zilongwang/ReadingBank huggingface dataset:
Submission Details Responses (including all supporting information, if any) must be fully received by the Closing Date and Closing Time. Consultants must complete the entire Response document and must not amend any of the questions provided. Responses and other information provided must be in writing and in English. Lodgement Responses to this RFx must be submitted electronically via the NSW Government website. The Consultant is to Login to eTendering as a system user, find this RFx, and follow the on-screen instructions to lodge the response. The lodgement can only be made by a registered user of the NSW Government eTendering website. Consultants should notify the Contact Officer in writing on or before the Closing Date and Time if they find any discrepancy, error or omission in this RFx. Late Responses Response lodged wholly or partly after the Closing time will be registered as a Late Response and may be excluded from evaluation. [Agency] may, at its discretion, allow the evaluation of a Late Response, if it judges that the lateness is due to circumstances outside the control of the Respondent. Extension of closing Date and Closing Time The Principal may, in its discretion, extend the Closing Date and Closing Time. Confidentiality NSW Procurement will treat all responses as commercial-in-confidence. Timeline RFX issued xx / xx / xx Receipt of supplier intentions to participate in RFX xx / xx / xx Supplier Briefing (if required) xx / xx / xx
TRACKING YOUR PROGRESS TOWARDS GRADUATION General Core Curriculum Requirements (Areas A-E REQUIRED for all majors) 42 credit 14-15 Courses + 1 Lab FRESHMAN (0-29 credit hours) SOPHOMORE (30-59 credit hours) Career Block Credits Hours for AAS or AAT Degree + 38 credit N/A Earned at Technical College Upper Division Coursework (3000-4000 Level Courses ONLY) +40 credit hours +14 COURSES REQUIRED JUNIOR (60-89 credit hours) SENIOR (+90 credit hours) GRADUATION (apply 2 semesters BEFORE completion) Visit: 120 credit hours COMPLETION OF 28-29 TOTAL COURSES MAKE SURE EVERY CLASS COUNTS TOWARDS GRADUATION NUMBER OF OUTSTANDING COURSES UNTIL GRADUATION Advisement Date Advisor Comments
3 IMG 209 ‘X ‘ ‘ 2 IMG 214 ‘X ‘ ‘ 1 IMG 216 ‘X ‘ ‘ 6 IMG 219 ‘X ‘ ‘ 2 IMG 224 ‘X ‘ ‘ 1 IMG 226 ‘X ‘ ‘ 3 ANY LEVEL ‘ ‘ ‘ 3 ANY LEVEL ‘ ‘ ‘X 3 ANY LEVEL ‘ ‘ ‘X 2 ANY LEVEL ‘ ‘ ‘X 3 ANY LEVEL @ 300/400 LEVEL ‘ ‘ ‘X 3 ANY LEVEL @ 300/400 LEVEL ‘ ‘ ‘X
3 WLD 143 X 2 WLD 170 X 3 WLD 171 X 2 WLD 220 X 3 WLD 221 X 3 ANY LEVEL X 3 ANY LEVEL X 3 ANY LEVEL X 3 ANY LEVEL X 3 ANY LEVEL X 3 ANY LEVEL X 3 300/400 LEVEL ELECTIVE X 3 300/400 LEVEL ELECTIVE X
Section 4. Tuition and Fees Section 5. Financial Aid Section 6. Undergraduate Academics Section 7. Policies and Procedures Read Chapter 3 Stress Management Read Chapter 4 Time Management Journal Entry 2 -write Week 2 “Weekly Take-away” paper Discussion Board: Learning Styles and Learning Style Strategies Discussion Board: Time Management and Strategies WEEK #4 Complete WBU Academic Catalog online Quiz Read Chapter 5 Help and Support Read Chapter 6 Critical Thinking Read Journal Article found in Week Tab 4 Journal Entry 3 - write Week 3 “Weekly Take-away” paper Discussion Board: 7 Habits of Successful People Discussion Board: Preferred Learning Style as related to Growth Mindset Get a jump start on your Service Learning Project paper WEEK #5 Read Chapter 7 Class Skills Read Chapter 8 Studying Read Journal Article found in Week 5 Journal Entry 4 - write Week 4 “Weekly Take-away” paper Discussion Board: Self-directed Learning Style Strategies as related to Growth Mindset WEEK #6 Read Chapter 9 Tests Read Chapter 10 Writing Journal Entry 5 - write Week 5 “Weekly Take-away” paper Discussion Board: Thinking on Paper & Tests WEEK #7 Complete Chapters 1 through 10 online Quiz In Week 7 Folder: Read Article Titles: The Purpose of Research Writing In Week 7 Folder: Read Article Titles: Developing a Strong, Clear Thesis In Week 7 Folder: Read Article Titles: Developing the Research Outline and Plan Journal Entry 6 - write Week 6 “Weekly Take-away” paper Select topic, Develop a Thesis and Thesis outline WEEK 8 Putting it all together – Thinking on Paper Critical Thinking Topic Research and online WBU Library Thesis and the Thesis Outline
………………………………………………………………………………………………………………………………...... PRIORITY OF ACCESS: The Care Centre follows the Priority Access Guidelines set by the Family Assistance Law. These guidelines can be found in the Parent Handbook. TYPE OF CARE REQUIRED: Care Details Child 1 Child 2 Child 3 Child 4 Please circle type of Care your child/ren will require: BSC ASC BSC ASC BSC ASC BSC ASC BSC – Morning Care ASC – Afternoon Care BOOKING DETAILS FOR BEFORE AND AFTER SCHOOL CARE Care Details Child 1 Child 2 Child 3 Child 4 Start date in Term 1, 2018: / / / / / / / / Pattern of Care: (Please Tick) Permanent □ Casual □ Roster □ Permanent □ Casual □ Roster □ Permanent □ Casual □ Roster □ Permanent □ Casual □ Roster □ ROSTERS Rosters are used when your work or family arrangements mean that you require permanent care on a rotational basis. A roster must be provided for the whole term to be a roster booking and permanent rates to be charged. Please see staff for roster sheet to complete. PERMANENT BOOKINGS ONLY (Circle sessions required below)
Phone: Family Dentist: Dentist Name: Address: Phone: Medicare Details: In case of an emergency having details makes treatment of your child’s injuries quicker. Please remember to update your details if your Medicare card is replaced (especially if it has been reported as lost or stolen). CONSENTS: Children covered by consent: I give the following consents for my children: Child 1 Name: Child 2 Name: 3 Name: Child 4 Name: Attendance Consent: To receive out of school hours care conducted by Engadine West Public School P & C Before and After School Care as indicated by me on this form. I understand that all due care will be taken by Engadine West Public School P & C Before and After School Care and that the Centre or supervisors will not be held responsible for any loss or damage to property brought to the Centre during any/all program components. Child 1 (Please tick) □ Yes □ No Child 2 □ Yes □ No Child 3 □ Yes □ No 4 □ Yes □ No Emergency Consent: I give permission for the staff to seek medical attention for my child/ren in the event of an accident or emergency which cannot be treated by basic first aid and agree to meet any expenses as a result. Child 1 (Please tick) □ Yes □ No Child 2 □ Yes □ No Child 3 □ Yes □ No Child 4 □ Yes □ No Medical Consent: To receive medical attention when necessary or to be released into the care of a medical or dental practitioner or medical personnel as deemed necessary and agree to meet any expenses as a result. Child 1 (Please tick) □ Yes □ No Child 2 □ Yes □ No Child 3 □ Yes □ No Child 4 □ Yes □ No
