zilongwang/ReadingBank huggingface dataset:
Delegation of Investment Authority to Agent The Directors may delegate to a stockbroker, investment dealer, or investment counsel the degree of authority with respect to the investment of the Society’s property that a prudent investor might delegate in accordance with ordinary business practice. PROCEEDINGS OF BOARD Meetings Meetings of the Board may be held at any time and place determined by the Board. Notice of Board Meetings Meetings of the Board may be held at any time and place determined by the Board provided that two (2) days’ notice of such meeting will be sent to each Director. However, no formal notice will be necessary if all Directors were present at the preceding meeting when the time and place of the meeting was decided or are present at the meeting or waive notice thereof in writing or give a prior verbal waiver to the Secretary. Participation by Electronic Means The Board may decide, in its discretion, to hold any meeting or meetings of the Board in whole or in part by Electronic Means. Quorum The Board may from time to time fix the quorum necessary to transact business and, unless so fixed, the quorum will be a majority of the Directors. Director Conflict of Interest A Director who has a direct or indirect material interest in a contract or transaction (whether existing or proposed) with the Society, or a matter for consideration by the Directors: will be counted in the quorum at a meeting of the Board at which the contract, transaction or matter is considered; will disclose fully and promptly the nature and extent of his or her interest in the contract, transaction or matter; is not entitled to vote on the contract, transaction or matter; will absent him or herself from the meeting or portion thereof: at which the contract, transaction or matter is discussed, unless requested by the Board to remain to provide relevant information; and in any case, during the vote on the contract, transaction or matter; and refrain from any action intended to influence the discussion or vote.
7:00 – 8:00 Supplier Orientation & Tutorial – An introduction and overview of the Nadcap program 21-FEB-2017 5:00 – 6:30 Supplier Support Committee Meeting - All suppliers are encouraged to attend. 8:00 1.0 Opening Comments 1.1 Call to Order/Quorum Check 1.2 Safety Information: 1.3 Review Code of Ethics (Ref: Attendees’ Guide) and Meeting Conduct 1.4 Present the Antitrust (only @ the first open and first closed meeting of the week for each Task Group) 1.5 Review Agenda 1.6 Acceptance of Meeting Minutes 8:30 2.0 ASA RAIL 8:45 3.0 Membership Updates 9:00 4.0 Overview of the Aero Structure Assembly TG 10:00 5.0 Business Case 12:00 – 1:00 Break 1:00 6.0 Subscriber Audit Checklist Questions 3:00 7.0 Checklist Development 4:30 ADJOURNMENT 5:00 – 7:00 NMC Planning & Ops Meeting – Task Group Chairs & Staff Engineers are required to attend. 8:00 – 10:00 Nadcap Management Council Meeting – All members are encouraged to attend this informative and important meeting. 10:15 1.0 Opening Comments 1.1 Call to Order/Quorum Check 10:30 8.0 Checklist Development (continued) 12:00 – 1:00 Lunch Break 1:00 8.0 Checklist Development (continued) 3:30 9.0 Aero Structure Assembly Task Group Initiatives 4:00 10.0 New Business 4:45 11.0 Meeting Close Out 11.1 Review of Action Items Assigned During the Meeting 11.2 Set Next Meeting Agenda Topics 5:00 ADJOURNMENT
9:00 – 10:00 Supplier Support Committee Leadership Team Opening Reception 10:00 – 1:00 New Supplier Information Session – New Suppliers are encouraged to attend, and all Suppliers are welcome 9:00 1.0 Opening Comments (daily) 9:20 2.0 ASA RAIL 9:40 3.0 Voting Member Updates & Compliance with Voting Requirements 10:00 4.0 Overview of Aero Structure Assembly Task Group 10:30 5.0 Review of Procedure Changes 11:00 6.0 NMC Metrics Update 11:30 7.0 Checklist Development 1:00 2:00 LUNCH BREAK 2:05 7.0 Checklist Development Continued 6:00 ADJOURNMENT 9:00 1.0 Opening Comments 1.1 Call to Order / Quorum Check 9:15 7.0 Checklist Development Continued 1:00 – 2:00 Break 2:05 7.0 Checklist Development Continued 4:45 ADJOURNMENT 5:00 – 7:00 Supplier Support Committee Meeting – All suppliers are encouraged to attend. 9:00 1.0 Opening Comments (daily) 1.1 Call to Order / Quorum Check 9:15 7.0 Checklist Development Continued 1:00 – 2:00 Break 2:05 8.0 Auditor Interview Questions 3:30 7.0 Checklist Development Continued 4:30 ADJOURNMENT 5:00 pm – 7:00 pm NMC Planning & Ops Meeting – Task Group Chairs & Staff Engineers are required to attend. 9:00 am – 11:00 am Nadcap Management Council Meeting – All members are encouraged to attend this informative and important meeting. ASA Task will not meet until 2:05 PM on this day. 1:00 – 2:00 Lunch Break 2:05 1.0 Opening Comments (daily) 7.0 Checklist Development Continued 3:30 9.0 Mandate 4:20 10.0 Number of ASA Audits 4:30 11.0 Aero Structure Assembly Task Group Initiatives 5:00 12.0 New Business 5:30 13.0 Meeting Close Out 6:00 ADJOURNMENT PM
