zilongwang/ReadingBank huggingface dataset:
Rahman MM, Bakar RA, Sani MSM, Noor MM. Investigation into surface treatment on fatigue life for cylinder block of linear engine using frequency response approach. In: 15th International Congress on Sound and Vibrations, Daejeon, South Korea, pp. 2119-2127; 2008. Kamal M, Rahman MM. Fatigue life estimation based on continuum mechanics theory with application of genetic algorithm. In: 1st International Conference on Automotive Innovation and Green Energy Vehicle, Kuantan, Malaysia; 26-27 August, 2014. Reference to web pages Felippa CA. Advanced finite element methods. Retrieved from /AFM.d/Home.html; 25 August, 2013. Rockwell Automation. Arena. Retrieved from ; 21July, 2014.
1. Sweetgreen Salads 4075 Wilson Blvd., Arlington, VA Phone: 703-522-2016 2. Kapnos Taverna Greek 4000 Wilson Blvd., Suite A, Arlington, VA Phone: 703-243-4400 3. Taylor Gourmet Sandwiches Sandwiches, Salads & Soups 4000 Wilson Blvd., Arlington, VA Phone: 703-940-3690 4. Chipotle Mexican Grill Mexican 4300 Wilson Blvd, Arlington, VA Phone: 703-243-9488 5. Subway Sandwiches 801 N Quincy St #1A, Arlington, VA 703-243-9226 6. Sichuan Wok Chinese 901 N Quincy St, Arlington, VA Phone: 703-527-0660 7. Jimmy John’s Cold Sandwiches & Chips 550 N. Quincy Street, Unit B, Arlington VA Phone: 703-276-3036 8. Zoes Kitchen Mediterranean 4245 North Fairfax Drive Suite 150, Arlington VA Phone: 703-807-0410 9. Cosi Sandwiches, Salads, Soup, & Flatbreads 4250 Fairfax Drive, Arlington VA Phone: 703-527-9717 10. Potbelly Sandwich Shop 4250 Fairfax Dr, Arlington, VA Phone: 703-807-4100
ADMINISTRATIVE EXPERIENCE: Choice in Health Clinic Board Member (Aug. 2015 – present) Abortion Rights Coalition of Canada Board Member (Nov. 2010 – present) NDP Fredericton-Lincoln Riding Association Secretary (April 2009 – July 2010) New Brunswick Rebelles Treasurer (May 2008 – July 2010) Renaissance College Society Secretary (Jan. 2004 – May 2005) FHS Student Representative Council President (May 2001 – June 2002) PUBLISHED WORK: Online Anti-Choice is Anti-Awesome http://antichoiceantiawesome.blogspot.com Blog Administrator and Main Contributor Smoke City Stories Blog Administrator and Sole Contributor Print Without Apology (Ed: Shannon Stettner) Contributer AU Press 2016 Feminism for REAL (Ed: Jessica Yee) Contributor CCPA 2011 The Activist Abortion Rights Coalition of Canada newsletter Regular Contributor SPEAKING EXPERIENCE: Schulich School of Medicine: Medical Students for Choice Guest Speaker (January 2016) Guilford College: Understanding Oppressive Systems Guest Speaker (March 2015) NDP Women’s Forum Panelist (Oct. 2013) “Status Quo?: The unfinished business of feminism in Canada” NFB Documentary (Director: Karen Cho) Featured Waves of Resistance: Pan-Canadian Young Feminist Gathering Workshop Facilitator (May 2011) A Jane’s Walk About Choice Guided walking tour of Toronto Co-Organizer and Guide (May 2011) Gumboot Dancing Workshop Co-Organizer and Facilitator (July 2010) Choice 101 Canadians for Choice online course Guest Facilitator (March 2010) Working Towards Peace for Women YMCA Community Discussion Panelist (Nov. 2009) “The new face of the abortion debate” Chatelaine article by Catherine Dunphy Featured (Feb. 2009) St. Thomas University Sexuality Week Guest Speaker (Nov. 2008) New Brunswick Social Forum Guest Speaker (Oct. 2008) Fredericton “Take Back the Night” March Keynote Speaker (Sept. 2008)
Carex appressa Microlaena stipoides var. stipoides Polystichum proliferum Bursaria spinosa var. spinosa Kunzea ericoides spp. agg. Joycea pallida Austrodanthonia spp. Lomandra filiformis Microlaena stipoides var. stipoides Clematis microphylla Acacia paradoxa Kunzea ericoides spp. agg. Bursaria spinosa var. spinosa Gonocarpus tetragynus Dichondra repens Themeda triandra Austrodanthonia spp. Poa morrisii Microlaena stipoides var. stipoides Lomandra filiformis Clematis microphylla Microlaena stipoides var. stipoides Acaena Dichondra repens Clematis microphylla Weed species: Rubus anglocandicans Pittosporum undulatum Trandescantia fluminensis Watsonia meriana var. bulbillifera Prunella vulgaris Cirsium vulgaris Hypochoeris radicata Weed species: Cotoneaster spp. Pinus spp. Genista monspessulana Brixa maxima Ehrharta erecta Anthoxanthum odoratum Hypochoeris radicata Weed species: Pittosporum undulatum Rubus anglocandicans Pinus spp. Genista monspessulana Chrysanthemoides monilifera Hedera helix Anthoxanthum odoratum Ehrharta erecta Holcus lanatus Briza maxima Hypochoeris radicata Weed species: Pittosporum undulatum Rubus anglocandicans Genista monspessulana Hedera Cirsium vulgaris Anthoxanthum odoratum Phalaris aquatica Dactylus glomerata Holcus lanatus Zantedechia aethiopica Watsonia meriana var. bulbillifera Prunella vulgaris
Company survey Each year, with your help, Environment Analyst compiles two extensive market assessments on: Global environmental consultancy sector UK environmental consultancy sector provide critical, independent market intelligence to business owners, directors and investors to help their planning and investment decisions. We build our comprehensive picture of the market from an analysis of as many consultancies as possible, small and large. We call on a wide range of information sources and employ various checks and balances, but the data submitted on this form is essential for our research, helping us provide a more accurate and informed market view. We would therefore be very grateful if you or the appropriate person(s) within your organisation would complete this 2015 survey – providing estimates to any questions where you don’t have actual figures. In return, we offer 3 direct benefits (see below). Please complete this survey as soon as your 2014 or 2014/15 financial information is available and return by email to ross@environment-analyst.com or by post to Environment Analyst, 140b Longden Coleham, Shrewsbury, SY3 7DN, United Kingdom. If you require any assistance please contact us on, t: 01743 818 008 or email. EA also runs a complementary Market Trends survey looking at industry trends more generally. You and your colleagues can also complete this: Background information What information sections are you completing? Please X Primary business of your organisation Please X one only Environmental services provided by your firm or parent company: Please X Ownership structure of your organisation Please X Additionally, are you financed by Please X Corporate and regional developments 2014/15 Please list key developments in 2014/15 (such as joint ventures, restructuring, new services, major contract wins, mergers & acquisitions,etc). Please include any key projects or development at a country or regional level: Corporate and regional developments Company description for Directory Please provide a 100 word consultancy description for your free online directory listing. Environment Analyst reserves the to adjust the description for house style:
2 Previous policy and technical stream Band Work level APS classification & pay point to commencement 3.0% on commencement 2.0% 12 months after commencement 1.0% 18 months after commencement Band three Work level eight (A) EL2.05 123 762 127 475 130 025 131 326 Band two Work level six (B) APS6 (no corresponding pay point) 94 207 97 034 98 975 99 965 Work five APS5.03 71 688 73 839 75 316 76 070 APS5.02 69 870 71 967 73 407 74 142 APS5.01 68 053 70 095 71 497 72 212 Band one Work level three APS3.02 58 699 60 460 61 670 62 287 Table 3 Previous science stream Band Work level APS classification & pay point Prior to commencement 3.0% on commencement 2.0% 12 months commencement 1.0% 18 months after commencement Band Work six EL2 169 877 174 974 178 474 180 259
#2 – Synthesis Paper Scoring Rubric Exemplary 9-10 Proficient 8-7 Emerging 5-6 Incomplete 0-4 Ideas: Group x 1 develops claims to directly support thesis develops claims that are relevant to thesis develops claims that are not relevant to thesis does not develop claims or develops claims that do not support the thesis Ideas: Individual X 2 integrates pertinent evidence from relevant texts with lead in, quote, citation and proper punctuation integrates evidence from relevant texts with lead in, quote citation and proper punctuation. punctuation uses vague, irrelevant, or insufficient evidence with missing or improper lead in, quote, citation or punctuation. provides little or no evidence to develop an argument. develops the argument effectively with thoughtful and insightful interpretation develops the argument with relevant interpretation provides basic or illogical interpretation to develop the argument Provides little or no interpretation to develop an argument Structure: Group x .5 uses an effective organization that establishes clear relationships among claims, evidence, and interpretation (CEI) introduces ideas smoothly, develops claims fairly, and provides a satisfying conclusion uses appropriate and varied transitions. uses an adequate organization that establishes relationships claims, evidence, and interpretation (CEI) introduces ideas, develops claims and provides a conclusion uses some varied transitions. uses an inconsistent or confusing organization does not develop claims and evidence and/or conclude uses weak, repetitive, or insufficient transitions. uses a confusing organization and/or does not link does not develop claims and evidence or provide a conclusion uses weak or no transitions. Use of Language: Group .5 uses diction and syntax that convey a formal, authoritative voice correctly embeds and punctuates parenthetical citations demonstrates strong command of conventions for grammar, usage, capitalization, punctuation, and spelling. uses diction and syntax that convey a formal voice uses generally correct parenthetical citations, with appropriate punctuation demonstrates adequate command of conventions for grammar, usage, capitalization, punctuation, and spelling. does not use appropriate diction or formal omits parenthetical citations demonstrates partial or insufficient command of conventions; errors in grammar, usage, capitalization, punctuation, and/or spelling interfere with meaning. uses inappropriate diction and informal voice omits parenthetical citations demonstrates little command of conventions; numerous errors in grammar, capitalization, punctuation, and/or spelling interfere with meaning. Comments: Total Points: _______/60___
Committee Members The Network Support Services Advisory Committee is made up of local networking professionals. Advisory Committee Members Choctawhatchee Electric Co-Op Tommie Gipson – Information Technology Manager 1350 W. Baldwin Avenue DeFuniak Springs, FL 32435 850-892-2111 Odyssey Systems Gene Lowe 1069 John Sims Pkwy, Suite 1 Niceville, FL 32578 850-308-6439 I Fix Computers Robert Nelson – Owner 886 Baldwin Avenue DeFuniak Springs, FL 32435 850-892-0977 Sacred Heart Hospital Emerald Coast Melissa Day - Informaticist 7800 U.S. Hwy 98 Miramar Bch, FL 32550 850-278-3600 CRM Chandler Clements – Manager 4588 US FL-20 Niceville, FL 32578 850-279-0100
2017/2018 HOMEWORK TIMETABLE - From June 2018 Tutor Group WEEK ONE WEEK TWO Monday Tuesday Wednesday Thursday Friday Monday Tuesday Wednesday Thursday Friday 7 St Catherine English IT RE PDC Drama Science Maths Design History Geography French Music English French Design Geography History Science RE 7 St Clare Science French Music History PDC English IT Geography Design RE Science Drama English French Design Maths RE History Geography 7 St Dominic Science French Maths History English Design RE Drama Geography Science PDC French Design Music RE History IT English Geography 7 St Margaret French Music Maths Geography IT Science Design History English RE English Drama PDC Maths Design History Science French RE Geography 7 St Martin Science Music IT Geography RE English Design Maths History French Science French RE Drama PDC English Design Maths Geography History 7 St Stephen Music English French RE Science History Design Maths Geography RE English PDC Drama Science History Design Maths Geography French IT 7 St Teresa English French Music Design RE Science History Drama Maths Geography English French Science Geography RE IT History Maths PDC Design 7 St Vincent English History RE Design Music French Science Drama Maths Geography Geography English History Science French RE IT Maths PDC Design All homeworks have been set on the day of the actual lesson. Student in KS3 should do 40 minutes per week: English, Maths, Science and 20 minutes per week all other subjects.