D- up to 10 points based on the % of topics covered in the annual management review. A comprehensive plan will include at least review of: results of inspections; results of audits; corrective / preventive action completion and status reports; completion level of safety program objectives (as defined in annual plan); changing business and legal/regulatory circumstances; and safety improvement from previous year. Award points based on the % of topics covered. Ref: WCA 3.3 (d) provision for holding periodic management meetings for the purpose of reviewing health and safety activities and incident trends, and for the determination of necessary courses of action. Audit Note: Recommendation: A2.8 Has management allocated the resources necessary for the safety program? O D I Total 0 0-20 /20
H2.5 Has the assigning party ensured that adequate and competent supervision is in place in the worksite, based on scope, complexity and risk associated with the site? O D I Total 0 0,5 0,5 /10 D- If documentation supports that all Contractors have appropriate on-site supervision, award 5 points. I- If at 80% of interviewed company contract managers/supervisors are aware of the company requirements, their obligations to ensuring competent supervision and are ensuring it, award 5 points. Ref: OHSR 20.3 Coordination of multiple employer workplaces Note: Recommendation: H2.6 Has the assigning ensured that the Prime Contractor has a designated health and safety representative for coordination of health and safety activities on the worksite? O D I Total 0 0,5 /5 I- If at least 90% of contract managers/supervisors can correctly identify the site health and safety contact of the Prime Contractor on each site, award 5 points. It will be necessary for the auditor to determine the correct contact either by documentation or by interview with the indentified person. Ref: OHSR 20.3(2)(a)(i) Coordination of multiple employer workplaces Audit Note: Recommendation: H. Prime Contractor Management Awarded Available N/A Available – N/A % awarded Total 0 90 90 0% Min 50%
Ensure all frontline in early years services, including education and health, receive training at their induction and at regular intervals, so they can understand and apply the principles and practices that promote oral health. BHF (2016) Practical Strategies for Promoting Physical Activity in the Early Years (Page 7) Consult with setting managers to ensure appropriate levels of practitioner support are in Work with practitioners at each setting to determine their training and support needs. Provide ‘booster’ training and information sessions to refresh practitioners’ skills and knowledge for promoting physical activity and reducing sedentary behaviour within their setting DfE (2015) Keeping children safe in education (Page 7) All staff members should also receive appropriate child protection training, which is regularly updated. DfE (2015) The Prevent Duty (Page 7) Individual schools and childcare providers are best placed to assess their training needs in the light of their assessment of the risk. As a minimum, however, schools should ensure that the Designated Safeguarding Lead undertakes Prevent awareness training and is able to provide advice and support to other members of staff on protecting children from the risk of radicalisation HM Government (2015) Working together to safeguard children (Page 56) Staff complete safeguarding training that enables them to recognise signs of potential abuse and neglect DfE (2015) Consultation on amendments to the paediatric first aid requirements in the Statutory Framework for the Early Years Foundation Stage. DfE (2016) Paediatric first aid requirements in the statutory framework for the early years foundation stage – consultation report and government response Practitioner Health and Wellbeing 6.3 The setting supports practitioners in maintaining health and wellbeing and a healthy lifestyle. 6.4 The setting encourages practitioners to be positive role models. The criteria and minimum evidence required for this section is based on guidance within the following publications: Ofsted (2014) Children’s Centre Inspection Handbook The quality and impact of practice and services (Page 29) How well practitioners work with target children and parents, are good role models and have sufficiently high expectations and aspirations for targeted families DfE (2017) Statutory framework for the early years
Your Details First Name * Last Name * Who are you prescribing on behalf of ? * Please select which Geographical area you work in, pertinent to your employer, or the Agency you are employed by. Tick ONE box only CCG (Health) East and North Herts - C1 CCG (Health) and West Herts - C2 CCG (Health) Cambridge and Peterborough - C3 Health and Community Services (HCC) E & N Herts - H1 Health and Community Services (HCC) S & W Herts - H2 See and Solve East and North Herts - S1 See and Solve South and West Herts - S2 Hertfordshire Community Trust Childrens Services - L1 Hertfordshire Partnership Foundation Trust (HPFT) – P1 Care by Us Agency - AC, Goldsborough Care Agency - AG Hertfordshire Action on Disability Agency - AH CCG - Out of County (Health Only) - C0 Sensory Services These are the ONLY Options available Main area of Work * Please indicate the type of work you undertake Tick ONE box only. Children - C Health - H Hospice - O Learning & Physical Disabilities - L Mental Health - M Older People - P Social Care – S Sensory (Agency - As above) Community or Hospital based * Community or Hospital based (Hospice Staff please select Hospital) Tick ONE box only. Community - C Hospital - H Job Category * Please choose one of the categories which closely reflects your role. This is relative to what type of equipment you order. We are attempting to keep the number of different job titles to a minimum Tick ONE box only. Admin - ARO Community Care Officer - CC Learning & Physical Disabilities (Qualified) - LQ Learning & Physical Disabilities Assistant - LA Mental Health (Qualified) - MQ Mental Health Assistant - MA Nursing (Qualified) - NQ Nursing Assistant – NA Sensory Services Professional Social Worker - SW Occupational Therapist (Qualified) - TQ Physiotherapist (Qualified) - PQ Therapy Assistant – TA These are the ONLY Options available Full Email Address * Working days and hours * Office Telephone Number (Direct Line NOT Call centres) *
