zilongwang/ReadingBank huggingface dataset:
Directed Student Learning Dissertation Committee Member. Proposal, (February 9, 2014 - Present). Advised: Jan McKinney Dissertation Committee Member, (September 2013 - Present). Advised: Roopa Praasad Dissertation Committee Member, "Effects of standardized testing on minority students." (June 2013 - Present). Advised: Nakeshia Graves Dissertation Committee Member, (2013 - Present). Advised: Roopa Praasad Dissertation Committee Member, "Involvement in a First-Year-Experience Course: What Impact Does it Have on the Collaboration between Academic and Student Affairs Professionals?" In-Process, (June 2012 - December 2012). Advised: Cheryl Sanchez Dissertation Committee "The roles of organizational culture, management strategy, and decision-making process on institutional effectiveness at a four-year public higher education institution." Completed, (September 2009 - December 2011). Advised: William Cruz Dissertation Committee Member, "A comparison between online and traditional learning in an undergraduate higher education environment.", (September 2009 - May 2010). Advised: David Womack Dissertation Committee Member, "A analysis of social support and career sefl-efficacy among gay, lesbian and bisexual persons." (September 2007 - December 2009). Advised: Martina Sternberg Dissertation Committee Member, "A group forgiveness intervention for adult male homeless individuals: Effects on forgiveness, rumination, and social connectiveness.", (September 2006 - December 2008). Advised: Gwen Louden-Gerber Dissertation Committee Member, "Don't you see me God? A phenomenological of the resettlement experiences and mental health needs of Somali Bantu refugee women.", (September 2005 - December 2007). Advised: Ria Baker Academic Advising
DSCR NOTICE 25-1A-9G (JUN 1999) FMS DEPOT INSPECTION AND ACCEPTANCE, REPACK Applies to FMS acquisitions only. DSCR MIL-STD 973 52.246-9G36 (JUN 2003) Configuration management Applies when referenced in the solicitation and order. Text of MIL-STD-973 is available at
Kondic, Ljubinko, Peter Palffy-Muhoray, and Michael J. Shelley. "Models of Hele-Shaw Flow." Physical Review E 54.5 (1996): R4536-4539. Nov. 1996. Web. Mar.-Apr. 2015. Mandelbrot, Benoit B. The Fractal Geometry of Nature. New York: Freeman, 1983. Print. Nittmann, Johann, Gerard Daccord, and H. E. Stanley. "When Are Viscous Fingers Fractal?" Fractals in Physicals (1986): 193-201. Web. Vicsek, "Pattern Formation in Diffusion-Limited Aggregation." Physical Review Letters 53.24 (1984): 2281-284. Web. Witten, T. A., and L. M. Sander. "Diffusion-limited Aggregation." Physical Review B 27.9 (1983): 5686-697. Web.
“Disputed Questions and the Dominican Charism: A Case on the Ground” (with Jennifer Illuzzi and Laurie Grupp) “Christoform Mercy and LGBTQ+ Inclusion in Catholic Higher Education” Academic Conference Presentations “In the Image of an Intrinsically Social God: Catholic Identity and a Culture of Inclusion in Catholic Higher Education,” College Theology Society (June 2017). “The Dominican Charism and Disputed Questions: A Case on the Ground,” Dominican Colloquium, panel presentation (with Jennifer Illuzzi and Laurie Grupp) (June 2016). “The Use of Philosophy in Theological Conversations about Human Rights,” Society of Christian Ethics, panel presentation (January 2015). “Toward Truth as One: The Spirituality of Unity in a Divided Guild,” Catholic Theological Society of America, Moral Theology Session (June 2014). “Intrinsically Evil Acts as a Sine Qua Non for Virtue Ethics,” College Theology Society Ethics Section (May 2013). “Response to Michael Baxter: On the Limits of Translation,” College Theology Society Ethics Section (June 2012). "Linguistic Animals: Herbert McCabe's Integrated Account of Moral Agency," Catholic Theological Ethics in a World Church, “In the Currents of History: From Trent to the Future,” Trent, Italy (July 26, 2010). "Consuming Vision: Toward a More-than-Economic Politics," College Theology Society, Peace and Justice Section, University of Portland (June 2010). "Expanding in a Different Direction: Reclaiming the Twofold Nature of the Object," Catholic Theological Society of America, Catholic Moral Theology Section, Halifax, Nova Scotia (June 2009). "Teaching Religion Through Blogging," (with Seth Dowland of Duke University and Brantley Gasaway of Drew University), American Academy of Religion, Wabash Center for Teaching and Learning in Religion, Chicago, IL (October 2008). "The Impact of the Decline of the Catholic Sub-Culture on the Next Generation of Catholic Moral Theologians," Catholic Theological Society of America, Selected Session, Miami, FL (June 2008).
