zilongwang/ReadingBank huggingface dataset:
Courses we currently offer in the JHU AAP Biotechnology MS program, that will attract and hold the interest of students who are medical school, veterinary school, or dental school-bound. 410.620 – Advanced Topics in Immunology 410.611 – Vaccinology 410.613 – Principles of Immunology 410.614 – Pathogenic Bacteriology 410.615 – Microbiology 410.616 – Virology 410.618 – Parasitology 410.622 – Molecular Basis of Pharmacology 410.623 – Molecular and Cellular Physiology 410.624 – System and Integrative Physiology 410.626 – Molecular Development 410.628 – Neurobiology 410.629 – Genes & Disease 410.630 – Gene Therapy 410.631 – Infectious Diseases 410.632 – Emerging Infectious Diseases 410.636 – Biology of HIV and AIDS 410.638 – Cancer Biology 410.641 – Clinical and Molecular Diagnostics 410.648 – Clinical Trial Design and Conduct 410.651 – Clinical Development of Drugs and Biologics 410.653 – Tissue Engineering 410.655 – Radiation Biology 410.662 – Epidemiology: Diseases in Populations 410.669 – Immunology of Infectious Diseases 410.670 – Biology of Stress 410.692 – Biological & Chemical Threat Response and Forensics 410.693 – Science, Medicine, and Policy in Biodefense 410.733 – Comparative Animal Physiology 410.750 – Molecular Targets and Cancer 410.751 – Chemical Libraries & Diversity 410.753 – Stem Cell Biology Enterprise and Regulatory Affairs Courses 410.606 – Clinical Trial Management 410.637 – Bioethics 410.643 – Managing and Leading Biotechnology Professionals 410.647 – Research Ethics 410.665 – Bioscience Communication 410.676 – Food And Drug Law 410.680 – Managerial Finance for Biotechnology
Early Career Scientist (yes/no) 3. Project Partners: 3a. Additional research partners asking for funding: No. Zip code, City, Country Research Partner (principal investigator) Institution, Department, full affiliations (address, phone + fax) Email address Early Career Scientist* (yes/no) Type of entity Academia, Clinical or Public Health, SME and Industry Type of entity 1 2 3 4 5 6 (only possible with inclusion of 1 partner from usually underrepresented countries) 7 (only possible with inclusion of 2 partners from usually underrepresented countries) 3b. Associated research partners not asking for funding (see table in the Call text for the maximum number of partners): No. Zip code, City, Country Research Partner (principal investigator) Institution, Department, full affiliations (address, phone + fax) Email address Early Career Scientist (yes/no) Type of entity Academia, Clinical or Public Health, SME or Industry Type of entity (public / private-for-profit / 1 2 3c. Patient advocacy organisation (PAO) partners asking for funding: No. Zip code, City, Country Responsible person Organisation, full affiliations (address, phone + fax) Email address Type of entity (public /
EuroNanoMed Joint Transnational Call for Proposals (2019) for “European Innovative Research & Technological Development Projects in Nanomedicine” Pre-proposal application form Please note: Proposals that do not meet the national eligibility criteria and requirements will be declined without further review. All fields must be completed using "Calibri font, size 11" characters. Incomplete proposals (proposal missing any sections), proposals using a different format or exceeding length limitations of any sections will be rejected without further review. In case of inconsistency between the information registered in the submission tool and the information included in the PDF of this application form, the information registered in the submission tool shall prevail. Refer to the “GUIDELINES FOR APPLICANTS” for information about the proposal structure. Refer to the “Guidelines for Responsible Research and Innovation (RRI) in proposals to EuroNanoMed III” for information about RRI. Once completed the pre-proposal must be converted in a single PDF document before being uploaded to the submission website. Checklist for the Coordinator: In order to make sure that your proposal will be eligible to this call, please collect the information required (on the “Call Text”, “Guidelines for applicants” and through your contact point) to tick all the sections below before starting to complete this application form.
Financial plan of project partner 3 Type Item description Own contribution (in € or CAD; exchange rate 1 € = 1,4 CAD) Requested funding (in € or CAD; exchange rate 1 € = 1,4 CAD) Personnel For each person, please specify his/her position, his/her charged salary and the number of required Person-Months (PM) Consumables Please specify (e.g. reagents, kits, antibodies, cell culture material, animals etc.) Equipment Please specify Travel Please specify Other Please specify (e.g. subcontracting, licensing fees, patents, publications, etc) Overhead TOTAL Financial plan of project partner 4
Type Item description Own contribution (in € or CAD; exchange rate 1 € = 1,4 CAD) Requested funding (in € or CAD; exchange rate 1 € = 1,4 CAD) Personnel For each person, please specify his/her position, his/her charged salary and the number of required Person-Months (PM) Consumables Please specify (e.g. reagents, kits, antibodies, cell culture material, animals etc.) Equipment Please specify Travel Please specify Other Please specify (e.g. subcontracting, licensing fees, patents, publications, etc) Overhead TOTAL Financial plan of project partner 6 Type Item description Own contribution (in € or CAD; exchange Requested funding (in € or CAD; exchange
6. Added value of international cooperation Max. 1000 characters including spaces: what is the added value in tackling your research question(s) from a trans-national/multinational perspective, and not only in a national or regional context? 7. Project partners: descriptions of project partner teams, including associate partners Please include brief (max 0.5 page) descriptions of each partner team, starting with the team of the Project Coordinator. Please structure each team’s description as follows: Institution acronym (as entered online); Institution name; Principal Investigator (optionally: representative in case of Associate Partners); Team members; Team description. The exact format of this description is at the discretion of the project coordinator and/or partners, taking into account the need to highlight the quality and relevant experience of the individual participants, and especially the gender expertise within the team. For example, you may list not only information on your team members, but also some information on supporting infrastructure. In case of associate partners, please specify their type of contribution to the consortium. 8. Principal Investigators’ academic CVs Please include CVs of all Principal Investigators (max. one-page each), starting with the Project Coordinator. Each CV should include the PIs main domain(s) of research and up to five most relevant publications. Including a link to the personal web page, ORCID id or other link to research work and publications is recommendable. Inclusion of CVs by Associate Partners is optional. 9. Requested budget overview (totals only) Please check that the numbers accord with those entered online. We suggest filling in this table, based on the total numbers as calculated by the online submission system. Total requested budget (euros) Partner 1* Partner 2 Partner 3 ... Total requested budget of the CRP: * For partners, please use the same acronyms as in the Electronic Proposal Submission System (EPSS). Please do not give detailed information on the budget plan in this document, as details are requested in the EPSS. Optionally, you may include here a statement about any planned in-kind contribution including by associate partner(s).