C4.6 Are drills being conducted to periodically test the effectiveness of the ERP? O D I Total 0 0-5 /5 D- If an emergency response drill, such as a general fire/evacuation drill, has been conducted in the last 12 months, award 2 points. If drills have been conducted to test at least one other scenario, such as injury, confined space rescue or missing worker, award a further 1 point. Note that if the company has confined spaces that are entered at least annually and/or work from heights, then they must perform those applicable rescue drills to be awarded this point, even if they have performed other scenarios. If results of drills are reviewed and the ERP amended as necessary a further 2 points. Proof of review may include meeting minutes or formal reports to management, workers, JOHSC, etc. Ref: OHSR 4.14 Emergency Procedures (3) At once each year emergency drills must be held to ensure awareness and effectiveness of emergency exit routes and procedures, and a record of the drills must be kept. Audit Note: Recommendation: C. Standards, Procedures and Work Instructions Awarded Available N/A Available – N/A % awarded Total 0 170 170 0% Min 50%
F1.2 Are incidents being reported to the company? O D I Total 0 0,3 0,3 0-4 /10 O- If there is unreported damage found based on observation of worksite and equipment conditions, award zero points. Otherwise, award 3 points. Unreported damage could be found as equipment damage, property damage and signs of malfunctions. D- If documentation (first aid records, incident reports, maintenance records, reports to authorities, etc.) is positively correlated to indicate all incidents are reported, award 3 points. I- Award up to 4 points based on % of positive responses of interviewed workers being aware of, and following, reporting procedures. Ref: WCA, General Duties of Workers e) report to the supervisor or employer (i) any contravention of this Part, the regulations or an applicable order of which the worker is aware, and (ii) the absence of or defect in any protective equipment, device or clothing, or the existence of any other hazard, that the worker considers is likely to endanger the worker or any other person Audit Note: Recommendation:
D- If the investigation program requires that: Senior management, Managers and supervisors responsible for the area of operations of the incident, and JOHSC all receive copies of the investigation report, award 2 points. Award up to 3 points based on the % of evidence found that investigation reports are reviewed by the required individuals and JOHSC. I- If at least 90% of interviewed senior managers, managers, supervisors and JOHSC members state that they review all incidents, award 5 points. Ref: WCA Incident investigation report 175 WCA Follow-up action and report 176 Note: Recommendation: F. Incident Reporting and Investigating Systems Awarded Available N/A Available – N/A % awarded Total 0 115 115 0% Min 50% G. Contractor Management G1. Selection Criteria
AUBURN HIGH SCHOOL BASEBALL CAMP 2018 Dates: May 29th– June 1st Time: 8:00 a.m. – 12:00 noon Ages: 7-12 EARLY BIRD REGISTRATION: Received by Friday, April 27th $100.00 $75.00 w/two or more from same family REGISTRATION: Received from April 30th - May 11th $130.00 $110.00 w/two or more from same family REGISTRATION DEADLINE: Friday, May 11th Includes: Lunch, Hat & T-shirt Camp Checks payable to: Auburn City Schools Athletics Complete Registration & return: By mail (address below) Or drop off at ACS Athletic Office located on the Auburn High campus What to bring & wear Glove, bat (optional), baseball pants, cleats & tennis shoes & money for concession bank Typical Day of Camp Agility warm-up, Stretch Stations: Throwing/Catching, session, infield/outfield, hitting, concessions, base running, 2 day pitching/catcher session Games and Lunch First Day Check In: AHS Gym Find your age group table Pick up T-shirt & Hat Concession Bank Deposit- Cash or Checks Payable to AHS Baseball Boosters Location Auburn High School Baseball Field In case of rain located in AHS Gym For more information, call: Athletic Department 334-887-0050 This information can also be found at . Click on the located in the blue box on the right side of the home page to go to Athletics and open link for Summer Camps
PTMS Baseball Schedule 2018 HOME games in CAPS/bold 4/11 – at Southampton 4/12 – WILLINGBORO 4/16 – MEDFORD LAKES 4/18 – EASTAMPTON 4/20 – ST. MARY’S 4/23 – at Our Lady Of Good Counsel 4/25 – at Olson 4/27 – SOUTHAMPTON 4/30 – WILLINGBORO 5/2 – at Medford 5/7 – at Eastampton 5/9 – at St. Mary’s 5/14 – OUR LADY OF GOOD COUNSEL 5/16 – OLSON **All games start at 3:45 pm
Pledge Sheet for Player: ______________________________________________ Freshman JV Varsity Results: Longest Hit: #_________ Feet Home Runs #______ Certified: X ____________________________ Booster Club Pres. Name Street Address, Phone Number, Email Address Pledge per Foot $ Home Run Pledge $ Ins $ Total Pledge $ Net $$ Earned: (Distance x Pledge) $$ Collected Check #, Cash Total # Totals $ $ $ $ $ $
Here are the results from the Toledo City League Baseball Championships Junior Varsity Championship – Tuesday, May 19, 2015 Bowsher HS – 6 Start HS – 4 Varsity Championship Semi-Finals – Monday, May 18, 2015 Bowsher HS – 15 HS – 10 Waite HS – 5 Rogers HS – 0 Finals – Saturday, May 23, 2015 @ Owens Community College HS – 8 Bowsher HS – 2