Inputs Very high impedance. Unused inputs must be connected to +Vs or 0V. Inputs cannot be reliably driven by 74LS outputs unless a resistor is used (see below). Very high impedance. Unused inputs must be connected to +Vs or 0V. Compatible with 74LS (TTL) outputs. 'Float' high to logic 1 if unconnected. 1mA must be drawn out to hold them at logic 0. Outputs Can give about 5mA (10mA with 9V supply), enough to light an LED. To switch larger currents use a transistor. Can give about 20mA, enough to light an LED. To switch larger currents use a transistor. Can give about 20mA, enough to light an LED. To switch larger currents use a transistor. Can give up to 16mA (enough to light an LED), but source only about 2mA. To switch larger currents use a transistor. Fan-out One output can drive up to 50 CMOS, 74HC or 74HCT inputs, but only one 74LS input. One output can drive up to 50 CMOS, 74HC or 74HCT inputs, but only 10 74LS inputs. One output can drive up to 10 74LS inputs or 50 74HCT inputs. Maximum Frequency about 1MHz about 25MHz about 25MHz about 35MHz of the chip itself A few µW. A few µW. A few µW. A few mW Removing a chip from its holder If you need to remove a chip it can be gently ejected out of the holder with a flat-blade screwdriver. Now carefully lever up each end by inserting the screwdriver blade, between the chip and its holder, and gently twisting the screwdriver. Take care to start lifting at both ends before you attempt to remove the chip, otherwise you will bend and possibly break the pins. Building the Circuit Throughout these experiments we will use TTL chips to build circuits. The steps for wiring a circuit should be completed in the order described below:
Tuesday 11/22 Add and Subtract Like Fractions Homework: Page 287 11/23 Wednesday 11/23 Add and Subtract Unlike Fractions Homework: Page 295 11/24 Thursday 11/24 Add and Subtract Mixed Numbers Homework: 303 11/25 Friday 11/25 Quiz Chapter 4 Lesson 1-5 Monday 11/28 Multiply Fractions Homework: Page 315 11/29 Tuesday 11/29 Convert Between Systems Homework: 323 11/30 Wednesday 11/30 Divide Fractions Homework: Page 331 12/01 Thursday 12/01 New York Progress Workbook Unit 2 Lesson 15 Apply Rational-Number Operations 12/02 Friday 12/02 Benchmark Test #4 Review Monday 12/05 Benchmark Test #4 Review Tuesday 12/06 Benchmark Test # 4 Wednesday 12/07 2nd Marking Period Project (To be announced) Thursday 12/08 2nd Marking Period Project (To be announced) Friday 12/09 SCHOOL CLOSED End of 2nd Marking Period
Describe the project outputs in order of significance. Please outline immediate outputs of the scheme i.e. length of road built, floorspace created, equipment bought, etc. Expected benefits Additional measurable benefits delivered as a result of the project (against baseline), for the surrounding area, supply chain etc. Including the use of new technology, clean growth, etc. Can be qualitative and quantitative. Expected dis-benefits Potential outcomes perceived as negative by one or more stakeholders, which would arise as actual consequences (not risks) of carrying out project. Investment Appraisal Compare aggregated benefits and dis-benefits to project costs using ROI measure. Environmental Impact Please identify how the project will be managed so as to ensure, as far as reasonably possible, the development is sustainable and there is minimal damaging environmental impact (200 words or less).
Outcomes summary 2018/ 2019 2019/ 2020 2020/ 2021 Total Productivity value increase Additional public sector investment leveraged1 Additional private sector investment leveraged No. of housing units completed Unlocked land (Hectares) Floorspace created (m2) (include planning designation) No. of businesses relocated to LEP region No. of new business start ups Foreign direct investment attracted (£millions) No. of new permanent, paid full time equivalent jobs Give totals in each year. No. of retained jobs No. of up-skilled jobs No. of volunteer positions No. of new trainees/ apprentices/ work placements No. of visitors/tourists Section C – Management Case
- Exploring on the importance of emoticons towards the digital communication. 15. 1. Teaching Critical Thinking -Perception on the use of technology in teaching critical thinking Teacher Preparation in teaching critical thinking 2. Teaching Materials - Development and Adaptation -Evaluation of English Language Textbooks for Secondary School Learners 3. Motivation in Language Learning - Orientations and motivation in language learning - Effectiveness of using motivation in language learning 16. 1.Second Language Acquisition - The Influences of Students’ L1 in the Acquisition of English Irregular Past-tense Forms 2. ELT Methodology – TESOL/ TESL - Writing Strategies Instruction: Its Impact on Writing in ESP Classes 3. Language Teacher Education - Teacher Cognition and Its Effects on Teaching Practices 4. Code- Switching - The Role of the L1 in Second Language Classrooms 17. 1. English and Education - Learning style preference of ESL students in vernacular schools - A comparison of English Syllabus used in private and government schools in Malaysia. 2. Reading Strategies- Comprehensive Extending Strategies - Metacognitive reading strategies of high and low proficiency learners. 3. English for Specific Purposes - Exploring the effectiveness of ESP programs in universities for workplace implementation. 4. Analysis - Error analysis of ESL learners in universities
a story is the message or the lesson given by the story to its readers. • Setting- where and when the story happens and how the story begins. • Characters (Heroes and Villains) - are the people or animated objects that interact in the story. • Plot- tells the order of events Plot has important parts: 1. Beginning- is the characters and setting are established 2. Middle- introduction of the problem or conflict, the high point and the winding point 3. End- it is the conclusion of the story, the conflicts are resolved Give important discussion on the sequence of elements. Values: Do you also make promise to your mother or father? Do you fulfil what you have promised to them? Is it important that we should fulfil our promise? Why do you say so? The suffix –ment means “state of being” (treatment); “result of n action” (development) The suffix –able means “capable or worthy of” (lovable) When you add prefix or suffix to the root word, you change the word’s meaning Developing mastery (Leads to Formative Assessment 3) Guided Practice The teacher will present another story. (Refer to LM Try and Learn) Read the Identify the elements of the story. Group Activity 1. the pupils into 4. Distribute to each group the photocopy of the story. 2. Summarize the by writing the elements of the story in the semantic web 3. Report the output to the class. Guided Practice Teacher will provide pictures and activity cards for group activity. (Refer to LM, Try and Learn) Group 1 1. Look at the pictures The pictures are activities that a grade five can do in school. 2. Name other things that you can do in school. 3. Write your sentences on strips of paper. 4. Read the sentences in front of the class. Group 2 1. The diagram is the activities a child in grade five may do at home. . Guided Practice Group Activity (Refer to LM Find Out and Learn) 1. Group the class into 4. 2. Each group has the same copy of paragraph. 3. Read the paragraph then identify the formal and informal English used. 4. Write your answer in the organizer. . Guided Practice Activity (Refer to LM Try and Learn) 1. Group the class into 4. 2. Give each group activity card with directions on what to do with the activity. 3. Activity proper. 4. Present the group output before the class.