Changes in the project and decommitment The exhaustive list of the substantial changes in the project is regulated in the Subsidy Contract. These changes will lead to the modification of the Subsidy Contract requested by the LP. Based on the provisions of the Subsidy Contract further detailed rules describing each case of Subsidy Contract modification, as well as other project changes not requiring amendment of the Subsidy Contract are set in the Implementation Manual. In case of changes in the partnership, the MA/JS is entitled to withdraw from the Subsidy Contract if the number of PPs falls below the minimum number of participants required by the programme. The PPs agree not to back out of the project unless there are unavoidable reasons for it. In case a PP withdraws from the project or is debarred by the other PPs for not fulfilling the obligations set in this Agreement, the remaining PPs will undertake to find a rapid and efficient solution to ensure the further proper project implementation without any delay. Consequently, the PPs will endeavour to cover the contribution of the withdrawn or debarred PP, either by assuming its tasks by one or more of the present PPs or by asking one or more new participants to join the project partnership, regarding the respective programme provisions. The provisions set for audits in Article 8 remain applicable to the PP that backed out of the project or was debarred from the project and this PP bears the overall financial responsibility for the activities completed including the responsibility for repayment of the amount unduly paid in line with Article 11. In case MA/JS reduces the project budget and the corresponding contribution from the EU Funds – on the basis of the decision of the Monitoring Committee, the PPs shall bear the financial consequences together and agree on the distribution per partners of the amount decommitted from the project budget. Article 11 Irregularities, withdrawal and repayment of the EU funds If the MA/JS – based on the provisions of the Subsidy Contract – requests the repayment of the contribution from the EU Funds in full or in part from the LP due to irregularity or withdrawal from the Subsidy Contract, the LP shall ask in writing the PP(s) concerned to repay the EU Funds unduly paid according to the request of the MA/JS. The PP affected has to repay the requested EU Funds to the LP. In case the PP received state contribution to the project part, the corresponding state contribution shall be repaid to the responsible national body.
EAA Gift Cards ACADAMY SPORTS + OUTDOORS AMAZON AMC BASS PRO BED BATH & BEYOND BURLINGTON BUY BUY BABY CABELA'S DARDEN (Olive Garden, Longhorn Steakhouse, Bahama Breeze) DOMINO'S EBAY GAME STOP HOME DEPOT JIFFY LUBE KRISPY KREME LOGAN’S ROADHOUSE LOWE'S PLAYSTATION RED LOBSTER TACO BELL TEXAS ROADHOUSE THINK GEEK VISA ($4.95 Processing Fee) XBOX XBOX LIVE
8:40-12:10 Six 35-minute feature presentations by GT research leaders focusing on challenges and unique capabilities (25 min presentation, 10 min Q&A with the EAB): additive manufacturing Dr. Suman Das bio-inspired design Dr. Jeannette Yen next generation fibers Dr. Satish Kumar model-based systems engineering Dr. Chris Paredis printed electronics Dr. Chuck Zhang sustainable manufacturing Dr. Bert Bras Define collaborative opportunities and needs Communicate how GT pieces work toward a grand challenge Define/identify opportunities for industry collaboration Identify relevant partnerships Solicit written/survey feedback from EAB members 12:10-13:00 Lunch 13:00-13:50 Facilitated panel discussion on Georgia Tech’s participation in the National Network of Manufacturing Innovation 13:50-14:00 Review of GTMI Industry Partners Symposium evaluations (took place October 1st, 2013), Tina Guldberg 14:00-14:30 Next Steps and Meeting Summary Dr. Theresa Kotanchek Solicit feedback from members
________________________________ _________________________ Name (Block Capitals) Student ID ________________________________ _________________________ Signature Date
Appendix D: Net Energy Metering (NEM) Appendix E: Supplemental Charts and Graphs Appendix F: The Electric System as it Exists Today Appendix G: RECs – Renewable Energy Certificates Appendix H: H.3425—The Energy System Freedom of Ownership Act
Item 7.3 cont’d 4 Media Media release 1.Announcing program 2.Announcing final locations (Post to intranet and internet) Comms 9 September 8 October Announce final locations/thank community for feedback Page Internet Social Media 12 October Display Display at Trek the Trail 22 Sept Ongoing comms Promoting Green Spot – have Green Spot up with Spot the dot, go slow….. Ongoing reporting of locations Feedback of results The online survey is currently active and is available on the Shire’s website and from 6 September to 27 September 2013. Hardcopy surveys are also available to the public; these are located on the back of the Green Spot Fact Sheet (see attachment). The survey allows the public to vote on where the signs should be erected based on fauna ‘hot spots’. The survey results will be assessed to determine the final locations for the Green Spot road signs for Spring 2013/Summer 2014. The signs will be taken down at the end of February each year and erected at a new location in September each year. VOTING REQUIREMENT: Simple Majority OFFICER RECOMMENDATION COMMITTEE DECISION DEAC4.09.13 Moved by: Mrs Harvey Seconded by: Ms Moonbeams That:- EAC to provide any additional feedback on the progress of the Green Spot Program update. $2000 of the $6000 from the EAC Consultation/Promotion budget is set aside for the final implementation of the Green Spot Program. Staff is acknowledged for their role in this program. CARRIED 6/0