SHARE “Most tutors use Blackboard effectively, which is very helpful. It is good that someone will help you even if they don't teach you.” “Not all the PowerPoint and resources used in the lectures were put on Blackboard.” “My department are absolutely ridiculous with their lack of use of Blackboard facilities. Out of 7 modules, only 1 of mine uses Blackboard (of which he does very well) everyone knows electronic resources benefit the students and the complete disregard of this or lack of effort to learn how to use it is dreadful for so called academic professionals.” “Not all fully utilize Learning Central Access to online sources is reasonable, but not as wide an access as we had in first year (e.g. we no longer have Athens access).” “A large proportion of lecturers don't use online communication or "Blackboard" facilities.” “Sometimes use of visual aids/increased use of Blackboard would have been beneficial.” “The Blackboard was the biggest problem, it took over 2 for it to be fixed, I had to have written proof of my work or I was going to be made to resit my year.” JOMEC “Communication with are easy and accessible, and all are very helpful. lectures and lots of feedback on learning central is ideal to progress and do well with studies.” “There has been difficulty in communicating with the tutors efficiently. The Learning Central system is not in anyway enhancing our learning and our communication with the tutors.” MATHS “Vast difference in lecturer's ability or willingness to provide resources on learning central.” MEDIC “Big strides have been made with regard to Learning Central, and online services have been made more “Blackboard is a useful resource.” “Blackboard (learning central) was very poorly organised and staff expected you to be aware of important documents that were hidden in obscure folders.” “it was almost impossible to find anything on Blackboard”
OSCAR Data Commonwealth OSCAR Data. Medium quality. Total energy use for agencies. Energy usage data for several individual Commonwealth public buildings; many records noted as "Australia Wide". University James Cook University (via DCCEE) Individual campus buildings of JCU Relevant. Energy (including end-use) and scale data for two years only Detention centres 7 detention centres Energy and some scale data. Clubs DCCEE CSCC in ACT Good energy and scale data for years 2007-10 TAS gvt agencies (via DCCEE) Govt offices, health buildings and schools Mostly relevant although QA process has revealed problems with some energy and scale data. QLD gvt DCCEE Health buildings, gvt offices and health buildings One year only and some missing scale data. Various Energetics (via DCCEE) Airports, tertiary, law courts and hospitals High quality. Good energy and scale data for years 2007-10. Some records missing scale data. Schools DCCEE ACT public schools Relevant. Some scale and energy data for 2009-11. Supplement/check with pitt&sherry data. Courts DCCEE ACT magistrates court Relevant. Scale and energy data Years 2008-12 Various NT gvt DCCEE Govt offices, health care buildings, public buildings and schools Relevant. Energy and scale data with various time series 2004-10. Each record contains up to forty data fields including: Building identification details, including an individual Building ID code, but also name and street address available Other locational details (State, region, postcode where available) Data contacts data (varying depending on the building type Other activity data (varying depending on the building type) Data on cogeneration, power or onsite renewables where available (very few records) Energy consumption by fuel (generally electricity, gas, LPG, diesel/oil) Total energy consumption (where no fuel mix available) A large number of electrical end-use categories (which vary by building type) where available A smaller number of gas end-use categories (varying by building type) where available.
Consistency II.A.3: Meeting Diverse Needs II-A-3. Meeting Diverse Needs Unsatisfactory Needs Improvement Proficient Exemplary Uses limited and/or inappropriate practices to accommodate differences. May use some appropriate practices to accommodate differences, but fails to address an adequate range of differences. Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners. Uses a varied repertoire of practices to create opportunities for each student to meet or exceed state standards/local curriculum and behavioral expectations. Is able to model this element. Quality Scope Consistency II.B.1: Safe Learning Environment II-B-1. Safe Learning Environment Unsatisfactory Needs Improvement Proficient Exemplary Maintains a physical environment that is unsafe or does not support student learning. Uses inappropriate or ineffective rituals, routines, and/or responses to reinforce positive behavior or respond to behaviors that interfere with students’ learning. May create and maintain a safe physical environment but inconsistently maintains rituals, routines, and responses needed to prevent and/or stop behaviors that interfere with all students’ learning. Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented. Uses rituals, routines, and proactive responses that create and maintain a safe physical and intellectual environment where students take academic risks and play an active and collectively—in preventing behaviors that interfere with learning. Is able to model this element. Quality Scope Consistency individually
1. Promoting integrated approaches to active inclusion How to promote the integrated approach called for under the Active Inclusion Recommendation that contributes to social inclusion? Policy discussions and debates visits Practice exchange (practice from inside and outside ESF funded programmes) Seek synergies and links with transnational exchanges that are established Case studies Policy 2. Increasing access and modernising social and health quality services towards greater independent living conditions How to promote deinstitutionalisation in service provision while ensuring no one is left behind? 3. Combating discrimination and promoting inclusion of marginalised groups experiencing poverty and social exclusion How to and sustain the involvement of people and communities experiencing poverty, exclusion and discrimination? Cross-cutting work: In addition to work on these three themes it is proposed that one piece of work be undertaken to develop soft indicators for social inclusion measures under ESF Funds. Work on this would be progressed at each meeting of the Social Inclusion Transnational Network. Cross-cutting theme: Social innovation is a cross cutting theme that should be addressed in all areas of the work of the Inclusion Network.