___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to ___ Group member’s Cooperation in doing their tasks ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to ___ Group member’s Cooperation in doing their tasks ___ Carousel ___ ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks ___ Diads ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks ___ ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/ Poems/Stories ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Lecture Method Why? ___ Complete IMs ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Cooperation in doing their tasks
GRADES 1 to 12 DAILY LESSON LOG School: Grade Level: IV Teacher: Learning Area: ENGLISH Teaching and Time: JUNE 26-30, 2017 (WEEK 4) Quarter: 1ST QUARTER MONDAY June26 , 2017 TUESDAY June27 , 2017 WEDNESDAY June28 , 2017 THURSDAY June29 , 2017 FRIDAY June30 , 2017 OBJECTIVES Content Standards - Demonstrates understanding of the elements of informational text for comprehension. -Demonstrates understanding that English is stress-timed language to achieve accuracy and automaticity - demonstrates understanding that word meaning changes based on context. - Demonstrates understanding of the elements of informational text for comprehension. Demonstrate understanding of English grammar and usage in speaking or writing. Performance Objective Recall details ,sequence of events and shares ideas on text listened to. -Reads aloud text with accuracy and automaticity - use strategies to decode the meaning of words in the context Recall details ,sequence of events and shares ideas on text listened to. Uses the classes of words aptly of various oral and written discourse Learning Competencies/ Objectives ( Write the LC code for each) -Sequence events in a story listened to Code:EN4LC-Id--4 -Use context clues (antonyms)n to determine the meaning of unfamiliar words EN4V - Ia-d-2 Speaks clearly using appropriate pronunciation and intonation (Poems chants, rhymes , riddles) EN4OL-Ia-d-2 - Read words , phrases, poems or stories with long vowel o sound EN4F-Id-4 Sequence events in literary texts EN4RC - Id-e-3 Arrange words in alphabetical order with the same first letter but a different second letter EN4SS - Id-4 -Use Mass and Count Nouns EN4G-Id-3 CONTENT ( Subject Matter) “Tower to the Moon” _Sequencing Events Who’s Afraid? -Write rhyming words Poem: Cooking in the Kitchen -Sequencing events Mass Noun and Count Noun LEARNINGRESOURCES Teachers Guide pages pp. 45-48 pp. 48- 50 Pp. 50-51 Pp. 52 Learners Material Pages pp. 31-32 Pp. 32-36 Pp.36 - 37 Pp. 38-39 Textbook pages Additional Materials from LRDMS
GRADE 6 DAILY LESSON LOG School: Grade Level: VI Teacher: EVELYN M.CABAHUG Learning Area: MAPEH Teaching Dates and Time: June 12-16, 2017 (Week 2) Quarter: 1st Quarter MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY I. OBJECTIVE/S P.E HEALTH MUSIC ARTS P.E. Content Standard demonstrates understanding of participation and assessment of physical activity and physical fitness Demonstrates understanding of personal health issues and concerns and the importance of health appraisal procedures and community resources in preventing or managing them demonstrates understanding of the concept of rhythm by applying notes and rests, rhythmic patterns, and time signatures demonstrates understanding of the use of lines, shapes, colors, texture, and the principles of emphasis and contrast in drawing a logo and own cartoon character using new technologies in drawing demonstrates understanding of participation and assessment of physical activity and physical fitness Performance Standard participates and assesses performance in physical activities.assesses physical fitness practices selfmanagement skills to prevent and control personal health issues and concerns responds to beats in music heard with appropriate conducting patterns of 2 3 4 and 6 4 4 4 8 creates concepts through art processes, elements, and principles using new technologies (hardware and software) to create personal or class logo. designs cartoon character onthe spot using new technologies participates and assesses performance in physical activities.assesses physical fitness Learning Competencies (write the LC Code) . explains thenature/background of the games PE6GS-Ib-1 describes the skills involved in the games PE6GS-Ib-2 observes safety precautions PE6GS-Ib-h- recognizes the value of participation in physical activities PE6PF-Ib-h-19 assesses regularly participation in physical activities based on the Philippines physical activity pyramid describes personal health issues and concerns H6PHIab-18 demonstrates self management skills H6PHIab-19 Differentiates among 2 3 4 4 4 4 And 6 time signatures 8 MU6RH-Ib-e-2 • Describes the 2 4 time signature applies concepts on the use of the software (commands, menu, etc.) A6PR-Ib Explains the nature/background of the games describes the skills involved in the games PE6GS-Ib-2 observes safety precautions PE6GS-Ib-h- recognizes the value of participation in physical activities PE6PF-Ib-h-19 assesses regularly participation in physical activities based on the Philippines physical activity pyramid PE6PF-Ib-h-18