13. Projected Costs Organisation Country Project type of partner contribution Costs (EUR; including overhead costs according to the applicable funding agency’s rules) Cost share per partner (in %) Total effort in person months per partner Partner contribution in EUR Requested funding in EUR Funding rate requested (in %) Personnel R&D use Costs of materials Third-party costs Travel costs Total [Project Coordinator/ Main Applicant:] [Project Partner 2:] [Project Partner 3:] [Project Partner 4:] [Project Partner 5:] TOTAL Please insert additional rows if necessary: place cursor in respective row and select “Table insert row below” from the menu bar.
Acronym of the proposal Title of the proposal in English Up to 150 characters Thematic axis of call Can be more than one Keyword Up to 10 keyword to describe the project Type of research Basic Research Industrial Research Experimental Development Total requested funding xxxxxx € for French researchers xxxxxx Yen for Japanese researchers Duration of Project 36 months Executive Summary of Project A summary of no more than 4,000 characters. Objectives Added value to state of the art Technical approach Expected result
Research Project Organization (French side) (Research framework at Research Director’s Group) (CREST-Form 6J (for Japanese only)) Budget Plan (Japanese side) Research Budget plan by item (entire team) 1st Year (2018.10 -2019.3) 2nd Year (2019.4 -2020.3) 3rd Year (2020.4 -2021.3) 4th Year (2021.4 -2022.3) 5th Year (2022.4 -2023.3) Final Year (2023.4 -2024.3) Total (Million Yen) Equipment 20 40 0 0 0 0 60 Materials /Consumables 20 40 30 30 20 20 160 Travel 1 2 2 2 2 1 10 Personnel and Services (Number of Researchers) 6 (2) 12 （2 12 （2 12 （2 12 （2 6 （1 60 Other 10 0 0 0 0 0 10 Total（Million Yen） 57 94 44 44 34 27 300 Note
(Continued on the next page) (CREST-Form 6J cont.) (Continued from the previous page) Research Budget plan by group 1st Year (2018.10 -2019.3) 2nd Year (2019.4 -2020.3) 3rd Year (2020.4 -2021.3) 4th Year (2021.4 -2022.3) 5th Year (2022.4 -2023.3) Final Year (2023.4 -2024.3) Total (Million Yen) Research Director Group *** University 20 40 25 25 20 15 145 Joint Research Group (1) *** University 20 30 10 10 5 5 80 Joint Research Group (2) *** Laboratory 17 24 9 9 9 7 75 Total（Million Yen） 57 94 44 44 34 27 300 List of major equipment costing 5 million yen or more (item, estimated cost） (CREST-Form 6F (for French only)) Budget Plan (French side) Research Budget plan by item (entire team) (French side) 1st Year (-) 2nd Year (-) 3rd Year (-) 4th Year (-) Final Year (-) Total (Thousand Euro) Equipment Materials /Consumables Travel Personnel and Services (Number of Researchers) （） （） （） （） （） Other
III. (Principal investigators: PIs, team coordinators: TC, team members: TM, in all contributing countries. For definitions see call text section III Guidelines for application page 4) For every single applicant, please fill in the tables below. Add lines as necessary and if relevant, please group participants in teams. In the “position“ column, please specify the duration of the contract, if on a fixed-term contract) France Role Name & First name Research organisation Laboratory or Unit email address Average time spent on project in hours per week Position (Emploi actuel et statut : CDD, CDI…) PI TM 1 TM 2 … Germany Role Name & First name Research organisation Department, Institute or Centre email address Average time spent on project in hours per week Position PI TM 1 TM 2 … The Netherlands Role Name & First name Research organisation Department or institute email address Average Time spent on project in hours per week Position (functie en duur aanstelling) PI TM 1 United Kingdom Role Name & First name Research organisation Department, Institute or Centre email address Average Time spent on project in hours per week Position PI TM 1 Japanese Associate partner Tick this box if the proposal has a Japanese associate partner, who applied separately to JSPS for funding (see the annex the annex to this form, describing the Japanese team and component of the proposed research).
