zilongwang/ReadingBank huggingface dataset:
Direct Administrative Expenditures are allowed and must be included as a line item in the Application. General Requirements: Applicants must have a FEMA-approved local mitigation plan in accordance with 44 C.F.R. Parts 201.6 and 206.434(b) to be eligible to receive project grant funding. All activities submitted for consideration must be consistent with the Grantee's State/Tribal standard or enhanced hazard mitigation plan and the Applicant's Tribal/local/university hazard mitigation plan for the local jurisdiction in which the activity is located. Mitigation Plan Requirement: State Agencies Local Governments Tribal Governments/Communities Private Non-profit Organizations Application Process: The primary responsibility for selecting and administering mitigation activities resides with the State. The State sets mitigation priorities and selects project applications that are developed and submitted by local jurisdictions. Although individuals may not apply directly to the State for assistance, local governments may sponsor an application on their behalf. After its eligibility review, the State forwards applications consistent with State mitigation planning objectives to FEMA for review and approval. Application Deadlines: HMGP Applications are submitted to the State and FEMA within 12 months following a federally declared disaster deceleration. PDM Applications are submitted through to the State and FEMA via the federal eGrants system. FEMA/State Review and Selection: Eligibility and Completeness Review, including Benefit Cost Analysis, Engineering Feasibility and Mitigation Planning requirements, Environmental and Historic Preservation Reviews. Contact Information: Brent A. Nichols, EMS III – State Hazard Mitigation Officer, (907) 428-7085 Email: Daniel Belanger, EMS II – Earthquake/Tsunami Program Manager, (907) 428-7034 Email: Rick Dembroski, EMS II – PDM Program Manager, (907) 428-7015 Email: Javin Swearinger, EMS II – HMGP Program Manager, (907) 428-7045 Email: Mike Johnson, EMS II – Hazard Mitigation Planning Manager, (907) 428-7055 Email: Links: Alaska Division of Homeland Security and Emergency Management (DHS&EM) – Grants Section (HMGP/PDM) FEMA FY 2015 Hazard Mitigation Assistance (HMA) Unified Guidance FEMA FY 2015 Hazard Mitigation Assistance (HMA) Unified Guidance Addendum FEMA FY 2015 Hazard Mitigation Assistance Guidance Fact Sheet Hazard Mitigation Assistance Program Digest May 2015
2.2.1 PROJECT ORGANIZATIONAL STRUCTURE 2.2.2 PROJECT STEERING COMMITTEE ROLES, MEMBERS AND RESPONSIBILITIES ROLE RESPONSIBILITY Executive Project Sponsor The highest level of the NM DHSEM and for this project. Responsibilities include: Has final authority of NM DHSEM and the project. Approves changes to the project. Communicates the project priorities and expectations to team members and stakeholders. Assigns the necessary resources to ensure participation for the success of the project. Ensures that project resources are available and if not, considers alternate resources in order not to stall the project. Monitors project progress by communicating with Project Manager and Project Team Leads. Signs off on the project close-out. Steering Committee Member or Project Manager
EMERGENCY GRANT MANAGEMENT PROGRAM (E-GraMP) PROJECT CHARTER FOR CERTIFICATION Executive Sponsor – M. Jay Mitchell Business Owners – Valli Wasp and Sarah Peterson Project Manager – Duncan Sill Original Plan Date: July 1, 2017 Revision Date: 10/30/17 Revision No.: 1 REVISION HISTORY
provide more accurate financial data. Project cost is equal to or in excess of $100,000.00 Yes The funding for this Project will come from federal funding – Disaster Management Costs. Project impacts customer on-line access Yes This project will impact the customer on-line access in a positive manner. The RFP for the project for collaboration/communication in which users and the NM DHSEM can review items and respond back. Entities will have a customized access. Project is one deemed appropriate by the Secretary of the DoIT Yes Project is being presented for Initiation at the Project Certification Committee (PCC) chaired by the Secretary of the DoIT on April 26, 2017 and will only continue upon PCC approval. Will an IT Architecture Review be required? Should the project require an IT Architecture review, NM will request a meeting with the Technical Architecture Review Committee. As our RFP is requesting a web-based solution, a hosting exception request will also be made. JUSTIFICATION, OBJECTIVES AND IMPACTS AGENCY JUSTIFICATION NUMBER DESCRIPTION NM Department of Homeland Security and Emergency Management The New Mexico Department of Homeland Security and Emergency Management (NM DHSEM) heads the State’s response to emergencies and disasters while providing for the safety and welfare of its citizens. Emergencies and disasters can be defined as something caused by natural or
11.0 COMMUNICATION PLAN FOR EXECUTIVE REPORTING WHAT WHO/TARGET PURPOSE WHEN/FREQUENCY TYPE/METHODS Initiation Meetings All Stakeholders Gather business requirements to be placed in Project Management Plan Prior to Project Kickoff Meeting Distribute Project Management Plan All Stakeholders Distribute Project Management Plan as a review of what time will be spent on. Prior to Project Kickoff Send via e-mail Project Kickoff Meeting All Stakeholders Communicate Project Management Plan and expectations Prior to Project Start Date Meeting Status Reports All Stakeholders Keep stakeholders attuned to project status. Bi-Weekly Send via e-mail Project Team Meetings Project Team Members and Leads Review plans, tasks, assignments and action items Weekly Meeting Executive Sponsor and Business Executive Sponsor and Business Updates to report critical issues and concerns; to Weekly or dependent on schedules Meeting
