zilongwang/ReadingBank huggingface dataset:
IEEE P802.11 Wireless LANs Comment resolution on MIBs – part 1 Date: 2018-11-12 Author: Name Affiliation Address Phone Edward Au Huawei Technologies 303 Fox Drive, Suite 400, Ottawa, Ontario K2K 3J1 This submission present a resolution for CIDs 15148, 15149, 15150, 15151, 15152, 16224, 16420, 16720, 16112, 16113, 16332, 16333, and 16875. The proposed changes are based on P802.11ax D3.2. Revision history: R0 – initial version CID Clause Page Line Comment Proposed Change Resolution 15148 28.4.2 583 14 HE PHY MIB attributes make reference to "dual band" in 802.11-2016 dual band was replaced with Multi-band update MIB attribute in Table 28-50 Change to Accepted 15149 Annex C 650 21 Annex C MIB attributes make reference to "dual band" in 802.11-2016 dual band was replaced with Multi-band update MIB attribute in sequence Change to Accepted 15150 Annex C 651 33 Annex C MIB attributes make reference to "dual band" in 802.11-2016 dual band was replaced with Multi-band update MIB attribute in sequence Change to Accepted
now marked as reserved in the HE PHY Capabilities Information field, having such parameter doesn't make sense anymore. It is mention+A43ed in: - ┬º28.4.2, Table 28-50, p583,l14 --> remove the associated row - ┬ºC.3 (Dot11PhyHEEntry entry), p650,l21 --> remove the associated row - ┬ºC.3 entry), p 651,l34 --> remove the complete entry dual band was replaced with update MIB attribute. Change to throughput the draft amendment. Note to Editor: The changes are implemented by CIDs 15148, 15149, 15150, 15151, and 15152. 16720 28.4.2 583 14 Table has superfluous elements Remove the following elements from the table as they are not related to PHY capabilities: - Dual band support - Punctured preamble TX Revised. "dual band" in 802.11-2016 dual band was replaced with Multi-band update MIB attribute. Change to in Table Delete the entries and
16875 C.3 646 52 There are references to documents mark-ups starting with "(18" within the document, which means it's not in a suitable state for sponsor ballot. Remove the document reference on this line and similar ones throughout the document. Revised. Delete all of the 34 instances of “(18” throughout the draft amendment.
4. Remove from in page 684 line 64. 15148 28.4.2 583 14 HE PHY MIB attributes make reference to "dual band" in 802.11-2016 dual band was replaced with Multi-band update MIB attribute in Table 28-50 Change to Rejected. A STA only operates on one band at any time; there is no such thing as a dual-band STA. C 650 21 Annex C MIB attributes make reference to "dual band" in 802.11-2016 dual band was replaced with Multi-band update MIB attribute in sequence Change to Rejected. A STA only operates on one band at any given time; there is no such thing as a dual-band STA. 15150 Annex C 651 33 Annex C MIB attributes make reference to "dual band" in 802.11-2016 dual band was replaced with Multi-band update MIB attribute in sequence Change to Rejected. A STA only operates on one band at any given time; there is no such thing as a dual-band STA. 15151 Annex C 668 35 Annex C MIB attributes make reference to "dual band" in 802.11-2016 dual band was replaced with Multi-band update MIB attribute in sequence Change to Rejected. A STA only operates on one band at any given time; there is no such thing as a dual-band STA. 15152 Annex C 651 43 Annex C MIB attributes make reference to "dual band" in 802.11-2016 dual band was replaced with Multi-band update MIB attribute in sequence Change... supports dual band operation... to...supports multi band operation.... Change as commented Rejected. A STA only operates on one band at any given time; there is no such thing as a dual-band STA.
FT ANA + 3 Transmission of TF type Location using 802.11az TB operation. 9.3.6.7.37 11.22.6.4.3 CFRSTA:M CFTB:M Yes  No  N/A  FT ANA + 4 Transmission of NDPA using 802.11az TB operation 9.3.6.7.37 11.22.6.4.3 CFRSTA:M CFTB:M Yes  No  N/A  FT ANA + 5 Transmission of NDPA 802.11az NTB operation. 9.3.6.7.37 11.22.6.4.4 CFISTA:M CFNTB:M Yes  No  N/A  Is reception of the following MAC frames supported? FR ANA + 0 Fine Timing Measurement Request 11.22.6.3 CFRSTA:M (CFTB OR CFNTB):M Yes  No  N/A  FR ANA + 1 Fine Timing Measurement 11.22.6.3 CFISTA:M (CFTB OR CFNTB):M Yes  No  N/A  FR ANA + 2 Location Measurement Report 9.3.6.7.37 11.22.6.4.3 (CFRSTA OR CFISTA):M (CFTB OR CFNTB ):M Yes  No  N/A  FR ANA + 3 Receive of TF of type Location for TB ranging operation 9.3.6.7.37 11.22.6.4.3 CFISTA:M CFTB:M Yes  No  N/A  FR ANA + 4 Receive of NDPA frame for Trigger Based operation 9.3.6.7.37 11.22.6.4.3 CFISTA:M CFTB:M Yes  No  N/A  FR ANA + 5 Receive of NDPA frame for Non Trigger Based operation 9.3.6.7.37 11.22.6.4.4 CFRSTA:M CFNTB:M Yes  No  N/A  Insert a new subclause B.4.28 as follows: B.4.28 Next Generation Positioning (NGP) features B.4.28.1 Item Protocol capability References Status Support Are the following MAC protocol features supported?