COMPLIANCE WITH PROCEDURAL DOCUMENTS This document will be monitored to ensure it is effective and to assurance compliance. Minimum requirement to be monitored Lead Tool Frequency of Report of Compliance Reporting arrangements Lead(s) for acting on Recommendations Regular monitoring of issues arising and engagement of responsible persons Head of Estates and Facilities Health and Safety Committee Annual Policy audit report to: CCRG Health and Safety Committee Head of Estates and Facilities Ensure roles required under this policy are filled and active Head of Estates and Facilities Health and Safety Committee Annual Policy audit report to: CCRG Health and Safety Committee Head of Estates and Facilities Policy audit report to:
List all instructors on your payroll, at the time of application, who will be involved in any asbestos training. (Copy and use additional sheets, if necessary). YOU MUST ATTACH ONE COPY OF EACH INSTRUCTOR'S MOST RECENT RESUME IF THE INSTRUCTOR HAS NOT BEEN PREVIOUSLY APPROVED. NOTE: If additional instructors are hired during the certificate year, you must submit the instructor's resume and obtain approval before that instructor may teach any asbestos course. PART I Instructor's Name New Hire Previously Approved PART III List Each Topic Instructor Will Teach (if not teaching ALL Topics) 1 1. 10. Instructor Will Teach All Courses and All Topics Currently Approved Yes --> Proceed with additional instructors or go to Schedule II No --> Complete Parts II and III for this instructor PART II below each course Instructor will teach (if not teaching ALL Courses): 2. 11. 3. 12. 4. 13. 5. 14. Initial Course 1 Day 2 Day Course Name Inspector Management Planner Operations/Maintenance Project Designer Spanish Speaking Worker Supervisor Worker Review Course 6. 15. 7. 16. 8. 17. 9. 18. PART I Instructor's Name New Hire Previously Approved PART III List Each Topic Instructor Will Teach (if not teaching ALL Topics) 2 1. 10. Instructor Will Teach All Courses and All Topics Currently Approved Yes --> Proceed with additional instructors or go to Schedule II No --> Complete Parts II and III for this instructor PART II Check below each course Instructor will teach if not teaching ALL courses: 2. 11. 3. 12. 4. 13. 5. 14. Initial Course 1 Day 2 Day Course Name Inspector Management Planner Operations/Maintenance Project Designer Spanish Speaking Worker Supervisor Worker Review Course 6. 15. 7. 16. 8. 17. 9. 18.
List all instructors on your payroll, at the time of application, who will be involved in any asbestos training. (Copy and use additional sheets, if necessary). YOU MUST ATTACH ONE COPY OF EACH INSTRUCTOR'S MOST RECENT RESUME IF THE INSTRUCTOR HAS NOT BEEN PREVIOUSLY APPROVED. NOTE: If additional instructors are hired during the certificate year, you must submit the instructor's resume and obtain approval before that instructor may teach any asbestos course. PART I Instructor's Name New Hire Previously Approved PART III List Each Topic Instructor Will Teach (if not teaching ALL Topics) 1 1. 10. Instructor Will Teach All Courses and All Topics Currently Approved Yes --> Proceed with additional instructors or go to Schedule II No --> Complete Parts II and III for this instructor PART II Check below each course Instructor will teach (if not teaching ALL Courses): 2. 11. 3. 12. 4. 13. 5. 14. Initial Course 1 Day 2 Day Course Name Inspector Management Planner Operations/Maintenance Project Designer Spanish Speaking Worker Supervisor Worker Review Course 6. 15. 7. 16. 8. 17. 9. 18. PART I Instructor's Name New Hire Previously Approved PART III List Each Topic Instructor Will Teach (if not teaching ALL Topics) 2 1. 10. Instructor Will Teach All Courses and All Topics Currently Approved Yes --> Proceed with additional instructors or go to Schedule II No --> Complete Parts II and III for this instructor PART II Check below each course Instructor will teach if not teaching ALL courses: 2. 11. 3. 12. 4. 13. 5. 14. Initial Course 1 Day 2 Day Course Name Inspector Management Planner Operations/Maintenance Project Designer Spanish Speaking Worker Supervisor Worker Review Course 6. 15. 7. 16. 8. 17. 9. 18.