5.4.1 Authority record identifier <recordId> N/A An automatic ID can be generated for new records created through <cpfRelation>. Records created through database homepage need IDs to be manually entered. 5.4.2 Institution identifiers <agencyName> N/A To be programmed in database. 5.4.3 Rules and/or conventions <conventionDeclaration> N/A Automatically populated when data is imported from a controlled vocabulary. 5.4.4 Status <maintenanceStatus> N/A Automatically updated, but can be changed via drop-down menu of options. 5.4.5 Level of detail <localControl> N/A N/A 5.4.6 Dates of creation, revision, or deletion <maintenanceEvent>/ <eventDateTime> N/A Automatically generates maintenance Event Type, Event Date/Time, and Agent Type. If the Agent Type is set to “human”, then you need to enter your name in the Agent field in order to save changes made in any part of the record. Maintenance events are created any time a record is altered. 5.4.7 Language and script <languageDeclaration> N/A N/A 5.4.8 Sources <source>; multiple sources wrapped in <sources> List all sources consulted in preparing the ISAAR (CPF) record content. Format as bibliographic citations. Cite finding aid (if the biography was taken directly from it). Not currently supported by xEAC; Control tab has a heading for “Sources” but no means of entering data. Will need to be added by hand in XML file. Within <source>, wrap individual bibliographic citation in <sourceEntry>. No formatting within <sourceEntry>; text only. Enter multiple source entries in wrapper <sources>. 5.4.9 Maintenance notes <maintenanceEvent>/ <maintenanceDescription> N/A N/A. May opt to use later. Publication Status <publicationStatus> N/A Added-value EAC-CPF tag. Default setting should be “inProcess”. All should be set to “inProcess” until ready to export. Can then change to “approved”. Relating Corporate Bodies, Persons, and Families to Archival Materials and Other Resources <cpfDescription>
six months. Non-ongoing employees, with contracts to work six consecutive months or more, are also subject to the same probation conditions as ongoing employees. Employees on probation will be eligible for salary advancement from the date they to be a probationer and subject to clause 63. Note: Further information is available in the FSANZ Probation policy Salary Advancement for Non-Ongoing Non-ongoing employees will be eligible for salary advancement where they have been engaged to perform the same duties continuously for six months at the same classification during the PMD cycle. Non-ongoing employees are subject to the same qualifying ratings under the PMD as ongoing staff. This clause does not affect the Chief Executive Officer’s discretion to determine salary on the commencement of each period of engagement. Arrangements for Specific Classifications Executive Level 2 A Section Manager (an EL2 designated as Section Manager by the Chief Executive Officer) will commence at the EL2.5 point of the salary scale. An employee who is directed to act as a Section Manager will be paid at the EL2.4 salary point. Subject to clause 68, a non-Section Manager Executive Level 2 employee cannot move beyond the EL2.3 salary point. Legal Officers Salary advancement for legal officers will occur in accordance with Attachment C. Advancement to the Legal 2 classification will be based on a formal merit selection process and salary advancement within each level will be made in accordance with Attachment C. Review of Assessment Where a staff member has sought a review of their assessment under the PMD and the review is subsequently upheld, salary advancement will occur from the appropriate January advancement date. Performance of the Duties of a Higher Classification Where an employee has been temporarily reassigned duties at a higher classification for a period, the employee: will receive Higher Duties Allowance (HDA) for any unbroken period of five working days or more will be paid at the salary point nominated by the relevant manager but within the range attached to the higher classification for any period prescribed in (a), and may be eligible for salary advancement for the purposes of future or continuing HDA for cumulative periods of HDA of six months or more, subject to clause 63. an employee has performed higher duties at different levels, salary progression will usually occur at the HDA level closest to the staff member’s substantive level, unless the employee has acted for six months or more at the higher classification level.
Total (%) … % Annex 4.b Erasmus+ Programme Jean Monnet Activities Feedback Form 2016 Promoter: ………………………………………………….. Project title: ……………………………………………….. Project Number: …………………………………………… Award criteria 1 Relevance of the project Score: … / 25 (Threshold: 13) Experts' comments: Award criteria 2 Quality of the project design and implementation Score: … / 25 (Threshold: 13) Experts' comments: Award criteria 3 Quality of the project team Score: … / 25 (Threshold: 13) Experts' comments: Award criteria 4 Impact and dissemination Score: … / 25 (Threshold: 13) Experts' comments: score for the proposal: … / 100 (Minimum threshold: 60)
Dates mm/yy-mm/yy Mission/ Operation/Location Position/title (Milob, HQ Staff, Contgt, Adviser) Description of duties Command Experience, starting with your most recent experience and list in reverse order Dates mm/yy-mm/yy Unit/Position/Org Significant Unit Activities Significant Planning Experience, starting with your most recent experience and list in reverse order Dates mm/yy-mm/yy Position/Org Operation/Activity (Other) International Exposure other than peace keeping operations, starting with your most recent experience and list in reverse order Date: mm/yy-mm/yy Position/Org Function/Activity Military and/or Police Training Courses/Seminars: (last two years) Name of Course Date: mm/yy –mm/yy Institution
Questions from “An Introduction to Enterprise Architecture 3e” Chapter 10 1. Why is it important to integrate the EA Management Program with the enterprise’s capital planning process and project management practices? 2. Describe the four basic phases of the capital planning process. 4. What is a business case for investment in EA components? What are the roles of an Alternatives Analysis, Cost Benefit Analysis, and Return on Investment calculation in the business case? 6. Why is it important to have a standardized format for a Project Management Plan? 9. What is meant by “architectural alignment” in developing a Project Management Plan?
