76 36 1.00 Austria H 29.9 51 27 1.00 Bangladesh M-L 32.7 58 8 0.62 Belgium H 30.6 78 31 1.00 Bosnia and Herzegovina M-L 34.0 48 0.93 Brazil M-L 56.9 77 1.00 Bulgaria M-L 42 30 0.99 Burkina Faso M-L 14 0.44 Canada H 33.9 75 35 1.00 Chad M-L 8 0.31 Chile M-L 24 1.00 China M-L 42.5 84 0.91 Colombia M-L 56.1 77 38 1.01 Comoros M-L 55.9 26 0.77 M-L 47.3 0.87 Croatia M-L 29.7 26 0.98 Cyprus H 30.1 18 0.96 Czech Republic M-L 27.5 72 26 Denmark H 25.9 78 26 1.00
Supplemental Table 2 Gender Differences in Major Depression among US samples OR 95% CI k Qt Overall effect size 2.15 [2.01, 2.30] 90 1009.74** Moderator OR 95% CI k Qbetween Qwithin Age group (in years) 12 13-15 16-19 20-29 30-39 40-49 50-59 60-69 70+ 2.37 3.05 2.81 1.97 1.74 1.71 1.76 1.65 2.27 [1.70, 3.30] [2.80, 3.32] [2.43, 3.24] [1.72, 2.25] [1.49, 2.03] [1.48, 1.97] [1.48, 2.08] [1.25, 2.17] [1.69, 3.05] 69 2 20 8 8 7 8 8 4 4 99.75** 0.42 43.02* 6.07 0.53 12.99* 4.07 9.19 1.89 3.68 Note. OR = weighted mean effect size. 95% CI = 95% confidence interval for d. k = number of effect sizes for moderator or category in each moderator. Qt = Significant values indicate that there is significant variability among effect sizes. Qbetween = Significant values indicate that there is significant variability accounted for by the moderator. Qwithin = Significant values indicate that studies are still heterogeneous after accounting for the moderator variable. *p <.05. **p <.001. Supplemental Table 3
Gender Differences in Depression Symptoms among US samples d 95% CI k Qt Overall effect size 0.22 [0.19, 0.24] 87 541.58** Moderator d 95% CI k Qbetween Qwithin Age group (in years) 8-12 13-15 16-19 20-29 30-39 40-49 50-59 60-69 70-79 80+ 0.19 0.36 0.25 0.30 0.22 0.19 0.18 0.21 0.15 0.12 [0.11, 0.28] [0.30, 0.42] [0.20, 0.31] [0.15, 0.45] [0.14, 0.29] [0.07, 0.32] [0.09, 0.27] [0.12, 0.29] [0.04, 0.26] [0.03, 0.21] 66 7 13 14 2 7 3 5 6 3 6 31.69** 64.22 12.35* 27.92* 4.09 0.02 3.06 3.40 6.37 3.82 0.12 3.08 Note. d = weighted mean effect size. 95% CI = 95% confidence interval for d. k = number of effect sizes for moderator or category in each moderator. Qt = Significant values indicate that there is significant variability among effect sizes. Qbetween = Significant values indicate that there is significant variability accounted for by the moderator. Qwithin = Significant values indicate that studies are still heterogeneous after accounting for the moderator variable. *p <.05. **p <.001.