I, the undersigned, on behalf of the organisation indicated below, apply to join the DLM Forum. Organisation / Institution Salutation (Please indicate) Mr / Mrs / Miss / Ms / Dr / Other please specify Last Name First Name Position Email Address Town Region Country Zip Code Telephone Fax If the person above is not to be the company’s nominated assigned delegate to the DLM Forum, please provide additional details for the correct person. Please only complete details if different to those submitted above. Salutation (Please indicate) Mr / Mrs / Miss / Ms / Dr. / Other please specify Last Name Name Position Email Address Town Region Country Zip Code Telephone Fax Please indicate the type of membership you wish to apply for; Type of Organisation DLM Votes Price * Type of Organisation DLM Votes Price * National Archives 5 €875 Suppliers (Small) Less than €1million Annual Sales 2 €875 Other Public Archive 2 €875 Consultants (Large) 25 or more Full Time 5 €2500 Commercial Archives / Company Archives 2 €875 Consultants (Small) Less than 25 Full Time Staff 2 €875 Universities 2 €325 Sponsors / Donors 2 €2500 up Public Agencies 2 €325 Individual Persons 1 €275 Regulatory Bodies 2 €325 Accredited Test Centres accredited test centres 2 €1500 Associations (Greater than 101 Members) 5 €875 Associate Members Students can join as Associate Members 0 €75 Associations (Small) (Less than 100 Members) 2 €325 Honorary Members 0 €0 Suppliers (Large) Annual Sales of €1million or more 5 €2500
I, the undersigned, on behalf of the organisation indicated below, apply to join the DLM Forum. Organisation / Institution Salutation (Please indicate) Mr / Mrs / Miss / Ms / Dr / Other please specify Last Name First Name Position Email Address Town Region Country Zip Code Telephone Fax If the person above is not to be the company’s nominated assigned delegate to the DLM Forum, please provide additional details for the correct person. Please only complete details if different to those submitted above. Salutation (Please indicate) Mr / Mrs / Miss / Ms / Dr. / Other please specify Last Name First Name Position Email Address Town Region Country Zip Code Telephone Fax Please indicate the type of membership you wish to apply for; Type of Organisation DLM Votes Price * National Archives 5 € 875 Other Archives 2 € 350 Regulatory Bodies 2 € 350 Enterprises (Large) (Greater than 250 Members) 5 € 875 Enterprises (Medium) (Members between 50-249) 4 € 700 Enterprises (Small) (Members between 10-49) 3 € 525 Enterprises (Micro) (Members between 5-9) 2 € 350 Enterprises (Other) (Members between 0-4) 1 € 175 Individual Person 1 € 175 Honorary Members 0 € 0 * Annual Subscription
Participation Criterion Participation Criterion Descriptors Agree (Yes) or Disagree (No)? Provide documentation for each 1. The student has a significant cognitive disability The review of student records indicates a disability or multiple disabilities that significantly impact intellectual functioning and adaptive behavior. *Adaptive behavior is defined as essential for someone to live independently and to function safely in daily life. Yes/No 2. The student program includes grade-level academic standards in ELA and Mathematics that are consistent with the DLM Essential Elements.” Goals and instruction listed in the IEP for this student include the enrolled grade-level DLM Essential elements and address skills and knowledge that are appropriate and challenging for this student. Yes/No 3. The student requires extensive direct individualized instruction and substantial supports to achieve measureable gains in the grade-and age-appropriate curriculum. The student requires extensive, repeated, individualized instruction and support that is not of a temporary or transient nature and uses substantially adapted materials and individualized methods of accessing information in alternative ways to acquire, maintain, generalize, demonstrate and transfer skills across multiple settings. Yes/No Vermont’s DLM Student Eligibility Criteria
DLM Testing Schedule 2018-2019 ELA Fall Window 1 September 20 – December 18 (Required) Winter Window 2 January 3 – February 27 (Required) Spring Window 3 March 11 – April 26 (Required) Grade 3 4 3 5 Grade 4 4 3 5 Grade 5 4 3 5 Grade 6 4 3 5 Grade 7 4 3 5 Grade 8 4 3 5 Grade 10 3 2 5 Math Fall Window 1 September 20 – December 18 (Required) Winter Window 2 January 3 – February 27 (Required) Spring Window 3 March 11 – April 26 (Required) Grade 3 3 3 5 4 4 4 5 Grade 5 4 3 5 Grade 6 3 3 5 Grade 7 4 3 5 Grade 8 4 3 5 Grade 10 3 3 5 Science Fall Window 1 September 20 – December 18 Winter Window 2 January 3 – February 27 Spring Window 3 March 11 – April 26 (Required) Grade 3 Grade 4 Grade 5 5 4 9 Grade 6 Grade 7 Grade 8 5 4 9 Grade 11 5 4 9
Name of Questionnaire: DLQI Translation language: German Original language: English (UK) Organiser of translation: MAPI Research Institute, Lyon, France Number of > 1 Number of independent > 1 Total number of forward or before accepted for translation: Harmonisation process with 5 patient, QoL expert discussion, local translators and native speakers Final confirmed by: Professor A Y Finlay attached: Yes/No Date translation confirmed: 28 January 1998 Relevant publications: attached: Date this page completed: 10 March 2005
Name of Questionnaire: DLQI Translation language: Polish Original language: English (UK) Organiser of translation: Eric Myon, Charles TaÃ¯eb, Pierre Fabre SA. Also Prof Jacek Szepietowski, Kracow, Poland Number of 2 Number of independent 1 Total number of forward or before accepted for translation: 6 Final confirmed by: Professor A Y Finlay Final attached: Yes Date translation confirmed: February 2003 Relevant publications: attached: Szepietowski J et al. Dermatology Life Quality Index: Polish version. Dermatologia Kliniczna 2004; 6: Date this page completed: 10 March 2005 Date translation updated: 29 January 2014