& To prevent occupational-related disease resulting from air-borne exposure to asbestos in the workplace. To outline how risks arising from asbestos and other hazardous materials in the workplace shall be identified, assessed and controlled. This requirement applies to all staff, students, contractors and other personnel at workplaces under the management or control of the University of Melbourne. The University has undertaken comprehensive hazardous materials audits for each building under the management control of the University. DEFINITIONS Asbestos The asbestiform varieties of mineral silicates belonging to the serpentine or amphibole groups of rock-forming minerals, including: actinolite asbestos anthophyllite asbestos chrysotile asbestos) crocidolite (blue asbestos) grunerite asbestos (or amosite) (brown asbestos) tremolite asbestos, or any material or object, whether natural or manufactured, that contains one or more of the mineral silicates referred to in paragraph (a). Asbestos register A register that includes: the location of the asbestos; the likely source of asbestos that is not fixed or installed; in relation to asbestos containing material (ACM); the type of ACM, whether the ACM is friable or non-friable, the condition of the ACM,
Instructions - Asbestos Data website Open internet browser Type in Select either “Public” or “Internal” access are two versions of the website: a Public version and an Internal version. Public access: No login is required. Access to Asbestos Survey Reports only. Survey Reports are updated annually as required by regulation. Search for Asbestos Survey Reports by selecting, “Campus” and then “Building.” on “View Report.” Internal access: Requires UTORid and password. If you have forgotten your UTORid or password, go to the UTORid Account Management website: This part of the website contains other documents on asbestos and designated substances for the St. George Campus, such as fireproofing floor plans, consultant survey reports, designated substance report summaries, asbestos building summaries and a campus-wide master summary of asbestos materials. These additional documents are used by members of the St. George Campus to identify the location of asbestos and other designated substances prior to renovation, construction and repair work. Ability to search for asbestos information by room and building. Information in the Home page, (4a, below) is updated throughout the year. Internal Access – Instructions: 4a) This is the Home page – Asbestos Information Search 4b) Example of search results for a specific building:
Mohiuddin, M., & Su, Z. (2013). Manufacturing and medium size enterprise’s offshore outsourcing and competitive advantage: An exploratory study on Canadian offshoring manufacturing SMEs. Journal of Applied Business Research, 29(4), 1111-1130. Mohiuddin, M., & Su, Z. (2010).Firm performance of offshore outsourcing strategy of manufacturing enterprises: A research agenda. Competition Forum, 8(1), 13-27. Nunnally, J. (1978). Psychometric methods. New York: McGraw-Hill. Parsons, T. (1960). Structure &process in modern societies.Glencoe, IL: The Free Press. Sood, R. (2006). IT, software and services: Outsourcing & offshoring – The strategic plan with a practical viewpoint. Austin, TX: AiAiYo Books.
P1 A APPENDIX A ACKNOWLEDGEMENT AGREEMENT I/We, ________________________________of______________________________________have read and understood the procedures described in the Burdekin Shire Councils Asbestos Management Plan and have perused and understood, received a copy of, and are familiar with the Asbestos register. Address of property Giru Camping Grounds, 31 Luxton Street, Giru. Name: ___________________________________________ Position Responsible Person
Tasmania Northern Territory Australian Capital Territory Commonwealth NOPSEMA Seacare Other contacts (Australian Council of Trades Unions) (Australian Chamber of Commerce and Industry) Explanatory notes Several data sources were used and analysed in the preparation of this report. These are: AIHW National Cancer Statistics Clearing House (NCSCH) AIHW Australian Cancer Incidence and Mortality Books (ACIM) AIHW National Hospital Morbidity Database (NHMD) NSW Dust Diseases Board National Data Set for Compensation-based Statistics (NDS), and Australian Bureau of Statistics Causes of Death (ABS). 1 Summary of data sources Condition Data item Source Mesothelioma Number of new cases of mesothelioma in Australia ACIM Age-standardised incidence of mesothelioma in Australia ACIM Number of compensated mesothelioma-related claims NDS & DDB Number of deaths attributed to mesothelioma ACIM & ABS Age-standardised mesothelioma death rates ACIM Age-standardised mesothelioma death rates ACIM Asbestosis Number of compensated asbestosis-related claims NDS & DDB Number of asbestosis deaths ABS
9 Table 2: Pipe and Boiler Covering and Lagging Location/Product How Fibers are Released Comments Blocking Damage Cutting Deterioration In 1996, EPA banned materials. Pre-molded pipe covering sections Damage Cutting Deterioration In 1996, EPA banned these materials. Corrugated asbestos paper (air cell) Damage Cutting Deterioration In 1996, EPA banned these materials. Asbestos-paper tape on furnaces, steam valves, and flanges Damage Cutting Deterioration In 1996, EPA banned these materials Table 3: Flooring Location/Product How Fibers are Released Comments Vinyl tiles (binding agent) Removal Sanding Dry-scraping Cutting Polishing In use since 1950 Asphalt (binding agent) Removal Sanding Dry-scraping Cutting Polishing In use since 1920 Vinyl sheet flooring backing Removal Sanding Dry-scraping Cutting Polishing In use between 1950 and 1990. EPA banned in 1990 Flooring felt Removal Sanding Dry-scraping Cutting Polishing EPA banned in 1990
Disability Age Sexual orientation Being transgender None of the Why are you unhappy with the action taken so far? What else would you like to see done to resolve the issue? Are you currently receiving support regarding these incidents? Please describe. Householder Information Which of the following describes you best? Council Tenant Leaseholder Private Tenant Owner Occupier Housing Association Other Landlord’s Name (if appropriate) Landlord’s Address Landlord’s Contact No. Contact Officer Keeping You Informed We will keep you informed about the progress of your referral. Our promise is to acknowledge receipt of your referral within 5 working days.
