zilongwang/ReadingBank huggingface dataset:
BLAST / Blosum10 Dynamic programming gives a better alignment than BLAST. As the two sequences are very similar, it is best to use Blosum90. 12) A BLAST search is most useful when you want to do the following: Find inverted repeats within a protein sequence Generate the best possible alignment between the target and template sequences to be used as input for homology modeling Find a rat paralog to a human gene Find a rice ortholog to a yeast gene Predict the secondary structures of a protein BLAST finds similarity between sequences and does not provide the best alignment. It cannot detect inverted repeats as it is biased toward reading from left to right. Paralog are genes from the same specie. BLAST is not used for secondary structure prediction. 13) We want to find the best alignment(s) between the protein sequences FAFWC and FWFC. The scoring scheme S is defined as follows: S(i,i) = P, and S(i,j) = M otherwise. There is a constant gap penalty of G (gaps at the beginning are considered). The dynamic programming matrix is shown below. What were the values of P, M, and G: A) P=5, M=0, G=0 B) P=5, M=-1, G=-1 C) P=5, M=-2, G=-2 D) P=5, M=-3, G=-1 E) P=5, M=-1, G=-3 14) The dotplot shown below compares the DNA sequence of the actin muscle gene from Pisaster ochraceus (horizontal) with the RNA corresponding to the same gene (vertical). The six regions of high similarity that shows as black lines correspond to: 15) When we compare the sequences of proteins that belong to the same family, we observe that some regions in the sequences are more conserved than others (see for example Figure 1 below). Figure: Residues conserved among various G protein coupled receptors are highlighted in horizontal gray bars (from http://en.wikipedia.org/wiki/Conserved_sequence). The presence of such conserved regions is (choose the most likely answer):
Resources required and itemized budget: Activities and Outputs Human Resources Travel Inputs: Meetings/events Input: Equipment/Material Estimated cost Minimum Maximum Output 1 : Capacity building Activity 1.1: Capacity needs assessment and development of training contents and assessment tools; Activity 1.2: Development of trainings and capacity building programmes; Activity 1.3: Evaluation of training and capacity building programs; Training expert (and team) Role: Capacity needs assessment, development of training framework, content development, training of trainers, handholding and evaluation. Estimated number of days: 20 Title: Master trainers (and team) Role: training of stakeholders in their countries Estimated number of days: 20 Regional training: training of trainers Total participants : 45. Being 15 Gender Focal Units from the Ministry of each country and 30 participants (2 per country) from selected organizations. Flights& DSA: 53,500 $ Training of trainers Number of participants: 45 Number of days: 3 days Training of stakeholders. Number of days: 3 days Item: Training handbooks, reading and reference materials Purpose: Training materials to the master trainers 1,000$ Item: catering Purpose: workshop coffee breaks 1,000$ Item: Venue (room) Purpose: training. 2,500$ 100,000 $ 120,000 $
Early Childhood Special Education Program MASTERS AND CREDENTIAL ROADMAP FALL 2016 START YEAR ONE FALL 2016 SPRING 2017 SUMMER 2017 METHOD CORE MASTERS METHOD CORE MASTERS SPED 777 SPED 779 SPED 747 SPED 737 SPED 738 SPED 788 ISED 797 HED YEAR TWO FALL 2017 SPRING 2018 SUMMER 2018 METHOD CORE MASTERS METHOD CORE MASTERS SPED 780 SPED 774 SPED 881/EE* SPED 885 SPED 791/825 SPED 801 SPED 729 SPED 730 YEAR THREE FALL 2018 SPRING 2019 SUMMER 2019 METHOD CORE MASTERS SPED 729 SPED 730 SPED 894/898/ 896 EXM *EE = Extra Elective for MA or SPED 881 HED: Health Education (HED 630/635 through CEL or approved course substitution)
well behaved youngster may forget himself and suddenly sprint off. If you cannot keep a firm grip on your child’s hand while in a parking lot, play it safe and buckle him into a stroller. Teach your children Do not assume your child understands the dangers lurking in a parking lot. Because it seems so clear to you, it is easy to overestimate your child’s knowledge. KidsandCars.org suggests teaching your child that even though they can see a vehicle; the driver may not see them. Thousands of children are seriously injured or die yearly because a driver simply didn’t see them while backing up. You also need to teach your child the dangers of running off, due to the unlikely event that they will be abducted or, more likely, get lost. While we do not want to frighten our kids unnecessarily, we also do not want them to be unaware. Talk to your child in an age-appropriate way about the importance of sticking close to you. Watch for Other People’s Children Although you may always keep a close eye on your youngster in parking lots, don’t assume everyone else does the same. Before getting into your vehicle, KidsandCars.org recommends walking around and behind the vehicle, prior to moving. Also, keep a careful eye out for children as you back out and maneuver through the parking lot. School Closing For school closings, early dismissals and late starts, call the School Closing Hotline at (651) or watch/listen for information on these media outlets: WCCO-AM 830 If winter weather is so severe that schools need to close, parents will also be alerted in three ways as a decision is made: A School Messenger phone message and email will be sent to all parents. A message will be posted on the homepage of Messages will be posted on the District’s Facebook and Twitter pages. We know that closing schools can be disruptive, especially for working families. Student and staff safety are our primary concern. Ultimately, the decision to send children to school remains with families. The District supports those decisions that are made for the safety and health of students. Smoke Free Environment Bear Lake Area Schools is smoke free. Smoking is not permitted in the building or on school grounds. This includes the playground and the parking lot. Snacks All White Bear Lake Area Schools in the district are introducing school meal and snack standards meant to reduce calories and increase the consumption of fruits and vegetables. In
funds. Each article will include topics in regards to preschool screening, and training staff are attending regarding early childhood. Michelle will draft up an article and will be sending it off to the group for feedback. The article will be featured at the end of February. The two articles every year will be during the months of February and August. February topics for 2017: ASQ, Trainings for staff working with prenatal to 5 years old; collaborating efforts amongst the agencies; sharing resources; brochure; Literacy kits Topics that will be included in every article will be: Registration for preschool -; Kindergarten roundup. Application for enrollment for TCC Head start. 6 2:10 MCICC board update April 12 – 10:00-10:15 Beka Swisher offered to come and present to the MCICC board, Michelle will provide an outline of what we would like her to cover. ACTION: Michelle will send Beka meeting request and template 7 2:20 Other items/ Questions/Concerns 8 2:30 Adjourned 2:10 Next meeting agenda items: Strategic Planning