and putting it into a form easily searchable by Impala and Hive. An explanation of how it is below. The script uses the Python CSV module to parse the traverse the file, row by row, and pick out the rows that require editing. It writes the new rows to a temporary file during execution and at the end replaces the source file with the temporary file. The thing the script will do to each row of the CSV is check how many columns it has. The standard tweet should have 14 rows. Many of the tweets in the shooting dataset had more than 14 rows and, originally, this threw the parser off. These extra rows were caused by commas in the text or source fields. To avoid this issue, we ignore any row with more than 14 columns. This results in some data loss but the amount lost is small; roughly 6% for the shooting dataset. If a tweet has the appropriate number of columns, the script then strips extraneous information from the source column. This is done via regular expressions. There are different character encodings depending on where the tweet originated from so both cases are handled. The source column is then overwritten with the changes. Next, the script will parse the day, month, and year from the created_at column. This is done via the Python dateutil and datetime modules. After parsing the values, day, month, and year columns are appended to the row. Finally, the script will strip the whitespace from the geo coordinate and time fields so that they can be properly imported into impala as doubles and integers respectfully. This script can be improved upon by instead of dropping malformated tweets, finding the cause of the improper formatting, repairing the situation, and correctly parsing the tweet. Lessons Learned Timeline/Schedule Feb 6 - Met with client to discuss project goals, assign project roles, setup project milestones
Support materials such as images, examples of previous work, CV’s, letters of support are required. Arts Access Grants: Funding is only available for Services or Older Persons Groups Applicants must be a community group or organisation and be not-for-profit organisation – applications from schools, universities or colleges will not be considered. The project must be easily achievable and will have an impact Promotes the professional or personal development of participants Applications cannot be for the cost of equipment, i.e. computers, TVs, hire of vehicles, musical instruments, personal apparel etc Funding for travel, competition fees, international conference attendance, prizes, costs already incurred, existing staff costs, or administrative overheads will not be considered Applications from organisations with outstanding grant reports or expenditure will not be considered Support materials such as images, examples of previous work, CV’s, letters of support are required. Business Grants Applications will only be accepted from recognised Business Groups – individual business do not qualify Applications must be for an activity/initiative that helps generate and sustain business activity by delivering tangible outputs such as increased footfall Applications must be for an activity/initiative that encourages firms in an area to work collectively to promote and sustain business activity in their area Applications must be for an activity/initiative that encourages businesses to work with Dún Laoghaire-Rathdown County Council and other public agencies Applications can be for a maximum of 75 % of the project cost The source of the balance of funding of the project must be provided Only 1 application can be submitted under this funding stream. Community Grants Applications must be from a constituted community or voluntary group
Quotation of works in the result Not used. Moral rights of creators By delivering the results, the contractor warrants that the creators will not object to the following on the basis of their moral rights under copyright: that names be mentioned or not mentioned when the results are presented to the public; that the results be divulged or not after they have been delivered in their final version to the contracting authority; that the results be adapted, provided that this is done in a manner which is not prejudicial to the creator’s honour or reputation. If moral rights on parts of the results protected by copyright may exist, the contractor must obtain the consent of creators regarding the granting or waiver of the relevant moral rights in accordance with the applicable legal provisions and be ready to provide documentary evidence upon request. Image rights and sound recordings If natural persons appear in a result or their voice or any other private element is recorded in a recognisable manner, the contractor must obtain a statement by these persons (or, in the case of minors, by the persons exercising parental authority) giving their permission for the described use of their image, voice or private element and, on request, submit a copy of the permission to the contracting authority. The contractor must take the necessary measures to obtain such consent in accordance with the applicable legal provisions. Copyright notice for pre-existing rights When the contractor retains pre-existing rights on parts of the results, reference must be inserted to that effect when the result is used as set out in Article I.10.1, with the following disclaimer: ‘© — year — European Union. All rights reserved. Certain parts are licensed under conditions to the EU’, or with any other equivalent disclaimer as the contracting authority may consider best appropriate, or as the parties may agree on a case-by-case basis. This does not apply where inserting such reference would be impossible, notably for practical reasons. Visibility of Union funding and disclaimer When making use of the results, the contractor must declare that they have been produced under a contract with the contracting authority, funded by the Union and that the opinions expressed are those of the contractor only and do not represent the contracting authority’s official position. The contracting authority may waive this obligation in writing or provide the text of the disclaimer.