National and Community Service. In order to receive the federal funds a non-federal cash match is required. The state funds serve this purpose. First year funded: FY 98-99 was the pilot year for funding. State and federal funding since inception: Biennium State Funding (M) Federal Funding (M) 98-99 (Pilot year) $8 $4.8 1999-2001 $16 $9.2 2001-2003 $7.7 $8.8 2003-2005 $7.4 $9.3 2005-2007 $1.7 $8.3 2007-2009 $2.1 $8.5 2009-2011 $2.1 $7.2 2011-2013 $1.9 $6.7 Number of beneficiaries (e.g., schools, students, districts) since inception: Fiscal Year # of Schools # of Districts # of AmeriCorps/VISTA Members # Students Served # Community Volunteers FY 13 56 24 56 TBD TBD FY 12 100 48 260 3,746 n/a FY 11 93 50 238 6,378 n/a FY 10 76 45 275 7,108 5,157 FY 09 106 51 295 7,484 3,335 FY 08 102 50 295 13,243 7,155 FY 07 95 50 271 7,305 3,384 FY 06 96 54 279 7,993 3,859 FY 05 135 56 288 10,579 8,447 FY 04 135 56 302 12,181 8,500 FY 03 171 72 358 14,215 9,007 FY 02 171 72 374 12,704 8,385 FY 01 207 91 396 18,529 13,416 FY 00 207 91 386 26,000 18,000 FY 99 210 90 380 22,000 11,000 Average and range of funding per beneficiary, 2012-2013 school year: On average each school received a team of 1-2 AmeriCorps national service members. Schools did not receive additional grant funding. Schools paid a 3,000 match per member. Programmatic changes since inception: Direct grant funding no longer provided directly to schools (starting in FY06) due to a reduction in WRC state funding. Prior to FY06, schools received minimal state grant funds from OSPI for program implementation (including assessment materials) in addition to their AmeriCorps members.
A description of the process used to determine students' best interest in continued enrollment at the school the student was in at the time of initial placement or change of placement; (2) The number of days, following initial placement or change of placement, to resume school at the school the student was in at the time of initial placement or change of placement or complete new school enrollment and attend at a new school; (3) The number of days from request to delivery of school records from the sending school to the receiving school; and (4) Documentation of a plan and use of federal title IV-E dollars to support transportation for educational continuity as envisioned in the federal fostering connections to success and increasing adoptions act, P.L. 110-351. Number of staff associated with this program/service (indicate where applicable): Fiscal Year 2013 # of OSPI staff associated with this funding (FTEs): 1 # of contractors/other staff associated with this funding: 0 FY 13 Funding: State Appropriation: $128,000 4. Is continued funding needed in the next biennium? Yes 5. What is the current status of this program’s implementation? The program was started in SFY2013. 6. When will the project be completed? 7. First year funded: 2013 8. State funding since inception: Fiscal Year Amount FY13 $128,000 9. Major challenges faced by the program: Continuation of funding is necessary for the program to continue. 10. Statutory and/or Budget language: Budget Proviso 2127, Sec. 501 (1) (m) $128,000 of the general fund -- state appropriation for fiscal year 2013 is provided solely pursuant to SHB 2254 (Foster Care Outcomes). OSPI shall report on the implementation of the state’s plan of cross-system collaboration to promote educational stability and improve education outcomes of foster youth. Reports are due in December annually.
B.5. Participants Please provide data about participants participating in the sport event (in case of not-for-profit European sport events) or people involved in the project (in case of collaborative partnerships). Please add lines if necessary. Name of organisation Country No. of members No. of members who participated in this project (total) No. of women (out of total) No. of men (out of total) No. of people with disability (women/men out of total) B.5.1. Age groups Please provide information about the project's target groups in terms of age (describe which age groups have been the target groups of not-for-profit European sport event/collaborative partnership and provide a number of participants per age group, if possible). B.6. Quality control during project implementation Please highlight the strengths and weaknesses of the quality control measures during the project implementation. Please indicate any changes between the measures originally envisaged in the application and the measures finally used during the project lifetime. Please also provide the reasons for these changes, if any. Please specify if the risks described in the application substantiated and how they were mitigated.
Summer 1 • Uses various construction materials. • Beginning to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces. • Engages in imaginative role-play on own first-hand experiences. • Builds stories around toys, e.g. farm animals needing rescue from an armchair ‘cliff’. • Uses available resources to create props to support • Create simple representations of events, people and objects. • Introduces a storyline or narrative into their • Plays alongside other children who are engaged in the same theme. • Captures experiences and responses with a range of media, such as music, dance and paint and other materials or words. • Joins construction pieces together to build and balance. • Realises tools can be used for a purpose. • Beginning to be interested in and describe the texture of things. • Chooses particular colours to use for a purpose. Summer 2 • Uses various construction materials. • Beginning to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces. • Engages in imaginative role-play based on own first-hand experiences. • Builds stories around toys, e.g. farm animals needing rescue from an armchair ‘cliff’. • Uses available resources to create props to support • Create simple representations of events, people and objects. • Introduces a storyline or narrative into their • Plays alongside other children who are engaged in the same theme. • Captures experiences and responses with a of media, such as music, dance and paint and other materials or words. • Joins construction pieces together to build and balance. • Realises tools can be used for a purpose. • Beginning to be interested in and describe the texture of things. • Chooses particular colours to use for a purpose.
