zilongwang/ReadingBank huggingface dataset:
Clinical Cabinet – early July 2014 Customise GP Mental Health e-newsletter to target partners. Partners – Borough Councils, Businesses, Notts County Council, Vol and community sector, CAB, Nottingham Futures, Job Centre July 2014 Antonia Develop fact for patients to promote on CCG and provider websites Patient – general June 2013 Natalie, Antonia Liaise with Insight to support them to communicate key messages to targeted sections of the community. Care homes Sheltered accommodation Mental health-related SHG Out patients Social housing tenants People living with long-term conditions New mums May and June 2013 Insight team Natalie Antonia Identify case studies from both providers, but particularly Insight and tell stories highlight the benefits of the service (patient experience) and disseminate these via our communications channels All patient groups May Insight to provide case studies Marie Crowley to liaise with the provider CCG Comms to use comms channels to promote Work with specific target groups to design communications to suit them, this be facebook promo for young unemployed, or poster campaign for older people. Targeted patient groups By end of September Engagement and Comms Utilise LA communications to reach more people. Gedling, Ashfield and N&S residents Ongoing Antonia
Plan a promotion to coincide with Notts MHW – Insight to perhaps run a workshop Patients suffering with mental health issues Sept/ Oct 2014 Comms Input from all Ongoing media relations Regular releases.. Identify Insight Champions and offer them to media as MH experts Identify case studies of positive patient experiences Utilise partner newsletters to promote the service – eg Gedling Contacts Magazine All On going from May 2014 Antonia, Insight and Luke Barrett (GEM communications) Evaluate the activity as detailed in the overarching plan N/A September 2014 Natalie, Antonia,
2.1 Work with fire management agencies to implement better fire management strategies that minimise the impact of fire prevention, fuel reduction and fire suppression activities on western ringtail possums and their habitat, without increasing the risks of large, higher intensity fires. 2 1 1 Fire management actions have minimal negative impacts on western ringtail possums without increasing the risks of large, higher intensity fires. DPaW, DFES, LGA 2.2 Support and develop programs aimed at identifying, restoring or creating suitable habitat, including ecological linkages for the species. 1 2 2 Effective programs are undertaken that create additional western ringtail possum habitat and ecological linkages. DPaW, DER, EPA, LGA, WAPC 2.3 Implement management strategies to minimise, or compensate for the impacts of disease, pathogens or insects that are likely to impact western ringtail possum habitat quality, including Myrtle Rust surveillance, Phytophthora dieback hygiene protocols etc. 1 2 1 Important and high quality habitat is not significantly impacted by disease, pathogen/insects. Diversity of habitats important to western ringtail possums are identified and protected. DPaW, LGA 2.4 Develop and implement hygiene protocols for all activities in which western ringtail possums are handled or transported. 1 2 1 Hygiene protocols are written and utilised by researchers, consultants and wildlife rehabilitators. DPaW 2.5 Implement effective, integrated introduced predator control programs on DPaW managed land and seek to have a coordinated approach to introduced predator control across different land tenures to maximise effectiveness. 2 1 1 Introduced predator control programs on DPaW managed are effective. Predator control programs are undertaken in a coordinated way across land tenures in key management zones. DPaW, NRM groups, LGA
Please briefly describe your experience and qualifications to serve on the requested Standard Drafting Team (Bio): If you are currently a member of any NERC drafting team, please list each team here: Not currently on any active SAR or standard drafting team. Currently a member of the following SAR or standard drafting team(s): If you previously worked on any NERC drafting team please identify the team(s): No prior NERC SAR or standard drafting team. Prior experience on the following team(s): Select each NERC Region in which you have experience relevant to the Project for which you are volunteering: Texas RE FRCC MRO NPCC RF SERC SPP RE WECC NA – Not Applicable Select each Industry Segment that you represent: 1 — Transmission Owners 2 — RTOs, ISOs 3 — Load-serving Entities 4 — Transmission-dependent Utilities 5 — Electric Generators 6 — Electricity Brokers, Aggregators, and Marketers 7 — Electricity End Users 8 — Small Electricity End Users 9 — Federal, State, and Provincial Regulatory or other Government Entities 10 — Regional Reliability Organizations and Regional Entities NA – Not Applicable
Objectives, and their related strategies, should appear where they are mostly likely to be found by a person assessing an application. For example the objective: To keep houses away from factories should appear under a residential heading because it applies when considering residential development – not within an Industrial heading. Strategies Strategies are ways of achieving the objectives. Strategies should be able to follow from the statement: The responsible authority will … Facilitate the use of alternative transport modes, at both the local and metropolitan levels. It is typical in planning schemes for strategies to ‘compete’ and require a balancing from decision makers on a case-by-case basis. However ‘conflicting’ strategies that are aimed at an irreconcilable end are not helpful. The following matrix of strategy verbs presents the Committee’s approach to the use of verbs in strategies based on the policy approach to be taken and the type of action to which the policy is directed. The matrix identifies whether the strategy has a focus of facilitation, regulation, further planning work or identifying matters for consideration. Matrix of strategy APPROACH TO BE Make it happen Support it happening Control what happens (facilitate support) (should must) ACTION THEMES Build new Facilitate Provide Support Create Require Repair Upgrade Improve Restore Reinforce Maintain Conserve Protect Reinforce Preserve Reduce (the adverse impact) Minimise (the adverse impact) Avoid (the adverse impact) Decide Recognise Balance
2.H.04.05* Plot using bearings, distances, and coordinates. 2.H.04.06* utilities, accesses, and contours within size and specifications as described in code. 2.H.04.07* Determine acreage. 2.I* COMPUTER AIDED DRAFTING AND DESIGN – Supplemental Activities 2.I.01* Set up CAD drawing format