The friends and family test which is collated via the iPad in reception had received the following responses following its relocation from the reception front desk. Month Extremely Likely Likely Don’t Know Unlikely Neither Likely or unlikely Extremely unlikely Jan 30 6 2 1 1 1 Feb 12 1 Mar 5 2 7 The group also suggested that paper Friends and Family surveys should also be used. Action: Kath to reinstate the paper copies of the Friends and Family test. Nursing Workforce Project Update Doctors Lane Surgery in partnership with Scorton and Quakers Lane are employing a healthcare assistant in order to free up nurses time, this is funded through the monies received from the CCG for the Nursing Workforce Project. The project has so far succeeded in: Identifying unmet need and using resources to address it Re-establish contact with a population previously isolated Improved patient satisfaction and quality of life Improved recognition and diagnosis of frailty Increase in referrals for the Hot Clinic and Elderly Psychiatry The whole team are involved in the project and going forward there will be: an economic valuation of the data. Data to inform interventions required Streamlining of the current pathway with a referral to one point Review of existing services including the involvement of the voluntary sector Further improve communications with the social care framework Training to support self-care Clinical Commissioning Group update (CCG) The CCG have a budget deficit of £7.7m this year; GP’s are encouraged to try and reduce referrals by managing patients
Organization Structure – Division of Logistics Services (DLS) – Supply Management Branch Gary Marquez, Chief - Reports to Director, DLS Danielle Harwood, Program Analyst - Reports to Supply Management Chief Dominic Vera, Administrative Technician - Reports to Supply Management Chief Distribution and Facilities Section Kimberly Boyd Batzel, Supervisor - Reports to Supply Management Vernon Bundick, Distribution and Facilities Specialist - Reports to Supervisor – Distribution and Facilities Section Milton Rollins, Distribution and Facilities Specialist - Reports to Supervisor – Distribution and Facilities Section Self Service Stores Eric Jones, Supervisor - Reports to Supervisor – Distribution and Facilities Section Joseph Girolami, Supply Technician - Reports to Supervisor –Self Service Stores Lucy Kenny, Supply Technician - Reports to Supervisor –Self Service Stores Kinney, Supply Technician - Reports to Supervisor –Self Service Stores Eynar Penate, Supply Technician - Reports to Supervisor –Self Service Stores David Smith, Supply Technician - Reports to Supervisor –Self Service Stores
Freight Forwarding Section Alicia Jackson, Supervisor - Reports to Transportation Management Chief House Hold Goods Alicia Jackson, Traffic Management Specialist - Reports to Supervisor – Freight Forwarding Section Relocation Services Vacant, Traffic Management Specialist - Reports to Supervisor – Freight Forwarding Section Freight Forwarding Vacant, Lead Traffic Management Specialist - Reports to Supervisor – Freight Forwarding Section Earl Hamma, Freight Rate Specialist - Reports to Lead –Traffic Management Specialist Samuel Taylor, Freight Rate Specialist - Reports to Lead –Traffic Management Specialist Mary Jane Williams, Freight Rate Specialist - Reports to Lead –Traffic Management Specialist Karen Williams-Kinney, Freight Rate Specialist - Reports to Lead –Traffic Management Specialist Brandon Campbell, Freight Rate Specialist - Reports to Lead –Traffic Management Specialist Mary Kelly, Freight Rate Specialist - Reports to Lead –Traffic Management Specialist Edward Crockett, Traffic Management Specialist - Reports to Lead –Traffic Management Specialist William Newman, Shipping and Receiving Assistant - Reports to Lead –Traffic Management Specialist
Reading Standards for Literacy in Science Grades 6-8 Grades 9-10 Grades 11-12 Key and Details RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. RST.9-10.2 Determine the central or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments taking measurements, or performing technical tasks. RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Annexure-II SUBJECT: - Application for Payment of Drawback of local taxes and levies on Export of Textile Fabrics/Home Textiles/Garments Dear Sir, Manager Field Office SBP _________ (city) I/We, M/s. _______________________________(Name & address of the manufacturing unit) having NTN No and MINTEX special identification No ____________________ (Name & address of the manufacturing unit) hereby apply for payment of Incentive of Rs.________ through our Bank __________. We further enclose the following documents in support of our claim: (All photocopies are to be attested by the submitting bank) (a) Copy of Goods Declaration Form (in case of manual GD Form, containing examiner’s report and MR date) Prescribed under the Customs Act, 1969 (IV of 1969). (b) Copy of Commercial/Custom Invoice for e-forms in case of having multiple categories (c) Insurance Premium Paid Certificate (in case of CIF Exports) where applicable (d) Freight Invoice applicable (e) Bank Verification Certificate (Appendix I) (f) Undertaking by the Bank (Appendix II) (g) Undertaking by the Claimant (Appendix III) (h) Detail of Export Proceeds (attested by relevant banks) (I) The claims may be submitted on provincial/expired registration certificate, however, payments may only be released by State Bank of Pakistan on approved valid certificate. (j) Copy of Bill of Lading/Master Airway Bill along with House bill of Laing/(FCR along with Master Bill of Lading)/ House Airway Bill (where applicable)/Original Truck Receipt ( To be filled by Applicant ) ( to be filled by banks ) Sr. No # Amount of E Form (FCY) Date of Shipment (Shipping document as per point J) HS Code Description of Goods Quantity Date of Realization Value Realized (FCY) Rate of Exchange Equivalent PKR Freight, Commission, Insurance (PKR) Net FOB Realized after deducting freight, insurance, commission etc. Name of Bank Month Schedule Page Sr