Financial plan of Project Partner 4 (in €): Please make sure that the same figures are entered in the sections that need to be completed online (pt-outline submission tool) Type Item Description Total Total costs Requested Personnel Please specify (e.g. PhD students, Post Doc researchers, technicians and the number of Person-Months) Consumables Please specify (e.g. reagents, kits, antibodies, cell culture material, animals etc.) Equipment Please specify equipment Travel Please specify (e.g. allowances, meeting fees etc.) Other Please specify (e.g. animal costs, subcontracting, provisions, licensing fees, patents, publications, etc) Overhead* Total * Please note that there is not a common flat rate for the overhead category given by the ERA PerMed call. It may vary according to each funding agency’s regulations; please check the “Guidelines for applicants” or contact your relevant funding agency for further information.
7.7. Explain how your project accommodates sustainable development criteria as well as economic, social and environmental issues (1/2 page maximum) 7.8. Explain how your project accommodates gender issues criteria. (1/2 page maximum) 7.9. – Will the results of the innovation(s) be lasting? Under what conditions? What are the chances of those conditions being fulfilled? At this stage, have you already contemplated the future possibility to scale up the innovation you are supporting (e.g via economic growth, replication, support from public policy, …)? (1/2 page maximum) 7.10. (1/2 7.11. Use the Excel file (downloadable with the grant application form). Please complete sheet 2 or sheet 3 of the Excel file: Select sheet 2 if you wish to enter the expenses in local currency (the amount in euro will be calculated automatically in the provided columns according to the exchange rate you have chosen); Select sheet 3 if you wish to enter the expenses in euros. Provide a list of expense and revenue items for the project only. You may change the headings. Include as many budget details as possible (you may add lines to the table if necessary) as well as any relevant explanations. Please ensure that the amounts are consistent and check the totals (total expenditure = total revenue)! Expenses shown in the estimated project budget must incur after 1 January 2018. Do you intend to realize a financial audit of the project?
Expenses and resources of the project Please enter the same data as entered in the Excel file of the project budget. Check the consistency of amounts and percentages. Please maintain layout. Expenses Amount in euros Percentage of total budget Budget of the project € including human resources for the project € % including travels required for the project € % including equipment and supplies € % including other expenses € % including capitalisation € % including administrative costs € % Financing plan (tick the corresponding box) Amount in euros Percentage of total budget Donors Requested Raised Requested Pafao grant (max 80% of the project) € % € % € % € % € % € % € %
Read: Editorial Cartoon Materials Read, print, and annotate: a second essay from Complete: Analysis of four editorial cartoons, using the cartoon analysis forms, discussed in class Read the following materials from Patterns for a Purpose, add to the activity, "A Writer's Palette," and complete dialectical responses (as explained in class): for "Comparison-Contrast" 349-41 and "Dissect an Ad" 685-688 Read: "Locating, Evaluating, and Drawing on Sources" (701-716) Read the following (website): Review previously read section from Patterns for a Purpose: "Writing in Academic Settings" (91-114) DAY ELEVEN (9/19) Providing and Considering Feedback Checklist: Work Due Today Rough Draft of Project Three DAY TWELVE (9/24) Argumentation Checklist: Work Due Today Final Draft of Project Three DAY THIRTEEN (9/26) Argumentation continued Checklist: Work Due Today Complete: Idea Generation and Outline for Project Four Read the following from Patterns for a Purpose, add to the Writer's Notebook activity, "A Writer's Palette," and complete dialectical responses as discussed in class: Argumentation-Persuasion (571-651) DAY FOURTEEN (10/1) Argumentation / Idea Generation, Project Four/ Incorporating & Documenting Sources Checklist: Work Due Today Rough Draft and Works Cited Draft for Project Four DAY FIFTEEN (10/3) Preparing for Project Five Presentations and In-Class Essays Checklist: Work Due Today Final Draft of Project Four Project Five Materials (to work with in class) DAY SIXTEEN (10/8) Project Five: Your Group Presentation and Individual In-Class Essay Checklist: Work Due Today Writer's Notebook (includes the Writer's Notebook activity, "A Writer's Palette," as discussed in class Project Five Materials, including: dialectical responses for at least one additional chapter from Some We Love, Some We Hate, Some We Eat (as discussed in class) Today's In-Class Essay
Checklist: Work Due Today Final Draft of Project One Essay Select, print, and bring: (preparing for Projects Three & Four) Checklist: Work Due Today Read and complete dialectical responses as discussed in class: Some We Love, Some We Hate, Some We Eat: Why It's So Hard to Think Straight About Animals pages 36-95 Two of the following for group activity as assigned in class (Patterns): "What Is Behind the Growth of Violence on College Campuses?" 454-459, "Shoot to Kill" "College Pressures" 509-515, "The Art of Failure" 551- 559, "Watcher at the Gates" Read all of the following materials from Patterns for a Purpose and add to the Writer's Notebook activity, "A Writer's Palette," as discussed in class: "Writing in Academic Settings" (91-114) "Definition" 523-528/532-534 "Process Analysis" 291-297/303-305, Cause and Effect 413-419/424-425 Classification 473-480/485-486 (web) DAY SEVEN (9/4) Rhetorical Strategies Continued / Coherence and Unity / Revising and Editing / Finding Sources Checklist: Work Due Today Complete: Project Two Idea Generation Outline, Rough Draft Read, print, & annotate: Select, print, and bring: DAY EIGHT (9/6) Editorial Cartoons / Comparison and Contrast / Finding Sources Checklist: Work Due Today Final Draft of Project Two Essay DAY NINE (9/11) Editorial Cartoons / Comparison and Contrast / Finding Sources / Idea Generation: Project Three Checklist: Work Due Today DAY TEN (9/13) Documenting & Incorporating Source Uses Checklist: Work Due Today Idea Generation, Outline and Annotated Bibliography