Related National, Regional, and State Professional Organizations ADDA – American Design Drafting Association ANSI – American National Standards Institute ASME – American Society of Mechanical Engineers ASCE – American Society of Civil Engineers AIA – American Institute of Architects ACTE – Association for Career and Technical Education Skills USA www.maskillsusa.org ADDA – American Design Drafting Association
To stretch the window either longer or shorter, type STRETCH and make a pick window around one end of the window; be sure to pick the endpiece and a bit of the centre line of the window. Press Enter after the selection and pick the intersection of the centre line and the end of the window. Press Enter and pull the pieces in the direction and in the amount you want to go. Then let the mouse drop the end of the window at the desired length. Save the drawing as myblocks.dwg. Commands to Use/Learn Centre point Circle Copy Dimstyle Grid Limits Line Midpoint Move Offset Osnap Print / Plot Snap Text Trim Units Zoom
Select the two faces of the pieces as shown so that they are aligned flush, as shown in Figure 20. You may have to switch from “Mate” to “Flush” under the “Solution” in the dialog box to get the faces oriented the right way. Select “Apply” when they are lined up correctly. Figure 48 Select the next two faces of the pieces as shown in Figure 21 so that they are aligned flush. You may have to switch from “Mate” to “Flush” under the “Solution” in the dialog box to get the faces oriented the right way. Select “Apply” when they are lined up correctly. Figure 49
Person Specification Job Recovery Practitioner Competence Essential Desirable Assessment Qualifications and training Diploma (or equivalent experience) in related studies or working towards. Evidence of Continued Professional Development Degree level or working towards Mentorship Qualification Teaching qualification Skills and abilities Ability to maintain and monitor high standards of care Effective organisational skills The ability to work in a changing, demanding and stressful situation Ability to work in a team IT systems skills Effective interpersonal skills. Commitment to high standards of service. Ability to demonstrate experience of planning and leading a change process in a clinical setting. Ability to direct and co-ordinate programmes of care working autonomously and collaboratively Experience of working within a prison setting.
There are also 2 papers in the Drafting Notes dealing with giving effect to international agreements. Appropriations and public money At times it is necessary in a Bill to make clear that the provision itself is not an appropriation but that a further express appropriation is required before payments can be made. Drafting Direction 3.12 sets out the forms of words that should be used to achieve this in particular cases. Explanatory material At OPC we include a range of explanatory material within legislation to assist the users of our legislation. These include simplified outlines, decentralised tables of contents, flowcharts, examples and notes. More information about these can be found in various papers in the Drafting Notes (See particularly “When words are not enough: Graphics and other innovations in legislative drafting” by Hilary Penfold QC). Drafting Direction 3.13 sets out the form of note that should be used to refer to a case to explain an amendment. Procedural matters Introduction Information about procedural matters within OPC can be found in a number of sources. This partially reflects history—it depends where the information was first recorded—and it partially reflects the different users within OPC—it has been put where it is considered the relevant users are most likely to find it. This section of the manual describes some of the sources. It also an overview of where material on certain topics can be found. OPC Office Manual The OPC Office Manual has been prepared to provide an introduction to the practice and procedure of OPC. It does not attempt to deal with formal to be observed in drafting as such rules are dealt with in documents such as Drafting Directions and the Plain English Manual. Nor does it attempt to set out the minutiae of OPC practice where the practice is the subject of detailed instruction. That instruction will be found in the Office Procedural Circulars or manuals for staff in particular areas. The chapters of the Office Manual are: 1 Establishment and functions of OPC 2 Organisational structure of OPC
January 28 CTE Teacher Professional Development Session Draft Agenda Professional Responsibility: competencies Professional Learning and Ethical Practice 9 and Leadership and Collaboration 10 Attend one session of your choice during each time frame. Shading indicates New Teacher Sessions but all participants are welcome to attend. 8:30-8:50 am Registration/Continental Breakfast Room AB Room Facilitator: Room C Room Facilitator: Room D Room Facilitator: Room E Room Facilitator: Room 109/110 Room Facilitator: Room 111/112 Room Facilitator: Keynote speaker: Kelly Barnes??? 9:00-9:50 am BPA DECA HOSA TSA Skills 10:00-10:50 am Advisory Committees- Gina Riggs Planning for Carl Perkins Grant—January Social Do's & Don'ts-Laura Holmes Marketing and Recruiting students Levi Valdois 11:00-11:50 am Advisory Committees- Gina Riggs Planning for Carl Perkins Social Media Do's & Don'ts-Laura Holmes Marketing and Recruiting students—check with Moore Norman Copyright Law & Educational Technology -Dr. Jill Rooker Connecting with Parents 12-12:45 pm & Networking Session (provided in registration) 12:45-1:35 pm Personal Learning Network-Tonja Bell Instructional Framework Collaboration and Networking—Dr. Mack OKACTE Speaker Marty Lewis Copyright Law & Educational Technology-Dr. Jill Rooker Planning for Next Year-Kristen Harris 1:45-2:35 pm Hands-on Moodle (CareerTech’s Moodle)-Tonja Bell Instructional Framework Round Tables-Follow up & Lottery Grants OKACTE Speaker Lewis Opportunities in CareerTech Education Planning for Next Year-Kristen Harris 2:45-3:35 pm Collaboration and Networking Round Tables-Follow up & Lottery Grants Opportunities in CareerTech Education Levi Valdois See below to write your suggestions for other sessions. Suggestions: Check in with JoAnn on Lottery Grants process end of December