and experiment with ways of changing them. Summer 1 They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Children sing songs, make music and dance, and experiment with ways of changing them. Children use what they have learnt about media and materials in original ways, thinking about uses and purposes They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Summer 2 They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories. They represent own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories. They safely use and explore a variety of materials, and techniques, experimenting with colour, design, texture, form and function. Children sing songs, make music and dance, and experiment with ways of changing them. Children use what they have learnt about media and materials in original ways, thinking about uses and purposes They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
e-Assessment in Controlled Assessment for General Qualifications Learner Questionnaire Please select of the following qualifications you are basing your answers. All responses should be based on the Controlled Assessment (CA) element within your chosen subject. If you have used e-assessment for the Controlled Assessment part of more than one qualification below, please complete an additional questionnaire for each qualification. AQA – GCSE Science AQA – ICT (Functional Skills) CCEA – GCSE French CCEA – GCSE Moving Image Arts WJEC – GCE Applied Business WJEC – GCE Applied ICT Did you have any previous experience of using computers for assessment, before you took this qualification? Yes No If yes, please describe your previous experience Did you practice using computers for this assessment, before you took the actual Controlled Assessment? Yes No Please rate the following aspects of e-assessment in your controlled assessment: Ease of completing your assessments Very easy easy difficult very difficult
added to subject entries – location, dates and other - so your subject terms can be quite complex and very specific. Use the LCSH Authorities interface to search for terms. Only LCSH provides sub-divisions. If you use UKAT or Unesco, you cannot not add sub-divisions. The thesauri often offer the same terms. With LCSH you can include sub-divisions to enable specificity To add an LCSH term with sub-divisions: 1. the main subject and ensure you have selected ‘LCSH’ as the source. 2. Select the sub-division button and enter the required text, click ‘Add lcsh field’ 3. Enter additional sub-divisions in the same way using the radio button, typing the term and clicking ‘add lcsh’ field to build your term. 4. When happy with your term, click ‘Add Subject’. will appear on the Hub with the sub-divisions included: Cricket--Great Britain--History--20th century Subject term ‘cricket’ with two sub-divisions already added (Great Britain, History) and dates being added (20th century). Click ‘Add LCSH field’ to add the date and then ‘Add subject’ to ensure that the full term is then added to your description.
Discussion - What can people do for a healthier lifestyle? - How can school help to promote healthy lifestyle to children? - What do you think about advertisements on TV? - Do you like them? Why? - Do like to watch them on TV or through the Internet? Why? - Do you think advertisements on TV can help to spread awareness of healthy lifestyle? - Do you think newspapers are helpful too? - Do you think street advertisements are helpful? Why? Speaking test Interview - What is your full name? - Can I see your ID? - Where are you from? - Do you work or study? - Do you work in the same field that you studied? - Describe your high school. - What was your favourite subject? - Why did you like it? - Were there lessons in your favourite subject that you disliked? Why? Cue Card Talk an activity that you would like to do with older people. Please say - What would you like to do? - When and where would you do it? - How often would you do it?
Programme Overview 20 October 2012 (Saturday) Time Schedules 8.30 am – 9.00 am Registration Venue: Foyer of Galleria Ballroom (Level 3) 9.00 am – 10.00 am Keynote Address II: Carry Trades, Interest Differentials and Hot Money Flows Speaker: Ronald McKinnon (Stanford University) Chair: Iwan Azis (Asian Development Bank) 10.00 am – 10.30 am Coffee Venue: Galleria Foyer (Level 3) 10.30 am – 12.30 pm Concurrent Session 4: CS4A to CS4H Venues: Oriole, Canary I, Canary II, Bluebird, Nightingale, Hummingbird, Sharma (Level 4), Galleria Ballroom (Level 3) 12.30 pm – 2.00 pm Lunch Break Lyrebird (Level 3) 2.00 pm – 4.00 pm Concurrent Session 5: CS5A to CS5F Venues: Oriole, Canary I, Canary II, Bluebird, Nightingale, Hummingbird (Level 4) 4.00 pm – 4.30 pm Coffee Break Venue: Level 4 Foyer 4.30 pm – 6.00 pm Concurrent Session 6: CS6A to CS6F Venues: Oriole, Canary I, Canary II, Bluebird, Nightingale, Hummingbird (Level 4)
The core activities of the EAEA include publishing a quarterly journal, the Asian Economic Journal, and holding biennial international conventions. The 14th International Convention of the East Asian Economic Association “Reinvigorating and Rebalancing in the Wake of Global and Local Shocks” Chulalongkorn University, November 1-2, 2014 Program Overview DAY ONE: Saturday, November 1 8:15a – 8:45a Registration, 2nd Floor, Mahitaladhibesra Building 8:45a – 9:15a Opening Session, Room 212, 2nd Floor Mahitaladhibesra Building 9:15a – 10:00a Keynote Address I, Room 212, 2nd Floor, Mahitaladhibesra Building 10:00a – 10:30a Coffee Break sponsored by Thai Beverage Public Company Limited, 2nd Floor, Mahitaladhibesra Building 10:30a – 12:30p Concurrent Sessions CS1A to CS1J , 6th Floor, Mahitaladhibesra Building 12:30p – 2:00p Lunch sponsored by Thai Beverage Public Company Limited Ground Floor, Mahitaladhibesra Building 2:00p – 2:30p Special Lecture, Room 202, 2nd Floor, Mahitaladhibesra Building 2:30p – 4:30p Concurrent Sessions CS2A to CS2H, 6th Floor, Mahitaladhibesra Building 4:30p – 5:00p Coffee Break sponsored by Thai Beverage Public Company Limited, 6th Floor, Mahitaladhibesra Building 5:00p – 6:30p Concurrent Sessions CS3A to CS3H, 6th Floor, Mahitaladhibesra Building DAY TWO: Sunday, November 2 9:05a – 9:15a Introduction to Keynote Address II, Room 212, 2nd Floor, Mahitaladhibesra Building 9:15a – 10:00a Keynote Address II, Room 212, 2nd Floor, Mahitaladhibesra Building
