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Lack of differentiation between individuals Negative stereotyping Special position of students ‘Chinese’ Work-orientation and language skills It is important to note at this point that not all of the emerging themes related to a sense of threat about encounters with international students. Some were actively positive (e.g. cultural enhancement of the university community), but these were considerably less common and are beyond the scope of this paper. A. Realistic threats Realistic threats are most usually felt where there is competition for finite resources; a zero-sum game. While this is not generally the case in the example of university students, there is a degree of interdependence between home and international students in regards to their academic success. In some circumstances, this appears to operate as proxy for competition, with a significant proportion of home students reporting being fearful that their learning or marks would be compromised by the actions of their international peers. Firstly, some reported that they were required to learn partly through peer presentations, where individual students or groups would lead on a particular topic. They reported incidents where they felt that they had not adequately learned the subject matter due to the quality of the presentation given by international students, particularly in terms of the spoken English and depth of content matter. For example, this module] we are sort of reliant on people to give a presentation. And is one “[In group, I mean they try really hard and they are all Chinese and it did get… it was very hard | Negative stereotyping Lack of differentiation between individuals Special position of ‘Chinese’ students Work-orientation and language skills It is important to note at this point that not all of the emerging themes related to a sense of threat about encounters with international students. Some were actively positive (e.g. cultural enhancement of the university community), but these were considerably less common and are beyond the scope of this paper. A. Realistic threats Realistic threats are most usually felt where there is competition for finite resources; a zero-sum game. While this is not generally the case in the example of university students, there is a degree of interdependence between home and international students in regards to their academic success. In some circumstances, this appears to operate as proxy for competition, with a significant proportion of home students reporting being fearful that their learning or marks would be compromised by the actions of their international peers. Firstly, some reported that they were required to learn partly through peer presentations, where individual students or groups would lead on a particular topic. They reported incidents where they felt that they had not adequately learned the subject matter due to the quality of the presentation given by international students, particularly in terms of the spoken English and depth of content matter. For example, “[In this module] we are sort of reliant on people to give a presentation. And is one group, I mean they try really hard and they are all Chinese and it did get… it was very hard | 0.961783 | [
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Attachment E EOLWD Comments – Blueprint Review Comment Summary The following template reflects comments on your region’s Labor Market Blueprint on behalf of the Executive Office of Labor and Workforce Development, Department of Career Services, Commonwealth Corporation, Executive Office of Housing and Economic Development, MassTech, Advanced Manufacturing Collaborative, Executive Office of Education, Department of Elementary and Secondary Education, Department of Higher Education, and Adult and Community Learning Services. Region Name Berkshire Overall Comments and Evaluation of The Berkshire Regional Labor Market Blueprint reflects collaborations between economic Plan development, education, and workforce partners and deep knowledge and commitment to closing skill gaps in the region. There are several unique and robust strategies outlined to meet the goals. This blueprint is on track for approval at the end of March, with areas for consideration noted throughout this document. Overall, the plan could be strengthened with consideration of baseline metrics to track to goals and strategy development. Comments on Plan For your consideration Response or revision requested I. Introduction: Describe the process of Strong engagement and commitment of It might be helpful to list or describe the 36 creating a regional plan. multi-sector partners is clear throughout businesses consulted, perhaps in an the document. appendix…were they service industry, --- financial, health services, manufacturing? The BIC was mentioned in future plans, Large or small? Local or not? This helps which is great; for development of the plan inform the reader as to the types of itself, it doesn’t appear that the BIC or any companies that influenced the plan. accelerators, incubators or other elements of the innovation/new venture community were consulted. These might be important inputs to the plan or a good partner during Y1 of implementation, as potential sources of future economic resurgence. II. are we now? Describe the Section demonstrates picture of the gaps P5 regional demographics will the – current state of your region, including an between employer demand and employee projected increase in White Hispanic and | Attachment E – EOLWD Comments Blueprint Review Comment Summary The following template reflects comments on your region’s Labor Market Blueprint on behalf of the Executive Office of Labor and Workforce Development, Department of Career Services, Commonwealth Corporation, Executive Office of Housing and Economic Development, MassTech, Advanced Manufacturing Collaborative, Executive Office of Education, Department of Elementary