Source Object A source is defined as the originator of an electrical signal. A coordinate frame is associated with a cluster. The origin and rotation of this frame is specified with respect to the platform coordinate frame. Table 5 – Definition of ource ttributes Attribute Description Enumeration Required Default (if not specified) cluster that this source belongs to string No Electrical type of this source No UNKNOWN Element polarization No UNKNOWN Origin with respect to osition No Orientation of normal vector to this source plane w.r.t. rientation No Band bject A and is defined as a span of RF spectrum. Each and is received from a single ource and converted to a sample stream by a signal processor that is typically referred to as an RF This analog signal represented by the experiences the following changes as it passes through this mixed-signal processing chain: The RF center frequency, FRF, is translated to FIF The spectrum may become inverted such that the frequency FRF+dF is translated to where dF is a frequency offset from FRF. The sampled representation of the band is delayed with respect to the signal incident at the center of the source (i.e. antenna element). This delay may vary with time, and is hence defined at the time of applicability, . An approximate double-sided half power bandwidth can be specified for the representation of the . The are specified in terms of . 6 – Definition of Attribute Description Enumeration Required Default (if not specified)
Table 11 – Definition of lock ttributes Attribute Description Default (if not specified) One or more hunks hunk For the ordered hunk pattern described in , the integer number of cycles that this pattern repeats within a lock Integer number of to skip in order to access first byte of chunk data 0 Integer number of bytes to skip in order to access first byte of next block 0 Lane A ane is defined as a conduit that transports data comprised of one or more types of locks. The contents of one or more anes are written to disk to produce files. However, the standard does not assume that this writing is synchronized to the start of a block within a lane. 12 – Definition of ane ttributes Attribute Description Enumeration Default (if not specified) One or of blocks in this lane (in order) lock Associates predefined bands with sources Session information for this ane ession System information for this ane ystem File bject A ile is defined as the ordered collection of bytes retrieved from a single ane over a finite interval of time and stored in a digital media device.
First Nation Education Commission (FNEC) Meeting Whitehorse, Yukon October 21, 22 & 23 8:45 a.m. to 4:00 p.m. Draft Agenda V. 2 October 23, 2014 Day 3 Morning CYFN: BOARDROOM #1 Afternoon – To be determined (Joint Meeting) 8:30 a.m. Coffee & Muffins/Fruit 8:45 a.m. Review of Previous Days & Outline of Day Tab 8 TPC-AE Proposal: Accredited Training for First Nation Educators Activity: Review Proposal Direction: Further Steps and Proponent First Nation/s 9:15 a.m. Tab 9 Information: FN Student Achievement Strategy – Tina Jules Parent Engagement – Jenn Wykes Networking FNESC & Mi’kmaw – Tina Jules YTA Relationship – Conference Update Roundtable Honorable Paul Martin – Meeting with FNEC & Leadership 10:15-10:30 a.m. Coffee Break 10:30 a.m. Tab 10 YFN Literacy Framework – Interim Sub-Committee Update Shelby Blackjack (vacant), Geraldine James, Jeremy McCullough Yukon Literacy Strategy – FNEC action was to follow-up by reviewing at First Nation level 11:15 a.m FNEC Meetings for 2014-2015 Agenda Items for next FNEC meeting Closing Comments, Closing Prayer 12:00-1:00 Lunch Break *** Afternoon is a JOINT MEETING with Yukon Literacy Strategy Working Group (Location to be determined) MEETING First Nation Education Commission (FNEC)
1024 M Branton Ditches & litter 60.00 1025 K Sylvester Grass cutting, Burial Grounds 280.00 1026 Winter &Co Bowls Club insurance 743.27 1027 ICCM Burial Clerk’s membership 90.00 1028 BUS PFA Annual insurance 2,453.04 DD Utility Warehouse Electricity 14.07 DD T Mobile Clerk phone 11.09
Cottage Cheese None None 1 – 4 ounces SNACK – Serve the following 2 components: 1. Breast Milk or Formula 4 – 6 fluid ounces 4 – 6 fluid ounces 2 – 4 fluid ounces 2. Grain or Bread Bread None None 0 – 1/2 Slice Crackers None None 0 – 2 Crackers 1 Cheese: Cheese must be real, natural cheese. Cheese food or cheese products may not be served.
rules means these rules of the Association, as in force for the time being; secretary means the committee member holding office as the secretary of the Association; special general meeting a general meeting of the Association other than the annual general meeting; special resolution means a resolution passed by the members at a general meeting in accordance with section 51 of the Act; subcommittee means a subcommittee appointed by the committee under rule 48(1)(a); tier 1 association means an incorporated association to which section 64(1) of the Act applies; tier 2 association means an incorporated association to which section 64(2) of the Act applies; tier 3 association means an incorporated association to which section 64(3) of the Act applies; treasurer means the committee member holding office as the treasurer of the Association. Financial year The first financial year of the Association is to be the period notified to the Commissioner under section 7(4)(e) or, if relevant, section 29(5)(e) of the Act. Each subsequent financial year of the Association is the period of 12 months commencing at the termination of the first financial year or the anniversary of that termination. PART 2 — ASSOCIATION TO BE NOT FOR PROFIT BODY Not-for-profit body The property and income of the Association must be applied solely towards the promotion of the objects or purposes of the Association and no part of that property or income may be paid or otherwise distributed, directly or indirectly, to any member, except in good in the promotion of those objects or purposes. A payment may be made to a member out of the funds of the Association only if it is authorised under subrule (3). A payment to a member out of the funds of the Association is authorised if it is — the payment in good faith to the member as reasonable remuneration for any services provided to the Association, or for goods supplied to the Association, in the ordinary course of business; or the payment of interest, on money borrowed by the Association from the member, at a rate not greater than the cash rate published from time to time by the Reserve Bank of Australia; or the payment of reasonable rent to the member for premises leased by the member to the Association; or the reimbursement of reasonable expenses properly incurred by the member on behalf of the Association.