EMERGENCY GRANT MANAGEMENT PROGRAM (E-GraMP) PROJECT CHARTER FOR CERTIFICATION Executive Sponsor – M. Jay Mitchell Business Owners – Sarah Peterson and Brian Williams Project Manager – Duncan Sill Original Plan Date: July 1, 2017 Revision Date: n/a Revision No.: n/a REVISION HISTORY
Karen Durkin Lynne Parkin Domestic/ Catering Assistant Intermediate Food Hygiene Certificate Angela McCartney Domestic Assistant COSHH Certificate Bernadette Cullen Domestic Assistant COSHH Certificate Teresa Bialecki Domestic Assistant COSHH Certificate Sheena Haymes Domestic Assistant - DHS GOVERNING BODY – September 2014 Alan Armstrong Deputy Executive of I CAN Patrick Stewart Parent Governors Vacancy Roy Gadsden Beverley Hancock Nominated Governors David Picken, Arch Deacon of Newark Governors Vacancy Patricia Harman, Vice Principal, Vision West Notts Staff Governors Angela Child, Principal Michael Roach, Teacher Alison Wainwright, Speech & Language Therapist Vacancy Student Governors Two pupil representatives Clerk to the Governors Maxine Webster SCHOOL SESSION TIMES Monday 09.20-09:30am Registration 09.30-09.45am Assembly 09.45-10.00am Literacy 10.00-10.40am Period 2 10.40-10:55am Break 10:55-11:35am Period 3 11:35-12:15pm Period 4 12:15-1:05pm Lunch 01:05-01.10pm Registration 01.10-01.25pm Numeracy 01.25-02.00pm Period 5 02.00-02.35pm Period 6 02.35-03.10pm Period 7 03.10-03.30pm Pastoral Tuesday – Thursday 08:50-9:00 Registration 09.00-09.20am Literacy 09.20-10:00am Period 1 10.00-10.40am Period 2
Compensation: Compensation via stipend for this work is optional. are a small number of stipends available for people who are selected for this role and have requested a stipend. Some community members will have a vested interest in the work even if they don’t receive compensation. Regardless of acceptance or request for stipend, Community Training Reviewers are expected to commit to completing all designated activities to maintain consistency in review. Approved stipends will be paid based solely on successful on-time completion of all tasks as listed in the Expectations section. The stipend will be the only compensation and there will be no additional compensation for items such as travel/mileage, meals, accommodations, postage, internet access, etc. related to this work. Selected Community Training Reviewers must complete all paperwork and requirements for being a University of Minnesota vendor as requested and on time in order to invoice for this work. The stipend for completion of the reviewer activities is $500.00 (total). Completing this application and being selected for one or both of these roles is not an offer of employment by either the Minnesota Department of Human Services or the University of Minnesota. Important Dates for the Community Training Reviewer: (We will work to avoid any rearrangements of dates, but they are subject to change.) Application Available: February 7th, 2018 All Application Materials Due: February 25st, 2018 (Notification by March 12th, 2018- A phone interview must be completed and references have responded in order to meet this deadline.) *Review of Basic Training Outlines Completed by: March 28th, 2018 (Materials shared with reviewers on March 15th, 2018) (est. 1-3 hours) *Overview of consensus review protocol: (chose one of two dates to participate in a Webinar on the protocol and schedule your consensus review date). Thursday March 22nd, 2018 2:00 to 3:15 pm or Friday March 23rd, 2018 from 10-11:15 am. (Attend one date only- Via Webinar) *Participation in a consensus review protocol: (As scheduled and completed by May 3rd, 2018) (est. 6 hours) *Review of Comprehensive Training Outlines Completed by: June 4th, 2018 (Materials shared with reviewers on May 3rd, 2018) (est. 8-10 hours) All * activities must be completed and on-time and invoice must be received via email by: July 4th, 2018.
Required Documentation All of the following information must be attached to the Residential Community Reintegration Program Certification. Applications not submitted in full will not be processed. Valid Behavioral Health Agency Certification from the Department of Human Services. Physical Address of all requested Residential Community Reintegration Program sites. An on-site inspection will occur at all sites prior to DHS issuing a certification as a Residential Community Reintegration Program program. Personnel Resources for each Residential Community Reintegration Program to be certified, see page 3. DHS WILL REVIEW THIS APPLICATION WITHIN NINETY (90) CALENDAR DAYS OF RECEIPT. DHS WILL SCHEDULE AN ONSITE SURVEY WITHIN FORTY-FIVE (45) CALENDAR DAYS OF APPROVING ALL REQUIRED CERTIFICATION DOCUMENTATION. Please send a cover letter and all application materials to be certified by DHS as a Residential Community Reintegration Program to the following address: Department of Human Services Licensure and Certification Unit ATTN: Rachael Veregge 305 South Palm Street Little Rock, AR 72205 PERSONNEL RESOURCES FOR EACH INDIVIDUAL