WORK CHARACTERISTIC RATING FACTORS Quality of Work Accuracy Thoroughness and attention to detail Skill and performance of specialized or technical duties Quantity of Work Amount of work performed Completion of work on schedule Dependability/Reliability Follow-through Compliance with work instructions Work Habits and Attitude Applying oneself to work Acceptance of responsibility Attention to safety, economy, and efficiency Acceptance of new ideas, suggestions, and constructive criticism Orderliness in work Appropriate dress for job assignment Judgment and Initiative Performance in new situations; flexibility Performance in emergencies Performance with minimum instructions Recognition of limits of authority Safety Rules Consistent adherence to all Safety Rules and Standard Operating Procedures Relationships with Others Cooperation with employees, administrators Meeting and handling the public Working with students Attendance and Punctuality Absences do not exceed allotted leave time Consistent observance of established working hours FEEDBACK TABLE B - Work Characteristics (See Evaluation Factors above) 1 2 3 4 5 1 Quality of Work Comments: 2 Quantity of Work Comments: 3 Dependability & Reliability Comments: 4 Work Habits & Attitude Comments: 5 Judgment & Initiative Comments: 6 Safety Rules Comments: 7 Relationship with Others Comments: 8 Attendance & Punctuality (If rating is less than meets standard, fill in a., b., c. below) a) number of absences: b) number of times late to work: c) number of times has left work early without approval: C) OVERALL PERFORMANCE Provide a rating from Unsatisfactory to Outstanding in FEEDBACK TABLE C based on the same rating standards as Section A that best reflects the supervisor’s judgment of the employee’s overall work performance through an appraisal of all the ratings given for the factors listed above Provide relevant comments for BOTH areas of strength and growth
Child Care Health Consultation Lesson Plan Contractor Name: CCHC Standard Lesson Plan Date Submitted: Revised May 7, 2014 Children’s Health Promotion Adult Training on Health and Safety Standards Training Levels Content Area V: Health and Safety Select one standard and one level Promoting Risk Management Practices 1 2 3 4 5 Protecting Children and Youth Source: Core Competencies for Early Childhood and Youth Development Professionals (Kansas and Missouri), 2011 Promoting Physical Health Promoting Mental Health Promoting Healthy Eating Title: AAP Medication Administration Training Goal: Provide basic information to child care providers about medication administration to children in the child care setting Learning Objective(s): Participants will: Gain understanding about why medications are given in the child care setting Describe the preparation process for giving medication Demonstrate how to administer various types of medication Document medication administration, including side effects Identify issues and recognize how to problem solve Topical Outline of Content Training Method(s) Time (in minutes) Module 1: Background Introduction and reasons to give medication ADA, IDEA, state regulations Responsibility Triangle Types of medication Module 2: Preparation Forms Policies Confidentiality Receiving and storing medication Disposing of medication Module 3: How to Administer Medication Introduction: Most common errors 5 Rights Identifying “as needed” conditions Universal/standard precautions Preparing to administer medication Medication administration procedures Communicating with the child Module 4: Documentation Medication Administration Packet Recording information Making and recording observations Module 5: Problem Solving Medication errors Medication side effects Medication incidents What to do for problems and how to document them Field trips Self administration Problems with requests Pre-test PowerPoint/ Lecture/one Video/two Flip Chart Activities PowerPoint/ Lecture/one Video/two Optional Activities/two Activities PowerPoint/ Lecture/ four Videos/ three Activities/ one Optional Demonstration/ one Demonstration PowerPoint/ Lecture/one Activity PowerPoint/Lecture/two Optional Flip Chart Activities/ one Activity/one Optional Activity Post-test 60 min. 90 min. 105 min. 30 min. 75 min TOTAL: 6 HR Method(s) of Outcome Evaluation: Group participation in exercises; discussion; Q & A; optional post test FOR MISSOURI DEPARTMENT OF HEALTH & SENIOR SERVICES USE ONLY APPROVED FOR SIX (6) Clock hours Date Approved: May 2014 Authorized Approval Signature: Date Expires: May 2017
APPENDIX A. MEASURE TABLE Measure Name/Type Measure Definition Source of Measure Measure Calculation (Numerator/Denominator) Measure Exclusion Data Source/ Associated Collection Tool Measure Benchmark Measure Target/ Goal (%) Collection Frequency Associated Questions Age Appropriate Risk Assessment % of patients who have documentation in chart that age approp risk assessments were performed at their 24 months visit Bright Futures Target Population: All patients age 24 months seen in practice for health supervision care Numerator: # patients age 24 months with documentation in chart that age appropriate risk assessments were performed Denominator: All patients age 24 months seen in practice for health supervision care whose charts are reviewed N/A Patient charts/Chart Review Tool 1 N/A 95% Monthly Is there documentation in the medical record indicating that all age appropriate risk assessments were performed at the 24 month health supervision visit? (Note: answer “yes” if there is documentation that the patient was assessed for risks as outlined by Recommendations for Preventive Pediatric Health Care and Bright Futures Guidelines. Note: Several of the above categories are also required for projects utilizing the Quality Improvement Data Aggregator (QIDA) system. If your project is using QIDA, the final version of this grid will be used in your discussions with QIDA staff.