Regulating retail sale Retail licensing schemes, supported by strong enforcement and retailer education. Restrictions on temporary outlets and vending machines Detect and disrupt sales of prohibited products Age restrictions Ban sales to people under 18 Border control Interrupt illegal importation and enforce payment of excise tax Duty free restrictions Regulating or disrupting production and distribution Regulating production Regulating wholesaler distribution Detect and disrupt illegally grown or produced products Alcohol Regulating retail sale Retail licensing schemes supported by strong enforcement and retailer education. Restricting the type of retailers or venues that can sell Limiting the density of licensed retailers and venues Limiting trading hours Responsible alcohol service schemes Liquor licensing restrictions Detect and disrupt sales of prohibited products Declaration of dry communities Lower strength alcohol sale requirements Age restrictions Ban to people under 18 Secondary supply restrictions Border control Interrupt illegal importation and enforce payment of excise tax Duty free restrictions Regulating or disrupting production and distribution Regulating production Regulating wholesaler distribution Detect and disrupt illegally produced products Illicit and illicitly used Regulating retail sale Licensing schemes for pharmacists, veterinarians and other health professionals that sell pharmaceuticals Coordinated medication management system Electronic prescriptions to minimise the risk of dispensing errors and fraudulent alteration of prescriptions Substitution of low aromatic fuel in vulnerable locations for volatile substance
National Alcohol Strategy National Tobacco Strategy National Illicit Drugs Strategy Standing committees and working groups of the Intergovernmental Committee on Drugs will be responsible for the development of these sub-strategies. Best efforts will be made to synchronise the timing of these sub-strategies.
November 4 Continuing Teacher Academy Sessions At A Glance The Learner and Learning: competencies Learner Development (1), Learning Differences (2), and Learning Environments (3) Attend one session of your choice during each time Numbers in parenthesis indicates the teacher competency being addressed in the session. 8:30-8:50 am Registration/Continental Breakfast Room AB Room C Room D Room E Room 109/110 Room 111/112 9:00-9:50 am BPA (10) DECA (10) FCCLA (10) HOSA (10) TSA (10) Skills (10) 10:00-10:50 am Personal Learning Network-Tonja Bell (1 and 9) Video Tools for your Beyers (2) Learning Differences – (1, 2) Classroom Morris (1,3) Learning Styles – Claudia Otto(2, 3) 11:00-11:50 am Learn the Basics of ctYou (CareerTech’s Moodle)-Tonja Bell Video Tools for your Classroom – Crystal Beyers (2) Learning Differences – (1, 2) Classroom Morris (1,3) Learning Styles – Claudia Otto (2, 3) Technology In the Classroom-Levi Valdois(3) 12-12:45 pm Lunch (provided in registration) 12:45-1:35 pm Learn the Basics of ctYou (CareerTech’s Moodle)-Tonja Bell Knowledge of Students-April Blackwell (2) Legal Issues in the Classroom-Brian Drummond (9) Cultural Otto (2) Personality inventory (1,2) Technology in the Classroom-Levi Valdois (3) 1:45-2:35 pm Personal Learning Network-Tonja Bell Knowledge of Students – April Blackwell (2) Legal Issues in the Classroom-Brian Drummond (9) Special Otto (2) Contracts and Pacing Calendars – Teresa Pinkston(3) Cooperative Learning Strategies (3) 2:45-3:35 pm to use ctYou (CareerTech’s Moodle)-Tonja Bell Personality inventory(1,2) Special Otto (2) Contracts and Pacing Calendars – Teresa Pinkston (3) Cooperative Learning Strategies (3)
Pronouncements of the ICAI applicable to preparation of financial statements and financial reporting Adequate care shall be taken to incorporate the effects of modifications to existing regulations and pronouncements. Any new pronouncements impacting the financial accounting, closure process or reporting requirements will be reviewed internally, approved as per Authority matrix and incorporated in the appropriate checklist, SOP or templates. Knowledge update provided by the statutory auditors or other accounting/law firms from time to time may be reviewed and where appropriate, to be considered for updating respective checklist. The CFO is required to hold a formal meeting with the statutory auditors to confirm that all additional reporting requirements for the financial year have been duly identified by the company – if there has been a miss out, the same may be incorporated after review. 2. System Environment List all the systems from which data will flow into financial statements either directly or indirectly. Proposed changes/ enhancements to the IT applications which have a bearing on the financial closure process or the financial statements need to be pre-approved by the Finance Department as per authority matrix. Senior Person of A & F Dept. CFO or equivalent position By end December/ January
Confirmation that the peer reviewer is not associated with the same life insurance company on any other assignment during the period when peer review is done. Disclosure of all prior commercial or employment relationships of the peer reviewer with the insurer in the peer review report subject to confidentiality agreement. *************************************