NGPM5.1 Operation as RSTA 11.22.6.4.10 CFTB:M Yes  No  N/A  NGPM5.2 Operation as ASTA 11.22.6.4.10 CFTB:M Yes  No  N/A  NGPM5.3 Operation as Passive ISTA 11.22.6.4.10 CFTB:M Yes  No  N/A  NGPM6 EDMG/DMG operation 11.22.6.4.7 Yes  No  N/A  B.4.28.2 NGP PHY features Item Protocol capability References Status Support Are the following PHY protocol features supported? NGPP1 NGP TB and NTB Sounding waveforms 28.3 HEz SU sounding NDP PPDU 28.3.17a (CFTB OR CFNTB):M Yes  No  N/A  NGPP1.2 HEz sounding NDP PPDU with zero power GI 28.3.17a (CFTB OR CFPASN:M CFPSEC:M Yes  No  N/A  NGPP1.3 HEz TB sounding NDP PPDU 28.3.17b CFTB:M Yes  No  N/A  HEz TB sounding NDP PPDU with zero power GI 28.3.17b CFPASN:M CFPSEC:M CFTB:M Yes  No  N/A  MIMO operation NGPP2.1 Multi transmit streams 11.22.6.4.3 11.22.6.4.4 (CFTB or CFNTB):M Yes  No  N/A  NGPP2.2 Multi receive streams 11.22.6.4.3 11.22.6.4.4 (CFTB or Yes  No  N/A  EDMG frame formats
AP Reachability Security Key Scope Capabilities Mobility Domain High Throughput Very High Throughput FTM High Efficiency HE ER Multiband AP Reserved Bits: 2 1 1 6 1 1 1 1 1 1 2 FILS Discovery frame format B0 B4 B5 B6 B7 SSID Length Capability Presence Indicator Short SSID Indicator AP-CSN Presence Indicator Bits: 5 1 1 1 B8 B9 B10 B11 B12 B13 B15 ANO Presence Indicator Channel Center Frequency Segment 1 Presence Indicator Primary Channel Presence Indicator RSN Info Presence Indicator Length Presence Indicator MD Presence Indicator Reserved Bits: 1 1 1 1 1 1 FILS Discovery Frame Control subfield format(11ai)(#1616) […] A value of 1 for the MD Presence Indicator subfield indicates that the Mobility Domain subfield is present in the FILS Discovery frame. A value of 0 indicates that the Mobility Domain subfield is not present in the FILS Discovery frame.
cscott@worldbank.org and Dr Elisabeth Gruber Minstry of Finance International Financial Institutions (III/3) Johannesgasse 5 A-1010 Wien Ihr Zeichen Unser Zeichen Bearbeiter/in Tel 501 65 Fax Datum EU-GSt/De/Do Eva Dessewffy DW 2711 DW 42711 19.12.2014 Review and Update of the World Bank´s Environmental and Social Safeguard Policies Phase 2 (ESS 2) Dear Sir, dear Madame, we thank the representatives of the World Bank (WB) and the Austrian Federal Ministry of Finance for the invitation on 5th of December and the opportunity to participate in the discussions around the proposal of the World Bank´s new environmental and social safeguard policies. Please find a summary of our comments bellow: One of the major weaknesses in World Bank´s draft of labour standards safeguard is seen by the Federal Chamber of Labour (BAK) in the narrow application of labour standards. While we welcome the reference of the protection of workers, and the avoidance of forced and child labour, the proposed labour standard ESS 2 fails to fulfill the ILO Core Labour Standards that represent internationally recognized minimum labour standards. All ILO-Member states are obliged to ratify, implement and effectively apply them. In particular, ESS 2 doesn´t guarantee the basic rights to collective bargaining and freedom of association. Additionally it is so narrowly drawn by excluding third party contractors, that it will apply to only a fraction of workers. The World Bank is requested to correct these problems with ESS 2, in line with the standard set on application to public sector projects by the International Finance Corporation (IFC), the European Bank for Reconstruction and Development (EBRD) and the African Development Bank (AfDB). Issues in detail: The absence of a labour standards safeguard at the World Bank has meant that borrowers from the World Bank’s public sector divisions, International Bank for Reconstruction and Development (IBRD) and International Development Association (IDA), funded by those divisions have not been required to comply with the basic labour standards adopted at other multilateral development banks (MDBs). MDBs that have adopted labour standards requirements include the World Bank’s private sector division, International
School District Culinary & Hospitality Management – 3 Credit HS & Web Address Minimum HS Graduation Requirements PROGRAM OF STUDY MATRIX TEMPLATE: MIDDLE - HIGH SCHOOL – POSTSECONDARY CTE Pathway Requirements Grade English Math Science Social Studies Additional Required Courses Career & Technical Courses Required or Elective Courses Student Success outlining career goals should be utilized through the advisement process. Middle School 7 ELA 7 Math 7 Science 7 Social Studies 7 Exploring Family and Consumer Sciences 7 Electives 8 ELA 8 Math 8 Science 8 Social Studies 8 Exploring Family and Consumer Sciences 8 Electives Secondary 9 ELA 9 Algebra I NGSS Aligned Physical/ Integrated Science Civics/Geography World Language I Fundamentals of Culinary Arts & Hospitality Management This matrix represents a sample program of study. The LEA’s program of study must be reflective of local/state high school graduation requirements and college entrance requirements. This matrix should be reflective of the school’s course sequence and requirements. 10 ELA 10 Algebra II NCSS Aligned Biology Economics/ Personal Finance World Language II Advanced Food Production Hospitality Management 11 ELA 11 Geometry NGSS Aligned Chemistry US History Physical Education (≥1 Credit) The Culinary & Hospitality Professional 12 ELA 12 Trigonometry/ Pre-Calculus NGSS Aligned Physics Health Education (≥ 0.5 Credit) Postsecondary 13 The Department of Education has negotiated articulation agreements with Delaware Technical Community College in the Hospitality Management and Food Safety programs. All programs of study should meet the students’ career goals with regard to required degrees and/or certifications. Required courses will vary by PS institution. 14 15 Continue courses in the area of specialization. 16