Emma Mclean Howletch Primary School Danny Patterson Shotley Bridge Primary School Christine Lamb Shotley Bridge Primary School Louise Parks Bournmoor Primary School Kirsty Potts Dean Bank Primary School Pauline Robinson Escomb Primary School Hannah Gilmore Ferryhill Station Primary School Lindsay Errington Easington Colliery Primary School Laura Wigham Easington Colliery Primary School Laura Smith Easington Colliery Primary School Mike Glenton Edmondsley Primary School Vanessa Kelly Delves Lane Primary School Helen Webb Delves Lane Primary School Natalie Snowdon Durham Blue Coat School Margaret Sleeman Finchale Primary School You have been divided into groups of three. You will remain with the same colleagues throughout the programme. Each group will visit their assigned school, below, first on Tuesday 10th October and then rotate as per the diagram to visit five schools in total. School Delegate Delegate’s school School 1 Escomb Primary School Mrs Gill, Headteacher Escomb, Bishop Auckland, DL147SR Sarah Jeavons Louise Deb Cross Mike Glenton Etherley Lane Primary School Villa Real School Stanhope Barrington CE Primary Edmondsley Primary School *School 2 Ramshaw Primary School, Mr Dominic Headteacher/ LLE/ Ofsted inspector, Ramshaw Primary School, Oaks Bank, Evenwood, Bishop Auckland, DL14 9SD St Chad’s RC Primary School, The Baltic, Witton Park, Bishop Auckland, DL14 OEP. Ian Charlotte O Neil Emma Mclean Vanessa Kelly The Woodlands Oakley Cross Primary School Howletch Primary School Delves Lane Primary School School 3 Etherley Lane Primary School Mrs Bennett, Headteacher Clarence Gardens, Etherley Lane, Bishop Auckland, DL147RB Patterson Christine Lamb Mrs L. Natalie Snowdon Shotley Bridge Primary School Shotley Bridge Primary School Bournmoor Primary School Durham Blue Coat School School 4 Fishburn Primary School, Mr Danny Eason, Headteacher/ LLE, Fishburn, Stockton On Tees, Cleveland, TS21 4AU Kirsty Potts Pauline Robinson Hannah Gilmore Margaret Sleeman Dean Bank Primary School Escomb Primary School Ferryhill Station Primary School Finchale Primary School School 5 Bowes Hutchinson’s Primary School Mrs Chris Matthewman, Headteacher Bowes, Barnard Castle, DL129LG Lindsay Errington Laura Wigham Smith Webb Easington Colliery Primary School Easington Colliery Primary School Easington Colliery Primary School Delves Lane Primary School
Sexual orientation Please tick Bi-sexual Gay Man Gay Heterosexual Other Prefer not to say Gender Please tick Female Male Transgender Prefer not to say Personal relationship Please tick Single Living together Married Civil Partnership Prefer not to say Religion or belief Please tick No religion Christian (including Church of England, Catholic, Protestant and all other Christian denominations) Buddhist Jewish Muslim Sikh Any other religion (Write in) Prefer not to say
Wateringbury CE Primary School Person Specification: Deputy Head Teacher Factor Essential Desirable 1. SKILLS, KNOWLEDGE & APTITUDES An outstanding classroom practitioner A thorough understanding of the primary curriculum Good communication skills An ability to relate well to children, staff, parents and others A good understanding of the principles of school improvement A sound knowledge of assessment, recording and reporting procedures 2. QUALIFICATIONS & TRAINING QTS qualification (Primary) Evidence of on-going professional development Good ICT skills Appropriate and relevant leadership training Experience of mentoring students/ coaching staff 3. EXPERIENCE Senior leadership experience Middle management experience e.g. subject co-ordinator/ Year group leader including effective line management of staff Leading whole school initiatives including curriculum development Experience in more than one school 4. PROFESSIONAL CONDUCT A flexibility of approach to a variety of issues Willingness and ability to listen and inspire confidence in colleagues Ability to motivate and support colleagues 5. VALUES & ETHOS A desire to promote the aims and values of a Church of England school A belief that every child has potential and promise to succeed and progress Leading thought- provoking and effective Collective Worship
Schedule of Lectures and Reading: (To be updated) Week Dates Days Topics Lecture Notes Reading Notes from Dr. Ganter’s web 1 1/15 F Ecology as a Science Chapter 1 2 1/20 WF The Interface The Physical Environment -1 -2 Chapters 2, & 3 3 1/25 MWF The Physical Environment The Aquatic Environment Chapters 3 & 4 4 2/1 MWF The Terrestrial Environment Plant Adaptations Chapters 5 & 6 <New> 5 2/8 MWF Animal Adaptations Life History Chapters 7 & 8 6 2/15 MWF Population Characteristics Population Growth Chapters 9 & 10 Video (Invasive species) Populus 7 2/22 MWF Population Regulation Chapters 11 & 12
8 3/1 MWF Interspecific Competition Chapter 13 9 3/8 Spring Break 10 3/15 MWF Predation and Herbivory Chapter 14 11 3/22 MWF Mutualism and Parasitism Chapter 15 12 3/29 MWF Community Ecology Papers for Discussion (), Monday, Nov.2 , Chapters 16 &17 Chapter 18 13 4/5 MWF Ecosystems Ecology Landscape Ecology Chapters 20, 21 & 22 Chapter 19 14 4/12 MWF Biogeographical Ecology Chapters 23 Chapter 24 & 25 Video 15 4/19 MWF Diversity Patterns Human Ecology Chapter 26 Chapters 27 & 28 16 4/26 MWF Human Ecology Exam 4 Chapter 29 17 5/3 M Final Exam (10:20am)