Action Note from Ayr South Locality Planning Group Meeting Wednesday 20th March 2018 at 5.30pm, Book & Bun Present: Glenda Hannah – Care Scotland Niven Rennie – SeaScape George Bone – Coylton Resident Caitlin Anderson – Active Schools Carol Fisher – Health & Social Care Anthea Clarke – Local resident Callum Reilly - AAPCT Kathy Holland – Local Resident Apologies: Sandra Rae In attendance: Neil Goudie - South Ayrshire Health & Social Care Partnership - Community Engagement
Screening through daily routines Assessment of Student Competencies Many of the Assessment of Student Competencies can be assessed during daily routines. In some instances it may be easier or more efficient to note the children who are unable to perform the competency rather than those who can. Routines ASC Students their bag in their named locker RW1 Identify their own name and some environmental print in a variety of contexts Group times Chatting with students individually or in groups e.g. ask children news about themselves SL1 Answer familiar, simple questions with a verbal response in child’s own language SL4 Say most speech sounds correctly SL6 Speak using sentences Transitional activities: e.g. move from a group time to activity or going to recess by: Showing flash cards of children’s names Children repeat a series of random numbers or e.g. 4 year olds: 3 items e.g. Say pen, bag, book 5year olds 4 digits e.g. Say 3, 6, 2, 8 RW1 SL5 Identify their own name and some environmental print in a variety of contexts Repeat series of spoken words once aloud in their home language Packing up times : Sort play materials by size e.g. all long/ short blocks matched to silhouette of block shapes, small/ big balls in the blue/red box Sort play materials into categories e.g. place all same size blocks together, scissors together, all triangles in the triangle box As children are packing up ask them where materials are kept or instruct children where to place materials using positional language MG2 MG5 MG1 Select objects according to size and uses language of size Sort objects according to one criteria e.g. shape, colour or size Say and demonstrate understanding of positional Observe children doing self-care tasks e.g. putting lunchbox in the fridge, putting their hat on for outside play, washing hands after the toilet, blowing own nose SC1 Perform self-care activities Observe if a child uses body language and gestures to communicate e.g. eye contact, facial expressions, body movements and gestures, distance, and space to express responses. Put hand up to indicate stop. SC2 Identify and express personal rights Observe children who can ask for assistance when they need it e.g. cannot open their lunch wrapping, don’t know where to find play materials SC3 Verbally ask an adult for help Songs/ Games ASC Simon Says Game: teacher demonstrates Follow my finger with your eyes PM1 Visual motor/ tracking
Dean’s Student Advisory Board Application Name: Are you an undergraduate or graduate student? (If you are a graduate student, please note if you are a GAA, GRA, or GTA) OSU Email Address: Rank/Year: Graduation Term and Year: Degree Program: Major(s) and Minor(s) / Specialization: QUESTIONS (200 What do you believe is the most pressing issue for College of Arts and Sciences undergraduate (graduate) students and what would you suggest in order to address this concern? Why do you want to be a representative on the Dean’s Student Advisory Board? What unique perspective would you bring to the Dean’s Student Advisory Board?
Trash cans The Provider will provide: Educational materials and publicity information at least two weeks before the event. Drop cloths Excavation shoeboxes Journals If you have any questions, please contact me at 980-555-5555 (phone) or by email at jane.doe@cms.k12.nc.us. Thank you again – we are really looking forward to your visit! Sincerely, Jane Doe Jane Doe Arts & Science Cultural Arts Representative ASC Education Middle School School Experience Information Form 2016-2017 School Experience Information Form Name of School: Arts and Science Cultural Arts Representative: Name of Visiting Provider/Organization: Type of Program: Date of Experience: ASC Middle School Jane Doe Archie’s Archaeological Adventures Residency Nov. 12-16, 2016 The Arts & Science Cultural Arts Representative should ensure that the Provider has this completed form BEFORE they leave your school. Thank you! Total number of classrooms present: 2 Total number of students served: 53 number of teachers served: 2 PreK: 0
4.1.3 All fish that are moved off site, at all stages in the life cycle, are moved to a location of equal or lesser health status Yes 4.1.4 Site access, disinfection and hygiene protocols are implemented and annually reviewed Yes 4.1.5 Bio-secure disposal of all mortalities and fish trimmings Yes 4.1.6 Immediate investigation of all mortality events on site and, in instances where mortality remains unexplained or unattributed, further investigation with fish health professionals off site Yes 4.1.7 Minimum frequency of inspection of the farm by a designated veterinarian who is specialized in aquatic animal health. The inspection must review the farm health plan. ≥ 1 inspection per year, at a time when the site is in production 4.1.8 Evidence that maximum stock density was determined jointly by the designated veterinarian Yes Rationale - Creating and implementing risk-based farm management protocols (e.g., health management plans, biosecurity plans and crisis procedures) and maintaining daily records on fish health and behavior are important tools for keeping farmed fish healthy and for minimizing or eliminating the impact trout farming can have on the aquatic environment. For example, a veterinary health plan can help reduce the disease risk load of any farm stock to a minimum level. Therefore, it is critical for these documents to be created and for all producers to be aware of the documents and understand their role in implementing them. Documentation must be backed up by site visits from a designated veterinarian who can critically review the efficacy of any farm health management protocols. 