Additional Learning Opportunities Early Career Opportunities: Early College Opportunities: Industry Recognized Certifications/Licenses: Student Organization: Cooperative Education Internship Other: Other Early Career Opportunities Dual Enrollment Advanced Placement Articulated Credit CUL119–Food Safety & Sanitation – 2 credits FSY100–Food Safety & Sanitation – 4 credits HRI211–Food Principles/Menu Plan –3 credits Pre-Apprenticeship Other National Restaurant Association Certificate of Achievement ServSafe Manager Certification Aid/AED Certification Sample Careers By Educational Level Employment Opportunities (Upon Completion of HS Pathway) Technical Training or Associate Degree Bachelor’s Degree Master’s Degree or Above Cook Host Kitchen Manager Kitchen Steward Restaurant Server Baker Caterer Catering & Banquet Manager Chef Food & Beverage Manager Food Inspector Pastry & Specialty Chef Personal Chef Dietician Event Planner Events Manager Executive Chef Food Scientist Research & Development Chef Restaurant Owner Nutritionist Feeder Middle School(s): Colleges/Universities and Articulated Credit Agreements: Articulation agreements/Memorandums of Understanding: Delaware Technical and Community College: CUL119, FSY100, HRI211 LEA Additional Graduation Requirements:
K-12 Teacher Academy – 3 credit HS & Web Address Minimum HS Graduation Requirements PROGRAM OF STUDY MATRIX TEMPLATE: MIDDLE - HIGH SCHOOL – POSTSECONDARY CTE Pathway Requirements Grade English Math Science Social Studies Additional Required Courses Career & Technical Courses Required or Elective Courses Student Success Plans outlining career goals should be utilized through the advisement process. Middle School 7 ELA 7 Math 7 Science 7 Social Studies 7 Family & Consumer Sciences 7 Electives 8 ELA 8 Math 8 Science 8 Social Studies 8 Family & Consumer Sciences 8 Electives Secondary 9 ELA 9 Algebra I NGSS Aligned Physical/ Integrated Science Civics/Geography World Language I Human Growth and Development This matrix represents a sample program of study. The LEA’s program of study must be reflective of local/state high school graduation requirements and college entrance requirements. This matrix should be reflective of the school’s course sequence and requirements. 10 ELA 10 Algebra II NGSS Aligned Biology Economics/ Personal Finance Language II Teaching as a Profession 11 ELA 11 Geometry NGSS Aligned Chemistry US History Physical Education (≥1 Credit) Foundations of Curriculum and Instruction 12 ELA 12 Pre-Calculus or Statistics Health Education (≥ 0.5 Credit) Dual Enrollment Options, As Applicable Postsecondary 13 The Department of Education is currently negotiating articulation agreements with Delaware State University (DSU), Delaware Technical Community College (DTCC), Wesley College (WC), and Wilmington University. Dual enrollment options are available with DTCC and WU. All programs of study should meet the students’ career goals with regard to required degrees and/or certifications. Required courses will vary by PS institution. 14 15 Continue courses in the area of specialization. 16
EDUC 1300 Learning Framework Fall Calendar, 2015 WEEK TEXT CHAPTER TOPICS ASSIGNMENTS DUE DATES 1 1 – College Expectations: Becoming a Critical Thinker Here: Course Introduction Jigsaw Classroom Exercise on the Syllabus Your College Resources – It’s All About You! Textbook and Mindtap Resources (ex. 7 Smart Strategies Feature in Text) Academic Integrity Academic Expectations and Netiquette Critical Thinking and Information Literacy Writing Assignment: CSFI- College Success Factors Index Student Handbook Quiz Writing Assignment: Mindtap Overview and Reflection Assignment Chapter 1 Reading Assignment Academic Integrity Quiz Writing Assignment: Your Academic Autobiography 2 1 – College Expectations: Becoming a Critical Thinker Advice vs. Research: Understanding the of Psychological Research Actively Reading Strategies: 3R and SQ3R Reading Peer Reviewed Research Mindtap Assignments (Time for Actions) Mindtap Online Chapter Quiz 3 Chapter 2: Skills You Need: Memory, and Studying Learning and Memory Note-Taking Chapter 2 Reading Assignment Writing Assignment: Exploring the Research in Summary Worksheet 4 Chapter 2: Skills You Need: Memory, and Studying Research Based Study Strategies Mindtap Assignments (Time for Actions and Critical Thinking) Mindtap Online Chapter Quiz 5 Chapter 3: Setting Goals and Goal Setting: The ABC’S Approach Chapter 3 Reading Assignment
10 Chapter 7: Making Good Academic, Career, and Financial Decisions Decision Making Process Career Exploration and Decision Making Chapter 7 Reading Assignment 11 Chapter 7: Making Good Academic, Career, and Financial Decisions Research Article Presentations Academic Decisions and Your Degree Plan Financial Decisions Mindtap Assignments (Time for Actions) Written Assignments: College Plan and Career Project Due Mindtap Online Chapter Quiz 12 Presentations, FINAL EXAM and End of Semester Reflection Exam Writing Assignment: End of Semester Reflection