Describing a Population (Chapter 1) Feb 9 / 11 7,8 Finish Soils Exam 1 Review Guide 15A continued Quiz over Soils (Chapter 15) Feb 16/18 9,10 Population size estimation, p. 51 3A: Simulation, p. 56 Soils lab due Feb 23 / 25 11, 12 Population Genetics, p. 131 6A: Population genetics simulation, p. 144 Population size estimation lab due, quiz over population size estimation (Chapter 3) March 2 / 4 13 (30 min) exam 2 review guide - - Mar 9 / 11 14 Spring Break - - Mar 16 / 18 15 Predators and Prey, p. 243 11C: Simulating functional response of a predator, p. 267 Population genetics lab due, quiz over population genetics (Chapter 6), Video summary due (Thursday class) Mar 23 / 25 16, 17, 18 Aquatic Environments, p. 361 TSU wetlands & productivity experiment (handout) Predators and Prey lab due, quiz over predators and prey (Chapter 11) March 30 / Apr 1 20, 21, 22, 19 Water Quality & Dissolved Oxygen , , , , , 16A: Dissolved Oxygen and Temperature, p 369 Quiz over productivity experiment & handout Apr 6 / 8 23, 24, 25 Exam 3, review Guide - - Apr 13 / 15 26, 27, 28 Plant Photosynthesis - Dissolved oxygen lab due, quiz over aquatic environments (Chapter 16) April 20 / 22 29 Student Presentations & make-up lab - Video summary due (Tuesday class) Optional paper due April 27 / 29 - Student Presentations Make-up labs due
Exam 4, Review Guide Other news links West Africa's last giraffes make surprise comeback, By TODD PITMAN, Associated Press Writer Todd Pitman, Associated Press Writer – Sat Nov 7, 1:31 pm ET Previous schedule of Laboratories: Week Dates Topics Textbook, Lab book, Link Lab Assignment Due Sec. 01 Sec. 02 1 9/1 9/3 Introduction, expectations, syllabus Chapters 1, 2, & 3 2 9/8 9/10 Invertebrate biodiversity Kingsolver 13B Chapters 3 & 4. from Dr. Wallace 3 9/15 9/17 Soils Kingsolver 15A Chapters 5, 6 Biodiversity lab assignment due 4 9/22 9/24 Lecture Exam 1 , Study Guide Presentation Topic Choice Due
APP1045890 Hunter (CIC) NHMRC Unloading shoes for knee osteoarthritis: a double-blind randomised controlled trial Role: CIC Dates of Approved/Proposed Project: 01/01/13 – 31/12/15 $741,631.31 over 3 Percent Effort: 5% DP130104407 Hunter (CIA) ARC Discovery Project Program evaluation of Osteoarthritis Awareness hub Role: CIA Dates of Approved/Proposed Project: 01/01/13 – 31/12/15 $440,000 over 3 years Percent Effort: 10%
Includes any specific physical requirements of the post – (subject to the provisions of the Equality Act 2010) This includes information about how you meet the requirements under additional information as stated in the job description documentation. A positive contribution to University activities and initiatives including open days, graduation ceremonies etc. and willingness to undertake administrative activities Working in an open and transparent way, providing information and communicating effectively with colleagues Collaborative working, particularly on interdisciplinary activities Continuous Professional Development Good written and verbal communication skills Interview Other
PERSON SPECIFICATION – Research Band 7 Specification Essential Desirable Examples Measured by Education and Training Formal qualifications and relevant training A PhD or equivalent in relevant discipline Training in statistical methods Application Interview Other Work Experience Ability to undertake duties of the post Evidence of: Expertise in health services research Evidence of peer-reviewed publications. An emerging track record in an appropriate research field, including scientific publications, presentations at scientific conferences and contributing to grant applications Evidence of collaborative working Evidence of collaborations resulting in external research funding Application Interview Other Skills and Knowledge Includes abilities and intellect Evidence of: Quantitative analysis skills. Participation in networks that seek to promote research collaboration Effective management of resources Application Interview Other
SI(TIV)* 23vPPV N/A N/A N/A N/A PCV13 N/A N/A N/A N/A SI (QIV)* Quadrivalent Influenza Vaccine SI (TIV)* Trivalent Influenza Vaccine Practice No. (3): (Please provide a copy of the documentary proof for address of the practice, such as public utility bill or bank statement.) Name (in English): Name (in Chinese): Address (in English): Address (in Chinese): District: Telephone no.: Scheme(s)/Programme to this Application relates: HCVS VSS RVP PCD For application for enrolment in PCD only: Type of practice (Choose one for each place of practice): Non-governmental Organization Private University Service fee per vaccination# at the above practice: Eligible Person /Vaccine Pregnant women Person aged 65 or above Person aged 6 months to less than 12 old Person with Intellectual Disability Person Receiving Disability Allowance SI (QIV)* SI(TIV)* 23vPPV N/A N/A N/A N/A PCV13 N/A N/A N/A N/A SI (QIV)* Quadrivalent Influenza Vaccine SI (TIV)* Trivalent Influenza Vaccine
Person Specification Essential criteria Evidence Desirable criteria Evidence Qualifications Qualified teacher status A Good Honours degree or equivalent A Qualifications and training in SEN provision A Evidence of recent and relevant continuous professional development A Evidence of recent leadership and management in professional development A Experience A proven track record of outstanding teaching I, R Recent leadership and management experience in a special school A,I Involvement in curriculum development within a school I Managing people and resources A, I Recent leadership and management experience A, I Responsibility for developing, monitoring and evaluating an aspect of school provision I A variety of teaching experience across the age A, I Experience of teaching all ages from KS2 to KS5 A, I Appraiser role in appraisal A,I,R Leading appraisal I, R