DEP Transmission Level Solar PV Plant Data Request Purpose The purpose of this form is for Duke Energy to obtain from the Interconnection Customer the data required to perform the system impact for transmission level solar PV plant interconnection requests. This form supplements, but does not replace, FERC and state interconnection forms. Any missing data will delay the start of the system impact study. Required Data General Plant Data Customer Name: Plant Name: Maximum Requested Plant Injection at the POI: MW Detail One-Line Diagram of the Proposed Plant Design The detailed one-line diagram of the proposed plant design should show the topology of the plant which includes inverter connections, inverter transformer connections, electrical wiring from inverter to the point of interconnection (POI) with the correct topology and numbered circuits, plant step-up transformer connections and transmission line between the plant and the POI. Please see attached example solar PV plant one-line diagram. Include one-line diagram with this form, and check here when complete: ___________ Interconnection Transmission Line Line Voltage = ______kV If line is greater than 100 feet: R = ______ohm or ______ p.u. on 100 MVA and line kV base (positive sequence) X = ______ohm or ______ p.u. on 100 MVA and line kV base (positive sequence) C = ______ μF or B = ______ p.u. on 100 MVA and line kV base (positive sequence)
No. BMP Description & Location Is BMP Installed & Operating Properly? Corrective Action (CA) Required? Date on Which Maintenance or CA First Identified? Notes (describe if you observed any problem) 1. Silt Fence/Fiber Rolls/Berm/Wattles Location: Yes No Yes No 2. Silt Dikes/Check Dams/Rock Dams Location: Yes No Yes No 3. Stabilized Construction Entrance/Exit Location: Yes No Yes No 4. Inlet Protection on all storm drain Location: Yes No Yes No 5. Sand Bag Barrier/Gravel Bag Barrier Location: Yes No Yes No 6. Vegetated Swales Location: Yes No Yes No 7. Compost Blankets/Geotextiles/Mats Location: Yes No Yes No 8. Vegetative Buffers Location: Yes No Yes No 9. Sediment Trap/ Sediment Basin Location: Yes No Yes No 10. Concrete Washout Pit Location: Yes No Yes No 11. Dust Control/Prevention Yes No Yes No 12. Yes No Yes No 13. Yes No Yes No 14. Yes No Yes No 15. Yes No Yes No 16. Yes No Yes No (Note: The permit differentiates between conditions requiring repairs and maintenance, and requiring corrective action. The permit requires maintenance in order to keep controls in effective operating condition and requires repairs if controls are not operating as intended. Corrective actions are triggered only for specific, more serious conditions – whether a required stormwater control was never installed, or was installed incorrectly, or not installed in accordance with the requirements of OKR10) Pollution Prevention and Waste Management (OKR10 Part 3.3.3)
SPECIAL MONUMENT CONDITIONS for GUIDE SERVICES This Commercial Use Authorization (CUA) is granted subject to the following conditions: This permit is applicable only for the specified use of the area(s) and term designated above. The permittee will have none of the rights or privileges of Public Law 89-249 and will not be considered a concessioner to the National Park Service. The rates charged by the permittee will not be approved by the National Park Service. The permittee must obtain all permits or licenses of state or local governments, as applicable, necessary to conduct the commercial activities specified above and must operate in compliance with all pertinent federal, state, and local laws and regulations. The permittee and all participants authorized herein must comply with all of the conditions of this permit, including all exhibits, amendments or written directions of the monument Superintendent. The permittee is responsible for knowing and complying with all applicable rules and regulations of the monument. The permittee is also responsible for communicating these rules and regulations to its clients and ensuring their compliance. The area(s) authorized for use under this permit must be left in substantially the same condition as it was prior to the activities authorized herein, and all refuse properly disposed of or as otherwise required by the Superintendent. No buildings or other structures (including camping area "improvements" such as campfire rings, rock walls, hitching rails, benches, or trenches, etc.) will be constructed under this permit within Devils Postpile National Monument. The permittee shall be liable for any damages to property of the United States resulting from these authorized activities. This permit does not authorize the permittee to advertise, actively solicit business, collect any fees, or sell any or services on lands owned and controlled by the National Park Service. This permit requires the advance, nonrefundable, payment by the permittee of a minimum application fee of $50, notwithstanding the length of the permit. Additional administrative fees may be assessed if permittee does not comply with all reporting requirements in a timely manner.