Standard 3 Field Experiences and Clinical Practice This standard was to be Unmet in the 2014 review. 1. The unit does not ensure that all initial and advanced candidates have experience working with students from diverse ethnic/racial backgrounds, and students with exceptionalities, and students from different socioeconomic groups, and English language learners. (ITP, ADV) All initial candidates at the undergraduate and graduate level experience a diversity of clinical placements according factors of community indicators (e.g., suburban, rural, and urban) and socio-economic status (e.g., Title II). Please refer to Appendices G2 and G3 for descriptors of Connecticut’s district demographics. In addition, P-12 student factors of ethnic/racial backgrounds, gender, ability diversity, and home language diversity are considered. At the EPP, the intersectionality of these factors is strong. For example, one of our key school districts is largely minority serving 68% Hispanic student population, with 43% from non-English speaking homes. The district is also classified as culturally rich urban. Candidates’ placements are tracked by the EPP according to these diversity indicators. A completed spreadsheet outlining the diversity of clinical placements will be available at the onsite visit. Herein, in appendices G4, G5 and G6, we provide documentation of current placements student teaching, pre-student teaching and practicum. In addition to district and school level factors of diversity, candidates are required to report on the student populations for the classrooms placements and to reflect their content, pedagogical knowledge, skills, and professional dispositions development across diverse contexts (See previously submitted Core I Portfolio Looking Backwards, Looking Forward, for example). The newly developed year-long, residency based internship program for master’s level students allows for the full immersion in a learning community whereby candidates are able to demonstrate professional roles they will incur in their schools. For example, one of our current interns participated in instructional rounds observations with teachers and school leaders as well as participated in the discussion that followed (see Appendix J5 for Instructional Rounds schedule at the internship program). For all advanced candidates, the newly proposed advanced master’s program is set to replace the existing programs. The existing programs include a single clinical experience, while the new advanced master’s program will consist of a
EC’s PR Plan Resources Capturing Kids’ Hearts Conscious Discipline (PreK-3rd grade) Early Act First Knight – Elementary Love and Logic SAMA – De-escalation Strategies Nurturing Hearts Behavior Support Initiative Spencer Henry Lee Cantor –Assertive Discipline Six Pillars of Character Fred Jones Tools for Teaching Bucket Filling Thomas Brown
Location Climate Geology and Geography and Fauna Humans Name Of Ecozone __________________________ Location Climate Geology and Geography Flora and Fauna Humans Name Of Ecozone __________________________
Location Climate Geology and Geography Flora and Fauna Humans Name Of Ecozone __________________________ Location Climate Geology and Geography Flora and Fauna Humans Name Of Ecozone __________________________
Location Climate Geology and Geography Flora and Fauna Humans Name Of Ecozone __________________________ Location Climate Geology and Geography Flora and Fauna Humans Name Of Ecozone __________________________
Location Climate Geology and Geography and Fauna Humans Name Of Ecozone __________________________ Location Climate Geology and Geography Flora and Fauna Humans Name Of Ecozone __________________________
Items Needed Before Scheduling the Interview Practical Nursing Cosmetology Practical Nursing Application Reference Letters All transcripts TEAS scores Cosmetology Application TABE Scores All Transcripts TESTING SCHEDULE TABE and TEAS testing is by appointment only on the Emerald Coast Technical College campus. Test dates are listed on the Emerald Coast Technical College calendar website You should schedule a test date and time. Required picture identification must be presented at time of testing. If you need assistance in choosing the right program for you, make an appointment to see our counselor – 850 892 1240 X 5182 Testing fee for TABE is $15 and for TEAS is $65. Call 850-892-1241 for testing schedule. Summary of Reported Crimes on Campus This annual security report is prepared as part of the annual catalog/student handbook and in compliance with the Federal Student Right-to-Know and Campus Security Act. Crime statistical data is based on information obtained through local police agencies. Reports concerning criminal actions or other emergencies should be directed to the office of the Principal/Director. (Building 100). 2013 2014 2015 2016 Reported Crime Total Hate Stat. Crime Total Hate Stat. Crime Total Hate Stat. Crime Hate Stat. Crime Crime Homicide Offenses 0 0 0 0 0 0 0 0 Forcible Sex Offenses 0 0 0 0 0 0 0 0 Non-Forcible Sex Offenses 0 0 0 0 0 0 0 0 Robbery 0 0 0 0 0 0 0 0 Aggravated Assault 0 0 0 0 0 0 0 0 Burglary (B&E) 0 0 0 0 0 0 0 0 Larceny/ Theft Offenses 0 0 0 0 0 0 0 0 Motor Vehicle Theft 0 0 0 0 0 0 0 0 Arson 0 0 0 0 0 0 0 0 Liquor Law Violations 0 0 0 0 0 0 0 0 Drug Law Violations 0 0 0 0 0 0 0 0 Illegal Weapons Possession 0 0 0 0 0 0 0 0 Federal and Florida laws require that a person designated as a “sexual predator or offender” register with the Florida Department of Law Enforcement. The Florida Department of Law Enforcement (FDLE) is then required to notify the appropriate law enforcement agency where the predator/offender registrant resides or attends an institution of higher learning. Information regarding sexual predators or sexual offenders attending such institutions may be accessed from local law enforcement agencies, by calling the FDLE hotline (1-888-357-7332), or through the FDLE website:
CONTACT DETAILS (of the representative of the destination or attraction, action, initiative) Name (title, first name, last name) Function Organisation Address Telephone Mobile phone Email Website PROJECT MANAGER (if not identical to the representative) Name (title, first name, last name) Function Organisation Address Telephone Website PART 3 Statement This statement should cover the aims of the project, action, initiative etc. its achievements and results within the selected heritage-related aspect of cultural tourism, the partners involved, implementation process, budgetary constraints, phases of development, possible findings, events, approximate total cost, and the qualities which make it outstanding in a European context and particularly in relation to the and its objectives (see for a list of objectives). 1 page maximum
Non-profit research associations: 1,000 € (“B4” Members); For “C” Members (SMEs and SME Associations): 1,000 €; For “D” Members (others): 1,000 €.