Dear Sir, I/We, M/s. _______________________________(Name & address of the manufacturing unit) having NTN No STN No ______________and MINTEX special identification No ____________________ with head office at ______________ hereby undertake that Drawback of Rs.________ claimed against FOB values of enhanced exports of the year 2015-16 increased beyond 10% over last year’s exports i.e. 2014-15 based on shipment date as per following details: Exports FY 2014-15 Exports FY 2015-16 Increment% Drawback Garments Made-ups Processed Fabrics Others Total is genuine as per conditions of the Government on Drawback of Local Taxes and Levies 2016-17. In case any discrepancy is detected subsequently, the State Bank of Pakistan may impose penalties including monetary penalty of 100% of the claim in addition to the refund of the amount of claim drawn. Yours faithfully, __________________________________ (Stamp and Signature of the Claimant) Verification Signatures and Stamp of Association _______________________
Department Service Service activities at the department level, examples include committee work, faculty mentor activities, and conference organizer. Administrative assignments at the department level, such as chair or division director should be entered under Administrative Assignments. CV, Merit Review Required fields for college: Committee Name University College Department Position Role Start Date (blank if one day) End Date (specify if one day, blank if continuous) Mission Area *UK required: none College Service Service activities at the college level, examples include committee work, faculty mentor activities, and conference organizer. Administrative assignments at the college level, such as director of graduate studies, assistant or associate dean should be entered under Administrative Assignments. CV, Review Required fields for college: Committee Name / Activity University College Position Role Start Date (blank if one day) End Date (specify if one day, blank if continuous) Mission Area *UK required: none University Service Service activities at the university level, examples include committee work, university senate membership, and conference organizer. Administrative assignments at the university such as associate provost, should be entered under Administrative Assignments. CV, Merit Review Required fields for college: Committee Name / Activity University Position Role Start Date (blank if one day) End Date (specify if one day, blank if continuous) Mission Area *UK required: none
POST GRADUATE ENTRANCE TEST CELL (SUPER SPECIALITY) GOVERNMENT OF KARNATAKA Address: of Health Sciences, Karnataka 4th ‘T’ Block, Jayanagar, – 560 041 PG Super Speciality Entrance Test - 2015 Date of Viva-Voce: 22.07.2015 Quota: NON IN-SERVICE Subject: DM NEUROLOGY Sl. Register No. Name of the candidate Remarks PREFERENCE MB00718 Ramesh Patil Selected BMC&RI MB00715 Dr Divya Nagabushana Selected BMC&RI MB00708 Avinash S Alashetty Selected JSS university , Mysore MB00724 Satish Janardhan Wl-1 MB00710 V Veena Wl-2 Mb00711 Santhosh H Wl-3 Mb00725 Kalpana Ry Wl-4
Document management Revision History Version Date Summary of Changes 0.1 05/12/17 First draft 0.2 19/02/17 changes 0.3 09/01/18 Minor changes 0.4 31/01/18 Minor changes 0.5 19/02/18 Change to date in footer 0.6 27/03/18 Comments from Domain E 0.7 29/05/18 Further comments from Domain E 0.8 13/06/18 Comments incorporated from NHS BSA 0.9 28/08/18 Incorporated comments from T&C Management Team 1.0 28/08/18 Final version 1.0 Reviewers This document must be reviewed by the following people: Reviewer name Title / Responsibility Date Version Stuart Abbott Senior Terminology Specialist 28/08/18 1.0 Mo Murhaba Advanced Terminology Specialist 28/08/18 1.0 Emma Melhuish Senior Terminology Specialist 19/02/18 0.5 Karen Rees Advanced Terminology Specialist 19/02/18 0.5 Jo Goulding Business Lead – Pharmacy Terminology 19/02/18 0.5 Kerry Frenz Clinical Safety Assurance and Engagement Manager 29/05/18 0.7 Vishen Ramkisson Senior Clinical Lead 13/06/18 0.8 Guy Jepson Senior Specialist Pharmacist – NHS BSA 13/06/18 0.8 Approved by This document must be approved by the following people:
Monday, October 30, 2017 Healing Rev. Ross W. B. Putnam “Ask, and it will be given you; search, and you will find; knock, and the door will be opened for you.” Matthew 7:7 Flying to San Francisco was an experiment to see if it is feasible to travel with my mobility scooter. The traveling itself was no problem. Airport and airline personnel were — to a person — helpful. The weather, of course, is another issue. But you can prepare for that. What I wasn’t prepared for was the Uber ride back to the airport. The car radio was tuned to a talk radio program. I asked what it was and the driver said it was a Christian program about the power of prayer. Eventually the driver asked why I used the scooter. My answer — Parkinson’s disease — led him to ask if he could pray for me when we got to the airport. I accepted this moment may be especially powerful. Maybe — just maybe — something was “supposed” to happen in that moment. So I agreed. The car in front of us had a lot of luggage needing to be unloaded. We couldn’t move. So he began to pray. He rebuked the disease, commanded every vestige of the disease to leave and never come back. He called on the name of Allah, Abba, Elohim, El-Shaddai, Yahweh, Jehovah and Adonai. It was the most intense, powerful prayer I had ever witnessed. This man was sincere. Of that there was no doubt. We finally reached the curb. As I got out he suggested I try something which had been a challenge and then I would know I had been healed. I did and I wasn’t.