TABLE 2: Grant Assistance Tabulation 2019 Contract Period October 1, 2018 to September 30, 2019 Water Supply Name (A) (B) (C) (D) (E) Grant Eligible Activities Deliverable Activity Cost Requested Grant Assistance Local Match Local Funds Previous Expend. PREVIOUS EXPENDITURES TO BE USED THIS CONTRACT PERIOD: DEQ approved previous expenditures $0 $0 $0 $0 $0 $0 $0 $0 Total $0.00 $0.00 $0.00 $0.00 Attention: Amendments to this table must be requested in writing at least 2 months prior to contract expiration and cannot increase the total contract amount.
Stormwater Outfall Information Outfall ID Latitude/ Longitude What is the name of the waterbody that your facility’s stormwater goes into? WBID Is that waterbody impaired? If so, what are its impairments? Is there a TMDL for that impairment? Is the discharge into an ORW or sensitive area? 001 Yes No Yes No Yes No Name of impairments 002 Yes No Yes No Yes No Name of impairments 003 Yes No Yes No Yes No Name of impairments 004 Yes No Yes No Yes No Name of impairments 005 Yes No Yes No Yes No Name of impairments 006 Yes No Yes No Yes No Name of impairments If substantially identical to other outfall, list identical outfall ID:
C – Activity design, methodology, risk and compliance (clauses 3 .7 and 3.8 of the ARP Program Guidelines) This criterion assesses the Activity design and implementation approach, as well as risk and compliance matters. Applicants are requested to specifically address cybersecurity risks and the risk of network service performance disruptions in the Activity risks. You should refer to the ARP Guidelines for further information. D – Financial viability and co- funding commitment (clauses 3.9 and 3.10 of the ARP Program Guidelines) This criterion assesses your financial capacity to deliver the Activity and whether the amount of ARENA funding sought and the total cost of the Activity are appropriate. You should refer to the ARP Guidelines for further information. If you have received funding from any other government or regulatory sources (including under the Demand Management Incentive Scheme or Demand Management Innovation Allowance), you should demonstrate the need for additional funding from ARENA. E – Knowledge sharing (clauses 3.11 and 3.12 of the ARP Program Guidelines) This criterion assesses the knowledge generated by the Activity in contributing to the ARP Outcomes. You can demonstrate merit against this criterion by describing: the value of the knowledge expected to be generated by the Activity and its contribution to industry understanding of approaches to increase hosting capacity; how well that knowledge is targeted to specific audiences; and the extent to which knowledge or data obtained through the Activity will be shared publicly (for example through the or )
Further project examples are provided in the FAQ document on the website. Timeframes EOI submissions open: 15 2018 EOI submission 16 April 2018 5pm AEST ARENA will notify applicants with successful EOIs by 21 May 2018. EOI assessment process EOIs will be assessed against the Merit Criteria as specified under the ARP Guidelines (note: each Merit Criteria will be weighted equally) Only those EOIs that are assessed as being of overall high merit against the ARP Merit Criteria will be invited to submit a Full Application Funding Agreement ARENA proposes to use the template Funding Agreement which will be published at the commencement of the EOI stage on the ‘Out of scope’ or ineligible projects As the Advancing Renewables Program is always open for submissions, high merit EOIs deemed ineligible or ‘out of scope’ under this announcement may be directed to submit under normal ARP conditions. Contact for more information on this option. Applications that are not of high merit will not be assessed further under any program by ARENA. How you can demonstrate merit in ARENA’s grant application process The below provides examples to show how you can demonstrate your study meets the ARP merit criteria. This guidance should be read alongside the and . ARP criterion How the criterion applies to this funding announcement A – Contributes to the Program Outcomes (clauses 1.5, 3.3 and 3.4 of the ARP Program Guidelines) This criterion assesses how well the proposed study (or Activity) contributes to the ARP Program Outcomes, taking into account the investment priorities in the and any relevant funding announcement documentation (such as this document). You can demonstrate merit against this criterion by describing, one or more of the following: how your study is novel and contributes new information or insights to the existing body of industry knowledge; the potential of the proposed to support more efficient utilisation of DER, increase their value or reduce their costs and risks in the power system; and/or how your proposed supports a credible path to implementation of increased amounts of DER (through changes in practices, investment, or regulatory settings) B - Applicant capability and This criterion assesses your capability and capacity, as well as that of any Activity partners, to deliver the Activity. You should refer to the ARP