service delivery within the past three months? Three times Four times More than four times G4 Were your views heard? Yes No I don’t know Please tick one H: Dialogue platforms around accountability and inclusive participation S/N Question Answers And Coding Instructions H1 Within the last three months have you ever participated in a community meeting related to education service delivery? Yes No Please tick one H2 If yes, how many times have you participated in community meetings in relation to education service delivery within the last three months? None Once Twice time Four More than five times Please tick one H3 How many times have your local authorities called a community meeting in the last three months? Never Once Twice Three time Four times More than four times Please tick one H4 How many times have you participated in council meetings in relation to public services within the last three months? Never Once Twice time Four times More than four Please tick one H5 How many have local stakeholders voiced your concern in decision-making processes in the last three months? Never Once Twice time Four More than four times Please tick one H6 To which of these have you negotiated or engaged over a matter of right or service, as an individual or part of a group in the last three months. Paramount Chief District Council Councilor Member of Parliament None Please tick one I: Radio listening Habits S/N Question Answers And Coding Instructions I1 Does this area receive radio frequencies? Yes No Please tick one
Do you feel that you can get your voice heard for this project in any way? Answers: Interesting How long have you been holding this post? Answers: Interesting quote: Is it an elective or appointment post? Answers: Interesting quote: A. Knowledge of civic rights and responsibilities A1. Do you build knowledge of citizens about ways they can be involved in local decision-making? If so, how? Answers: Interesting quote: A2. Are Ward Committee Members involved in engaging community for their participation? Please explain Answers: Interesting A3. Does the community have trust in participatory structure such as District Budget Oversight Committees (DBOCs) and School Management Committees (SMCs)? Explain Answers: Interesting B. Participation in Governance Process B1. Do citizens participate in the development of plans and implementation? Explain Answers: Interesting quote: Answers:
CDF/Bursaries Scholarships from private institutions and NGOs Scholarships to best performing students Equity scholarships Loans form financial institutions The community in the event of trainings and scholarship will benefit in a number of ways that will improve their livelihoods. The areas highlighted in the discussions are as follows, Reduction in Mortality of Animals Increased knowledge in Animal Husbandry and therefore increased production Diversification in Animal Production therefore security Bring Services closer to the community leading to cutting of cost Knowledge in quality products e.g. Self-employment for the graduates Improvement in other sectors of the economy e.g. Infrastructure, human health, education Healthy Herds Improved record keeping in Animal health Attract other types of training e.g. Education, Medicine, Law, Business Administration To ensure that the programs are sustainable for and in the community, the participants proposed the following; Training should be affordable Training of more trainers Partnerships e.g. Between Training, Finance and Government Institutions Training Institutions should have a campus in Marsabit County Mobile outreach and training to reach more remote areas Involve Established institutions in Animal Health e.g. ILRI, KARI Continued/sustained Political goodwill and support from County Government Policy Framework development and direction on Training and Employment opportunities Development of support infrastructure e.g. Abattoirs which will enhance market
Model factors The tables summarise the characteristics that are considered within each of the key sets of model assumptions. Flow assumptions 20: Factors considered in flow assumptions Individual Characteristics Used Mortality Partnering status Gaining children Losing children Education attainment Age Y Y Y N Y Gender Y Y Y N Y Y Y Y N Y Partner status N Y Y N N Number of dependent children N Y Y N N Age of dependent children N N Y Y N Highest level of education attained N N N N Y Indigenous status Y Y Y N Y Class movement assumptions Table 21: Factors considered in class movement assumptions Individual Characteristics Used 1 Studying 2 Working Age 3 Parents 4 Carers 5 Disability Support 6 Pension Age 7 Non-IS Family 8 Non-IS Carer 9 Non-IS Other 10 Prev. Welfare Recipient 11 Dead 12 Rest of Aust. Pop Age Y Y Y Y Y Y Y Y Y Y N/A Y Gender Y Y Y Y Y Y Y Y Y Y N/A Y Y Y Y Y Y Y Y Y Y Y N/A Y Previous class Y Y N N N N N Y Y N/A N Partner status Y Y Y Y N N N Y Y Y N/A Y Number of dependent children Y Y Y Y N N N Y Y Y N/A Y
Table 26: Factors considered in payment assumptions – income support payments Individual Characteristics Used A IS Studying B IS Working Age C IS Parents D IS Carers E IS Disability F IS Aged G IS Dependent Age Y Y Y N Y Y Y Gender Y Y Y N Y N Class Y Y Y Y Y Y Y Previous class Y Y N N N Y N Partner status N Y Y Y Y Y Y Number of dependent children N Y N N N N N Age of dependent children N Y N N N N N Highest level of education attained Y N N N N N N Duration in welfare / system Y Y N Y Y Y Y Age entered welfare system N N N N N Y N Indigenous status N Y N N N N N Previous welfare utilisation N Y N N N N Y Table 27: Factors considered in payment assumptions – other payments Individual Characteristics Used H FTB I Family J New Parents K Living L Health & Disability M N Study & Skills O Remote & Regional P General Allowances Q All Other Age Y Y Y Y Y Y Y Y Y Y Gender Y Y Y Y Y Y Y Y Y Y Class Y Y Y Y Y Y Y Y Y Y Previous class Y N N N N N N N N N Partner status Y N N N N N N N N N Number of dependent children Y N N N N N N N N N Age of dependent children Y N N N N N N N N N Duration in welfare class / system Y N N N N N N N N N Previous welfare utilisation Y N N N N N N N N N