and staff CPD activities across a school setting Professional knowledge. Current education issues and developments I Mechanisms for setting appropriate targets and tracking progress for those students with an EHCP or statement. I, R National Curriculum and assessment approaches I Implications of opportunities and inclusion issues I Strategies for school improvement and raising standards of achievement I, R Understanding of management strategies in a special school to raise expectations and deliver high quality learning opportunities. I Understanding of appropriate strategies for managing pupils’ behaviour I, R Strategies for improving the quality of teaching and learning across all Key Stages I Skills Data analysis and methodology to assess student progress and set targets I, R Working successfully in partnership with external providers and multiagency groups A, I
3:30pm – 3:45pm: Break Evening: Dinner at selected restaurants on Thayer St. 8:00pm: The Marriage of Figaro – by the University of Cape Town Opera School Location: Granoff Center for the Creative Arts, Martinos Auditorium, 154 Angell Street Thursday, June 9th 7:30am – 8:45am: Breakfast Location: The Faculty Club, 1 Magee St. 9:00am – 10:30am: Speaker: Lungisile Ntsebeza (Professor of Sociology, University of Cape Town) Title: “The paradox of the land question in sub-Saharan Africa.” Location: Joukowsky Forum, Watson Institute, 111 Thayer St. 10:30am – 10:45am: Break 10:45am – 12:15pm: Speaker: José Itzigsohn (Professor of Sociology, Brown University) "Class, Race, and Immigrant Incorporation." Location: Joukowsky Forum, Watson Institute, 111 Thayer St. 12:30pm – 1:45pm: Lunch Location: The Faculty Club, 1 Magee St. 2:00pm – 3:30pm: Seminars (break-out groups) Locations: Classrooms at the Watson Institute, 111 Thayer St., (to be announced) OR 2:00pm – 5:00pm: Proposal Workshop Group led by Lungisile Ntsebeza Location: Classroom at the Watson Institute, 111 Thayer St., (to be announced)
Saturday June 11th 8:30am – 9:45am: Breakfast Location: Verney Wooley Hall, 135 Cushing St. in Emery-Woolley Hall 12:30pm – 1:45pm: Lunch Location: Verney Wooley Hall, 135 Cushing St. in Emery-Woolley Hall Evening: Dinner at selected restaurants on Thayer. Sunday June 12th 8:30am – 9:45am: Breakfast Location: Verney Wooley Hall, 135 Cushing St. in Emery-Woolley Hall 12:30pm – 1:45pm: Lunch Location: Verney Wooley Hall, 135 Cushing St. in Hall Evening: Dinner at selected restaurants on Thayer. Monday June 14th 7:30am – 8:45am: Breakfast Location: The Faculty Club, 1 Magee St. 9:00am – 10:30am: Speaker: Varun Gauri (World Bank) Title: “Courting Social Justice: Judicial Enforcement of Social and Economic Rights in the Developing World” Location: Joukowsky Watson Institute, 111 Thayer St. 10:30am – 10:45am: Break 10:45am – 12:15pm: Speaker: Andy Foster (Economics, Brown University)
CONTRACT DATA REQUIREMENTS LIST (1 Data Item) Form Approved OMB No. 0704-0188 The public reporting burden for this collection of information is estimated to average 110 hours per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing the burden, to the Department of Defense, Executive Services Directorate (0704-0188). Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to any penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number. Please do not return your form to the above organization. Send completed form to the Government Issuing Contracting Officer for the Contract/PR No. listed in Block E. A. CONTRACT LINE ITEM NO. B. EXHIBIT C. CATEGORY: TDP _ _ TM _ _ OTHER __X__ D. SYSTEM/ITEM E. CONTRACT/PR NO. F. CONTRACTOR 1. DATA ITEM NO. 2. TITLE OF DATA ITEM CONFERENCE AGENDA 3. SUBTITLE 4. AUTHORITY (Data Acquisition Document No.) DI-ADMN-81249A 5. CONTRACT REFERENCE SOW para ____ 6. REQUIRING OFFICE 7. DD 250 REQ LT 9. DIST STATEMENT A 10. FREQUENCY ASREQ 12. DATE OF 1ST SUBMISSION SEE BLK 16 14. DISTRIBUTION a. ADDRESSEE b. COPIES 8. APP CODE 11. AS OF DATE 13. DATE OF SUBSEQUENT SUBMISSION SEE BLK 16 Draft Final Reg Repro 16. REMARKS BLK 9 - The following information shall be included on the deliverable: DISTRIBUTION STATEMENT A: Approved for public release; distribution is unlimited. BLK 12/13 - Submit __ calendar days prior to each conference, meeting, audit, or review. The Government requires __ calendar days to review. The contractor shall submit final __ calendar days after receipt of Government comments. 15. TOTAL --------- 1 1 0 G. PREPARED BY H. DATE I. APPROVED BY J. DATE DD Form 1423-1, FEB 2001 PREVIOUS EDITION MAY BE USED Page __ of __ Pages
likely and/or achievement of some Outputs. 4 Only likely to be achieved to a very limited extent Outcome unlikely to be achieved but a few Outputs likely to be achieved. 5 Unlikely to be achieved No progress on Outputs or Outcome. X Too early to judge It is impossible to say whether there has been any progress towards the final achievement of Outputs or Outcome. This score should not be used unless at least one of the following criteria are met: Project is postponed because of conflict; external constraints; recruitment delays.