Hyun Junghwan Hiroshima University Ichida Toshihiro Waseda University Ichimura Shinichi University Idota Hiroki Kinki University Indiastuti Rina Universitas Padjadjaran Inoguchi Masahiro Kyoto Sangyo University inoguchi@cc.kyoto-su.ac.jp Ishida Masami Institute of Developing Economies (IDE-JETRO) Islam Nazrul United Nations nislam13@yahoo.com Ito Senshu University Jauhari Azmafazilah Universiti Kebangsaan Malaysia Jirophat Chaiwat Thammasat University Kamel Chulalongkorn University Kamsaeng Chatra Chulalongkorn University Kang Jihye Seoul National University Karasawa- Ohtashiro Yukio Nanzan University Karavasilev Yani Osaka University Kasemtanakul Pakorn Phatra Capital Public Company Limited pakorn@phatracapital.com Kasuga Hidefumi Kansai University Kataoka Mitsuhiko Chiba Keizai University Kawasaki Kentaro Toyo University Kemreat Viseth The American University of Phnom Penh Kimura Fukunari Economic Research Institute for ASEAN and East Asia (ERIA) funkunari.kimura@eria.org Kimura Shigeru Economic Research Institute for ASEAN and East Asia (ERIA) Kittisumeta Natthaphong Chulalongkorn University Kiyota Kozo Keio University Koda Yoshitaka Chulalongkorn University Kohpaiboon Archanun Thammasat University archanun@econ.tu.ac.th Kohsaka Akira Kwansei Gakuin University
ISNZ Script: “Strategies for stronger collaborations, better outcomes.” I believe that in work life our effectiveness, our success, our happiness, our sense of fulfillment and achievement are profoundly impacted by our ability to create and sustain productive working relationships with others. In my earlier years of employment in large organisations I came to see that so often, despite good intentions, my experiences and those of others were anything other than fulfilling, effective and happy. I have focussed my professional life to support Leaders and leadership teams in creating the best experiences of organisational life that they can have, to support them in creating healthy and productive organisational experiences for themselves and others. This morning I want to share with you a way of making sense of challenging aspects of work life that offer the possibility of more productive and satisfying outcomes for you and others around you. I’ll offer a little theory, then we can look at how that might show up in your work lives and in doing so offer you some practical strategies and actions to enhance your own work experience but also equip you to enable others to be more effective as well. How does that sound to you?
EAEA PD DAY JANUARY 31, 2012 ~ INNISFAIL JR/SR HIGH SCHOOL 9:00 – 9:30 Welcome Message from Kurt Sacher and Christensen 9:30 – 10:15 Keynote Speaker – BLAIR COLLINS - - - - - - Self Care/Compassion Fatigue 10:15 – 10:45 Morning Break 10:45 – 11:30 Keynote Speaker Continued - BLAIR COLLINS - - - - Self Care/Compassion Fatigue 11:30 – 1:00 Break 1:00 – 2:00 Sessions Dawn Normoyle Supporting Positive Social Participation Donelda Wygiera Anecdotal Record Keeping Joanne Crook Setting Boundaries Jerry Salmon Supporting the Teacher with Adolescent Reading Strategies CST. Cindy Dennis Drugs in our Community SHOS-Stephanie Simon & Angela Tuton Developmental Coordination Disorder Heather Linski Developing Visual Schedules & Make and Take Blair Collins An Introduction to Adolescent Grief & Loss Mark Ballantyne Understanding the Video Game World 2:00 – 2:15 Afternoon Break 2:15 – 3:15 Sessions Dawn Normoyle Educational Assistants in the Inclusive Classroom Donelda Wygiera Developing Social Stories Mark Linski “ Lost at School” CPS Collaborative Problem Solving Susan Roy Support Staff Matters Melody Understanding Learning Disabilities Linden Lonsberry “Safety First” Lifts & Liability Mark Ballantyne Understanding the Video Game World (repeat) **Gail Cummings is also running a session on CHISENBOP Level 1, out of Cremona School, from 9-12, on January 31, 2011. Email Gail at directly to register. ** Session Descriptions Supporting Positive Social Participation Dawn Normoyle
Increasing supply Improving the quality Improving the image Enhancing mobility Description of commitments and actions should to the extent possible, include indicators (qualitative/quantitative) and target dates. Pledges should not be funding applications or project proposals. If you are an employer providing apprenticeships and/or labour market integration activities for migrants and refugees, please consider also joining the initiative. Benefits By making a pledge and joining the Alliance your organisation can benefit from: Networking – A European network of apprenticeship experts Learning – Sharing of experiences and best practices Tools – Access to guidelines, practical tools and resources Information – News, reports, funding information and invitations to workshops and events Visibility – Increased visibility and publicity around your initiatives The European Framework for Quality and Effective Apprenticeships was adopted by the Council 15 March 