Derby Dining Center Meal Hours for August 12-18, 2018 Kansas State University Housing & Dining Services Breakfast on Sunday, August 12, through Dinner on Wednesday, August 15 BREAKFAST LUNCH DINNER Sunday 7:00 - 9:00 a.m. 11:30 a.m. - 1:00 p.m. Monday – Wednesday 7:00 - 8:30 a.m. 11:30 a.m. - 1:00 p.m. 5:00 - 7:00 p.m. Continuous service begins on Thursday, August 16. Meal service for Thursday, August 16, and Friday, August 17, will be: Breakfast: 7:00-9:00 a.m. Continental Breakfast: 9:00-10:45 a.m. 10:45 a.m. – 1:30 p.m. Mid-Day: 1:30-4:00 p.m. Dinner: 4:00-7:00 p.m. GUEST MEAL CHARGES: MEALS FOR CHILDREN: Monday through Saturday: 4 Years & Under — No charge when accompanied by a paying Breakfast — $7 guest. Lunch — $9 5-10 Years — $7 when accompanied by a paying guest. Dinner — $10 Over 10 Years — Full price. Sunday: Breakfast — $7 Noon Meal — $10 Meal service for Saturday, August 18, will be: Breakfast: 8:00-10:45 a.m. Lunch: 10:45 a.m. – 1:30 p.m. Mid-Day: 1:30-4:00 p.m. Dinner: 4:00-7:30 p.m. GUEST MEAL CHARGES THAT BEGIN ON SATURDAY, AUGUST 18: Monday through Saturday: Sunday: Breakfast — $8 Breakfast — $8 Lunch — $11 Noon Meal — $13 Dinner — $13
Indicator No. Indicator Source Measurement 1 Proportion of inpatient population with learning a disability or autism who have a person-centred care plan, updated in the last 12 months, and local care Mental Health Services Data Set (MHSDS) Average census calculation applied to: Denominator: inpatient person-days for patients identified as having a learning disability or autism. Numerator: person days in denominator where the following two characteristics are met: (1). Face to face contact event with a staff member flagged as the current Care (MHD_CareCoordinator_Flag) in preceding 28 days; and 2. Care review (Event record with MHD_EventType ‘Review’) within the preceding 12 months. 2 Proportion of people receiving social care primarily because of a learning disability who receive direct payments (fully or in part) or a personal managed budget (Not possible to include people with autism but not learning disability in this indicator) Short and Long Term Support statistics This indicator can only be produced for upper tier local authority geography. Denominator: Sum of clients accessing long term support, community services only funded by full or part direct payments, managed personal budget or commissioned support only. Numerator: all in the denominator excluding those on commissioned support only. Recommended threshold: This figure should be greater than 60%. 3 Proportion of people with a learning disability or autism readmitted within a specified period of discharge from hospital Hospital Episodes Statistics (HES) and Assuring Transformation datasets. Readmission following discharge with HES main specialty - Psychiatry of Learning Disabilities or diagnosis of a HES is the longest established and most reliable indicator of the fact of admission and readmission. Denominator: discharges (not including transfers or deaths) from inpatient care where the person is identified as having a learning disability or autism Numerator: admissions to psychiatric inpatient care within specified period The consultation took 90 days as the specified period for readmission. We recommend that this period should be reviewed in light of emerging readmission patterns. Particular
pressure also leads to innovation and improvement of the service. By contrast, under a monopoly market, this is not an option. Regulators realise this pressure cannot be imitated by regulation. To respond to this gap in assessing regulated businesses, regulators have enshrined customer engagement within company’s decision making processes. Consumer engagement, why is it important? In a competitive market, consumers have the ability to choose the type of service and who is their service providers. They are likely to base this decision on price and type of service provided. Because of this, there is benefit in the service providers engaging with and understanding what customers value and what they are willing to pay to receive the service. This becomes a driving factor for a successful business, and it also drives down cost and, therefore, the price the customer pays. Further benefits arise as the information company’s gather from customers directs where the company will benefit most from investment. That is, if the customer wants it and is willing to pay for it, the company can profit from it. Generally, monopolies do not have this motivation as they are not competing against companies to capture customers, and are able to recover costs regardless of whether the