Workshops (W) 2 8 10 FREE ELECTIVES 2 8 10 Total number of courses 48 192 240 PROGRAMME PLAN - Undergraduate Studies COURSE SUMMARY TABLE INDICATIVE PROGRAMME FIRST YEAR SEMESTER I Title Course Code Course Type Hours ECTS Credits Local Credits 1. Introduction to Ancient Greek Theatre ATH011 L 4 5 4 2. Introduction to Theatre Studies (Modern Theatre) THE 041 L 4 5 4 3. Landmarks of Modern Greek Literature GI 052 L 4 5 4 4. Introduction to Theory and History of Dance GI 055 L 4 5 4 5. Introduction to Fine Arts GI 054 L 4 5 4 6. Elective 4/5 5 4 number of credits 30 24 SEMESTER II Title Course Code Course Type Hours ECTS Credits Credits 1. Renaissance and Elizabethan Theatre – Shakespeare WTH 021 L 4 5 4 2. Dramaturgical Analysis I: Dramatic Texts of Classical Dramaturgy THE 044 L 4 5 4 3. Dramaturgical Analysis II: Dramatic Texts of Modern Dramaturgy THE 045 L 4 5 4 4. Elective 4/5 5 4 5. Elective 4/5 5 4 6. Elective 4/5 5 4 Total number of credits 30 24 SECOND YEAR SEMESTER III Title Course Code Course Type Hours ECTS Credits Credits 1. Ancient Greek Tragedy II: Sophocles ATH013 L 4 5 4 2. European Theatre from the 17th to the 19th Century (from Classicism to Romanticism) WTH 022 L 4 5 4 3. European Trends and Post-Revolutionary Greek Theatre Writing MGTH 032 L 4 5 4
5. Elective 4/5 5 4 6. Elective 4/5 5 4 Total number of credits 30 24 FOURTH YEAR SEMESTER VII Course Code Course Type ECTS Credits Local Credits 1. Theory of Theatre and Drama in Modern Times THE 042 L 4 5 4 2. Seminar II (Ancient Theatre) SEM 072 S 4 5 4 3. Elective 4/5 5 4 4. Elective 4/5 5 4 5. Elective 4/5 5 4 6. Elective 4/5 5 4 Total number of credits 30 24 SEMESTER VIII Title Course Code Course Type Hours ECTS Credits Local Credits 1. Ancient Greek Tragedy I: Aeschylus THE 012 L 4 5 4 2. Seminar IV (Modern Theatre with Emphasis on Performance) SEM 074 S 4 5 4 3. Elective 4/5 5 4 4. Elective 4/5 5 4 5. Elective 4/5 5 4 6. Elective 4/5 5 4 Total number of credits 30 24 DESCRIPTION OF UNDERGRADUATE COURSE UNITS ACADEMIC YEAR 2015-16 MANDATORY COURSES LECTURES Course title Introduction to Ancient Greek Theatre Course code ATH 011 Type of course Mandatory, Lecture Level of course Undergraduate Year of Study First Semester First ECTS credits 5
: Applied Professional Knowledge And Skills Is the registrar at the competency expected for their level of training? Unable to assess Well below expected level of competence expected level of competence At expected level of competence Above expected level of competence : Population Health and Context Of General Practice Free text Is the registrar at the competency level expected for their level of training? Unable to assess Well below expected level of competence Below expected level of competence At expected level of competence Above expected level of competence : Professional and Ethical Role Free text Is the registrar at the competency level expected for their level of training? Unable to assess Well below expected level of competence Below expected level of competence At expected level of competence Above expected level of competence
discuss your application in advance of submission, please don’t hesitate to contact Anna Whitty or Becky Casement on 020 8813 3210 to discuss your particular circumstances. SECTION 1: Main Contact Please provide details of the main contact for this grant application. We will contact this person with any questions about your application, and inform them of our funding decision. It is important that they are contactable from 9am-5pm Monday to Friday. Name Role Telephone Email SECTION 2: About your Organisation Organisation name Address Telephone number Email address Website Facebook username Twitter username Charity and/or Company number Is your organisation a branch of a national/larger organisation? Yes No If yes, please specify: Is this application being made on behalf of a coalition, or as a partnership? Yes No If yes, please give details: When was your organisation set up? Month: Year: What was your organisation’s income in each of these years (or since your organisation started if it is less than 3 years old)? 2015/16 2014/15 2013/14 £ £ £ About your organisation (please tick all that apply) Type of organisation: Profile of organisation: Charitable Arts Under 8s Voluntary Club Children Community Education Statutory Health Adult Non profit-making business Housing Elderly (60+) Religious Disabled Social activities Ethnic minority Social services Isolated/lonely
Application Check List ____Completed and Signed Application Form ____Answers to Application Questionnaire ____Background check ____Reference form to pastor ____ ____ Reference form given to two other persons ____ Recent Digital photo to ____$100 application fee RETURN no later than August 1, 2016 (earlier is better) to: Lorna Jost / UMVIM-NCJ 910 4th Street Suite G Brookings, SD 57006 Enclose a $100.00 per person refundable down payment. Make payable to: United Methodist Volunteers In Mission - North Central Jurisdiction (UMVIM-NCJ) designated for Mission Discovery Ecuador - 2016 Only EIGHT spots are available on this team. Space will be filled on a first come first serve basis. Once your application has been reviewed, you will be contacted to verify your acceptance and participation. United Methodist Volunteers In Mission – North Central Jurisdiction UMVIM-NCJ 910 4th Street, Suite G Brookings, SD 57006 605/692-3390 Christian love in action! REFERENCE REQUEST for MISSION DISCOVERY to Ecuador applicant ___________________, an applicant to serve on a Mission Discovery Journey to Ecuador for youth and young adults, has given your name as a personal reference. We will greatly appreciate your response to the parts of this questionnaire in which you have knowledge in regard to the applicant. Please return this form to the applicant in a sealed envelope to be included with their application. You may also complete this and send it electronically. Use as much space as necessary. Please put additional comments that you might have at the end of the form.