Annex 1: Report of progress and achievements against Logical Framework for Financial Year 2017-2018 Project summary Measurable Indicators Progress and Achievements April 2017 - March 2018 Actions required/planned for next period Impact Insert agreed project Impact statement (Report on any contribution towards positive impact on biodiversity or positive changes in the conditions of human communities associated with biodiversity e.g. steps towards sustainable use or equitable sharing of costs or benefits) Outcome (Insert agreed project Outcome statement) (Insert agreed Outcome level indicators) (Report on progress towards achieving the project Outcome, e.g., the sum of the Outputs and assumptions ) (Highlight key actions planned for next period) Output 1. (Insert agreed Outputs with activities relevant to that Outputs in below. Activities relevant to more than one Output should be cross-referenced rather than repeated) (Insert original Output level indicators) (Report general progress and appropriateness of indicator, and reference where evidence is provided e.g. Evidence provided in section 3.2 of report and Annex X) Activity 1.1 Insert activities relevant to this Output (Report completed or progress on activities that contribute toward achieving this Output), and what will be carried out in the next period Activity 1.2, Etc. Output 2. (Insert agreed Output) (Insert agreed Output indicators) (Report general progress and appropriateness of indicator) Activity 2.1. Activity 2.2. Etc. Output 3. Etc. Annex 2: Project’s full current logframe as presented in the application form (unless changes have been agreed)
Annex A - Data Subject Rights According to the Legal Basis for the Processing Rights of the data subject Legal Basis Art. 7 (3) Right to withdraw consent Art. 13 Information where personal data are collected from the data subject Art. 14 Information where personal data have not been obtained from the data subject Art. 15 Right to access and right to obtain a copy Art. 16 to rectification of inaccurate personal data Art. 17 Right to erasure Art. 18 to restriction of processing Art. 20 to data portability Art. 21 Right to object Consent Art. 6 (1) (a) Art. 9 (2) (a) ✘ Contract Art. 6 (1) (b) ✘ ✘ Legal Obligation Art. 6 (1) (c) ✘ ✘ ✘ Protection of a Vital Interest Art. 6 (1) (d) ✘ ✘ ✘ Public Interest Art. 6 (1) (e) ✘ ✘ Legitimate Interests Art. 6 (1) (f) ✘ ✘ Triggered by employment, social security and social protection law Art. 9 (2) (b) ✘ ✘ ✘
Define Vocabulary Write one newspaper essay on your opinion regarding revolution, from a colonist’s perspective. 1 page minimum. Write a Children’s book (16 pages, with illustrations) that summarizes the events of the revolution Create graphic illustration of movement of ideas democracy from Greece to the time of the revolution. Use your notes as a guide. Write 3 journal entries of one of the Founding Fathers in our vocabulary list. (S. Adams, Franklin, Jefferson, J. Adams, Paine) Make 1 before, one during, and one after revolution. Minimum ½ page each. Make poster illustrating vocabulary from this unit Do a timeline of the events which gave rise to democracy. Include Greece, events in England, and events in colonies (see vocab list) Create vocabulary flash cards with definitions in words or pictures Write a song, poem, or rap about the roots of our democracy Define Vocabulary Write one newspaper essay on your opinion regarding revolution, from a colonist’s perspective. 1 page minimum. Write a Children’s book (16 pages, with illustrations) that summarizes the events of the revolution Create graphic illustration of movement of democracy from Greece to the time of the revolution. Use your notes as a guide. Write 3 journal entries of one of the Founding Fathers in our vocabulary list. (S. Adams, Franklin, Jefferson, J. Adams, Paine) Make 1 before, one during, and one after revolution. Minimum ½ page each. Make poster illustrating vocabulary from this unit Do a timeline of the events which gave rise to democracy. Include Greece, events in England, and events in colonies (see vocab list) Create vocabulary flash cards with definitions in words or pictures Write a song, poem, or rap about the roots of our democracy
Organization of American Historians’ Conference, “Who’s To Blame? Risk and Responsibility in Avalanche Country, 1859-1893,” Boston, MA, March 2004 American Society for Environmental History Conference, “When Play Becomes Big Business: the Impacts of Fifty Years of Skiing in Whitefish, Montana, 1946-1996,” Denver, CO, March 2002 Invited Presentations Book Reading: Encounters in Avalanche Country, Third Place Books, Seattle, WA, 9 December 2013. Book Reading for the Sick Series in Western History and Biography: Encounters in Avalanche Country, University of Washington, Seattle, WA, 29 October 2013. Book Reading: Encounters in Avalanche Country, Tattered Cover Bookstore, Denver, CO, 16 October 2013. Undergraduate Research and Scholarly Activity Seminar, University of Alaska-Fairbanks, “Encounters in Avalanche Country, 1880-1920,” April 2013 Radio Interview, on KFBX, on “Encounters in Avalanche Country, 1880-1920,” April 2013 Social Science Research Group, University of Alaska, Fairbanks, “Claiming Nature Through Risky Behavior: How the Leisure Class Appropriated Mountains and Found Transcendence in the Process,” April 2012 Anthropology Colloquium, University of Alaska, Fairbanks, “Flesh-Eating Frontiers: Cannibalism in the Mountain West, 1846-1874,” September 2011 Focus the Nation (environmental “teach-in”) at Bucknell University, “The Human-Nature Relationship and the Future of Sustainability,” January 2009 ITEC Seminar, “Using Film in the Classroom,” at Bucknell University, January 2008 and 2009 Focus the Nation (environmental “teach-in”) at Bucknell University, “Historical Response to Environmental Crisis and a Historian’s Response to the question of “Can we afford NOT to stop global climate change?” January 2008 31st Annual Montana History Conference, “Debunking the Devil’s Bargain in Whitefish, Montana,” Whitefish, MT, October 2004 27th Annual Montana History Conference, “There’s Going to Be Hell to Pay? An Evaluation of Tourism in Whitefish, Montana,” West Yellowstone, MT, November 2000 Grants and Awards Summer Sessions Travel Grant – University of Alaska-Fairbanks, Fall 2013 Travel Grant, Dean’s Office – University of Alaska-Fairbanks, 2013 Travel Grant, Provost’s Office – Faculty Development, University of Alaska-Fairbanks, Fall 2012
Online networks A network of people who are willing to be engaged with in an ad-hoc way, mainly via email. These people can also be invited along to focus groups etc. as appropriate. An efficient and cost-free way of keeping in regular contact with people and maintaining relationships with those who want to be engaged in an ongoing way. Excludes those who are not comfortable using computers Can be tokenistic, should not be used as the only approach to engaging service Questionnaire Gathering feedback via survey – either online or on Questions can also be asked in person or over the phone. Useful for accessing/collecting larger amounts of feedback Data is often easier to analyse Online surveys can be cost free Can be a quicker form of engagement – both for service provider and service user Usually information gathered is not very detailed Involvement can be more passive than methods Feedback rather than dialogue can mean that it is harder for the method to influence decisions
working with educators and staff to assist them to provide the most appropriate support for their child ensuring that they provide the service with any equipment, medication or treatment, as specified in the child’s individual diabetes action and management plan. Volunteers and students, while at the service, are responsible for following this policy and its procedures. In order to assess whether the values and purposes of the policy have been achieved, the Approved Provider will: selectively audit enrolment checklists (for example, annually) to ensure that documentation is current and complete regularly seek feedback from everyone affected by the policy regarding its effectiveness monitor the implementation, compliance, complaints and incidents in relation to this policy keep the policy up to date with current legislation, research, policy and best practice revise the policy and procedures as part of the service’s policy review cycle, or following a hypo emergency at the service, to identify any changes required notify parents/guardians at least 14 days before making any changes to this policy or its procedures. Attachment 1: Strategies for the management of diabetes in children at the service This policy was adopted by the Approved Provider of on 20 June 2018. 2020
If you answered “no” to this question, or would like to qualify your “yes” response, please explain further. Theme 2 – Supporting Self Management - Empowering People Through Structured Diabetes Education Q8. Should Structured Diabetes Education to support self-management be a core element of diabetes care? If you answered “no” to this question, or like to qualify your “yes” response, please explain further. Q9. Should people newly diagnosed with diabetes have access to Structured Diabetes Education within 6 to 12 months of diagnosis? If you answered “no” to this question, or would like to qualify your “yes” response, please explain further.