service is wanted or needed by the customer. This results in prices being higher than in a competitive market. Regulators engage in non-competitive markets (normally at the direction of a government) to prevent companies taking advantage of market power, which allows them to price above what a competitive market would. Although wording may differ, the main of objective of economic regulators is to protect the long-term interests of consumers of regulated services. Regulators may do this by limiting what the company can charge customers and by setting required service standards. Part of the regulatory process in setting prices and service standards is to guarantee service levels are needed and are what consumers want. Although the need part of this is possible to work out through technical expert and theoretical input (such as engineers for costing), the want part of the setting process is harder to achieve. In a competitive market, for example car manufacturing, the customer can pick and choose what attributes they want in a car. The car companies pay attention to the customers’ preferences. Contemporary regulators undertake, or expect monopolies to undertake, customer engagement to incorporate customer preferences in the price setting process. A further reason to have customer engagement is to the risk of the regulator being captured by the regulated industry. Customer engagement is seen as an effective mechanism to provide
Family History Please identify family medical history. Illness Mother Father Sister Brother Maternal Grandmother Maternal Grandfather Paternal Grandmother Paternal Grandfather - Deceased Cause ADHD Anxiety Arthritis Asthma Atypical mole Autism Autoimmune Disease Blood Disorder Bowel Dysfunction Deceased Depression Diabetes Eczema ENT disease Eye Disorder Heart Disease High Blood Pressure Kidney Disease Lung Cancer Melanoma Pancreatic Cancer Psoriasis Seizures Skin Cancer Stomach Disorder Thyroid Disorder Revised: 11.9.17
Gastrointestinal Negative Nausea Vomiting Vomiting blood Diarrhea Heartburn Food intolerance Change in bowel habits Hernia Constipation Laxative or enema use Ulcers Abdominal pain Belching Black stools Stooling “accidents” Bloating Hemorrhoids See comment Comment Genitourinary Negative Burning Hesitancy Infection Urgency in urine Incontinence Kidney stones Bedwetting Leakage Frequency Toilet trained See comment Comment Reproductive Negative Discharge Itching Infection Started menstrual cycle Painful menstrual cramps Contraceptive use Complication of pregnancy Sexually transmitted disease Childbirth Abortion Painful intercourse See comment Comment Musculoskeletal Negative Muscle cramps Pain Weakness Atrophy Swelling Joint pain Fractures Back Injury Curvature of spine See comment Comment Endocrine / Metabolic Negative Heat or cold intolerance Diabetes Hair/changes Excessive sweating Thirst Urinary frequency See comment Comment Neurologic Negative Headaches Fainting Seizures Dizziness Blindness Double vision Vision loss or change Paralysis Pain Numbness Tic Tingling Burning Poor coordination or balance Learning problems Attention problems Hyperactivity Developmental delay Unusual development/behavior attention span See comment Comment Psychiatric / Emotional Negative Sleep disturbances Unhappy, down or hopeless Suicidal expression or self-injurious behavior Severe mood swings Excessive worries or fears Fidgety, unable to sit still or trouble concentrating Does not play with others or has few friends Fights with children Defiant or argumentative with adults Suspected drug or alcohol use Strange or nonsensical thinking or behavior Recent changes in family or school See comment Comment Revised: 11.9.17
Facility Name Facility ID Address Tester’s Name Test Date Phone Type of containment Sump Dispenser Transition Tank Top Dispenser Transition Tank Top Dispenser Transition Tank Top Dispenser Transition Tank Top Dispenser Transition Tank Top Dispenser Transition Tank Top Sump ID (eg. dispenser #, tank location, product, etc) Sump Material Construction Single walled Double walled Single walled Double walled Single walled Double walled Single walled Double walled Single walled Double walled Single walled Double walled Liquid and debris removed Yes No Yes No Yes No Yes No Yes No Yes No Visual Inspection No cracks, holes or separations. Pass Fail Pass Fail Pass Fail Pass Fail Pass Fail Pass Fail Containment Sump Depth Height from bottom to top of highest penetration Start Level Start Time Ending Level End Time Test Period (Minimum of 1 hour) Water Level Change Test Results Pass Fail Pass Fail Pass Fail Pass Fail Pass Fail Pass Fail Photos indicating water levels attached? Pass/fail criteria: Must pass visual inspection, test duration at one hour, must include photos with this form, water level drop of less than 1/8 inch. Ref: PEI/RP 1200 6.5 Test Method How was the liquid disposed?