Analyze complaint data and exit survey data to identify common problems and problematic programs. Hold focus groups with students to identify problem areas. Apply for funding for Faculty Retreat and workshops to share practices with Directors of Graduate Studies. 2. Advancing Interdisciplinary Research and The Graduate College’s Academic Division is home to 17 Graduate Interdisciplinary Programs (GIDPs). These programs train students in cutting edge research that do not fall within a particular traditional departmental unit. These programs bring with them special challenges. There are no faculty tenured in GIDPs, so they rely on the good will of faculty and departments for their instructional needs. They are generally not tied to undergraduate programs nor to departmentally housed research labs, so graduate funding through the University’s traditional sources is rare. An important goal for the college is to secure centralized funding for these units to secure their standing in the institution. The College also fosters the University value of interdisciplinarity more broadly. In order to encourage cross-disciplinary collaborations it assists in the creation of non-GIDP interdisciplinary programs, dual degrees and certificates. 2.1 Graduate Interdisciplinary Programs (GIDPs) GIDPs are the touchstone of interdisciplinarity at the University of Arizona. The oldest GIDP, Genetics, was founded 50 years ago and the programs continue to hold a key role in promoting research and education in innovative and cross-cutting ways. But the administrative structure of the GIDPs provides unique challenges to their success. One challenge is to measure and demonstrate the value of the GIDPs. The new GIDP titles and dashboard now allow us to integrate GIDP activities into UAVitae. Goal 2.1.1 Seek greater recognition for interdisciplinarity in promotion and tenure and in faculty annual evaluations. Develop a letter sent on a regular basis to department heads about the institutional value of interdisciplinarity and how they can measure and reward it in their faculty’s annual evaluations and P&T decisions. Finalize dashboard with UAIR with new GIDP titles showing the impact of GIDPs in reports from UAccess Analytics. Goal 2.1.2 Develop program and college level promotional materials to publicize GIDPs and their impact on the University and Community. Provide support to in the production of brochures and newsletters. Create impact videos highlighting each GIDP. Provide a refresh on all GIDP websites, updating with the most recent information.
9.00 – 9:45 EU Victims Directive and its implementation Ass.Prof. Zoran Burić(University of Zagreb, Faculy of Law) 9.45 – 10.00 Q & A 10.00 – 10.45 Victim protection in the Balkan region (Professor Vesna Nikolić-Ristanović, dr. Sanja Ćopić, University of Belgrade, Serbia) 10.45 – 11.00 Q & A 11:00 – 11.15 Coffee 11.15 – 12.00 The way forward to achieving mutual - Codification of the general part of the EU Dr. Marc Englehart (Max Planck Institute for Foreign and International Criminal Law, Germany) 12.00 – 12.15 Q & A 12.30 – 14.30 Lunch break 14.45 – 15.30 Victim protection in internatioanl criminal law: lessons leared for the protection of victims in the EU Professor Florian Jessberger/Dr. Nandor Knust (Germany) TBC 15:30-15:45 Q & A 15:45-16:00 Coffee break 16.15 – 17.30 Student Presentations and discussions Thursday, April 26: Offences and cooperation Time Topic – Speaker 9.00 – 9:45 Mutual Trust between Russia and Council of Europe Professor Gleb Bogush (Lomonosov univseristy, Moscow) 9.45 – 10.00 Q & A 10.00 – 10.45 New Trends in the Protection of EU financial interests Mr. Lothar Kulh (OLAF) 10.45 – 11.00 Q & A 11:00 – 11.15 Coffee break 11.15 – 12.00 Mutual Trust between EU Candidate country: Macedonia and the EU Professor Besa Arifi (South East European University,Skopje, Macedonia) 12.00 – 12.15 Q & A 12.30 – 14.30 Lunch break 14.45 – 15.30 Cooperation between Caucausus and EU in combating offences Dr. Eliko Ciklauri-Lammich (Max Planck Institute for Foreign and International Criminal Law, Germany) 15.30 – 15.45 Q & A 15.45 – 17:00 Participant Presentations Friday, April 27: Future Development of EU CL Time – Speaker 9.00 – 9:45 Future of EU Criminal Law and Policy Making
New Mexico EnergyPlex Conference June 27-28, 2017 Lea County Events Center AGENDA Monday, June 26: 11:30 am Registration/lunch 12:30 pm OPTIONAL: Golf Outing @ Rockwinds Golf Course 6:30 pm EDC Dinner – for Speakers, Sponsors, Elected Officials Tuesday, June 27: 7:30 am Registration/Exhibit Hall/Breakfast 8:15 am Welcome/Introductions – Tres Hicks/Pettigrew and Associates and EDCLC Chair Ron Black/Chair/Lea County Commission Sam Cobb/Mayor, City of Hobbs 8:30 am PANEL: Southeastern N.M Energy Panel – Growth/Outlook/Opportunities/Challenges Facilitator: Ron Black, Chair/Lea County Commission Cliff Brunson, Chairman/NMOGA Ben Shepperd, CEO PBPA Tom Mullins, President IPANM 9:45 am Oil and Gas Company Regional Executives Panel Facilitator: Mayor Sam Cobb/City of Hobbs Clay Bateman, VP New Mexico/Concho Brent Gros, Asset General Manager/Chevron OXY - TBD 11:00 am – Exhibit Hall 11:30 pm Lunch – Exhibit Hall Facilitator: State Representative David Gallegos