Q10. Should the potential role for digital technology in Structured Diabetes Education be explored? If you answered “no” to this question, or would like to qualify your “yes” response, please explain further. Q11. Should the potential role for social media in self-management and peer support be explored? If you answered “no” to this question, or would like to qualify your “yes” response, please explain further. Theme 3 - Prevention, Early Detection and Delaying Complications Q12. Do you believe that prevention of Type 2 Diabetes should be linked to the wider public health agenda being taken forward through ‘Making Life Better’, the framework for improving the population’s health and well-being, and the obesity prevention framework, ‘A Fitter Future for All’? If you answered “no” to this question, or would like to qualify your “yes” response, please explain further.
Requirement: Required Verification rules: 0 = No (default) 1 = Contra-indicated / not tolerated 2 = On maximum tolerated dose 3 = Yes 5.22 Sulphonylurea Definition: Is patient being treated with Sulphonylurea? Requirement: Required Verification rules: 0 = No (default) 1 = Contra-indicated / not tolerated 2 = On maximum tolerated dose 3 = Yes 5.23 Glitazone Definition: Is patient being treated with Glitazone? Requirement: Required Verification rules: 0 = No (default) 1 = Contra-indicated / not tolerated 2 = On maximum tolerated dose 3 = Yes 5.24 Acarbose Definition: Is patient being treated with Acarbose? Requirement: Required Verification rules: 0 = No (default) 1 = Contra-indicated / not tolerated 2 = On maximum tolerated dose 3 = Yes
This handout provides information on the impact of smoking and diabetes. Participants use the Diabetes Care Record found in to identify tests and checkups they need to discuss with their health care team. Find additional information and resources at 1-800-CDC-INFO (1-800-232-4636)
ANTIDIABETICS (Quiz 8) Class Brand Generic Dosage Form (s) Adverse effects Diabeta Glyburide Tablet Hunger, weight gain, low blood sugar (hypoglycemia), Allergic reactions (sulfa) Amaryl Glimeperide Tablet Above Glucotrol, Glucotrol XL Glipizide, Glipizide XL Tablet, XR Tablet Above TZD Actos Pioglitazone Tablet Stomach pain, painful urination, chest pain, rapid weight gain, swelling (CHF) Glucophage, Glucophage ER Metformin, Metformin ER Tablet, XR Tablet Stomach issues (gas, diarrhea), Weight LOSS, increased fertility (females), unusual tiredness, trouble breathing Insulin Lantus Insulin Glargine Subq injection HYPOGLYCEMIA, weight gain, allergic reactions (not as common) Levemir Insulin Detemir Subq Above Apidra Insulin glulisine Subq Above Novolog Insulin Aspart Subq Above Humalog Insulin Lispro Subq Above DPP-IV Inhibitor Januvia Sitagliptin Tablet Runny nose, sore throat, stomach pain, pancreatitis (severe abdominal pain that spreads to back, effects breathing and heart rate) GLP-1 Receptor agonist Byetta Exenatide Subq injection Upset stomach, nervousness, decreased appetite Victoza Liraglutide Subq injection Above Combo Glucovance Metformin + Glyburide Tablet See individual drugs
with the patient. A report is then sent to the GP who referred the patient and Compass Health PHO. The patient is screened within 90 days of referral to the hospital. Screening programme overview In 2015, were 291,630 patients enrolled with GPs in the Wellington region. The Wellington region diabetic retinal screening programme was established in December 2001. This programme won the supreme award in the Health Innovation Awards 2003. In 2012, about 17,860 of the region’s enrolled population were estimated to have diabetes and screening covered 92 percent of the population. are nine community optometry sites located across the region in: Kapiti, Porirua, Wellington, Hutt Valley and the Wairarapa. The programme includes 23 optometrists with therapeutic pharmaceutical agents (TPA) endorsement and accreditation, 11 retinal cameras and 5 optical coherence tomographers (OCTs). Peer review takes place six times each year and is attended by optometrists, Wellington hospital ophthalmology registrars and lead ophthalmologist. The programme’s role as referral point from primary health care community screening to secondary health care hospital diabetic eye clinics has evolved from R2 or M2 (38 percent) to R4 or M4/M5 (1–3 percent). Appendix E: Draft retinal screening indicators and measures Reporting is expected for the following indicators by July 2017 for baseline indicators and by July 2018 for those indicators needing new data. Indicator Measure description 1. Screened population demographic data Intent To determine the demographics of the population within the retinal screening programme. Note Standard Ministry of Health reporting, so can use existing definitions – age, gender, ethnicity, geo code and deprivation.