Material Processed plastic Upper temperature Cavity surface temperature at the end of the heating phase, typically at the start of injection °C Lower temperature Cavity surface temperature at the end of the cooling phase, typically at part ejection °C time Planned cycle time s Heating time Planned heating time (normally from ‘mould open’ to ‘start injection’) s Frame temperature control Temperature control in the non-variothermal zones? None Exists °C Cooling water temperature Maximum cooling water temperature °C Comments Mould No. Checkpoint Answer Comments Material Mould material (variothermal zone) Weight Total weight of the mould kg Number of cavities How many identical/similar cavities to have variothermal control? Variothermal zone On side of the mould is the variothermal zone located? Fixed side (nozzle) Movable side (ejector) Both sides Layout of temperature control channels Temperature control channel of the variothermal circuit (all cavities) Sketch In cases of geometries that are difficult to describe, attach a drawing or 3D model. 1) Diameter of temperature control channel Main diameter of the channel used for variothermal control Drilled d: mm Milled w: mm (w x d) d: mm 1) Length of variothermal tempering circuit Complete length of the channel which is subjected to the variothermal temperature changes (without the feed channels according to Pos. 2.12) mm 1) Distance from temperature control channel to mould cavity mm 1)
9 CIELivestock Dr. Casey Jack Woodward Industry Novel feed additives as alternatives to Antibiotics & Improved diagnostics for AMR. Scope 3 & 5 Livestock LIG Biowise Ltd Dr. James QJ Zhang Industry Portable molecular biology assay for respiratory infections Human University of Liverpool Dr. Weiqian Hong Academic PKPD simulation methods for efficacy of existing and new antibiotic combinations or hybrids against resistant bacteria Human Demuris Ltd Dr. Nick Allenby Industry Identifying new and novel bacteria from locations across China using innovative culture dependent isolation techniques; to identify novel AB compounds. University of East Anglia Prof. Arasu Ganesan Academic epigenetic inhibitors to turn on metabolite production in already known microbes Human* Neem Biotech Ltd Dr. Laura Maria Espina Cadena Industry Identify unculturable organisms with alternative survival mechanisms. Identify new compound classes Human Anasyst Ltd Dr. Zulfiqur Ali Industry CEAS Point of care tool for diagnosis of bacterial RTI vs. Viral or self-limiting bacterial Human Gama Healthcare Ltd Dr. Dharmit Mistry Industry Delivery mechanism for oxidative biocides. Queen Mary University of London Dr. Helena Paula de Sousa Sepulveda Azevedo Academic Improving pharmacokinetics of polymixins using nanocarriers for controlled delivery Livestock* Queen's University Belfast Dr. Chen Situ Academic Development of phytobiotics (phytochemicals as antibiotic), derived from TCM, that can be used in agricultural livestock Livestock University of Leeds Prof. Steven Allan Banwart Academic Various projects - Livestock Livestock University of Durham Dr. Karrera Yani Borthwick Academic
Hyperion Software and 13 months support $151,000.00 Consulting Services TBD IV&V TBD TOTAL $500,000.00 6.0 6.1 STAKEHOLDERS Stakeholders should be a mix of agency management and end users who are impacted positively or negatively by the project. Darryl Ackley Overall responsibility for State systems DoIT Cabinet Secretary Ricky Bejarano overall responsibility for financial reporting and controls (Financial Accounting, Cash, and AP controls) DFA STate Controller Tom Clifford Overall responsibility for control Agency DFA Cabinet secretary Reese Mcalister overall responsibility for dfa payables operations dfa DFA Renae Herndon overall responsibility for financial and reporting dfa Acting DFA ACCOUNTING TBD state agencies representatives various agencies
Classification Resultsa verdict Predicted Group Membership Total Guilty Not_G Original Count Guilty 85 10 95 Not_G 7 43 50 % Guilty 89.5 10.5 100.0 14.0 86.0 100.0 a. 88.3% of original grouped cases correctly classified. Among those jurors who actually voted guilty, we correctly classified 89.5% of them. Among those jurors who actually voted not guilty, we correctly classified 86% of them. LOGISTIC REGRESSION VARIABLES verdict /METHOD=ENTER d_excit d_calm d_indep d_sincer d_warm d_attrac d_kind d_intell d_strong d_sophis d_happy p_excit p_calm p_indep p_sincer p_warm p_attrac p_kind p_intell p_strong p_sophis p_happy /CRITERIA=PIN(.05) POUT(.10) ITERATE(20) CUT(.5). Block 0: Beginning Block Classification Tablea,b Observed Predicted verdict Percentage Correct Guilty Not_G Step 0 verdict Guilty 95 0 100.0 Not_G 50 0 .0 Overall Percentage 65.5 a. Constant is included in the
N Y Total Rate 0.1400 0.1053 0.1172 Priors 0.3448 0.6552 2 GROUP DFA, Harass90 Study The REG Procedure Model: MODEL1 Dependent Variable: verdic Number of Observations Read 145 Number of Observations Used 145 Analysis of Variance Source DF Sum of Squares Mean Square F Value Pr > F Model 22 17.78039 0.80820 6.58 <.0001 Error 122 14.97823 Corrected Total 144 32.75862 Root MSE 0.35039 0.5428 Dependent Mean Adj R-Sq 0.4603 Coeff Var 26.05456 Parameter Estimates
Visits to Peromyscus-scented tunnel 7.92A 4.33A 5.58A Visits to Mus-scented tunnel 10.50A 6.00A 6.25A Note. Within each row, having the same letter in their superscripts are not significantly different from each at the .05 level. Copyright 2015 Karl L. Wuensch - All rights reserved.