2018. It stipulates seven criteria for learning and working conditions and seven criteria for framework conditions: Learning and working conditions: Written agreement Learning outcomes Pedagogical support Workplace component Pay and/or compensation Social protection Work, health and safety conditions Framework conditions: Regulatory framework Involvement of social partners Support for companies Flexible pathways and mobility Career guidance and awareness raising Transparency Quality assurance and tracking for apprentices The Apprenticeship Support Services aim to support Member States and other EAfA stakeholders in improving apprenticeship systems. The Support Services are built on three pillars: • A knowledge-hub to share information on apprenticeship design and delivery, in particular apprenticeships related studies, evidence or statistical data;
12. Request Number Ordered Date/ Time From /To Q T Y RESOURCE REQUESTED Needed Date/Time Deliver To To / From Time Agency ID RESOURCE ASSIGNED ETD/ ETA RELEASED Date To Time / ETA 1 Radio Starter Kit NFES 4390 ICP/ Com 1 R9 Mobile Support Van, NFES 8621 ICP/ Supply 40 EA 1”- 3/4” Reducer NFES 0733 ICP/ Supply 40 EA ¾” Nozzle, garden NFES 0136 ICP/ Supply 20 EA ¾” Valve, Gated Wyes NFES 0272 ICP/ Supply 2 EA 1200 GL Tank NFES 0090 ICP/ Supply 2 EA 1500 GL Tank NFES 0589 ICP/ Supply 4 KT Mop up, 3 –Wand NFES 0772 ICP/ Supply 20 LG ¾” Hose, Garden NFES 1016 ICP/ Supply 20 EA 1” Valve, Gated Wyes NFES 0259 ICP/ Supply 120 EA Battery, size AA, 1.5 volt, NFES 0030 ICP/ Supply
Time Monday Tuesday Wednesday Thursday Friday Saturday 5:00AM KICKBOXING Debbie Adrian BUTTS & GUTS Debbie 8:00AM CORE & MORE Elma CYCLE Rita CORE & MORE Elma CYCLE Rita ZUMBA Gabriel 9:15AM CYCLE Amber YOGA Elma Yoga Stella PILATES Elma CYCLE Amber BUTTS & GUTS Debbie CYCLE Amber 10:30AM Gabriel PILATES Elma ZUMBA Gabriel Yoga Marisol Yoga Stella 5:30PM Zumba Marisol CYCLE Adrian YOGA Madeline ZUMBA Gabriel BODY BLAST Debbie CYCLE Adrian ZUMBA Ana
Time Monday Tuesday Wednesday Thursday Friday Saturday 5:00AM KICKBOXING Debbie Adrian BUTTS & GUTS Debbie 8:00AM Coming Soon! CORE & MORE Elma CYCLE Rita CORE & MORE Elma CYCLE Rita Coming Soon! ZUMBA Gabriel 9:15AM CYCLE Amber YOGA Elma Yoga Stella PILATES Elma CYCLE BUTTS & GUTS Debbie CYCLE Amber 10:30AM PILATES Elma Zumba Marisol Yoga Marisol Yoga Stella 5:30PM Zumba Marisol CYCLE Adrian YOGA Madeline Ana BODY BLAST Debbie CYCLE Adrian ZUMBA Ana 6:45PM BODY BLAST Debbie KICKBOXING Debbie RESTORATIVE YOGA Madeline Amber Coming Soon! BODY BLAST Debbie
Time Monday Tuesday Wednesday Thursday Friday Saturday 5:00AM KICKBOXING Debbie CYCLE Adrian BUTTS & GUTS Debbie 8:00AM CORE & MORE Elma CYCLE Rita CYCLE Rita CORE & MORE Elma CYCLE Rita Gabriel 9:15AM CYCLE Amber YOGA Elma Yoga Stella PILATES Elma CYCLE Amber BUTTS & GUTS Debbie CYCLE 10:30AM ZUMBA Gabriel PILATES Elma ZUMBA Gabriel Yoga Marisol Yoga Stella 5:30PM Zumba Marisol CYCLE Adrian YOGA Madeline ZUMBA Gabriel BODY BLAST Debbie CYCLE Adrian ZUMBA Ana
AIDS/HIV Positive Cortisone Medicine Hemophilia Radiation Treatments Alzheimer’s Disease Diabetes Hepatitis A Recent Weight Loss Anaphylaxis Drug Addiction Hepatitis B or C Dialysis Anemia Easily Winded Herpes Rheumatic Fever Angina Emphysema High Blood Pressure Rheumatism Arthritis/Gout Epilepsy or Seizures High Cholesterol Scarlet Fever Artificial Heart Valve Excessive Bleeding Hives or Rash Shingles Artificial Joint Excessive Thirst Hypoglycemia Sickle Cell Disease Asthma Fainting Spells/Dizziness Irregular Heartbeat Sinus Trouble Disease Frequent Cough Kidney Problems Spina Bifida Blood Transfusion Frequent Diarrhea Leukemia Stomach/Intestinal Disease Breathing Problems Frequent Headaches Liver Disease Stroke Bruise Easily Genital Herpes Low Blood Pressure Swelling of Limbs Cancer Glaucoma Lung Disease Thyroide Disease Chemotherapy Hay Mitral Valve Prolapse Tonsillitis Chest Pains Heart Attack/Failure Osteoporosis Tuberculosis Cold Blisters Murmur Pain in Jaw Joints Tumors or Growths
Home Phone: (include country and city codes) Application Forms Language Ability Chinese: 1) Conversation 2) Reading 3) Writing (Please specify the type of Chinese): □ Basic □ Intermediate □ Advanced □ Fluent □ Basic □ Intermediate □ Advanced □ Fluent □ □ Intermediate □ Advanced □ Fluent Japanese: 1) Conversation 2) Reading 3) Writing □ Basic □ Intermediate □ Advanced □ Fluent □ □ Intermediate □ Advanced □ Fluent □ Basic □ Intermediate □ Advanced □ Fluent Korean: 1) Conversation 2) Reading 3) Writing □ Basic □ Intermediate □ Advanced □ Fluent □ Basic □ Intermediate □ Advanced □ Fluent □ Basic □ Intermediate □ Advanced □ Fluent Major Publications (List up to four)
FACULTY OF EDUCATION AND CHILDREN’S SERVICES ACTION PLAN FOR SCHOOL-BASED LEARNING (CAUSE FOR CONCERN) Associate Teacher:_________________________________ Year/ programme ___________School ________________________________ Identify Teachers’ Standards of concern (tick) S1 S2 S3 S4 S5 S6 S7 S8 Section 2 Personal and Professional conduct Summarise areas of concern Standard TARGET Actions Success Criteria Date to be reviewed Reviewed By Associate Teacher to read the statement and sign below I to address the targets identified in this Action Plan and understand that unless I do this successfully I am in danger of failing this placement. Where there are any professional issues this may result in me failing the programme. Associate Teacher signature: ………………………......…………………..Professional Mentor signature…………………………………………. Date:…….....…………………………………………………………………..University Tutor signature………………………………………………... Copies must be provided for the AT, PM, ULT, QA Lead and ITE administration