10:00 – 14:00 Registration, Arts Tower, Pool Computer Room, Level 10 10:00-15:30* Sheffield City Tours (limited places). Meet at Students’ Union main entrance A guided tour of the City centre. 11:00 – 11:30 Opening a UK Bank account Auditorium, Students’ Union, Level 2 A brief overview of how banking works in the UK. 11:30 – 12noon Sheffield Mentors Auditorium, Students’ Level 2 Peer support to help you settle into the University. 14:00-15:30 Campus History Tour/Weston Park Museum (limited places). Meet at Students’ Union main entrance Join this guided tour by local historian Dr Tim Cooper to discover some of the fascinating history and people behind the development of the University. 16:00 – 17:00 Global Campus Social, Bar One, Students’ Union, Level 2 Get yourself a drink and unwind with other new students in the Union’s most famous bar! Look out for our assistants in the dedicated Orientation area. Evening Free Time SATURDAY 3 FEBRUARY 2018 11:00 – 16:30 Peak District Walk and Cream Tea (limited places). Join us for a walk in the Peak District followed by traditional English cream tea. Transport is free, but you will need to bring £5.25 (in cash) for the price of the cream tea. 11:00 Meadowhall by tram. Shopping mall plus cinema, restaurants. Meet at University tram stop at 11:00, returning at 15:00 with Assistants or staying and making your own way back. Tram fare – Dayrider ticket from £4.00 * Please note that participants will need to buy their own meals throughout the programme. There are several food outlets in the Students’ Union,
Undertake aerial photograph analysis at least once to determine changes in habitat extent since 2004 Action 10. Undertake essential research to underpin management actions Identify restoration requirements for nesting habitat Assess the impacts from pathogens and pests of food tree species methods to increase food availability methods to increase use of artificial nest boxes Assess the effectiveness of current offset methods Investigate other ecological and management requirements TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD BirdLife Australia (d) DEWNR (a-f) DSE (a-f) DSEWPaC (e)
Factor Criteria Ideally no more than 6-8 criteria in Section 1 and 2 Method of Assessment Experience Manager should insert quantifiable and well defined criteria in relation to experience Shortlisting by Application Form Qualifications/ Registration Include equivalencies where necessary Shortlisting by Application Form Other Hold a current full driving licence is valid for use in the UK and have access to a car on appointment. This criteria will be waived in the case of applicants whose disability prohibits driving but who have access to a form of transport approved by the Organisation which will permit them to carry out the duties of the post in full Shortlisting by Application Form SECTION 2: The following are ESSENTIAL criteria which will be measured during the interview/ selection stage: Skills / Abilities Manager should insert relevant criteria Interview / Test Knowledge Interview / Test DESIRABLE CRITERIA SECTION 3: these will ONLY be used where it is necessary to introduce additional job related criteria to ensure files are manageable. You should therefore make it clear on your application form how you meet these criteria. Failure to do so may result in you not being shortlisted Factor Criteria Method of Assessment Experience Manager should insert quantifiable and well defined criteria in relation to qualifications, experience > Ideally no more than 2-3 criteria in this section Shortlisting by Application Form Qualifications Include equivalencies where necessary Shortlisting by Application Form The competencies required are as detailed in the Healthcare Leadership Model at with particular focus on the following: List the relevant competencies
Saxmundham Music Fest Request of donation for the Town Council’s contribution – already budgeted for and paid 10,000 8500 Saxmundham Museum Request for £1000 for continuation of the service – already budgeted for 1000 1000 EACH Support for East Anglia’s children Hospices No request last year Offer to pay hire of our hall for any chosen fundraising event SUFFOLK LIBRARIES Cost of hiring Market Hall for Sax Fun Palace and Summer Reading Challenge Similar to last the STC will pay for the hire of the M.Hall STC will pay up to 8 hours use of the M. Hall. £100 Suffolk Flora Preservation Trust Annual donation of £100.00 requested No request last year The committee agreed £100 not to be an annual donation. Fire fighters Charity Request for support No request last year the use of the hall for fundraising event up to 8 hours British Legion Request for support for 2 members to attend 100 year pilgrimage No request last year £250 Cllr Fisher declared a non- pecuniary interest in Saxmundham Museum, Suffolk Libraries and Saxmundham Welfare Charity. The proposals for this year’s donations were all carried by majority vote. STANDING ORDERS; FROM THE INFORMATION PREVIOUSLY CIRCULATED, REGARDING THE REVISION TO NALC STANDING ORDERS, PROVIDE A RECOMMENDATION(S) TO COUNCIL: The Clerk is updating these having liaised with Cllr Mrs Jardine.