AAPS Review Application If you wish to seek a review of a decision made by an AAPS pre-vetter please complete this form and email it the ABAC executive officer at together with: a copy of the decision that you are seeking to be reviewed; and all advertising and other material that resulted in that decision. The fee for the review will be $500 unless the issues are unusually complex or there is a large amount of material to be reviewed. In that case a revised fee will be discussed with you prior to the review being carried out. Details of the decision to be reviewed: Date Pre-vetter AAPS Application Number Please outline in detail your argument against the pre-vetting decision:
Sample Problem and Lorentz Transformations A target of interest lies at a spacelike spacetime interval of 21 light-years from the Earth. A rocket travels to the target at velocity v/c = 21/29, so that in the Earth rest frame 29 years pass on Earth while the rocket travels to the target. Upon reaching the target, the rocket immediately rotates so as to return to Earth. During the return journey, 29 years are observed to pass on Earth as the rocket crosses a spacelike spacetime interval of 21 light-years. Figure 1 depicts this rocket journey from the Earth to the target and back as observed in the Earth rest frame in a standard spacetime diagram. All general relativistic, Hubble expansion, and other corrections have been ignored so that calculations can be kept strictly special relativistic. The origin has been placed at the rocket arrival at target event to facilitate comparisons between different reference frames and enhance visualization of the effects of Lorentz transformation. Figure 2 illustrates the results of the Lorentz transformation between the Earth rest frame event spacetime coordinates and a frame at rest with the first half of the rocket motion, the outbound rocket. Figure 3 shows the results of the Lorentz transformation between the Earth rest frame event spacetime coordinates and a frame at rest with the second half of the rocket motion, the return rocket. Figure 4 depicts the standard spacetime diagram of the rocket journey in the rest frame of the rocket. This involves a spacetime rotation about the rocket when it arrives at the target, which is the origin in all four figures. In particular, both coordinates of the Earth, i.e., space and time, change signs due to this rotation. All event spacetime coordinates
before rotation in spacetime about rocket 2 after rotation 3 spacetime coordinates given as (x, t) in units of light-years (technically, t coordinate should be ct) Table 2 Spacelike Spacetime Intervals (in light-years) Event Points Earth to Target Frame
2. SITUATION ANALYSIS 2.1 Overview of Lessons Learned from ARTIP The main sources of documented lessons learned from ARTIP are the ARTIP Activity Completion Report (ACR), the ARTIP Independent Completion Report (ICR), the ARTIP Transition Technical Discussion Paper, and the AAPTIP Concept Note. These documents primarily reflect the lessons learned by the ARTIP implementation team. Other lessons have been garnered from interviews with stakeholders from the criminal justice sector officials of Partner Countries and those familiar with ARTIP. Key lessons that have informed and shaped this design are summarised below but are more fully explored along with their implications in Annex J: There is strong, high level support for continued Australian engagement in the criminal justice sector from ASEAN, regional anti-trafficking stakeholders, and Partner Countries. But the Australian government needs to re-take a leadership role in policy dialogue and not outsource that responsibility to a managing contractor. Sustainability needs to be built into program systems and approaches from the onset. Greater local control of planning directions and resource allocation has the potential to yield greater ownership and sustainable impact. Monitoring and evaluation for a project like AAPTIP is complex and there are no ready-made solutions. Nevertheless, a guiding principle derived from past experience on ARTIP is that for the system to be effective it must be practical and cost effective to implement and the information it generates must be based on user defined needs. An appropriate balance of quantitative and qualitative data and information is necessary, as is a strengthened evidence base is important to inform policy and strategic decisions relevant to trafficking at national and regional levels. Victim-centricity, gender sensitivity and human rights responsiveness need to be factoring in as centre-pieces of any future program and not merely as training programs. Many people who are trafficked in the ASEAN region are trafficked for the purpose of forced labour. Noting the contributions of other projects and stakeholders, developing the capacity of police to investigate crimes by those that arrange employment abroad for migrant workers (including capacity for financial investigations), should be addressed by AAPTIP. Different capacity building approaches are required particularly a move away from a predominantly training oriented implementation approach. There is a need to move any new program upstream to develop contextually relevant solutions to problems. There is a need to strengthen the evidence base used to inform policy and strategic decisions – both within the program and within Partner Countries. A new program
Call Type No call – – -2.202 -1.700 – – Outgoing call – – -1.500 -2.522 13.365 4.107 Incoming call – – – – 12.261 3.754 Driving Attributes Elapsed time from the onset of yellow to 10% acceleration change (sec) 3.302 4.723 – – -0.487 -1.367 Acceleration pedal change direction Released -2.467 -5.365 – – – – Released*No call – – -1.724 -1.636 – – Depressed – – – – -1.569 -1.782 Minimum acceleration after acceleration pedal change (ft/s2) – – 0.145 2.727 – – Difference in maximum and minimum acceleration after acceleration pedal change (ft/s2) *Outgoing call -0.066 -5.698 – – – – Velocity at green to yellow (mph) 0.126 3.592 – – -0.436 -6.175 Distance from stop line at green to yellow (100’s ft) -0.462 -1.074 -1.009 -1.416 4.598 5.297 Distance from stop line at green to yellow (100’s ft)*No call -0.534 -3.353 – – 5.679 3.726 Velocity at stop line (mph) – – 0.626 7.803 – – Error component - Stop 2.122 5.204 – – – – Error component – Cross Failure – – – – 1.243 2.978 Common unobserved component - Stop and Stop Failure – – 0.740 2.540 – – Common unobserved component - Cross and Cross Failure – – – – 0.736 1.741