and Secondary Education, Department of Higher Education, and Adult and Community Learning Services. Region Name Berkshire Overall Comments and Evaluation of Plan The Berkshire Regional Labor Market Blueprint reflects collaborations between economic development, education, and workforce partners and deep knowledge and commitment to closing skill gaps in the region. There are several unique and robust strategies outlined to meet the goals. This blueprint is on track for approval at the end of March, with areas for consideration noted throughout this document. Overall, the plan could be strengthened with consideration of baseline metrics to track to goals and strategy development. Comments on Plan For your consideration Response or revision requested I. Introduction: Describe the process of creating a regional plan. Strong engagement and commitment of multi-sector partners is clear throughout the document. --- The BIC was mentioned in future plans, which is great; for development of the plan itself, it doesn’t appear that the BIC or any accelerators, incubators or other elements of the innovation/new venture community were consulted. These might be important inputs to the plan or a good partner during Y1 of implementation, as potential sources of future economic resurgence. It might be helpful to list or describe the 36 businesses consulted, perhaps in an appendix…were they service industry, financial, health services, manufacturing? Large or small? Local or not? This helps inform the reader as to the types of companies that influenced the plan. II. are we now? Describe the current state of your region, including an Section demonstrates picture of the gaps between employer demand and employee P5 regional demographics – will the projected increase in White Hispanic and | 0.868706 | [
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Berkshire Adolescent Unit (BAU) to open 24/7 NHSE seek additional By March 2017 NHS England investment to increase the number of Tier 4 beds in Berkshire CCGs to consider options March 2015 Clinical Commissioning Groups Every Acute Hospital in Berkshire will have for enhancing crisis care at an NHS Mental Health Worker who will be Tier 3 able to assess and triage children in crisis to appropriate management and care. CCGs and BHFT to evaluate 2015 Clinical Commissioning Groups the projects funded by NHSE over the winter, additional CAMHs duty clinics at weekends and bank holidays, enhanced Early Intervention in Psychosis Service and a psychological medicines service for under 18’s at Wexham Park Hospital Improved quality of response when people are detained under Section 135 and 136 of the Mental Health Act 1983 Improved Ambulance Response Times for S135 & S136 Detentions | Berkshire Adolescent Unit (BAU) to open 24/7 NHSE seek additional investment to increase the number of Tier 4 beds in Berkshire CCGs to consider options for enhancing crisis care at Tier 3 CCGs and BHFT to evaluate the projects funded by NHSE over the winter, additional CAMHs duty clinics at weekends and bank holidays, enhanced Early Intervention in Psychosis Service and a psychological medicines service for under 18’s at Wexham Park Hospital By March 2017 March 2015 2015 NHS England Clinical Commissioning Groups Clinical Commissioning Groups Every Acute Hospital in Berkshire will have an NHS Mental Health Worker who will be able to assess and triage children in crisis to appropriate management and care. Improved quality of response when people are detained under Section 135 and 136 of the Mental Health Act 1983 Improved Ambulance Response Times for S135 & S136 Detentions | 0.854634 | [
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Register and provide badging to 18. all staff. Base Plan Provide appropriate Job Action 19. Sheets to staff. Supplement 2 Prepare refrigerator and/or space 20. for receipt of medications 21. Receive SNS assets Obtain a signature for Standing 22. Orders Provide medication/vaccine to 23. staff, per state guidance Make copies of all needed for 24. clinic operation Prepare all stations (screening, triage, dispensing) with the 25. appropriate supplies/equipment and paperwork Request behavioral health staffing 26. at POD and appropriate functional needs support for POD Arrange for staffing for clinic 27. operations Assure all supplies are in (see 28. list of needed supplies Supplement 1) Review educational materials; copy all materials ensuring 29. adequate supply for translation needs in region Label all rooms at facilities 30. including rest rooms Post (educational, directions, 31. etc) around the site Supplement 1 Mark entrance and exit with large 32. sign Supplement 1 Insure that client traffic patterns 33. have been mark/delineate Supplement 1 Insure that parking vehicles and 34. traffic control outside building is in place Supplement 1 Ensure all stations are labeled 35. appropriately | 18. Register and provide badging to all staff. Base Plan 19. Provide appropriate Job Action Sheets to staff. Supplement 2 20. Prepare refrigerator and/or space for receipt of medications 21. Receive SNS assets 22. Obtain a signature for Standing Orders 23. Provide medication/vaccine to staff, per state guidance 24. Make copies of all needed for clinic operation 25. Prepare all stations (screening, triage, dispensing) with the appropriate supplies/equipment and paperwork 26. Request behavioral health staffing at POD and appropriate functional needs support for POD 27. Arrange for staffing for clinic operations 28. Assure all supplies are in (see list of needed supplies Supplement 1) 29. Review educational materials; copy all materials ensuring adequate supply for translation needs in region 30. Label all rooms at facilities including rest rooms 31. Post (educational, directions, etc) around the site Supplement 1 32. Mark entrance and exit with large sign Supplement 1 33. Insure that client traffic patterns have been mark/delineate Supplement 1 34. Insure that parking vehicles and traffic control outside building is in place Supplement 1 35. Ensure all stations are labeled appropriately | 0.627293 | [