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Geometry - score between 62 and 64 Geometry - score between 52 and 54 for students with disabilities only Geometry (Common Core) - score between 62 and 64 Geometry (Common Core) - between 52 and 54 for students with disabilities only Algebra 2/Trigonometry - score between 62 and 64 Algebra 2/Trigonometry - score between 52 and 54 for students with disabilities only Algebra II (Common Core) - score between 62 and 64 Algebra II (Common Core) - score between 52 and 54 for students with disabilities only Physical Setting/Chemistry - score between 62 and 64 Physical Setting/Chemistry - score between 52 and 54 for students with disabilities only Physical Setting/Physics - score between 62 and 64 Physical Setting/Physics - score between 52 and 54 for students with disabilities only I certify that the above information is correct. Name of School Superintendent Signature _____________________________ ________________________________ Date:_________________________
If no evidence rebuts these points, then why require E-84 testing for insulation foams? 2) Reports on facade structure fires show that flame retarded polystyrene foams are a significant fuel source for fast spreading fires. References accessed 14 March 2014: http://magazine.sfpe.org/fire-investigation/monte-carlo-exterior-facade-fire Do these reports support the hypothesis that using a FR in the polymer is insufficient on its own, and so the thermal or ignition barrier is a critical component of the sub-assembly or building system? Do reports support the hypothesis that once a fire is intense enough to breach the thermal barrier controls, the FR does not significantly reduce the fire growth or spread? Does E84 testing predict real world performance, or is assembly testing necessary to assess actual fire performance? 3) Papers submitted by Marcelo Hirschler show that Heat Release Rate (HRR) can be reduced, and Time to Ignition (TTI) increased, if sufficient levels of retardants are added. However, most of these data appear to be from experiments using high levels of flame retardants, and often mixtures of different flame retardants. QUESTION: Do the standard commercial insulation products have HRR and TTI values that are substantially and meaningfully different than the flame retardant free materials? Please provide data. 3a) HRR appears to show some relationship to ignition source energy flux (e.g. table 3, or table 16. Table 16 suggests that higher ignition energy flux results in increased HRR. What is the energy flux range (kW/m2) expected at flashover? At flashover conditions does the FR create a meaningful difference? Again, what data supports the answer? 4) A series of reports indicate that improperly applied Spray Foam Insulation can spontaneously ignite during the exothermic curing process, or during spraying if an ignition source is present. References accessed 14 March 2014: (last paragraph)
Richard Lam – Cal-EPA Lindeman – Green Science Policy Institute Donald Lucas – Lawrence Berkeley National Laboratory Justin Malan – ECO Consult, representing the U.S. Green Building Council of California Chris Martin –North American Insulation Manufacturers Association (NAIMA) Nancy McNabb – National Institute of Standards and Technology (NIST) Lauren Neyer – representing Cal Chiefs / NorCal Fire Prevention Officers Association Robert Raymer – California Building Industry Association (CBIA) Walter Reiter – EPS Industry Alliance Lorraine A. Ross – Intech Consulting Inc., representing the Extruded Polystyrene Insulation Manufacturers Association (XPSA) Paul Shipp- USG Corporation Dwayne Sloan – UL LLC Adria Smith – Riverside County Fire Department, representing Cal Chiefs / SoCal Fire Prevention Officers Association Marjorie Smith – Architect- Siegel and Strain Architects Paul Wermer – Paul Wermer Sustainability Consulting, representing the U.S. Building Council of California White – California Professional Firefighters John Woestman – Kellen Company, representing the Extruded Polystyrene Foam Association (XPSA) Bennett J. (B.J.) Yendrey – San Jose Fire Department Support Services Assistance: Celeste Mahugh, Management Services Technician The Office of the State Fire Marshal thanks each member and their organizations for their assistance with this important work. of Contents
Worksheet Prepared By: ______________________________ ____________________________________ ____________ Name (Please print) Firm/Organization Date Worksheet Reviewed By: _____________________________ ____________________________________ ____________ Name (Please print) Firm/Organization Date
Integration of Three Planning Processes into One District Framework The strategic planning process operates on annual, three-year, and six-year cycles within the framework of participatory governance. Strategic Planning Goals and Objectives are integrated into all three planning cycles, aligning and linking all the cycles. VI. Appendix American Council of Trustees and Alumni (ACTA). (August 2014). Governance for a NEW ERA – A Blueprint for Higher Education. Washington, D.C.: ACTA The Institute (2013). A Guide for Using Labor Market Data to Improve Student Success. Washington, D.C.: The Aspen Institute. Beacon Economics (2014). East Bay Economic Outlook 2014-15. Oakland: East Bay Economic Development Alliance (East Bay EDA). Bohn, Sara (September 2014). California’s Need for Skilled Workers. San Francisco: Public Policy Institute of California (PPIC).
California Community Colleges Chancellor’s Office (2013). California Community Colleges System Strategic Plan. Sacramento: Chancellor’s Office California Community Colleges. Campaign for College Opportunity (July 2014). The Real Cost of College. Time and Credits to Degree at California State University. Los Angeles: Campaign for College Opportunity. Economic Modeling Specialists International (EMSI) (2014). EMSI Analyst. Moscow, Idaho: EMSI, a Career Builder Company. Hill, Elizabeth (June 2008). Back to Basics: Improving College Readiness of Community College Students. Sacramento: Legislative Analyst’s Office (LAO) Johnson, Hans (2009). Educating California – Choices for the Future. San Francisco: Public Policy Institute of California (PPIC). Johnson, Hans, et.al. (June 2013). Student Debt and the Value of a College Degree. San Francisco: Public Policy Institute of California (PPIC). Merisotis, P. (October 2014). Redesigning Higher Education Through Intentional Influence. Stanford Social Innovation Review: Public Policy Institute of California (PPIC) (January 2014). California Faces a Skills Gap. San Francisco: Public Policy Institute of California (PPIC). Shulock, et.al. (2008). IT COULD HAPPEN: Unleashing the Potential of California’s