The team is made up of: Dr Myooren Wimalendra: Consultant Paediatrician Dr Turner: Associate Specialist Sonia Parkinson: Secretary 01752 432450 Tanya Crago: Paediatric Oncology Lead Nurse : 430927/07771983137 Petra Russell: Paediatric Oncology Outreach Nurse Specialist : 01752 439443/07771983138 Helen Little: Ward Manager Wildgoose/CYPOD 01752 430927 Dr Lisa Clive: Clinical Psychologist : 01752 432553 Jo Annand: CLIC Sargent social worker : 07876582650
2 3 4 5 6 7 8 9 10 11 12 13 14 Syllabus: WEEKS SUBJECT DETAILS 1 Assign the main subjects to all 14 weeks. You may include sub-topics and any other explanation here. 2 Do not include in the syllabus. 3 4 5 6 7 8 9 10 11 12
13 14 Grading system: Homework: ………. % Midterm: ………. % Term Project: ………. % ……………………………………......... ………. % Classroom Participation: ………. % Laboratory Work: ………. % ………………………………………: ………. % Total: ………. % Maximum class size and student quota for students of other departments: Maximum Class Size: ………. Quota for Students of Other Departments: ………. Proposed semester for the course: Fall: Spring: Other faculty members who may be interested in teaching this course: There must be at least one full-time faculty member other than the one proposing the course here. Avoid titles other than Dr. Other relevant information: Date of proposal: …../…../….. Software usage: Yes …………………………………………………………… Category content as credit (not less than 0.5 credit) in terms of: Mathematics & Basic Sciences: ……….. Engineering Sciences: ………… Humanities & Social Sciences: ………… Departmental: …………
STEM 699 2014 Derivation of Kepler’s Laws from Newton’s Laws Kepler’s Laws 1. A planet orbits the sun in an elliptical path with the sun at one of the foci. 2. The area swept out by a planet radially from the sun over a fixed period of time is constant. (Hence the planets vary their speed as orbit the sun; planets travel faster when they are closer to the sun.) 3. The square of the orbital period is proportional to the cube of the semimajor axis of the orbit. Newton’s Laws 1. (Newton’s Second Law) 2. (Newton’s Law of Universal Gravitation) Suppose a point of mass is located at the origin (0, 0) and a point of massis located at . We assume (for time being) that the point of mass M is fixed and doesn’t move. Let r denote the vector , r denote the length of this vector (i.e., ), be the unit vector in the direction of r (so ). Then the gravitation force that exerts on is given by where G is a universal constant, independent of , , and r. Putting these two equations together we get or equivalently Angular Momentum of planet about the origin is conserved Suppose a point mass is located at the origin (0, 0) and a point massis located at . Suppose that at all times, there is a central force acting on (i.e., a force always in the direction of r =. Note r is the position of mass m relative to M. By ’s law of universal gravitation, gravity is such a force. Let be the velocity vector of. Define the angular momentum of to be . Then Proof. where a is the acceleration. The first term is 0, because . As for the second term, a is in the direction of r so because , it is also 0. A corollary of this result is that the motion of must lie in a single plane determined by the normal vector , .