ECO 2013: Microeconomics Jan 2017 thru May 2017 (Spring Semester) Key Course Information Instructor Nicholas C. Reithmaier Phone (727) 253-8817 Fax (855) 223-2830 E-mail Location Online @ D2L MyCourses Course Date Mon 09 Jan 2017 Course End Date Fri 05 May 2017 Course Credits 3 Introduction Welcome to ECO 2023 called Principles of Microeconomics! In this course, we’ll explore the basic concepts of a single individual or business. The first course in the sequence, ECO 2013 called Principles of Microeconomics, studies the basic concepts of a large economy comprised of a lot of individuals and businesses. Together, these 2 courses provide a comprehensive overview of economics. Below are some of the topics in each course that we explain and develop mathematical models for. ECO 2013 – Principles of Macroeconomics ECO 2023 – Principles of Microeconomics How to use math and graphs in economics What economics is and what the major principles of economics are How individual markets work by using consumer demand and business supply Economic indicators such as GDP, inflation, and unemployment How consumers make choices between different goods How economies use capital to grow and develop The types of competition in a free market from perfect to monopoly The aggregate demand and aggregate supply model which describes how a macroeconomy works How to determine the right amount of environmental regulations How governments use spending and printing to control economic growth How risk and uncertainty influence markets The purpose of banks and money in the modern economy The major types of government spending
Secondary Education Name and location of school/college From To Examinations taken (include date, level, grade) Further Education – University, College Courses Name and location of establishment From To Examinations taken (including subject and level) Classification or Grade Work Related Training Date Course/Training Details
Belgium Tel/Fax: 32 2 6484891 E-mail: glover.bru@gmail.com Position: ………………………………………………… Signature:………………………………………………..
Resources for Further Learning on M&E This is not intended to be an exhaustive list of M&E resources. Many more toolkits, trainings, and videos are available on the web. The GEF Evaluation Office will periodically update the list and make it available via its web page, . GEF M&E Policies and Guidelines GEF M&E Policy (2010) in English, French, and Spanish: GEF Evaluation Office Ethical Guidelines in English: GEF Guidelines for Conducting Terminal Evaluations in English (to be updated in 2013): Examples of GEF terminal evaluation reports and country portfolio evaluations (including their terms of reference): GEF country Portfolio Evaluations and Studies: GEF website (many terminal evaluations can be accessed via country profile search): UNDP Evaluation Resource Center (search for “GEF evaluations”): Evaluation toolkit at My M&E, including checklists, handbooks, videos, and training materials (in English, French, and Spanish): Resources the following topics, among many others: How to plan an evaluation How to manage an evaluation How to conduct an evaluation How to ensure the quality of an evaluation How to use evaluation results M&E resources of the Bank, including multiple practical examples, case studies, tools, methods, videos, and how-to guides (many in the six UN languages): Resources cover the following topics, among many others: Designing a Results Framework for Achieving Results Writing Terms of Reference for an Evaluation: How to Guide
Please the appropriate Regional Office: Northwest Regional Office 3190 – 160th Ave SE Bellevue, WA 98008 Eastern Regional Office 4601 N. Monroe St. Spokane, WA 99205 Southwest Regional Office PO Box 47775 Olympia, WA 98504 Central Regional Office 1250 W. St. Union Gap, WA 98903
assisted in preparing this above application, I understand that all responsibility for the accuracy of the information rests with me. Applicant Printed Name – Title Applicant Signature (Date: MM/DD/YYYY) Water Right Holder Printed Name Water Right Holder Signature (Date: MM/DD/YYYY) Land Owner of Existing Place of Use Printed Name Land Owner of Existing Place of Use Signature (Date: MM/DD/YYYY) Land Owner of Proposed Place of Use Printed Name Land Owner of Proposed Place of Use Signature (Date: MM/DD/YYYY) *Submit your application to: DEPARTMENT OF ECOLOGY CASHIERING SECTION PO BOX 47611 OLYMPIA, WA 98504-7611 Central Regional Office 1250 W. Alder Street Gap, WA 98903-0009 (509) 575-2490 Eastern Regional Office 4601 N. Monroe Street Spokane, WA 99205-1265 (509) 329-3400 Northwest Regional Office 3190 – 160th Avenue SE Bellevue, WA 98008-5452 (425) 649-7000 Southwest Regional Office PO Box 47775 Olympia, WA 98504-7775 (360) 407-6300 ATTACHMENT FOR Application for Change/Transfer of Water Right Point(s) of Diversion/Withdrawal - Existing Proposed: SOURCE NO. ¼ ¼ SEC. TWP. RGE. PARCEL # WELL TAG # DO YOU OWN THE ABOVE POINT(S) OF DIVERSION/WITHDRAWAL? YES NO IF NO, PROVIDE OWNER NAME(S): Purpose(s) of Use - Existing Proposed: PURPOSE OF USE GPM or CFS ACRE-FT/YR PERIOD OF USE