11.4 Mechanism of Clean Development The Concessionaire Society, if it considers necessary, may apply the Mechanism of Clean Development (MDL) to generate benefits through the commercialization of the Certificates of the Emissions Reductions (CERs). It is responsibility of the Concessionaire Society the verification of all the ruling in the bylaws of MDL and the estimates of resulting benefits. 12. ANNEXES ANNEX 1 SCHEDULE The auction process schedule to be followed is: Item Activity date Maximum date 1 Calling for Auction Sept. 3, 2015 Sept. 3, 2015 2 Registry of Participants Sept. 4, 2015 Nov. 9, 2015 3 Sales of Tender Documents Sept. 7, 2015 Nov. 9, 2015 4 Suggestions and Consultations on the Tender Documents Sept. 7-15 Sept. 22, 2015 5 Analysis of suggestions and consultations Sept. 23, 2015 Oct. 2, 2015 6 Publication of Circular letter with answers to suggestions and consultations Oct. 5, 2015 Oct. 5, 2015 7 Publishing of Consolidated Tender Documents in the Web Portal Oct. 6, 2015 Oct. 6, 2015 8 Publication of Circular letter with time for submission of Envelopes Nov.10, 2015 Nov.10, 2015 9 Publication of Maximum Auction Price for each technology Nov.26, 2015 Nov. 26, 2015 10 Presentation of Envelopes Dec. 18, 2015 Dec. 18, 2015 11 Assessment of Qualification Envelopes (Envelope 1) Dec. 21, 2015 Jan. 06, 2016 12 Notification of qualification of Bidders and of observations to Participants Jan. 7, 2016 Jan. 07, 2016 13 Presentation of remedies Jan. 22, 2016 Jan. 22, 2016 14 Publication of Minutes of Bidders Jan. 29, 2016 Jan. 29-, 2016 15 Dispute of rejection of Qualification Feb. 1, 2016 Feb. 2, 2016 16 Resolution of disputes and publication of final Minutes of Bidders, if the case may be. Feb.12, 2016 Feb.12, 2016 17 Opening of Envelope 2 and Public Act of Granting of Contract Feb. 16, 2016 Feb.16, 2016
________________________________________ Signature Legal Representative of Participant Note: This form will have validity as Offer as long as it is signed by the Legal Representative. ANNEX 8–1 MAXIMUM ACCEPTABLE ADDITIONAL CAPACITY IN THE SEIN BUSBARS A) The Aeolian and photovoltaic solar generation projects may select their Offer Busbar among the Busbars indicated in the following chart: Maximum Capacity of Nonconventional Generation (Wind and Photovoltaic Solar) in SEIN AREA Offer Busbar (1) [kV] TOTAL SIMPLE INJECTION (MW) (2) TOTAL INJECTION PER AREA (MW) (3) NORTH ZORRITOS 220 150 720 TALARA 220 430 PARIÑAS 220 230 PIURA OESTE 220 540 LA NIÑA 220 600 CHICLAYO OESTE 220 500 FELAM 220 270 GUADALUPE 220 550 CUPISNIQUE 220 340 CENTRAL HUACHO 220 350 332 ICA 220 150 MARCONA 220 300 500 500 SOUTH WEST SAN JOSÉ 500 500 604 MONTALVO 500 500 SOCABAYA 220 340 SANTUARIO 138 140 REPARTICIÓN 138 85 MAJES 138 80 CAMANÁ 138 90 ILO3 138 20 LOS HÉROES 220 70 Note 1: Participants with projects in Busbar not included in the Table must request COES their inclusion.
population and housing 3 Topology of TRANSPORTATION NETWORK SPANISH YES NO 4 Referential information of the ACCESS NETWORK SPANISH YES NO 5 Details of MANDATORY INSTITUTIONS INCLUDED in the LAMBAYEQUE PROJECT SPANISH YES NO 6 Georeferenced information of Protected Natural Areas and Buffer Zones SPANISH YES NO EXHIBIT Nº 8 OF THE BIDDING DOCUMENTS AND CONDITIONS TECHNICAL SPECIFICATIONS Reference: Numeral 1.3.30. of the BIDDING DOCUMENTS AND CONDITIONS (Will be informed by NOTICES)
BASE 10 BLOCKS/ARRAY K 1 2 3 4 5 6 7 •Cardinality •Ordinality •Grouping •Grouping 10s and 1s •Compose & Decompose •Place Value to 1000 •Fractions {Multiplication, Division, Composing & Decomposing Groups} •Decimals & Fractions •Multiplication •Area •Coordinate Grid •Coordinate Grid •Division •Relationship Between Multiplication & Division •Multiplication & Division •Fractions •Rational Numbers •ReknRek plus 10 Frames
Order Form Bobcat Emoji T-Shirt $15 Adult Sizes S _____ M ____ L____ XL____ Youth Sizes XS___ S ____ M ____ L____ XL____ Peace Love Basha Bling T-Shirt $25 Adult Sizes- Woman’s V-Neck S ____ M ____ L____ XL____ Youth Sizes- Girl’s Scoop Neck XS _____ S ____ M ____ L____ XL____ Basha Bobcat Leggings $18 Youth Sizes S(6-8) _____ M(10-12) _____ L (14-16)_____ Adult Sizes XS ____ S ____ M____ L ______ XL____ 2XL____ Basha Bling Baseball Shirt $30 Women Sizes S ____ M ____ L____ XL____ 2XL_____ Girl Sizes S ____ M ____ L____ XL____ Basha Long Sleeve T-Shirt $16 Adult Sizes - S ____ M ____ L____ Youth Sizs S ____ M ____ L____ XL____ Basha Shorts $12 Youth Sizs S ____ M ____ L____ XL____
Div I The Maud-Croft Cup Marion Adams Highest points for craft. Div I+ The Whitfield Cup Nick Jazwinski Outstanding item of craft. Div W The Heather Farwell Rose Bowl Margeret Prior Highest points in WI division. Trophies will be presented between 3pm and 4pm on show day. A group photo of trophy winners would be appreciated for publicity. Please return trophies to Bashley Village Stores by the 31st July. Engraved trophies will be ready for collection at the end of August. Trophies to be cleaned and returned prior to the next show. 71ST ANNUAL BASHLEY VILLAGE FLOWER, PRODUCE & CRAFT Closing date at Please use a separate entry form for each person. Detach and return with entry fee, in a sealed envelope to: Flower Show, Bashley Village Hall Letter Box I hereby certify that the exhibits are my own work and/or produce The following declaration must be completed: Signed ……………………………………………….. If under 16, please state age ……… Address …………………………………………… …………………………………………… …………………………………………… Telephone …………………………………………… form A | | | | 71ST ANNUAL VILLAGE & CRAFT Closing date at Please use a separate entry form for each person. Detach and return with entry fee, in a