4.2 Criteria: Chemicals and treatments INDICATOR REQUIREMENT 4.2.1 Presence of a treatment plan, treatment record book and farm health history that includes a detailed recording of all treatments and all health events on the farm, as well as written veterinary prescriptions and receipts Yes 4.2.2 Use of therapeutic treatments, including antibiotics or treatments, that are banned under European Union (EU) law Not permitted
National Environment Protection (Assessment of Site Contamination) Measure 1999 Technical Working Group ERRATA Updated 30 April 2014 Schedule Section/ page Issue Corrected information Updated B1 3.2.1 Incorrect section reference Second paragraph - should be Schedule B2 Section 13 (not Section 11) 6 Feb 2014 B1 5 (preamble to cases studies) Incorrect section reference Second paragraph - should be Schedule B2 Section 13 (not Section 11) 6 Feb 2014 B1 Page 47 Rounding rules for HSLs, EILs and ESLs 10-<100 round to nearest 5 (not 1-<100 to nearest 5) 29 July 2013 B1 Table 1B(6) Area of ecological significance ESL for benzene (coarse soil) 8 mg/kg not 10 mg/kg (rounding should not have been applied) 29 July 2013 B1 Table 1B(6) Commercial & industrial ESL for benzo(a)pyrene (coarse and fine soil) 1.4 mg/kg (not 0.7 mg/kg) 29 July 2013 B1 Table 1B(6) Footnote (3) Naphthalene should not be subtracted from >C10-C16 (as there is no separate ESL for naphthalene) 29 July 2013 B1 Table 1C GIL for trichloromethane (chloroform) Delete as trichloromethane is included in Trihalomethanes (total) 6 Feb 2014 B1 Bibliography Incorrect reference AS 4964-2004 (not AS 4963-2004) 29 July 2013
Autism Spectrum Condition Service Practitioner Referral Form Patient Name: Date of Birth: Date of Referral: GP Surgery: Name of Referring Practitioner: Profession: Patient Address: Patient Telephone Number: Can message be left? Yes / No Preferred number/Do not contact at this number Does the patient consent to a message left with a family member? Yes / No name: Their relationship to patient (e.g. parent/spouse/partner) Patient Mobile Number: Can voice/text message be left: Yes / No Preferred number/Do not contact at this number Patient Email address: Does patient have any hearing/language/sensory/mobility difficulties? Yes / No The Assessor may request access to patient’s medical notes from the patient’s GP as part of their assessment. All patient information will remain confidential and will only be used to inform this assessment. Does the patient consent to this access to the medical notes? Yes / No
Rank (ATAR), you must study a minimum of 10 Board Developed units in the HSC Course. The booklet, “University Entry Requirements 2018 Year 10 Booklet”, published by UAC contains important information about entry to university courses, course prerequisites or assumed knowledge and other information to assist your choice of HSC courses for study in Years 11 and 12 in preparation for university entry. All Saints’ College - St Mary’s students are required to choose one of the following: · Studies of Religion (1 Unit) or Studies of Religion (2 Unit) which are Board Developed Courses and contribute to the ATAR, OR · Catholic Studies (1 Unit) which is a Board Endorsed Course which contributes to the award of the HSC but does not contribute to the ATAR Formal examination blocks occur in each year group. Students are expected to be present during these times. Year 11 – two weeks of Term 3 Year 12 – two weeks of Term 2 Term 4 (HSC) Parents with academic concerns, or other concerns, are encouraged to call the school to speak with one of the Assistant Principals, teachers or Subject/Student Coordinators at any stage of the Year 11/Preliminary or HSC Course. THE ST MARY’S MODEL WEDNESDAY – LEARNING DAY The change in the delivery of curriculum at St Mary's Campus was inspired by the belief that the needs of students now presenting for the HSC warranted a departure from previous curriculum structures. Providing a flexible curriculum day was a response to the changing needs of HSC Students. To ensure the integrity and effectiveness of the four-day week, it is essential that enrolling students make a commitment to ATTEND SCHOOL ON ALL FOUR DAYS and BE PUNCTUAL to classes and to Group in the mornings. The school is open on a WEDNESDAY and students attending are required to sign in and out at reception using their Student ID card as there is no morning roll call. Wednesday Hours of Operation 8:00am Office is Open 8:30am – 12:30pm Library Open Teacher and Student Classes/Tutorials 1:00pm Student sessions may continue in the Cloisters and C5 classroom.