VI. Continuity Survey Structure “A” Structure “B” Point “A” to Point “B” or Fixed Cell Location >30’ Structure “A” Fixed Voltage >30’ Structure “B” Fixed Voltage >30’ Point-to-Point or Fixed Voltage Difference Method and Standards Used (e.g. R051) VII. System Survey Structure Contact Point Half Cell Location Voltage “ON” Local Voltage “Instant Off” Remote Voltage “ON” >30’ Voltage P A S S I L Method and Standard Used A S I
1. Type 2. Efficiency 3. Bag height 4. Bag diameter 5. Number of bags 6. Filter Area (sq. feet) 7. Filter Media 8. Gas Flow Rate (cfm) 9. Air- to-Cloth Ratio 10. Overall Dimensions 11. Cleaning Mechanism 12. Other 13. Other 14. Other 1. Type 2. Efficiency 3. Dimensions 4. Gas Differential Pressure 5. Type of scrubber liquid 6. Liquid Flow Rate gpm) 7. Gas Flow Rate (cfm) 8. Scrubber Packing Material 1. Type 2. Efficiency 3. Dimensions 4. Gas Differential Pressure 5. Gas Flow Rate (cfm) 6. 1. Type 2. Efficiency 3. Dimensions: spacing, height, length (attach layout) 4. Fields 5. Configuration 6. Gas Velocity (fpm) 7. Gas Flow Rate (cfm) 8. Residence Time 9. Gas Differential Pressure 10. Precipitation Rate 11. Prim/Sec. Voltage 12. Prim/Sec. Current 13. Corona Strength 14. Gas Temperature (deg. F) 1. Type 2. Efficiency 3. Gas Flow Rate (cfm) 4. Bed Media 5. Adsorption Isotherm (attach graph) 6. Surface Area (sq. feet) 7. Gas Velocity (fpm) 8. Gas Temperature (deg. F) 9. Bed Volume (cubic feet) 10. Bed Dimensions 11. Capacity (hours) 12. Contaminant 13. Regeneration Time 14. Regeneration Type XII. OTHER DATA 1. Site Plan and Equipment Layout for the site attached? YES NO 2. MSDS Sheets for Chemicals or Materials related to this proposal attached? YES NO
3. Vendor’s and/or Manufacturer’s information attached? YES NO 4. Modeling Information attached? YES NO 5. Fugitive Dust Control Plan attached? YES NO 6. All Enclosures for your Specific Proposal attached? YES NO 7. Name and Title of Person Filling out this Form Printed Name Signature Date 8. Name and of Responsible Official Printed Name Signature Date XIII. ADDITIONAL INFORMATION FOR SPECIFIC EQUIPMENT (Attach Vendor’s Information) BOILER BURNER ASPHALT SAND / GRAVEL BOOTH 1. Type and Number 2. Size (BTU per hour 3. Size (steam pounds per hour) 4. Efficiency 5. NOx Rating (PPM@ 7% Oxygen) 6. CO Rating (PPM @ 7% Oxygen) 1. Type and Number 2. Size (BTU per hour input 3. NOx Rating (PPPM@7% Oxygen) 4. CO Rating (PPM @ 7% Oxygen) 1. Type (Drum, Batch) 2. Size (tons per hour) 3. VOC Emission Points (attach layout) 4. VOC Controls 5. Aggregate Piles (acres) 6. Off Road Vehicle Use (miles per year) 7. (Line, Genset, etc.) 1.Crusher Type (Prim., Sec., Tertiary) (attach layout) 2. Size (tons per hour) 3. Number of Screens 4. Number of Conveyors 5. Fog Location (attach layout) 6. Aggregate (acres) 7. Off Road Vehicle Use (miles per year) 1.Operation Type 2. Application Method 3. Filter Bank Area 4. Filter Exhaust Flow 5. Coating & Solvent Types & MSDS Sheets (attach details) 6. Gun Cleaning Method 7. Drying Method
3. Production type (soil, hydroponic, aeroponic) If hydroponic, list reservoir size (gallons) Frequency of water exchange (days or weeks) Approximate volume of water exchange (gallons) 4. Estimated annual production (pounds) 5. Months of production 6. Number of harvests per year 7. Name(s) of cleaning products used 8. Average volume of production wastewater produced daily (gallons) 9. Discharge to publicly owned sanitary wastewater collection and treatment system? Yes No If yes, name of system 10. Do you have written approval from the publically owned system? Yes No If yes, attach the approval letter If no, what is the proposed method of wastewater disposal (e.g., land application, irrigation)? 11. If land application or irrigation is proposed, provide the number of acres used for application Provide a legal description of the application site (to the nearest ¼ ¼ section, township, range) ¼S ¼S S TWN R Attach an aerial map of the acreage 12. Explain what steps or measures will be taken to minimize the amount of wastewater generated, or improve the quality of wastewater produced. Washington State Liquor Control Board (WSLCB) License Number: Type (e.g., Tier 1): SECTION C. PROCESSING WASTEWATER Yes No Is processing proposed at this location? If no, STOP. 1. Describe any differences between the Operation Plan and the actual planned processing 2. Average volume of processing wastewater produced (gallons) 3. Will THC be extracted? If yes, what extraction chemicals will be used?