4.4.1 DFAT will shortlist project overviews the week of 24 September 2017 based on the selection criteria and meet with shortlisted organisations the week of 1 October 2017 to further discuss the potential projects. 4.4.2 The first tranche of grant funding is expected to be paid to successful organisations by the end of 2017. 4.4.3 Due to the expected volume of applications, DFAT will be unable to respond directly to unsuccessful applicants.
accordance with these procedures. Annex 1 – Classification Structure General APS Bands and Broadbands Departmental Designations APS Level 1 Broadband One APS Level 2 Training Band APS Level 3 ITP Graduates (1st year) Promotion Graduates* (2nd year) APS 4 Broadband Two APS Level 5 Promotion APS Level 6 Band Promotion Executive Level 1 Band Promotion Executive Level 2 Band Medical Officer Band
2018 EA pay point Pay point following commencement Pay point 12 months after commencement Pay point 24 months after commencement Executive 1 1 102,432 104,481 106,570 108,702 2 107,883 110,041 112,241 114,486 3 111,584 113,816 116,092 118,414 4 114,579 116,871 119,208 121,592 Executive 2 Band 2018 EA pay point Pay following commencement Pay point 12 months after commencement Pay 24 months after commencement Executive Level 2 1 123,749 126,224 128,748 131,323 2 131,657 134,290 136,976 139,715 3 135,914 138,632 141,405 144,233 4 139,761 142,556 145,407 148,315 Medical Officer Band 2018 EA pay point Pay point following commencement Pay point 12 months after commencement Pay 24 months after commencement Medical Officer 2 1 136,726 139,461 142,250 145,095 2 140,603 143,415 146,283 149,209 Medical Officer 3 1 143,255 146,120 149,043 152,023 2 147,803 150,759 153,774 156,850 Medical Officer 4 1 156,237 159,362 162,549 165,800 2 162,331 165,578 168,889 172,267 3 169,474 172,863 176,321 179,847
Program activity areas Vietnam Consultations and workshops around the National Strategy for the Prevention of Blindness to 2020 with a Vision to 2030’ (National Blindness Prevention Strategy) brought all stakeholders together to identify different stakeholder inputs and follow-up actions to support its implementation. Vietnam key outcomes: Approval of the National Blindness Prevention Strategy Improved coordination across the eye health sector for the promotion of key messaging, awareness raising and educational material, events and campaign content Raising awareness on the need for broadened insurance coverage for the eye health sector Development and implementation of school health policy guidelines Papua New Guinea (PNG) Engagement of all eye health sector stakeholders helped improve coordination of work in-country aligned to the WHO Global Action Plan and secure better integration of eye health within the broader health system. PNG key outcomes: Strengthening collaborative approaches for data collection and information sharing (i.e. successful Rapid Assessment of Avoidable Blindness (RAAB) undertaken) Integration of the National Eye Health Strategy into the Department of Health planning Defining, assessing needs, and planning of cadres within the eye health sector Strengthening of ophthalmology training through scoping of existing training facilities and engagement of regional training institutions to support the University of Papua New Guinea in reviewing the current curriculum Commencement of scoping for an optometry school in the University of PNG Cambodia Support to the Cambodian National Program for Eye Health (NPEH) to improve stakeholder coordination regarding the implementation of the soon to be endorsed new National Eye Health Strategic Plan (NEHSP) 2016-2020. Consultation and planning process for program delivery with multiple stakeholders, particularly around the Australian Government supported Ophthalmology Residency Program. Cambodia key outcomes: Funding the development of the new NEHSP 2016-2020 Strengthened organisational capacity of the NPEH Gender and disability inclusiveness Gender and people with a disability were a issue in all activities and discussions. An example of this successful approach can be seen in Cambodia where the Eye Health Sectoral Committee is now working with the Women’s Ministry to address gender issues in the eye health sector. Innovation Sector coordination enabled to create space for innovation through sharing of information, experiences and exploring new partnership opportunities, including with the private sector. In the long term, innovative partnerships and collaborative approaches will be critical to strengthen the delivery and impact of eye health and vision care services in the Asia-Pacific region. For
Answer Key 1. 6 2. 3 3. 9 4. 5. y = 0.10 x + 28.75 6. 5x + 7y = 14 7. 8. 9. y = x – 2 10. 11. y = x 12. yes; 3 13. an= –7n + 19 14. y = 3x – 10 15. 6 16. (3, –1), (–1, –1), (3, 3) 17. y = – 2x + 1 18. y = x – 4 19. 20. 21. = 1.2t + 1.8; 6 years 22. one solution; (4, 0) 23. infinitely many solutions 24. {c|c 13} 25. {w|5 < w < 2} 26. (3, 5) 27. (4, –1) 28. {x|x < 3} 29. a 30. a 31. substitution; (3, 2) 32. 23 and –6 33. 186 student tickets; 135 adult tickets 34. 35. 14 dimes; 19 nickels 36. 37. 3x + 0.75y 20; No, the cost would be more than $20.00. 38.