Supplier is a nonresident foreign corporation, or foreign partnership that does not have income effectively connected with the conduct of a trade or business in the United States and does not have an office or place of business or a fiscal paying agent in the United States; Supplier is an agency or instrumentality of a foreign government; Supplier is an agency or instrumentality of the Federal Government. The Supplier, by checking the applicable box, represents that it operates as: a corporation incorporated under the laws of the State of , a sole proprietorship a government entity (Federal, State, or local) a foreign entity and if a corporation registered for business in (country) a partnership an International organization per 26 CFR 1.6049-4 or a venture between Supplier is not owned or controlled by a common parent as defined in paragraph (a) of this provision. Name and TIN of common parent: Name: TIN: 2. AFFILIATION IDENTIFYING A. If the Submitter is owned or controlled by a parent company, provide the following information: Name of Parent Company: Street Address: City/State/Zip: Parent Company Employer's Identification Number: B. If Submitter is not owned or controlled by a parent company, provide the following information: Submitter Employer’s Identification Number: Submitter DUNS Identification Number: NOTE: The Data Universal Numbering System (DUNS) is assigned by Dun and Bradstreet, Inc., and is contained in that company’s Data Universal Numbering System (DUNS). If the number is not known, it can be obtained from any Dun and Bradstreet branch office. The Supplier should not delay the submission of this form or its quotation/proposal pending receipt of its DUNS number. C. If the Submitter's facility has been approved to retain classified documents, provide the following information: Cognizant Government Security Office: Street Address: City/State/Zip: Submitter’s bid rates have been audited by DCAA: Yes No If yes, in accordance with FAR 32.503-3, submitter shall provide the following information:
22 B-SMS 9 Demonstrate personal safety skills F1 Decision Making Relationship Skills Learners will be able to demonstrate understanding of simple rules related primarily to personal health and safety. WMELS Domain II C EL.3 Learners will be able to describe ways to promote personal safety. Learners will be able to honor social norms with respect to safety of oneself and others. 23 B-SS 8 Demonstrate advocacy skills and ability to assert self, when necessary A1, A2, A3, C1, E1, F1, G2, G3, G4, I3, I4 Social Awareness Relationship Skills Learners will be able to attempt a new skill when encouraged and supported by a safe and secure environment. WMELS Domain IV A EL.2 Learners will be able to identify how to get help from a trusted adult in a variety of situations. Learners will be able to identify when and how to offer help to others. 24 B-SS 5 Demonstrate ethical and social responsibility A1, A2, A3, B1, B2, C1, E1, I3 Decision Making Social Awareness Relationship Skills Learners will be able to show awareness of being part of a family and a larger community. WMELS Domain II A EL.2 Learners will be able to, with adult guidance, identify classroom, school, and community needs. Learners will be able to identify actions that would positively impact change in a classroom, school, and community.
Appendix 1: Basic computing skills for “Beginners” Appendix 1 shows what minimum standard of computer experience a senior student should have before being classified as a “Beginner” rather than an “Absolute Beginner”. (Our thanks to the Woodrising Neighbourhood Centre BFS kiosk group for this work). PC - Start and stop a PC correctly PC - Identify that an active anti-virus program is functional and up to date PC - Use the mouse competently; open a right click menu and use a command on it PC – Locate and open programs from the desktop and menu (orb) PC – Manage multiple windows using max/min button, taskbar button and click to front. PC – Resize a window and move it on the desktop Internet – Go directly to a web page, eg www.abc.com.au or www.bom.gov.au Internet – Navigate on web pages – eg Australian Holiday Stories at www.australia.com Internet – Fill in fields on a web page – eg plan a bus, train trip on www.131500.com.au Internet – Use a search engine to find items of interest eg great ocean road Internet – Use the home, back and forward buttons Internet – Save and use favourites / bookmarks Wordpad - Type 3 paragraphs of text. Wordpad – Navigate and edit text using the mouse, arrow, backspace and delete keys Wordpad – Select text and change its font, font size, font colour, bold, italics and underline Wordpad – Use the menus and toolbars to edit text Wordpad – Save a document; locate and reopen a saved document Wordpad – Use cut, copy and paste to edit text Wordpad – Use the Shift, Caps Lock and Tab keys correctly
Dialog --Expert Resource and Student To bring in different points of view To share expert opinion and knowledge Experts invited to speak and discuss in class Students asked to find experts outside of class Students asked to find experts outside of class Experts contribute to forum Videotape Expert and put on-line This could be useful option for seniors in group sessions Resource Access is Asynchronous To have students gain exposure to more in-depth knowledge To allow access to on-line pre-set courses with video/audio demonstrations and sample exercises. Assignments of Web Resources, Multimedia & other experiences for online class exposure Trials during the showed this works for computer savvy seniors but no other seniors Resource Access is Synchronous To provide more robust & authentic experiences that require instructor interpretation To offer comparisons and contrast Film and Video presentations Present information and/or data that are in conflict and students must process in class to resolve During online sessions, present short pieces of information and/or data that are in conflict, and students must process in class to resolve Does not work with seniors online