Entry form B | | | | Total 4 entries at 50p each, then 30p, max £5 Entries _____ (junior classes free) Total fees £________ | | | | | | | | | | | | | | | Div | Class A Print Name: DETAILS (and if requested) SIZE
Total 4 entries at 50p each, then 30p, max £5 Entries _____ (junior classes free) Total fees £________ | | | | | | | | | | | | | | | Div | Class B Print Name: DETAILS (and if requested) SIZE
44 44 44 Appendix 1. Remains Collection and Forwarding Procedures Scope Manual This manual amplifies Navy Bird/Animal Aircraft Strike Hazard (BASH) policy, identifies key BASH statutory and regulatory requirements, and provides advisory information for management of Navy airfields. The intent is to safeguard air operations assets and flight crews by preventing bird and animal strikes with aircraft. Applicability This manual describes the internal management of the BASH Program as it primarily applies to shore-based air operations, and is not intended to create any right or benefit, substantive or procedural, enforceable at law by any party against the Navy, its officers, employees, or any person. Precedence This manual is supplemental guidance for the Navy BASH Program. Any apparent conflict between this manual and Navy instructions, manuals, and similar directives on environmental, safety, and operational programs will be resolved with the best interest of Navy flight crews in mind. This manual is consistent with all applicable statutes, Executive Orders (EOs), Department of Defense (DoD), directives, and Navy instructions. References NAVFAC Natural Resources Management Procedural Manual, P-73, Vol. II 32 CFR 190, DOD Natural Resources Management Program 50 CFR 17, Endangered and Threatened Wildlife and Plants 50 CFR 17.11 & 17.12, Fish and Wildlife Service List of Endangered and Threatened Wildlife and Plants 50 CFR 10.13, List of Migratory Birds CNO ltr of 25 September 1998, Act Improvement Act with Guidelines for Preparing Integrated NRM Plans
dbo.v_CollectionRuleQuery.LimitToCollectionID, dbo.v_CollectionRuleQuery.QueryExpression FROM dbo.v_Collection INNER JOIN dbo.v_CollectionRuleQuery ON dbo.v_Collection.CollectionID = dbo.v_CollectionRuleQuery.CollectionID ORDER BY dbo.v_Collection.Name, dbo.v_Collection.CollectionID 38. how to find all collection ID's from SQL ? (SQL – not WQL) SELECT Name, CollectionID FROM dbo.v_Collection
Basic Bioethical Viewpoints Bioconservatives biomoderates bioliberals Therapy ok, but not enhancement Therapy ok, enhancement ok, with limits Therapy ok, enhancement better “Normality” best left alone; enhancement can be risky: unintended consequences, unbalancing “natural” evolution “Normality” okay, enhancement better in some cases “Normality” sometimes worse than disease: must enhance. Evolution isn’t a completed masterpiece, but ongoing, nature’s not always right Enhancement unnatural, playing God (emotions like disgust show this) Enhancement same as what nature does, but quicker Enhancement same as what nature does, but quicker. Sanitation and antibiotics also are actions b/c wipe out living things (but bad living things) Enhancement always immoral (on religious, normality grounds); let nature run its course Enhancement okay, within limits: assure equality (rich/poor, disabled/enabled), careful resource distribution, safety, no cheating (e.g. sports), permission (e.g. careful w/babies) NOT enhancing can be immoral b/c enhancements can curtail self-destructive impulses; enhancement always good
Slide show view: - It show how each slide will looks in full screen mode. Use this view to actually show or simply preview our slide presentation. Animation & Objects: - Animation effects applied to an object or multiple objects. are two types of animation: Present Animation Custom Animation Present Animation: - present animation are set by PowerPoint, sound effect, animation effect are present in a PowerPoint. Custom Animation: - we are changing the order in which each object will appear on the slide. We can also attribute sound to the individual object on a slide. To change the setting for an object. Click on Slide show Custom Animation We can choose multiple objects on the same slide by clicking on each object while holding the shift key. We can also apply sound effect, chart effect and multimedia setting.
Use of Data Type in MS-ACCESS:- Data type Description TEXT Store alpha numeric data (30 words) NUMBER Store numeric data. DATE & TIME Store date and time format. CURRENCY Store currency values. AUTO NUMBER Automatically generate serial format. MEMO data that exceeds 255 character. YES/NO logical values. OLE use of different application program. HYPERLINK Links to other file on a system. Query:- We use query in two views, change and analyses data in different ways. We can also use them as a source of records for forms, report etc. Queries provide two questions use data base like we can formulate simple queries that look for record in a single table. Create a Query by Design view:- Click on the Queries tab. Out of the two option design double click create query design view. Then display a dialogue box. Click the add button and click the close button. Click on table tab then select the table.
Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 5 The learner will know how to make a dish using different cooking methods The learner must know: Assessment Requirements Evidence Location 5.a Food using two different methods and comment on the results Learners should cook food using two different methods and comment on the results The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information
Basic Farm Food Safety Checklist for Produce Sales to Retail Outlets & Institutions Farm Name: Last Name: Street Address: City: State: Zip: Telephone: Email: Preferred method of communication?  Email  Phone Best time to reach you Do you product liability insurance?  YES, Amount $__________  NO
Name of Degree/Diploma or Certificate Certificate: Basic Firefighter- 4302033019 Coordinator Contact Information Name Brian Steele Office Lexington, KY Office Phone 859-361-2273 (mobile) Email Brian.Steele@kctcs.edu Recommended Sequencing Courses Date Complete Prior to Start Developmental Courses as required by Mandatory Placement First Year, Fall FRS 101: Introduction to Fire Service FRS 102: Firefighters Basic Skills I FRS 103: Firefighters Basic Skills II First Year, Spring FRS 104: Firefighters Intermediate Skills I Notes & Additional Information
511386 Cedar Valley College LEA FY09 53 63 84.13 FY10 64 64 100 FY11 58 60 96.67 Totals/Average 175 187 93.6 511261 Central Texas Reg. Academy FY09 29 31 93.55 FY10 37 43 86.05 FY11 41 48 85.42 Totals/Average 107 122 88.34 511264 College of the Mainland LEA FY09 21 22 95.45 FY10 49 51 96.08 FY11 62 71 87.32 Totals/Average 132 144 92.95 511259 Collin County LEA FY09 34 36 94.44 FY10 74 74 100 FY11 57 57 100 Totals/Average 165 167 98.14 511459 Concho Valley Reg. Law Enforcement Academy FY09 37 37 100 FY10 45 46 97.83 FY11 36 36 100 Totals/Average 118 119 99.27 339201 Conroe Police Department Academy FY09 FY10 FY11 10 10 100 Totals/Average 10 10 100 355203 Corpus Christi Police Academy FY09 12 12 100 Fy10 FY11 12 12 100
Totals/Average 24 24 100 113100 Dallas Co. Sheriff's Academy FY09 48 56 85.71 FY10 19 20 95 FY11 22 29 75.86 Totals/Average 89 105 85.52 113208 Dallas Police Academy FY09 329 340 96.76 FY10 314 315 99.68 FY11 115 116 99.14 Totals/Average 758 771 98.52 511265 Del Mar College Reg. Police Academy FY09 56 72 77.78 FY10 62 72 86.11 FY11 61 66 92.42 Totals/Average 179 210 85.43 465201 *Del Rio Police Academy FY09 6 6 100 FY10 4 4 100 FY11 3 3 100 Totals/Average 13 13 100 121100 Denton County Sheriff's Office FY09 24 25 96 FY10 23 24 95.83 FY11 Totals/Average 47 49 95.91 511256 East Texas Police Academy FY09 206 208 99.04 FY10 206 207 99.52 FY11 250 250 100 Totals/Average 662 665 99.52 511268 Eastfield College LEA FY09 61 65 93.85 FY10 65 69 94.2 FY11 83 85 97.65
465100 Val County Sheriff's Office FY09 48 48 100 FY10 32 36 88.89 FY11 42 44 95.45 Totals/Average 122 128 94.78 487005 Vernon College LEA FY09 FY10 FY11 Totals/Average 511287 Victoria College LEA FY09 FY10 18 19 94.74 FY11 Totals/Average 18 19 94.74 469100 Victoria County Sheriff's Office FY09 12 12 100 FY10 FY11 26 26 100 Totals/Average 38 38 100 511247 Weatherford College LEA FY09 FY10 20 21 95.24 FY11 24 24 100 Totals/Average 44 45 97.62 511457 West Central Texas Reg. LEA FY09 84 85 98.82 FY10 61 62 98.39 FY11 52 54 96.3 Totals/Average 197 201 97.83 511250 Wharton Co. Junior College LEA FY09 FY10 FY11 Totals/Average 485100 Wichita County Sheriff's Office
Name ________________________________Date _____________Class_______________ Basic Lines Worksheet 1 Directions Draw the type of line in the box provided that matches the description and purpose of the line. Type of Line Description Purpose Object line is a line that is thick and solid. To show visible shape of a part. Hidden line is a broken line of medium thickness. To show edges and outlines not visible to the eye. Center line is a fine, broken line made up of a series of short and long dashes alternately spaced. To show the center of circles, arcs, and symmetrical objects, and to aid in dimensioning these parts. Extension line is a fine line that extends from the object with a slight between the object and line. Dimension line is a fine line with arrowheads, unbroken except where the dimension is placed. Extension line shows dimensioning points. Dimension line touches the extension line and shows distance given by the dimension. Leader line is a fine, straight line with an arrowhead or solid dot at one end. It is usually drawn at an angle. To point directly to a surface for the purpose of dimensioning or adding a note; a dot may be used at the end of the straight line where reference is made to a surface area.
Name ________________________________Date ______________Class_______________ Basic Lines Worksheet 2 Directions Draw the type of line in the box provided that matches the description and purpose of the line. Type of Line Description Purpose The preferred cutting plane is a heavy, broken line made up of a series of one long and two short dashes alternately spaced. Arrowheads are placed at right angles to the cutting plane line as shown. Alternate cutting plane line is a solid heavy line on a series of long dashes. To indicate where an imaginary cut is placed through the object. The arrow points in the direction in which the section should be viewed. Letters next to the arrowheads identify the section in cases where more than one section is shown on the drawing. These lines are oriented vertically, horizontally, or at the actual angle at which the part is drawn. Section line is a series of fine lines, solid or solid and broken, arranged in specific patterns. It may be shown either straight or curved. When shown straight, it is usually drawn at a 45-degree angle. However, this angle will vary when applied to adjacent parts. To indicate the imaginary cut surface referred to by the cutting plane line; to represent various kinds of materials.