Request for Proposal (RFP) – Used when competitive sealed bidding is not practicable or advantageous. Generally this is when factors other than price are to be considered or when objective criteria cannot be defined. One of the key differences between an IFB and an RFP is that negotiations are allowed in an RFP. Discussions are allowed with the respondents and best and final offers are solicited. Unless otherwise exempted, programs must submit their RFPs to CSD for processing. Procurement Methods Procurement Method Use When Advantages Disadvantages Competitive Bids (Invitation for Bids) Lots of competition exists. The product or service is available from more than one source. Award process is simpler. Award is made to the lowest responsive, responsible bidder providing the best value to the State. Defined specifications may be difficult to develop. Does not encourage innovative solutions. Competitive Proposals (Request for Proposals, Request for When factors other than price are evaluated. When negotiations are desired. Vendor is expected to provide innovative Allows factors other than price to be considered. Allows for customized proposals suggesting different approaches to the same business need. Allows for negotiations in order to obtain the best value for the state Lead times for procurement are much greater. Evaluations are more complex and subjective.
employed to support the sustainability of Markets and Street Trading. SESSION UNDERSTANDING and PERSONAL/PROFESSIONAL DEVELOPMENT At the completion of the course you will be able to understand the importance of: The legal basis of market rights The different specialist legislation for street trading in the country and London The role of the manager in protecting traders and operators from breaching legal requirements. The place of the law in protecting established markets/the need for market policies How to manage and ensure compliance of traders with stall letting systems by lease/tenancy/licence agreements and to know their differences. The importance of good enforcement policies and compliance/complaint systems European Legislation – it’s effect INDICATIVE STUDENT LEARNING RESOURCES Core Reading Lecturer Notes and PPs Indicative Reading Nabma and Governmental downloads (More in-depth reading is available if desired via Pease & Chitty’s Law of Markets & Fairs) DAY 4 12th April TRADING STANDARDS KNOWLEDGE FOR MARKET MANAGERS SESSION LEADER (S) Gavin Terry Patricia Lennon Amanda Prosser-Davies AMOUNT OF STUDENT EFFORT (HRS) Five (mandatory) SESSION AIM To understand what trading standards and food hygiene legislation there is for market traders and market managers to comply with. The types of controls available to ensure the protection of the public and the reputation of the market.
21 Best out of home Craft 22 Best use of the moving image or audio 29 Best writing Campaigns 30 Best design or art direction 23 Best integrated campaign 31 Best data strategy 24 Best launch campaign 32 Best digital experience 25 Best brand building campaign 33 Best creative solution or innovation 26 Best customer acquisition campaign Special 27 Best customer journey 34 Best GDPR communication 28 Best loyalty or CRM programme Campaign dates The eligibility dates are 1 August 2017 - 31 July 2018. The campaign must have been live at some point between these to dates From (DD/MM/YYYY): To (DD/MM/YYYY): STEP TWO - The team What agencies worked on the campaign? (this is for joint entries only) Company Who were the external suppliers? (optional) Company Involvement
United States Air Force Performance Report & Decoration Writing Guide Table of Contents Administrative Guide …………………………………………………..… 3 General Guidance ………………………………………………..…… 4 Bullet Writing ………………………………………………..…… 7 Job Descriptions ………………………………………………..…… 9 Decoration Writing …………………………………………………..… 11 DMA Decoration Checklist …………………………………………………..… 14 How to Retrieve PT test score …………………………………………………..… 16 How to Retrieve SURFs ………………………………………………..…… 17 Additional …………………………………………………..… 18 Appendix A – Acronym List …………………………………………………..… 19 Appendix B – JSAM Guidance ………………………………………………...…… 20 Appendix C – JSCM Guidance ……………………………………………...……… 21
DMAIC RETURN ON INVESTEMENT (ROI) WORKSHEET Steps COPQ / Benefits ($) COPQ / Benefits Throughput Costs / Expenses ($) Net Benefits ($) Calculated ROI (Ratio) Comments % $ Define Measure Analyze Improve Control Project ROI Ratio = :1 Throughput = % of Initial COPQ
Table 1. FDA-Approved Rheumatoid Arthritis Indications for Anti-TNF DMARDs Etanercept Infliximab Adalimumab Certolizumab Pegol Golimumab Moderately to severely active RA X (1998) X (1999) X (2002) X (2011) X (2011) Reduction of and symptoms X (1998) X (1999) X (2002) Inhibition of progression of structural damage X (2000) X (2000) X (2002) Improvement in physical function X (2003) X (2002) X (2004) Induction of major clinical response X (2004) X Monotherapy X X X X Combination therapy X X (with MTX) X (with MTX or other DMARDs) X (with MTX) X (with MTX) Use after inadequate response to > 1 DMARDs X (inadequate response to MTX) X (2004) X X Use in patients who have not previously failed treatment with a X (2000) X (2004; can be used in patients not previously treated with MTX) X (2005; can be used in patients not previously treated with MTX) X Use after inadequate response to > 1 TNF-α antagonists X