share several strategies for discussing meta-majors and provide opportunity for questions and comments. Breakout C: Connecting and Re-Connecting with Students Randy Beach, Guided Pathways Task Force Derek Majors, Guided Pathways- LA Trade Tech Counselor Gwyer Schuyler, Guided Pathways Task Force- Counselor The principles of guided pathways require a strong partnership with students and student services to design and implement a guided pathways framework to improve the student experience. In this breakout, we will discuss the role of student services in designing a guided pathways framework, and, through stories and sharing, dive into the importance of connection with students. 12:30pm – 1:15pm LUNCH 1:15pm – 2:30pm 2nd Breakout Sessions Breakout A: Engaging ALL Faculty Michelle Pilati, Guided Pathways Faculty Lead Carrie Roberson, Guided Pathways Task Force Chair The ASCCC supports cross-functionality among instructional programs/services and continues to work diligently to ensure the empowerment, leadership, and voice for ALL faculty... and the work is never done. Come to this breakout to explore ideas of how to incorporate all aspects of instruction to support students in their educational endeavors. Come and engage in navigating what is ahead for faculty in implementing a guided pathways framework. Breakout B: The Science of Program Mapping and DNA of Meta-Majors (REPEAT) Rebecca Eikey, Guided Pathways Task Force Janet Fulks, Guided Pathways Faculty How do you get started with mapping programs and creating meta-major organization? What are the guiding principles to help colleges build relevant groupings for How can this organization serve the students and the college? How can this process clarify pathways for the college and student support efforts? This breakout will share several strategies for discussing meta-majors and provide opportunity for questions and comments. Breakout C: Connecting and Re-Connecting with Students (REPEAT) Randy Beach, Guided Pathways Task Force Derek Majors, Guided Pathways- LA Trade Tech Counselor Gwyer Schuyler, Guided Pathways Task Force- Counselor The principles of guided pathways require a strong partnership with students and student services areas to design and implement a guided pathways framework to
Guiding Principles Appreciating childhood as a unique and valuable stage of the human life cycle and basing our work with children and youth on the knowledge of children development. Appreciating and supporting the bond between the child or youth and family. Recognizing that children and youth are best understood and supported in the context of family, culture, community and society. Respecting the dignity, worth and uniqueness of each individual (child, youth, family member, and colleague). Helping children and youth achieve their full potential in the context of relationships that are based on trust, respect, and positive regard. That children are best nurtured by a family that knows, loves and honors them for who they are. That all children have the right to play and learn in an inclusive environment that meets the needs of children with and without disabilities. That relationships and friendships are essential to enrich our lives. That all individuals are entitled to the services and supports required to ensure their full participation in our society. the involvement of families and support networks contributes to everyone’s safety and well-being. services and supports must be delivered in a way that respects an individual’s diverse history, culture, race, religion and sexual orientation. inclusive communities enrich the lives of all citizens.
Pre-natal to birth Involvement in projects and programmes. Inspiring parents to read with their baby Enhancing life outcomes for children aged 0-2 Supporting attachment, resilience, emotional health and wellbeing, speech and language Striving for excellence Having a clear vision and striving for excellence, through providing high- quality arts work and experiences, to achieve the best possible outcomes for children and young people. Pre-school (ALM) Inspiring parents to read and with their child and form a lifelong reading habit, Bookstart Giving parents space and time to spend time bonding with babies and building parental confidence Enhancing life outcomes for children aged 0-2 Supporting attachment, resilience, emotional health and wellbeing building resilience and character, speech, language communication development; early literacy and school readiness Ensuring a positive child-centred experience Ensuring a positive, child-centred experience for all children and young people, through having the passion, commitment, knowledge and skills for work involving children and young people, helping them to develop as confident individuals and celebrate their achievements. This would include encouraging individual contributions and valuing diversity. Adults who are passionate about working with children and young people and who have the right skills Clear, honest communication and flexibility Working alongside, sharing skills Valuing individuals, encouraging young people from different backgrounds and with different needs Make it OK to be different
individuals and celebrate their achievements. This would include encouraging individual contributions and valuing diversity. Adults who are passionate about working with children and young people and who have the right skills Clear, honest communication and flexibility Working alongside, sharing skills Valuing individuals, encouraging young people from different backgrounds and with different needs Make it OK to be different Transition to secondary school (ALM) Supporting learning including new digital resource Helping nurture a lifelong love of learning that may impact positively on exam success. Providing an opportunity for young people to engage with libraries via a digital platform. Need for young people to improve their technical skills – STEM agenda National Curriculum - IT curriculum / digital fluency Tackling rural isolation Contributes to raising young people’s aspiration and achievement, supporting GCSE /A level success and has a long term economic impact Supporting transition Character education Being exciting, inspiring and engaging Being exciting and engaging, through providing inspiring and relevant opportunities that stretch, challenge and excite children and young people, to foster both positive dispositions towards the arts, and to enhance their wider aspirations and life and career choices Providing a sense of personal progression Taking account of children and young people’s individual needs, through