If the find may be human remains or funerary objects, the Senior Staff or Cultural Resource Specialist will ensure that a qualified physical anthropologist examines the find. If it is determined to be human remains, the procedure described in Section 5 will be followed. Notify DAHP: The Senior Staff (or a delegated Cultural Resource Specialist) will contact the involved federal agencies (if any) and the Washington Department of Archaeology and Historic Preservation (DAHP). Notify Tribes: If the discovery may be of interest to Native American Tribes, the DAHP and Ecology Supervisor or Coordinator will coordinate with the interested and/or affected tribes. General Contacts Federal Agencies: Agencies: Agency: Name Title Number Agency: Name Number Email Department of Archaeology and Historic Preservation: Dr. Allyson Brooks State Historic Preservation Officer 360-586-3066 Assigned Alternate: Rob Whitlam, Ph.D. Staff Archaeologist 360-586-3050 Assigned Alternate: The DAHP or appropriate Ecology Staff will contact the interested and affected Tribes for a specific project. Tribes consulted on this project are: Tribe Name Name Title Title Phone Email Tribe Tribe Name Name Title Title Phone
New Program Process Flowchart New flowchart process reviewed by APCC & EC on 4.14.17 Feedback given for process clarification revisions -Flowchart is still in draft form -Will be posted on APCC & Academic Affairs websites when finalized RCEP Process for UW Tacoma EVCAA asked EC to discuss a potential RCEP process at UW Tacoma on 4.14.17 Follow up on this item in Fall 2017 Principle Investigator Policy Lisa Isozaki presented to EC on 5.19.17 & asked for feedback This policy will be put in place as provisionary until EC has more time to discuss it in Fall 2017 Follow up on this item in Fall 2017 Honorary Degree Procedure EVCAA asked EC to look into developing a process for granting honorary degrees at UW Tacoma Due to time constraints, EC did not get to discuss this in 16-17 -EC leaders will begin to look at this process during summer 2017 -EC leaders may involve APT in designing policy IT Accessibility Implementation Plan for UW Tacoma Patrick Pow, Vice Chancellor for Information Technology, presented to EC on 1.18.17 & asked for support in implementation Check with Patrick about the plan’s progress Miscellaneous Announcements & Campus-wide Engagement -Updates on Student Success Task Force -CSS Minor Elimination – EC recommended limited review -Responsibilities of Executive Council Members – attend, notify, send sub, up for context, etc. -UWT & YMCA collaborative opportunities announcement -Student Activities Fee Committee volunteer call -New Payroll system announcement - Workday -FYI & call for input on having two commencement ceremonies -Tioga building renovation options & input (UW Tacoma told to wait on renovation by UWS) -Students voting on proposed healthcare locations/plan – help to spread awareness so that students vote -Training & Development Manager, new position – presented by Richard Wilkinson Groups Report Highlights Ongoing 2017-2018 ACADEMIC POLICY & CURRICULUM COMMITTEE (APCC) Standing Committee -Added WAC as Ad Hoc Subcommittee, EC approved on 3.10.17 & charged with recruiting representative membership -Diversity Designation Review -PNOI Instructions 2017-2018 charge to be determined by Faculty Assembly Leadership as they review report during summer 2017 & in discussion during EC’s first meeting Fall 2017
Policy Question and Underlying Question Why This Question? User For What Purpose? 5 Example: Is participation in prevention programs such as home visiting associated with better educational outcomes? We want to know whether children enrolled in home visiting programs succeed in school (for example, third grade test scores) Home visiting program management, Policy makers, Legislators, Public at large, Researchers Targeting and improving prevention programming, as well as improving educational outcomes 1 Youngstar: What comparison can be made between children coming out of a 4 or 5 star program, compared to children coming out of a 2 star program? are ready for kindergarten? are proficient in reading and math in 3rd grade? It will help us to know if our quality indicators really lead to success – are they good? 1 How are we assessing needs? Should we measure by a universal assessment/screener? (ASQ?) 1 What is on with children who aren’t in public programs before entering K12? Challenge: How do we get this info? 1 How are Foster Care children doing? are ready for kindergarten? are proficient in reading and math in 3rd grade? 1 How are children doing from stage to stage? 1 How many kids get developmental screening? When? How often? By whom? Number referred? Followup? 1 Continuity of tracking for foster care children? 1 How many kids are breastfed? How often, etc?