Exercise Name Name Your Name Name Exercise Dates Date Scope This exercise is a Exercise type scheduled for X hours at Location. Mission Area(s) [Primary Mission area Core Capabilities Core capability Objectives 2. Threat or Hazard Threat Scenario Scenario Sponsor/Jurisdiction Name Participating Organizations List (from Host AAR/IP) Point of Contact [Insert name/contact information for DES Coordinator)
A: This IP has been developed specifically for [Organization or Jurisdiction] as a result of [Exercise Name] conducted on [date of exercise]. Core Capability Issue/Area for Improvement Corrective Action Capability Element Primary Responsible Organization Organization POC Start Date Completion Date Core Capability 1: [Capability Name] 1. [Area for Improvement] [Corrective Action 1] [Corrective Action 2] [Corrective Action 3] 2. [Area for Improvement] [Corrective Action 1] [Corrective Action 2]
[Note for After Action Report/Improvement Plan (AAR/IP) Template: Text found in this document that is highlighted and bracketed is included to provide instruction or to indicate a location to input text. For multi-county/regional exercises, each county must complete Appendix A (Improvement Plan) and Appendix B (Exercise Participants. Refer to Appendix H (Exercise Report Completion) for AAR submission information to KDEM.] [On the cover page, insert additional graphics such as logos, pictures, and background colors as desired. The word “Draft” should be included before the phrase “After Action Report/Improvement Plan” on the cover page and in the header/footer of all versions except the final AAR/IP.] EXERCISE
Appendix A: Improvement Plan This IP has been developed specifically for [identify the State, county, jurisdiction, etc., as applicable] as a result of [full exercise name] conducted on [date of exercise]. These recommendations draw on both the After Action Report and the After Action Conference. [The IP should include the key recommendations and corrective actions identified in Chapter 3: Analysis of Capabilities, the After Action Conference, and the EEGs. The IP has been formatted to align with the Corrective Action Program System.] Capability Observation Title Recommendation Corrective Action Description Capability Element Primary Responsible Agency Agency POC Start Date Completion Date [Capability 1: Capability Name] 1. Observation 1 1.1 Insert Recommendation 1 1.1.1 Insert Corrective Action 1 Planning State X EMA EMA Director Dec 1, 2006 Sep 1, 2007 1.1.2 Insert Corrective Action 2 Planning State X EMS System EMS System Director Dec 1, 2006 Feb 1, 2007 1.2 Insert Recommendation 2 1.2.1 Insert Corrective Action 1 Training State X EMA EMA Director Dec 1, 2006 Jan 1, 2007 1.2.2 Insert Corrective Action 2 Systems/ Equipment State X EMA EMA Director Dec 1, 2006 Mar 15, 2007 2. Observation 2 2.1 Insert Recommendation 1 2.1.1 Insert Corrective Action 1 Planning State X System System Director Dec 1, 2006 Jan 15, 2007 2.1.2 Insert Corrective Action 2 Systems/ Equipment State X EMA EMA Director Dec 1, 2006 Jan 1, 2007 Table A.1: Improvement Plan Matrix
Once emergency plans are revised and in place, staff will orchestrate joint training exercises with community partners to test portions of the plans. Roles and responsibilities of various components of the newly formed public health infrastructure need to be defined and clarified. Define responsibilities of agencies and departments Develop emergency operations/response plans that describe how personnel, equipment, and other governmental, nongovernmental, and private resources will support and sustain incident management requirements Work is currently underway to clarify the roles and responsibilities of the District Liaisons, and to define how they will interface with county officials during a disaster situation. There is a need for enhanced mechanisms to support public health messaging at the local level. Define responsibilities of agencies and departments Work is currently underway to clarify the roles and responsibilities of the District Liaisons (DLs) and to define how they will interface with county officials during a disaster situation. The responsibilities of the DLs will include facilitating public health messaging at the local level. Need plan for expanding public health capacity in response to surge. Develop scalable strategic plans, based on normal response plans, to prevent, protect against, respond to, and recover from natural and man-made disasters, as well as acts of terrorism As the role of the District Liaisons is developed, disaster plans will define a method for identifying public health back-up, or a method to increase public health capacity in a surge situation. Need a plan for completing the tasks of the Recovery Period including debriefings, lessons learned, and preparing an After Action Report, systematically resuming functions and services, and providing responder support and recognition. Define and implement the responsibilities for standardized emergency management system planning As the pandemic Influenza Plan is revised, the stakeholders will be asked to develop plans for the Recovery Period. Hospitals and their community partners must proactively collaborate on the development of plans for establishing community Alternative Care Sites; issues to consider include location,
Scenario Natural Hazard Biological Foreign Animal Disease HazMat Hostage/Active Shooter CBRNE Chemical Other: Type of Exercise Discussion Based Seminar Workshop Tabletop Game Operations Based Drill Functional Full Scale Funding Source EMPG HSGP HMEP Other: Core Capabilities Access Control & Identify Verification Community Resilience Critical Transportation Cybersecurity Economic Recovery Environmental Response / Health & Safety Fatality Management Services Forensics & Attribution Health & Social Services Housing Infrastructure Systems Intelligence & Information Sharing Interdiction & Disruption Long-term Vulnerability Reduction Mass Care Services Mass Search & Rescue Operations Natural & Cultural Resources On-Scene Security & Protection Operational Communications Operational Coordination Physical Protective Measures Planning Public & Private Services & Resources Public Health & Medical Services Public Information & Warning Risk & Disaster Resilience Assessment Risk Management for Protection Programs & Activities Screening, Search, & Detection Situational Assessment Supply Chain Integrity & Security Threats & Hazard Identification EXERCISE EVENTS SYNOPSIS Provide a brief overview of the exercise scenario. The full exercise scenario (e.g., Situation Manual, Master Scenario of Events List, etc.), exercise timeline, and/or other documents may be attached as separate documents.