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Politics and Education in Japan’s Publishing History Organizer and Chair: Maj Hartmann, KU Leuven 1) Ruselle Meade, Cardiff University Juvenile Science and the Japanese Nation: Shōnen’en and the Cultivation of Scientific Subjects 2) Pieter Van Lommel, University of Tsukuba Media for Schoolteachers: The Diverse Roles Played by Commercial Education Periodicals in Late Meiji Japan 3) Maj Hartmann, KU Leuven The Exchange of Educational Publications in the 1920s and New Forms of Cooperation between Publishers and the State Discussant: Shiho Maeshima, University of Tokyo Session 14: Room 252 Gender and Discourse in Late Imperial China Organizer: Tomoko Gomi, University of Sacred Heart Chair: Linda Grove, Sophia University 1) Tomoko Gomi, University of Sacred Heart Personal Belongings in Public Shoes in Records of Judgments of the Qing Dynasty 2) Yoshiyuki Ogawa, Kokushikan University Court Ladies and Gender from the Song Dynasty to the Qing Dynasty 3) Akira Konita, Waseda University The Biographies of Women in Local Gazetteers: Focusing on the Qing Dynasty Historian, Zhang Xuecheng Discussant: Mio Kishimoto, Toyo Bunko Session 15: Room 316 In and Out: Transnational Migration to and from China Organizer and Mario Liong, Ritsumeikan University 1) Lucetta Y. L. Kam, Hong Kong Baptist University Coming Out and Going Abroad: The Chuguo Mobility of Queer Women in China 2) Mario Liong, Ritsumeikan University From China to Sweden: Gender Dynamics and Practices among Chinese Academic Immigrant Families in Sweden 3) Atit Pongpanit, Naresuan University [Re]imagining Their Belongings: Thai Female Migrants in Hong Kong 4) Isabella Ng, The Education University of Hong Kong Framing the Issue of Asylum Seekers and Refugees for Tougher Refugee Policy: A Study of the Media’s Portrayal in Post-colonial Hong Kong Discussant: Yajiao Li, Ochanomizu University Session 16: Room 314 Individual Papers 3: Commodified Cultures Chair: Thomas Gill, Meiji Gakuin University 1) Fan Ching Wan, The Chinese University of Hong Kong Maintaining a School Culture: A Case Study of an Ōendan in a Japanese University 2) Keiko Nishimura, University of North Carolina, Chapel Hill Character, Context and Communication Robots in
suggested in the “Asianization” of Aesop. Discussant: Reiko Hirose, Senshu University Session 13: Room 203 Politics and Education in Publishing History Organizer and Chair: Maj Hartmann, KU Leuven From the early Meiji period, education has been closely intertwined with the ministerial bureaucracy and Japan’s nation building process. However, this process was constantly influenced by different non-state actors who commented on, reinforced, reinterpreted, steered, and critically reflected on education in various ways through the media, the publication of readers and textbooks, and the international and transnational exchange of ideas. By analyzing the content and use of educational publications, this panel intends to shed light on a number of these actors, and examine how their engagement with education, as well as their interaction with the involved governmental actors, related to current political developments and changes in administration. The panel offers three case studies from the Meiji and Taishō periods which approach the entanglement of politics and education in publishing history from the perspectives of media studies, cultural history and transnational history. The aim is to reexamine the role that commercial publishers, media and social commentators played as private actors in shaping education and educational policies in modern Japanese history. 1) Ruselle Cardiff University Juvenile Science and the Japanese Nation: Shōnen’en and the Cultivation of Scientific Subjects The emergence of the mass periodical press in the Meiji period provided public intellectuals with a podium from which to engage in public policy. One of the earliest such avenues was children’s magazines, which proliferated from the late 1880s. These were attractive because, although ostensibly targeted at children, they could be used to reach a range of associated audiences, including educators, parents and businesspeople, without attracting too much scrutiny from notoriously strict Meiji censors. Most contributors to children’s magazines were at pains to align themselves with the government’s agenda, but close scrutiny of their
Feedback for my mentor about their mentoring skills What are the key things I have learned/developed as a result of the mentoring How am I going to make use of these new skills Have I identified any new learning or development needs and if so, how do I plan to meet them?
APPLICATION: Complete submission guidelines and instructions may be at . ELIGIBILITY: Any current ASCLS member Accredited MLT or MLS educational programs are invited to present student and faculty/practitioner posters Programs may submit more than one poster. CLS DISTINGUISHED AUTHOR AWARD NOMINATIONS DEADLINE: FEBRUARY 15 PURPOSE: The CLS Distinguished Author Award recognizes authors of original relevant articles of value to clinical laboratory science, published in CLS. AWARD: Recipients receive a plaque at the ASCLS Annual Meeting Awards Ceremony. NOMINATIONS: Email nomination letters to Editor-in-Chief Perry Scanlan at perryscanlan@gmail.com CLS subscribers and CLS editorial board members may submit nominations. Recipient determinations are made by the CLS editorial board members. Letters of nomination should state specific relevancy, value, and article title, for which the author is being nominated. ELIGIBILITY: Any author who is published in CLS is eligible to be nominated. Articles are to be: Original Of quality writing Relevant to the clinical laboratory science profession Of value to the clinical laboratory science profession. SCIENTIFIC RESEARCH
General Information Patient Name: Patient DOB: Patient Email: Health Care Providers (Including Names, Institution, Phone numbers) Primary Care Provider: Surgeon: Radiation Oncologist: Medical Oncologist: Other Providers (Navigator): Diagnosis Cancer Type/Location/Histologic type: Diagnosis Date: Tumor size: Lymph Nodes: Metastasis: Stage: ☐I ☐II ☐III ☐IV ☐Not available/applicable Other information about the cancer: Treatment Plan Treatment Goal: ☐ To cure the cancer and relieve symptoms and side effects of treatment ☐ To slow the growth of the cancer and relieve symptoms and side effects of treatment Treatment Plan Surgery ☐ Yes ☐No Surgery Date(s) (year): Procedure/location: Radiation ☐ Yes ☐No Body area to be treated: How many treatments over how many weeks: Systemic Therapy (chemotherapy, hormonal therapy, other) ☐ Yes ☐No To be given before surgery or radiation (neoadjuvant) ☐ Yes ☐No Name of regimen and agents used: Number of cycles planned and frequency: To be given after surgery or radiation (adjuvant) ☐ Yes ☐No Name of regimen and agents used: Number of cycles planned and frequency: Additional information: Symptoms or Side Effects