Louisiana State Board of Elementary and Secondary Education Mr. Charles E. Roemer President Sixth BESE District Ms. Kira Orange Jones Second BESE District Dr. Lottie P. Beebe Third BESE District Ms. Mary Harris Fourth BESE District Mr. Jay Guillot Fifth BESE District Ms. Shan Davis Executive Director Ms. Carolyn Hill Eighth BESE District Ms. Connie Bradford Dr. Judy Miranti Member-at-Large Ms. Jane Member-at-Large Mr. D. Garvey, Jr. Vice President First BESE District Ms. Holly Boffy Secretary-Treasurer Seventh BESE District
SECTION III LOCAL POLICIES The Pupil Progression Plan is the comprehensive plan developed and adopted by each LEA. The plan is based on student performance on the Louisiana Educational Assessment Program and is aligned to state laws and BESE policies. Add any local pupil placement and progression policies in this section (e.g. grading policies). Policies for Lafayette Parish Schools are located at under the section entitled “School Board”. Specific policies related to pupil placement and progression is sited here: Section I: Instructional Program IDAA – Adding Elective Courses IDAB – Kindergarten Program IDB-R – Health and Physical Education Requirements IDCE – Advanced College Placement High School Credit for College Courses IDCH – Correspondence Study Courses IDDC – Homebound Instruction IDDF – Education of Students with Exceptionalities IDFA-R – Administrative Regulations for High School Student Participation in Athletic Activities IDG – and Community Education IED – Scheduling, Time, and Attendance for Instruction IHA – Grading Systems IHA-R – Guidelines for Grading Systems IHAA-R – Regulations for High School Examinations IHAB-R – Guidelines for Report Cards IHD – Honor Rolls IHE-R – Promotion and Retention IHEA-R – Summer School IHEB-R – Advanced Grade Level Placement Guidelines IHEC – High School Credit for Elementary/Middle School Studies IHF – Graduation Requirements II-R – Testing Regulations Section J: Students JB – Pupil Attendance JBA – Compulsory Attendance Ages JBB – Entrance Requirements for Kindergarten and Grade JBC – School Admissions – Transfer Students JBCDE – Student Transfer Policy
5 Judgment & Initiative Comments: 6 Safety Rules Comments: 7 Relationship with Others Comments: 8 Attendance & Punctuality (If rating is less than meets standard, fill in a., b., c. below) a) number of absences: b) number of late to work: c) number of times has left work early without approval: C) OVERALL PERFORMANCE Provide a rating from Unsatisfactory to Outstanding in FEEDBACK TABLE C based on the same rating standards as Section A that best reflects the supervisor’s judgment of the employee’s overall work performance through an appraisal of all the ratings given for the factors listed above Provide relevant comments for BOTH of strength and growth FEEDBACK TABLE C - Overall Performance Instructions: Rate the employee’s overall performance (select one rating below) Instructions: Use this space to describe employee's strengths and weaknesses. Give examples of work well done and suggestions of improving performance. Attach additional sheets, if necessary. Outstanding Areas of Strength: Exceeds Standards Meets Standards Needs To Improve Areas for Growth: Unsatisfactory D) ACKNOWLEDGMENT & APPROVAL Provide your signature as the List any other employees who provided input used in this evaluation Ensure that the employee provides acknowledgment of receipt signature CLASSIFICATION OF POSITION Are assigned job duties within the scope of the classification? Please review class description. If either party indicates "No," attach a statement of out-of-class duties to a copy of this form and send it to the Personnel Commission. Supervisor: Yes No Employee: Yes No Rater's Signature (Supervisor) __________________________________________________Date________________ List others who had input in evaluation, if any: Reviewer's Signature (Dept. Head/Principal)_______________________________________Date________________
made by folding the same Lotador cavity between 128-layer films of alternating THV/EO (triangles)and PS/PMMA (circles). The lines in both graphs are the linear fits to the experimental data. (Reproduced from [154], with permission from The Optical Society of America.) PROSPECTS AND PROMISES We have demonstrated that co-extruded multilayer polymers promise to be an easily mass-produced material offering advantages over corrugated grating-based DFB lasers due to their large area available for lasing, flexibility and ease of manipulation, and wide range of mechanisms available for tuning the output. Further work will be needed to achieve some of the performance characteristics that have been demonstrated in long-studied corrugated grating-based DFB lasers such as extended operation, and the use of microchip lasers as pump sources. Further improvements in tunability and extended operation are possible with improved dyes and/or quantum dot emissive sources., In order to achieve lasing with low cost and/or continuous wave pump sources, lasing thresholds will need to be lowered by nearly an order of magnitude from the earliest coextruded systems. Improved layer uniformity, increased refractive index differences, lower parasitic absorptive and scattering losses, better dyes and other emissive species, and use of optimized defect structures suggest that performance parity with other DFB lasers is within reach. Indeed the use of inexpensive optical pump sources, such as laser diodes, diode-pumped solid state lasers (DSSLs) or even light emitting diodes may be the method for achieving the elusive “holy grail” of electrically pumped widely tunable polymer lasers. While, obviously a different approach than direct electrical pumping of organic semiconductor lasers, ,, this could possibly fill a similar niche. chemical sensors, DNA sequence sensors ACKNOWLEDGEMENTS The authors are grateful to the National Science Foundation for support from the Science and Technology Center for Layered Polymeric Systems under grant number No. DMR 0423914 and to the State of Ohio, Department of Development, State of Ohio, Chancellor of the Board of Regents and Third Frontier Commission, which provided funding in support of the Research Cluster on Surfaces in Advanced Materials. The authors also thank Dr. Nathan Dawson and Michael Baker for research assistance. REFERENCES AND NOTES [References currently appear below the author photos and other ancillaries but will be directly inserted here instead of using Word’s “Insert Endnote” References feature when preparing the final version for production review. ]
Policy Approval Content Author: Date: 16 May 2008 Delegated Authority: (Director or authorised delegate) Date: 16 May 2008 Executive: (if required) Date: 16 May 2008 Equipment Service Implementation Project Team Positions: Names: Lynn Young Jane Pickering Position: Executive Director, Disability SA Executive Director, Domiciliary Care SA Name: Anne Gale Position: Deputy Chief Executive for DFC