State of Alaska Division of Homeland Security and Emergency Management After Action Report/Improvement Plan Exercise Overview Community/Agency: Exercise Name: Begin: Date: Time: End: Date: Time: Point of Contact: Title: Phone Number: E-mail: Grant Program Citizens Corp (CCP) Emergency Management Performance Grant (EMPG) Local Emergency Planning Committee (LEPC) Other ___________ Type of Event Actual Seminar/Workshop Tabletop Exercise Drill Functional Full-Scale Exercise Mission Focus Prevent Protect Mitigate Respond Recover Exercise Scenario or Actual Event: Mark all appropriate blocks. Natural Disaster Avalanche Earthquake Flood Landslide Subsidence Tsunami Volcano Winter Storm Erosion Other ___________ Technological Dam Failure HAZMAT Power failure Radiological Structure Fires Transportation Accident Airport Other_________ Homeland Security Hostage/Active Shooter Chemical Biological Radiological Nuclear Explosion Cyber Civil Disorder Other_________ Number of Participant and Agencies Represented Local: State: Federal: National Guard: Military: VOAD: APIP: Other States: Other:
Exercise Name [Insert the formal name of exercise, which should match the name in the document header] Exercise Dates [Indicate the start and end dates of the exercise] Scope This exercise is a drill, planned for [exercise duration] at [exercise location]. Objectives [List exercise objectives] Threat or Hazard [List the threat or hazard (e.g. hurricane, radiological release, influenza, flooding, etc.)] Scenario [Insert a brief overview of the exercise scenario. Sponsor [Insert the name of the sponsor organization] Participating Organizations [List participant organizations] Point of Contact [Insert the name, title, agency, address, phone number, and email address of the primary exercise POC, or individual who wrote the After-Action Report.]
Exercise Name [Insert the formal name of exercise, which should match the name in the document header] Exercise Dates [Indicate the start and end dates of the exercise] Scope This exercise is a [exercise type], planned for [exercise duration] at [exercise location]. Exercise play is limited to [exercise parameters]. Mission Area(s) [Prevention, Protection, Mitigation, Response, and/or Recovery] Core Capabilities [List the core capabilities being exercised] Objectives [List exercise objectives] Threat or Hazard [List the threat or hazard (e.g. natural/hurricane, technological/radiological release)] Scenario [Insert a brief overview of the exercise scenario, including scenario impacts (2-3 sentences)] Sponsor [Insert the name of the sponsor organization, as well as any grant programs being utilized, if applicable] Participating Organizations [Insert a brief summary of the total number of participants and participation level (i.e., Federal, State, local, Tribal, non-governmental organizations (NGOs), and/or international agencies). Consider including the full list of participating agencies in Appendix B. Delete Appendix B if not required.] Point of Contact [Insert the name, title, agency, address, phone number, and email address of the primary exercise POC (e.g., exercise director or exercise sponsor)]
A: This IP has been developed specifically for [Organization or Jurisdiction] as a result of [Exercise Name] conducted on [date of exercise]. Core Capability Issue/Area for Improvement Corrective Action Capability Element Primary Responsible Organization Organization POC Start Date Completion Date Core Capability 1: [Capability Name] 1. [Area for Improvement] [Corrective Action 1] [Corrective Action 2] [Corrective Action 3] 2. [Area for Improvement] [Corrective Action 1] [Corrective Action 2]
<CN>Chapter 14:</CN> <CT>‘It’s Our Property and Our Passion’: Managing Creativity in a Successful Company – Aardman Animations <AU>Andrew Spicer <NP>It has become a cultural and commercial necessity for media firms to promote themselves as dynamic and innovative ‘creative companies’ and therefore attractive to potential employees, associated companies or funders. Although the concept of creativity has been extensively discussed, as Philip Schlesinger argued a decade ago in his critique of the ‘doctrine’ of creativity, the central question for critical empirical research is ‘in what form ideas about creativity and innovation become organizationally embedded and to what extent they shape the actual management of creative practice […] how ideas about creativity are actually interpreted in the practice of production’ (2007: 387, original emphasis). A central problem, which Mark Banks argues ‘is the distinctive feature of cultural production’, is the tension between the rational, accumulative and standardising logic of capitalist production and the irrational, unruly, unpredictable and potentially disruptive demands of the creative worker who values her autonomy (2007: 30, original emphasis). Although creativity and commerce are often polarized, in modern media firms they are always ‘intermingled and interfused’ in an unstable and shifting interplay that evolves over time (Negus and Pickering 2004: 46–67). <TEXT>This chapter develops an extended analysis of the management of creative practice in one of the most successful UK film and television companies, Aardman Animations, which has evolved from a hand-to-mouth two-person operation in 1976 to a medium-sized firm with a £22.3 million turnover in 2014 and over 150 employees, a number that rises to more than 600 when two films are being produced simultaneously (Baker 2014). My account is based on several observational site visits to its offices and the critical interpretation of extended interviews with six of its employees and freelance staff, including Aardman’s Executive Chairman and co-founder, David Sproxton (see table of interviews); all unattributed quotations