Understanding Everyday Participation: Re-locating Culture, Value and Inequality (Friends Meeting House, 6 Mount St, Manchester M2 5NS) Provisional schedule 11th June 2018, Monday G1 G3 G4 9:30 – 10:15 Registration 10:15 – 10:30 Welcome & Introduction (Main Hall) Andrew Miles 10:30 – 11:30 Keynote 1 (Main Hall) Kate Oakley 11:30-13:00 Session 1: Participatory Practices and Values I (Burggraaff/Klaver, Hanquinet, Miles/Gibson) Session 2: Participating in Arts for Health and Wellbeing I (Ball, Golob/Poerio/Totterdell, Gratton) 13:00-14:00 Lunch 14:00-15:30 Paper Session 3: Mediating Everyday Participation: Self, Space, Taste and Class I McAndrew/O’Brien/Taylor) Paper Session 4: Spaces for Participation (Eriksson, Gilmore/Sanchez Santana, Sullivan) Paper Session 5: Participating in Arts for Health and Wellbeing II (Allinson, Booth, Mayne) 15:30-15:45 Break 15:45-17:15 Paper Session 6: Mediating Everyday Participation: Self, Space, Taste and Class II (Brook, Campbell/O’Brien/Taylor, Friedman) Paper Session 7: Mundane Resistance: Participation in Ordinary Culture (Bullen, Paper Session 8: Participation, Class, Status and Power I (Kaszynska, Webber, Winter/Mitchell)
Ana Sanchez Santana University of Manchester and museums as policy contact zones 13 Kerrie Schaefer University of Exeter On the ecstasy and agony of participation 13 Tilman Schwarze University of St Andrews Reclaiming the city on Chicago’s Side: the right to everyday life in a minority community 11 Louise Senior University of Manchester Musicians & Mobiles: exploring connectivity in musical worlds in the Western Isles of Scotland (co-presented with Ruth Wilson) 13 Anne Scott Soerensen University of Southern Denmark Outreach policies, participation and cultural value 10 Joe Sullivan Royal Air Force Museum Cultural Partnerships in an Isolated Community 04 Mark Taylor University of Sheffield Cultural Values, Imagined Community & Cultural Backlash: Value Divergence & Social Closure among British Creative Workers (co-presented with Siobhan McAndrew & Dave O’Brien) 03 Cultural Engagement and the Economic Performance of the Cultural and Creative Industries: An occupational critique (co-presented with Peter Campbell & Dave O’Brien) 06 Peter Totterdell University of Sheffield Investigating the Association Between People’s Everyday Encounters with Art and their Psychological Well-Being 02 Ruth Webber University of Leicester Understanding the impact of legal migrant status upon participation, identity work and the everyday home-making practices of migrant, refugee and asylum-seeking women 08 Ruth Wilson University of Aberdeen Musicians & Mobiles: exploring connectivity in musical worlds in the Western Isles of Scotland (co-presented with Louise Senior) 13 Winter University of Sunderland Participation, identities and Power: Mapping Culture in North Sunderland (co-presented with Caroline Mitchell) 08
Evacuate the area in alarm immediately (if this is not already underway) Commence evacuation of entire building Meet the Emergency Service on their arrival and inform them of the situation, type of incident (if known), status of the building and the location of any impaired or other persons requiring assistance. If no fire is found, the Building Chief Warden must: liaising with the emergency service notify all occupants of the building that it is a false alarm Meet the Emergency Service on arrival and inform them of the situation, type of incident (if known), status of the building and the location of any impaired or other persons requiring assistance. S Armed Intruder – Hold Up BASIC PRECAUTIONS • Keep cash, drugs, vital records, information and valuables secured and to a minimum. • Do not discuss activities, vital records, amounts of cash or security procedures in public. • If you are suspicious of the behaviour of any person/s notify the Police on 0-000 IF CONFRONTED • Try to remain calm or appear to be calm. • Don't make any sudden movement or take any action to excite intruder/s. • Be courteous, converse with and answer questions asked by the intruder/s. • Obey all instructions given by the intruders. • Hand over valuables - cash - drugs - on request. • Take a mental note of: – Gender – Scars or other markings – Age – Complexion – Height – Speech – Build – Weapons carried – Weight – Dress - Shoes - Gloves – Colour of hair – Language – Colour of eyes – Impediments – Unusual mannerisms – Items touched by intruder – Every movement intruder makes – Carry bags WHEN INTRUDERS HAVE DEPARTED
& ARTIFICIAL PITCHES Site Location 1. Ballyoran Centre – 7 aside MUGA Ballybeen, Dundonald 2. Activity Centre – Space MUGA Ballinderry park, Lisburn 3. Hillsborough Village Centre – 7 aside MUGA Ballynahinch Street , Hillsborough 4. Park, Dromara – 7 aside MUGA and games wall Lagan Park, Dromara 5a Lisburn Leisure Park – 6 nr 5 aside cages Warren Gardens, Lisburn 5b Lisburn Leisure Park – 2nr 7 aside MUGA’s Warren Gardens, Lisburn 6. Maghaberry Community Centre – 7 aside MUGA Maghaberry Road, Maghaberry 7. Millbrook Riverside Park - Space MUGA Riverside Park, Millbrook 8. Milltown Play Area – 7 aside MUGA Milltown Ave, Derriaghy 9. Moat Park – 7 aside MUGA Dundonald 10. Moira Demesne – Agora Space MUGA Main Street, 11. Rathvarna Play Area – 7 aside MUGA Windermere Gardens, Lisburn 12. Wallace Park - Space MUGA Belsize Road, Lisburn, BT27 4AL. 13. Lough Moss Leisure Centre - MUGA Hillsborough Road, Carryduff BOWLING GREENS Site Location Dunegoyne Community Centre Brooklands Road, Dundonald, BT23 4TL Lisburn Recreation Centre Warren park, Lisburn, BT28 1LW Sir Milne Barbour Bowling Green Warren Gardens, Lisburn, BT28 1EA GOLF COURSES Site Location
12:30 – 12:45 Comfort 12:45 – 13:30 REGIONAL / NATIONAL KEYNOTE PRESENTATION 2: Mr Ryno Botha (CareTac, South Africa) – Title to be decided 13:30 – 13:45 Wrap-up of Proceedings, Student Awards, Vote of Thanks and Closure Mr Kenneth Hlungwane (SAIOH President) and Mr XXXXXXX (SAIOH Gauteng Branch Chair) 13:45 – 14:45 Lunch and Farewell – Travel Safely Venue Info