The Commonwealth of Massachusetts Executive Office of Health and Human Services Department of Public Health 250 Washington Street, Boston, MA 02108-4619 Massachusetts Department of Public Health Minutes of the Drug Formulary Commission Meeting of Thursday, August 17, 2017 Henry I. Bowditch Public Health Council Room, 2nd Floor 250 Washington Street Boston, MA 02114 Date of Meeting: Thursday, August 17, 2017 Beginning Time: 9:06 AM Ending Time: 10:04 AM Advisory Council Members Present: The following (11) appointed members of the Drug Formulary Commission attended on December 15, 2016, establishing the required simple majority quorum (9) pursuant to Massachusetts Open Meeting Law (OML): DPH Bureau of Health Care Safety and Quality Director Eric Sheehan (Chair); Dr. Douglas Brandoff; Cheryl Campbell; Dr. Daniel Carr; Dr. Joanne Doyle-Petrongolo; Stephen Feldman, Dr. Kenneth Freedman; Dr. Paul Jeffrey; Tracey McMillan; Cindy Steinberg; and Dr. Theoharis Theoharides. 1. Welcome and Introductions Eric Sheehan called the meeting to order at 9:06AM Mr. Sheehan thanked everyone for here today, and reminded everyone that the meeting was being recorded. He then asked if anyone was recording, receiving no affirmative response. Mr. Sheehan began the meeting by recapping the May 18th meeting. At this meeting, the Commission approved Morphabond ER and Arymo ER as IAD drug products, and five deterrent Morphine ER drug products as substitutes for both. Commission staff also presented the timeline for continued review of the proposed amendments to 105 CMR 720, including the first draft formulary. Next, Mr. Sheehan called for approval of the minutes from the May 18, 2017 meeting. abuse
in its current form. SequestOx® Elite Oxycodone IR/ Naltrexone Tablet FDA Complete Response Letter indicates product is not approvable in its current form. Slide 13 “Cross Walk” Component 1: Opioids with a Heightened Public Health Risk Component 2: Interchangeable Abuse Deterrent Opioids Component 3: “Cross Walk” – Chemically Equivalent Substitutions Draft Amended Formulary Slide 14 Meeting Schedule October 21, 2016 November 18, 2016 December 16, 2016 January 20, 2017 February 17, 2017 March 17, 2017 April 20, 2017 All meetings are from 9:00AM to 12:00PM at 250 Washington Street Slide 15 Meeting Summary Meeting Recap Review of takeaways Next steps Next Meeting November 18, 2016 9:00AM-12:00PM 250 Washington Street
Component 2: Therapeutically Equivalent Substitutes Component 2: • At the October 15, 2015 meeting: o Final discussion on the criteria to use in the development of the evaluation of drugs to determine if they should be placed on the formulary as therapeutically equivalent substitutes. o Introduction of a draft monograph to apply the criteria in the evaluation tool. – The monograph will be used to standardize the process and ensure a transparent review. 8
DB Column FI.ExpirationDt Issuance Information – Staff Member The staff member’s User ID that issued the paper FI. For Manual FIs, this is the person who printed the paper FI. Type Text Box Required NA Length NA Validation NA Display Only Yes Calculated Yes DB Column FI.Stfp_ID Issuance Information – Proration This indicates if proration was used at the time the paper FI was issued or not and if so, to what degree was the proration. Type Text Box Required NA Length NA Validation NA Display Only Yes Calculated Yes DB Column FI.ProrationCd Issuance Information – Override Reason This indicates an override reason for why proration was not used if it could have been at the time the paper FI was issued. Type Text Box Required NA Length NA Validation NA Display Only Yes Calculated Yes DB Column FI.ProrationOverrideCd Issuance Information - Mailed Indicator Indicates that the paper FI was mailed. This indicator may have been set at the time of issuance or at a later time. Type Text Box Required NA Length NA Validation NA Display Only Yes Calculated No DB Column FI.CheckMailedRsnCd Issuance Information - Mailed Reason The reason the paper FI was mailed.
North East London Teaching Alliance DfE endorsed International Teacher Recruitment programme Do you want: Highly trained Mathematics and Physics teachers with QTS recognition from Australia, New Zealand, USA and Canada Available for January 2019 Fully funded – you only pay for salary and if appropriate the certificate of sponsorship (agency fees and NELTA acclimatisation/on-going support is fully funded by the DfE) Contact: Phil Bray Principal NELTA NELTA and Point to Point, our DfE appointed recruitment agency partner, are pleased to have secured a bid to work together on a Department for Education funded teacher recruitment programme across the East of England and North East London. NELTA is a large teaching alliance working within and beyond the London Borough of Redbridge and is also an accredited provider of initial teacher training (Ofsted Outstanding November 2017). Point to Point, our recruitment agency partners ‘provide an unrivalled end to end service from our team who are made up of recruitment experts and former teachers, most of who have taught all over the world personally themselves.’ We are working with Teaching Schools Council East to support us in matching supply to school demand. NELTA, the Institute of Physics and the London North East Maths Hub will also be supporting our team of international Maths and Physics teachers with acclimatisation and ongoing CPD support. The DfE Framework criteria within which we are working limits us to recruiting trained Maths and Physics teachers from 4 countries that have broadly similar educational standards to England. • Australia • New Zealand • Canada • USA Initial Recruitment and shortlisting Point to Point, our recruitment partners currently have Maths & Physics Teachers that are already registered, profiled & good to go however just so you are aware of their stringent processes:
Key questions for multidisciplinary Methods Suitable for self–directed learning or reflection with a colleague or supervisor. Learning Outcome Review your understanding of multidisciplinary working and identify actions that can improve its effectiveness. Time Required Two sessions of 45 minutes Process Thinking of current multidisciplinary team working, answer the following questions: Who are the other key professionals who contribute to the health and well-being of the child? What roles do they have? How can their skills and input be put to best use in the multidisciplinary team? What tensions exist between these roles? What impact do these tensions have on the child, the team and the outcomes that can be achieved? Reflect on a situation where there was confusion over someone’s role or responsibility: why did this happen and what could have been done to prevent it from happening? How can you ensure that others are clear about what you can and can’t do? Foster carers and adopters are rightly considered to be core members of the team (DCSF, 2010). How might perceived differences in professional status impact on team decisions and information sharing? Is some knowledge more valid than others? (Finlay, 2000 in Stone and Rixon 2008). If so, what is that based on? Issues around contact (Neil, 2010) and delegated authority are often areas of conflict between carers, social workers and birth parents. How can you ensure that every perspective is considered with the best interests of the child guiding the decision making? Who brings or represents the voice? What conflicts might occur depending on who represents the child or interprets their views?