Core Concepts Needed to Produce Good Multimedia [IFG 06] Clear Workflow Clear Understanding of Content Good Communication/Writing Skills Quality of Media Being Used Accessibility Basic Artistic Aesthetic Concepts Student Assimilation of Content Through Multimedia vs. Traditional Learning [IFG 07] Technology Is the “Hook” to Garner Learning Needs to Be a Balance Between Media and Tradition Better Engagement/Retention, but Less Overall Content Assimilated More Diversity in Media Created by Students More Skills Acquired Through Creation Purpose of Visual Literacy [IFG 08] One Lives in a Visual Society Understanding a Non-Verbal Language A Lot of Information Packed into Visuals Ability to Discern Between Good and Bad Media Ability to Analyze What One Sees Ideal Situation to Best Serve Student Proficiency in Multimedia [IFG 09, 10] Basic Multimedia Course as Early as Possible First Year Essentials of Multimedia Concepts Course Integration With English 110 Consistency Across Student Learning of Multimedia Team-Taught Classes Effective Content Based Support Structure Importance of Multimedia in Professional Field [IFG 11] Ability to Present Oneself Online Self-Awareness of How One Presents Themselves Online Alternative Ways to Present the Same Content Additional Observations [IFG 12] Need More Analysis of What One Consumes and Produces iPad Integration Need More Communication Between Departments More Attention Paid to Accessibility Incorporate More “Real” Interaction
Summary of Micro-Syllabus Assignment Description of Assignment ICT Foundation Skill Set Indicated by Interview Participants Search and Bookmark Students are given a list of multimedia skills one might encounter, e.g.: How to Resize an Image How to Make a Google Site How to Save a YouTube Video Students are to find the best tutorials for each item on the list and bookmark them using either an Internet browser or social bookmarking site. Students pick a single tutorial to put into practice and write a brief summary of the difficulty of the tutorial. Students submit bookmark list and brief summary. Access Manage Evaluate Ability to Save and Easily Retrieve Data [IFG 03] Ability to Filter “Good and Bad” Data [IFG 03, 03A.] Visual Literacy [IFG 08] Introduction to Multimedia Technologies [IFG 05] Recognition of Available Information [IFG 03A]
After-Action Report (AAR) and Improvement Plan (IP) DIRECTIONS: Use the below format to outline a specific improvement plan for each objective. From the previous Objective pages, list each objective number, the corresponding EOP plan reference(s), the areas for improvement, the person responsible for the improvement plan action, and the projected completion date. Expand to additional pages as needed. OBJECTIVE Number EOP PLAN Reference AREAS FOR IMPROVEMENT (Include all items identified for each objective – see previous pages) IMPROVEMENT PLAN – ACTION STEPS RESPONSIBLE PARTY (name, position, title) Completion Date
State of Division of Homeland Security and Emergency Management After Action Report / Improvement Plan Section 1: Exercise Overview Jurisdiction: State of Alaska Exercise Name: APIP VTTX-LTPO Begin: Date: 14APR2015 Time: 10:00 AM End: Date:14APR2015 Time: 12:00 PM Point of Contact: mva.sva@alaska.gov Name: Chad Fullmer Title: APIP Co-Chair Phone Number: 907-428-7013 Grant Program Citizen Corp (CCP) Emergency Management Performance Grant (EMPG) Local Emergency Planning Committee (LEPC) Metro Medical Response (MMRS) State Homeland Security (SHSP) Other _____________________ Type of Event Actual Seminar/Workshop Tabletop Exercise Drill Functional/Command Post Full-Scale Exercise Focus of Exercise Prevent Protect Mitigate Respond Recover Exercise Scenario: (Mark appropriate blocks.) Natural Technological Homeland Security Avalanche Earthquake Flood Landslide Subsidence Tsunami Volcano Wildfire Winter Storm Erosion Other ___________ Dam Failure Hazardous Material-Fixed Facility Hazardous Material-Transportation Power Failure Radiological-Fixed Facility Radiological-Transportation Structural Fires Transportation Accident ( Air, Rail, Highway, Water) Airport Other ________________________ Hostage Chemical Civil Disorder Cyber Biological Radiological Nuclear Explosive Other _______________ Number of Participants and Agencies (be sure to include all non-governmental, tribal, and private organizations) Section 2: Exercise Design Summary Exercise Purpose / Goals & Objectives: 1. Discuss emergency plans and procedures to gain better understanding of response plans. 2. Interface with fellow infrastructure stakeholders to share commonalities, differences and best practices 3. Highlight and discuss public information and communication plans and identify gaps 4. Determine capabilities and plans for mass care and assess gaps 5. Identify coordination and policy shortcomings regarding multi-agency coordination systems