Director Reports Education and Professional Development Chuck Muniak Copied job description from OM Accomplishments Professional development and educational committees Body of Knowledge (BOK) – committee formed Met with NASA to understand their body of knowledge Defined opportunities for member licensing and professional certification INCOSE – certification – financial obligations – kind of high – 60K ish Optimistic assumptions regarding how many people are interested While license is not financially doable, there are mutually beneficial things we can do with INCOSE to promote both system engineering and system safety – we need to capture the body of knowledge We let INCOSE know that we are not going to pursue a professional certification at this time Coordinate nomination and selection of society awards Zero nominations for engineer of the year, three nominations for manager of the year, four nominations for educator of the year, one for scientific R & D, two for International award (Chuck to follow up with Tony regarding a missing nomination for engineer of the year) Develop professional courses and establish committee of instructors Provide direction to liaison reps to Board of Certified safety Professionals OVPs – Rani Kady, Russ Mitchell, Anthony Burno, Daniel Strub Develop criteria for CEUs Question – could we sell journal / conference pubs to universities that might benefit from safety program? Have not made an effort to do this Maintain a continuity binder – no activity Challenges / Issues BOK effort involves a diverse group across time zones and requires extra effort to coordinate Looked at updating old system safety handbook – decided to try for a new, shorter book Budget $1000 for awards May take a bit more if each one is fulfilled Need to get an exact number to account for the case where all awards are actually awarded Side note – we are 14 plaques behind for fellow members – we need to catch up – folks who paid money need to get the plaque Folks who did not pay money should be notified of cost of plaque or address this in some way To discuss during next monthly meeting Need to re-evaluate list Discussion regarding cost and quality of plaques $2000 for educational and professional activities
Proxy Assignments EC Member Position Proxy Date Proxy Form Filed Derek Robins Houston Chapter President Russell Mitchell August 10 – 11, 2013 Yes Gary D. Braman Past President Robert A. Schmedake August 10 – 11, 2013 Yes Kathleen Brenna Central California Chapter President Steven Mattern August 10 – 11, 2013 Yes Frank Rinaldo North Texas Chapter President Jerry Banister (Jerry was absent and no alternate proxy was completed in time. No proxy for Frank.) August 10 – 11, 2013 No (Form submitted with as proxy – not valid in Jerry’s absence.) William (Bill) Harwood New Mexico Chapter President Joe Volza August 10 – 18, 2013 Yes Ferrell Georgia Chapter President Saralyn Dwyer August 10 – 11, 2013 Yes Jerry Banister Sierra High Dessert Chapter President Russell Mitchell August 10 – 11, 2013 Yes
Georgia Odell Ferrell No No Houston Russ Mitchell Yes No New Mexico William (Bill) Harwood No No North Texas Frank Rinaldo Yes No Northeast Scott Beecher No No Saguaro Amanda Boysun No No Sierra High Desert Jerry Banister No No Singapore Ten Lin Mei No No Southern California Francis McDougall No Yes Tennessee Valley Ken Rose No Yes Twin Cities Sam Mason No No Virtual Doanna Weissgerber No No Washington DC Sean Peters No No Founder Roger Lockwood No No JSS Publisher Dave Davis No No JSS Technical Editor Clifton Ericson Yes No Headquarters Office Manager Carter Yes No OVP Awards Anthony No No OVP History Rex Gordon Yes No OVP Prof. Development Russ Mitchell Yes No OVP Prof. Development Materials Daniel Strub No No RVP for Asia/Pacific Eng Ling Onn (Singapore) No No RVP for Europe Gabriele Schedl (Austria) No No RVP for North/South America Paul Kryska (USA) No No Other attendees: Alan Southwick (August 2,3,7)
Closing Remarks Rex – considering award for emeritus / pathfinder type members Robert S Put proposal together We need to make sure our awards all make sense and existing awards are not replicated Rex to up proposal which would be addressed as an evote at a later date – will not be addressed this week A recurring award would need an OM change, but a one time award would not Robert S – thanks for all your hard work – the conference Russ – our problems are real, but it is an opportunity for transformation and focus – how do we deliver the things we can deliver as efficiently as possible – we need to evangelize something Frank – come to papers and tutorials Don – come to papers and tutorials Gerry – would like to see things in advance, particularly proposed motions Reports came in late from chapters Alan – Stay focused Lynece – step up Gary – team effort – we all must contribute Chuck – Kindle thing is a good idea Matt – to adjourn Second Robert S – thank you for coming enjoy the conference
Treasurer – _________ Report Sergeant-at-Arms – ________ Report Immediate Past President – __________ Report Unfinished Business New Business Next EC meeting: Date: Time: Adjourned at ___________ Recorded by Club Secretary
Process Skills Novice Basic Advanced next few items assess skill in facilitating a formal meeting when needed. Rate your ability to: Not Skilled Somewhat Skilled Skilled Very Skilled Expert Effectively begin a meeting by introducing members, clarifying participants' roles and expectations, identifying the goal of a meeting, and establishing expectations for equal involvement and confidentiality of what is discussed. Keep parties focused to reach a meaningful conclusion or stopping point. Establish a timeline for implementing agreed-upon or "next steps". Discern the need for additional meetings. Based on the preceding items, how would you rate your overall ability to facilitate a formal meeting?* Process Skills Novice Advanced These next few items assess skill in fostering consensus among participants involved in the consultation. Rate your ability to: Not Skilled Somewhat Skilled Skilled Very Skilled Expert Attend to power imbalances and attempt to level the playing field. Mediate competing moral views. Engage in creative problem solving (i.e., help parties to “think outside the box”). Create an atmosphere of trust that respects privacy and confidentiality and that allows participants to feel free to express their concerns. on the preceding items, how would you rate your overall ability to foster consensus among parties involved in the consultation? ** Evaluative and Quality Improvement Skills Novice Basic Advanced