Using information to support contact and protection Methods Suitable for a group discussion during a facilitated workshop. Individuals will need a copy of the case study for Rosie. Learning Outcome To identify and assess the information required to support contact and how information can be shared between agencies to protect children. Time Required 40 minutes plus 20 minutes for feedback. Process Give each group a hand-out of the case study for Rosie. Ask each group to appoint someone to feedback their ideas. Rosie Read the case study and consider how the child's social worker and supervising social worker work together and with Lena to support Andrea in keeping Rosie safe, and in setting and maintaining boundaries around contact and behaviour generally? Consider what the research messages tell us about what interventions are effective to prevent against sexual exploitation. How will information need to be shared between different agencies, Andrea and Lena to keep Rosie safe? How can the high of risk and unpredictability be appropriately contained by those involved in order to ensure that the care plan is shaped by high-quality thinking and reflection?
Goal Attainment Scaling (GAS) worked example Level of expected outcome Goal one: The sitting room is clean and safe Goal two: Tom reduces his drinking and gets more involved in basic care Goal three: Zara accepts help with the morning routine and her depression that underlies the difficulties Review date Much more than expected The room is cosy and has been The furniture is clean. The floor is clear. There are toys and books. The clean washing is put away regularly. There is no smell. Tom does not drink alcohol and goes to all his appointments. He spends more time playing with the children. Tom helps the children get dressed and washed and have their breakfast, then washes up. He can give them money for the tuck shop at least twice a week. The kids look smart and clean. Zara sorts out Mae in the mornings, makes sure everyone has their school bags and makes the beds. She takes them to school on time every day. Zara works with her counsellor to sort out her depression and takes her medication regularly. The kids have everything they need for school. More than expected There is no smoking in the room, there are some toys the sides are clear and clean. Tom is most of the time. He goes to his appointments regularly. He finds other ways to relax. Tom gets breakfast, washes up and puts the clothes out the night before. Zara goes to counselling and takes her medication. She gets out of bed in the morning, helps kids get dressed and sorts out Mae. Zara takes the kids to school
Advice on the main roles and responsibilities in determining pay progression School Leaders Governing Bodies Teachers • Review and develop clear arrangements for linking appraisal to pay progression and propose changes to pay and appraisal policies, consulting staff and union representatives, as appropriate. • Submit policies to governing body for approval. • Ensure all teachers are informed of the policies and that they, and teachers, have the knowledge and skills to apply procedures fairly. • Ensure teachers are appraised in accordance with the school’s appraisal policy and the relevant regulations. • Put pay recommendations to the governing body and ensure they have sufficient information upon which to make their decisions. • Maintain records of decisions and recommendations made, demonstrating that all decisions are made objectively, fairly and in compliance with equalities legislation. • Keep teachers informed about the process, recommendations made and decisions reached. • Consider and adopt pay and appraisal policies, including the criteria for pay progression. • Agree the extent to which specific functions relating to pay determination and appeals processes will be delegated to others, such as the headteacher. • Assure themselves that appropriate arrangements for linking appraisal to pay are in place, can be applied consistently and that pay decisions can be objectively justified. • Approve teachers’ salaries, including recommendations from senior leadership team on whether to award performance pay in line with the school’s pay policy. • Monitor the outcome of pay decisions, including the extent to which different groups of teachers may progress at different rates and check processes operate fairly. • Identify and consider budgetary implications of pay decisions and consider these in the school’s spending plan. • Participate in arrangements for their own appraisal in line with their school’s appraisal policy and ensure they understand the arrangements within their school. • Keep records of their objectives and review them throughout the appraisal process. • Where applicable, appraise the performance of other teachers (as delegated by the headteacher). • Decide whether they wish to for access to the upper pay range and provide the appropriate evidence.
School Website RAG (red/amber/green) Check your statutory compliance (sources include , , ) Statutory Information required by to be published online Not implemented Partially implemented Fully implemented Comments NB – You may want to edit this document to add institution-specific information that you always want to include / update before proceeding with the audit. School contact details Your school’s website must include: your school’s name your school’s postal address your school’s telephone number the name of the member of staff who deals with queries from parents and other members of the public the name and contact details of your special educational needs (SEN) (SENCO) if you’re a mainstream school *school address (*not statutory / DfE requirement, but strongly advised) Admission arrangements for foundation / voluntary-controlled schools If the school’s governing body decides your admissions, you must publish your school’s admission arrangements each year and keep them up for the school year. You must explain: how you’ll consider applications for every age group what parents should do if they want to apply for their child to attend your school your arrangements for selecting the pupils who apply (if selective) your ‘over-subscription criteria’ (how you places if there are more applicants than places) Admission arrangements for community / voluntary-controlled schools