Find the equation of the tangent line at the (-3,3) for: Limits and Continuity- Answer Keys Problem Set #1 – Rate of Change 5 4 a. b. c. Problem Set #2 – Slope of a Curve a. b. a. b. a. b. a. b. a. b. a. b. a. b. a. linear Problem Set #3 – Derivative Rules a. b. a. b. a. b. a. b. a. b. a. b. Problem Set #4 – Higher Derivatives
a. b. c. a. b. Problem Set #5 – Trigonometry Rules a. b. a. b. a. b. a. b. a. b. a. b. Problem Set #6– Product/Quotient Rule or or must show work Problem Set #7 – Derivative Tables Problem Set #8 – Tangent/Normal Lines tangent: or normal: = or tangent: or normal: or tangent: or normal: or tangent: or
Registration Form FOR OFFICIAL USE ONLY ENROLLMENT YR: ASSIGNED SCHOOL YEAR UPN NUMBER: Student’s Information First Name: Middle Name: Gender: Male Female Age before 1st Sept: Country of Birth: If your child is not Caymanian is she/he: Dependent of a Caymanian Dependent of a Civil Servant (attach Contract) District: Primary Parent/Guardian First Name: Relationship to student: Address: District: PO Box: Post Code: Phone: Ext. Home Phone: Email: Secondary Parent/Guardian First Name: Relationship to student: Address: District: PO Box: Post Code: Phone: Ext. Home Phone: Email: Emergency Contact Information (Different from Parents/Guardians) First Name: Telephone: Email: First Name: Telephone: Email: First Name: Telephone: Email: Parental Responsibility/Legal Custody above in sections 2 and 2.1 have parental responsibility of the child? Yes No and sealed Court documents showing who has parental responsibility. List Brothers or Sisters enrolled in Cayman Islands Government Schools First Name School Current Year Group
Disability Employment Services Deed Clauses Reference documents relevant to these Guidelines Employment Assistance Fund Guidelines Employment Assistance Fund Supporting Document Explanatory Note: Italicised text is a hyperlink to the relevant reference materials. All capitalised have the same meaning as in the Disability Employment Services Deed and the Employment Assistance Fund Guidelines. In this document, “must” means that compliance is mandatory and “should” means that compliance represents best practice. In this document., “Participant” means both DES Participants and jobactive Participants. In this document, “Provider” means both DES Provider and jobactive Provider. Applying for the Employment Assistance Fund Who is Responsible: What is Required: The Provider Determines that a Participant requires assistance available through the Employment Assistance Fund. To be eligible for assistance, a Participant must meet the eligibility criteria specified in the Employment Assistance Fund Guidelines. Providers may assist their Participants and their Participants’ Employers to identify the need for Modifications and the type of Modification that may be appropriate. Assistance sought through the EAF must be documented in the Participant’s Job Plan. When considering assistance under the EAF and completing the Job Plan, Providers must describe how the requested EAF assistance will overcome the barriers that are being experienced with a new offer of Employment or the Participant’s current Employment. This may include consideration of EAF assistance that could improve the Participant’s productivity and skills in their current job. A jobactive Provider must not use the EAF and the Employment Fund simultaneously to purchase the same item. EAF assistance is not available for Auslan interpreting services for contacts between the Provider and Participant. In accordance with Clause 88.1(f) and Annexure C2 of the DES Deed and Clause 70 of thejobactive Deed, a Provider must provide access to an interpreter when required. The Provider After it has been identified that EAF may assist a Participant, Providers may submit an EAF Application on behalf of a Participant or the Participant’s Employer. In these instances they must make available to the Participant and the