4.2 CLIMATE RISK MANAGEMENT [In accordance with Agency policy, include a narrative of the risk assessment methodology and the Project or Activity-Level Climate Risk Management Summary Table (standard table below or use Bureau-equivalent table or use table from ). Refer to ADS 201mal “Climate Risk Management for USAID Projects and Activities.”] TABLE 5. PROJECT CLIMATE RISK MANAGEMENT SUMMARY TABLE Defined or Anticipated Project Elements Climate Risks Risk Rating How Risks are Addressed at Project Level Further Analysis and Actions for Activity Design/ Implementation Opportunities to Strengthen Climate Resilience TABLE 6. ACTIVITY CLIMATE RISK MANAGEMENT SUMMARY TABLE Tasks/Defined or Illustrative Interventions Climate Risks Risk Rating How Risks are Addressed Opportunities to Strengthen Climate Resilience
The purpose of this document is to establish that all proposed projects/activities belong to classes of actions eligible for Categorical Exclusions as set out in Agency regulations 216.2(c)) and that there are no foreseeable significant direct or indirect impacts that would preclude them from receiving a Categorical Exclusion. Upon approval of this document, the Categorical Exclusions are affirmed for the project/activity. This analysis also documents the results of the project/activity level Climate Risk Management process in accordance with USAID policy (specifically, ADS 201 mandatory reference 201mal). This RCE is a critical element of a mandatory environmental review and compliance process meant to achieve environmentally sound activity design and implementation. 1.2 PROJECT OVERVIEW [In this section provide a brief overview of the project. This section typically can be derived from the Project Design Plan (PDP), Project Approval Document (PAD) or Activity Approval Document (AAD).] 1.3 PROJECT DESCRIPTION [Describe the project/activity components and sub-activities. This information can be presented in form, see below. The information can typically be derived from the PAD/AAD. Clearly describe the project and all of its planned activities in detail sufficient to determine: (1) whether they belong to classes of actions eligible for Categorical Exclusion, (2) whether direct or indirect impacts are reasonably foreseeable, and (3) do not concern environmental sensitive activities enumerated in ADS 204, unless solely focused on building capacity for environmentally sound planning and implementation of such activities. Activities must be described in plain language and in a way, that is meaningful to environmental analysis. For guidance in preparing your 22CFR216 documentation, please visit .] [Use of this may be customized by Bureau. Please follow Bureau-specific guidance.] 2: DEFINED OR ILLUSTRATIVE PROJECTS/ACTIVITIES AND SUB-ACTIVITIES Project/Activity 1 — [Title] Sub-activity 1.1 1.2 1.3 Project/Activity 2 — Sub-activity 2.1 2.2 2.3 2.0 ENVIRONMENTAL ANALYSIS 2.1 JUSTIFICATION FOR CATEGORICAL EXCLUSION The activities under the [insert project/activity name] are among the classes of actions listed in 22CFR216.2(c)(2) and have no foreseeable significant direct or indirect adverse effect on the environment. Therefore, under 22CFR216.2(c)(1), neither an IEE nor an EA will be required for
interventions identified in the screening and additional assessment. and/or additional steps that will be taken in implementation. If you chose to accept the risk, briefly explain why. Describe opportunities to achieve multiple development objectives by integrating climate resilience or mitigation measures
11/30 E-Live Session Thirteen 10 pts 12/8 Quiz Thirteen 5 pts 12/7 Outside Practicum Science Lesson 15 pts 12/7 E-Live Session Fourteen 10 pts 12/15 Quiz Fourteen 5 pts 12/7 Final Exam Posted 12/15 Final Exam Due 40 pts Grading 450-500 pts A 400-449 pts B 350-399 pts C 300-349 pts D 0-299 pts Decorum While communicating with your instructor and classmates, whether through UAS Online or Elluminate, discretion and courtesy is greatly appreciated.
Please know that all ‘honor’ scores, tournament placement(s) must have back-up for verifying purposes. Failure to provide ‘back-up’ will result in score/placement not being considered. Information/back-up reviewed Coaches Signature (Additional Information)
CONCLUSION 3.2 Growth & Enrollment Management – Annebelle Nery DISCUSSION Fall Enrollment is up COD is pursuing additional growth COD’s goal is to reach Middle College status in 2 ½ - 3 years COD will participate in the statewide common assessment expected to roll out Fall 2016 incorporating multiple measures 8-week courses have been rolled out (C. Luttrell) Classes Begin 10/14 – 10/19 Most are on-line Effective tool to improve enrollment CONCLUSION October 6th deadline for concurrent enrollment 3.3 Middle School Outreach Update – Scott Cooper 3.4 TAACCCT Grant Update – Jon Caffery 3.5 Get Focused! Stay Focused! 2-day Workshop Update – Christyann Anderson (handout) 3.6 CVEP Updates – Cristina Gregorio
Resident History and Physical Adult ED Peds ED Accessed through ED Whiteboard under patient’s MRN column StarPanel StarSupport ED Discharge with RxStar Adult ED Peds ED Created to replace Discharge 1,2,3. Accessed through ED Whiteboard under D/C column on any clinical workstation in EDs. StarPanel RxStar StarSupport (Zhao Zuo) Printer itself supported by Lan Manager, supported by Zhao Zuo Content for discharge Instructions comes from Discharge 1,2,3 See additional information on Call Manual ED Printers: Pod A: HGF1 Pod B: HEFB Triage: HFE1 Peds ED Printers: Peds MD Area: HF60 Peds OBS Area: HF5A Peds Triage Area: HH32 Doctor Office Tower 8th Floor: HG15 ED Registration Forms Adult ED only Peds ED Accessed through ED Whiteboard under patient’s MRN column StarPanel StarSupport Includes Consent to Treat, Authorization to Post Name in ED, and HIPAA information. Completed on patient arrival to ED. Signature pad used so signature captured electronically. ED Patient Summary Adult ED Accessed through ED Whiteboard under patient’s MRN ED Whiteboard EDIS PCP information captured here
Peds ED. No RxStar within StarPanel for inpatient population Accessed as for inpatient areas RxStar: StarPanel RxStar Supported by RxStar Team Single tray tamper proof printers: These are where prescriptions print when wiz discharge is completed for admitted patients discharged from the ED Adult ED: (located in B Pod MD Area) YBJA Peds ED: Located in Observation area desk