Bakuli Jungle Belt D Beckon Sail Cloak H Belt of the Trove Belt C Belt of Transcendence Belt D Binding of the Lost Belt M Bindings of the Lesser Gods Bracers M Blackfeather Cloak H Blessed of Haull Belt C Boots of Disregard Boots A Bracer of Fury Bracers C Bracers of Destruction Bracers B Bracers of the First Men Bracers B Broken Helm A Cape of the Dark Night H Carnevil Voodoo Mask D Cesar’s Memento Bracers M Chain of Shadows Belt H Chaingmail Chest Armor A Chilanik’s Chain Mighty Belt B Cindercoat Armor A Cloak of Deception H Coils of the First Spider Bracers D Cord of the Sherma Belt A Crashing Rain Belt H Crown of the Primus Wizard Hat W Custerian Wristguards Bracers A Dark Mage’s Shade Wizard Hat W Death Watch Mantle Shoulders A Death’s Bargain Pants A Deathseer’s Cowl Helm A Depth Diggers Pants A Drakon’s Lesson Bracers C Dread Iron Mighty Belt B Eye of Peshkov Spirit Stone M Fazula’s Improbable Chain Belt W Fire Walkers Boots A Frostburn Gloves A Fury of the Ancients Shoulders B Gabriel’s Vambraces Bracers C Girdle of Giants Mighty Belt B Gladiator Gauntlets Gloves A Gloves of Worship Gloves A Goldskin Chest Armor A Goldwrap Belt A Gungdo Gear Bracers M Gyana Na Kashu Spirit Stone M Hammer Jammers C Harrington Waistguard Belt A Haunting Girdle Belt D of Iron Chest Armor A Hergbrash’s Binding Belt W Hexing of Mr. Yan Pants A
Evidence of Successful Engagement with the UK PSF Areas of Activity Descriptor 2 demonstrating a broad understanding Design and planning of learning activities and / or programmes of study (A1) Teaching and / or supporting learning (A2) Assess and give feedback to learners (A3) Develop effective learning environments and approaches to student support and guidance (A4) Engage in continuing professional development in subject/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice (A5)
Evidence of Appropriate UKPSF Core Knowledge Descriptor 2 Appropriate knowledge and broad under-standing across all aspects of Core Knowledge The subject Material (K1) Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme (K2) How students learn, both generally and in the subject/ disciplinary area(s) (K3) The use and value of appropriate learning technologies (K4) Methods for evaluating the effectiveness of teaching (K5) The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching (K6) Evidence available/needed
Evidence of Commitment to UKPSF Professional Values Descriptor 2 commitment to all Professional Values Respect individual learners and diverse learning communities (V1) Promote participation in higher education and equality of opportunity for learners. (V2) Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development (V3) Acknowledge the wider context in which higher education operates recognising the implications for professional practice (V4) Evidence available/needed
Diagnostic Test Worksheet PICO: Citation: P (pt/population): I (intervention): C (comparison): O (outcome): Are the results VALID? Was there an independent, blind comparison with a reference (“gold”) standard? Was the diagnostic test evaluated in an appropriate spectrum of patients? Was the reference standard applied regardless of the diagnostic test result? What are the RESULTS? Sensitivity = a/(a+c) Specificity = d/(b+d) PPV = a/(a+b) NPV = d/(c+d) LR (+) = sens/1 - spec LR (-) = 1 – sens/spec Are the results APPLICABLE to my patient? Is the test available, affordable, accurate and precise in our setting? Can we generate a sensible estimate of our patient’s pre-test probability? Will the post-test probability affect our management and help our patient? Based on these results, my practice will show (check) Big change Small change No change
SPED 5305 Individual Assessment of Cognitive Functioning/WESCHSLER Scales This course is designed to acquaint students with the theory, problems, ethical standards, and techniques of administering individual tests of intelligence. Specifically, each student will learn to administer, score, and interpret the latest edition of the WISC, WAIS, and the WPPSI. Prerequisite: SPED 5302 SPED 6308 Practicum and Methods in Special Education Students gain direct experience in the use of curriculum, methods, and materials for learners with special Additional topics include assessment, modifications, adaptations, learning strategies, direct instruction and collaboration. SPED 6304 In-Home Training and Family Issues This course addresses the impact of autism and low incidence disabilities on the family, and ways to enable families to assist their child with a disability. Consultation with a family is required. SPED 6310 Assessment of Young Children and Low Incidence Populations This course provides instruction and practice in administration, scoring, interpretation, and reporting results of individual tests and assessments for young children, individuals with mental retardation, and persons with low- incidence disabilities. Informal techniques such as play-based assessment, portfolio assessment, and contextual assessment are presented. Prerequisites: SPED 5302, SPED 5305 SPED 6311 Seminar in Special Education This course prepares students for the role of the educational diagnostician. Topics addressed include special education law, consultation and collaboration, second language learners with special needs, and research-based "best practices" in special education. SPED 6312 Practicum for Educational Diagnosticians This course provides a field-based practicum under the direction of a certified educational diagnostician. It is designed to provide intensive study in the role of the educational diagnostician. Prerequisite: Permission of instructor; SPED 537, 595, 677