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D. None of the above. What was the increase of the GUESS? Watches™ Facebook 3. audience after the digital campaign created by Digital Surgeons? A. 200% B. 50%. C.* 15,000%. D. 100%. What jeans company introduced its brand globally by (1) having 4. celebrities like Shakira wear its jeans, (2) creating a new radio station, and (3) establishing a new record label? A. L.L.Bean. B. Old Navy. C. Lucky. D.* Kosiuko. Which of these tips appear in the Multilingual and multicultural 5. writing tips checklist” (14.2)? A. Develop ideas that cross geographic borders and transcend cultures. B. Create a message than can spin out into different media platforms. | D. None of the above. 3. What was the increase of the GUESS? Watches™ Facebook audience after the digital campaign created by Digital Surgeons? A. 200% B. 50%. C.* 15,000%. D. 100%. 4. What jeans company introduced its brand globally by (1) having celebrities like Shakira wear its jeans, (2) creating a new radio station, and (3) establishing a new record label? A. L.L.Bean. B. Old Navy. C. Lucky. D.* Kosiuko. 5. Which of these tips appear in the Multilingual and multicultural writing tips checklist” (14.2)? A. Develop ideas that cross geographic borders and transcend cultures. B. Create a message than can spin out into different media platforms. | 0.890568 | [
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EDPSY 471, Evaluation of Neuropsychological Research on Reading and Learning Disorders (summer); EDPSY 522, Remedial Reading Clinic (summer); EDPSY 571, Educational Applications of Neuropsychology (autumn); EDPSY 510, Interdisciplinary Preschool Assessment (autumn); EDSPE 520, Interdisciplinary Family Seminar (winter, spring, autumn, grant-related team teaching). 1988 EDPSY 540, Individual Testing (winter, spring); 566, Case Study Seminar (winter); 520, Interdisciplinary Family Seminar (winter, spring, autumn, grant-related team teaching); EDPSY 507, Diagnosis of Reading Disabilities (summer); EDPSY 471, Evaluation of Neuropsychological Research on Reading and Learning Disorders (summer); 571, Educational Applications of Neuropsychology: Assessment and Intervention (autumn); EDPSY 510, Interdisciplinary Preschool Assessment (autumn), University of Washington. 1987 EDPSY 540, Individual Testing (winter, spring); EDPSY 566, Case Study Seminar (winter); 499, Evaluation of Neuropsychological Research on Reading and Learning Disorders (summer); 510, Educational Applications of Neuropsychology: Assessment and Intervention (autumn); Independent study, Interdisciplinary Preschool Assessment (autumn); EDSPE 520, Interdisciplinary Family Seminar (autumn, grant-related team teaching), University of Washington. TEACHING EXPERIENCE PRIOR TO UNIVERSITY OF WASHINGTON 1985 Research Methods in Experimental Psychology, Wellesley College, Wellesley, Massachusetts, spring semester. 1980-82 Postgraduate education in child development for health professionals, funded by the Bureau of Education for Handicapped, Children's Hospital, Boston, Massachusetts. Didactic seminars on learning disabilities, developmental disabilities, and psychoeducational assessment; supervision of clinical observations; planning and administrative responsibilities. 1978-80 Instructor, Introduction to Psychology, Essex Community College, Essex, Maryland, fall semester. 1978-80 Teaching Assistant in Analysis of Psychological Data, Introduction to Psychology, Nonverbal Communication, Analysis of Variance, and Developmental Psychology; | EDPSY 471, Evaluation of Neuropsychological Research on Reading and Learning Disorders (summer); EDPSY 522, Remedial Reading Clinic (summer); EDPSY 571, Educational Applications of Neuropsychology (autumn); EDPSY 510, Interdisciplinary Preschool Assessment (autumn); EDSPE 520, Interdisciplinary Family Seminar (winter, spring, autumn, grant-related team teaching). 1988 EDPSY 540, Individual Testing (winter, spring); 566, Case Study Seminar (winter); 520, Interdisciplinary Family Seminar (winter, spring, autumn, grant-related team teaching); EDPSY 507, Diagnosis of Reading Disabilities (summer); EDPSY 471, Evaluation of Neuropsychological Research on Reading and Learning Disorders (summer); 571, Educational Applications of Neuropsychology: Assessment and Intervention (autumn); EDPSY 510, Interdisciplinary Preschool Assessment (autumn), University of Washington. 1987 EDPSY 540, Individual Testing (winter, spring); EDPSY 566, Case Study Seminar (winter); 499, Evaluation of Neuropsychological Research on Reading and Learning Disorders (summer); 510, Educational Applications of Neuropsychology: Assessment and Intervention (autumn); Independent study, Interdisciplinary Preschool Assessment (autumn); EDSPE 520, Interdisciplinary Family Seminar (autumn, grant-related team teaching), University of Washington. TEACHING EXPERIENCE PRIOR TO UNIVERSITY OF WASHINGTON 1985 Research Methods in Experimental Psychology, Wellesley College, Wellesley, Massachusetts, spring semester. 1980-82 Postgraduate education in child development for health professionals, funded by the Bureau of Education for Handicapped, Children's Hospital, Boston, Massachusetts. Didactic seminars on learning disabilities, developmental disabilities, and psychoeducational assessment; supervision of clinical observations; planning and administrative responsibilities. 1978-80 Instructor, Introduction to Psychology, Essex Community College, Essex, Maryland, fall semester. 1978-80 Teaching Assistant in Analysis of Psychological Data, Introduction to Psychology, Nonverbal Communication, Analysis of Variance, and Developmental Psychology; | 1 | [
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Ph.D., Doctoral Advisees/Dissertations Chaired 1990) Licensed psychologist; neuropsychologist, Hillary Shurtleff Luria’s Neurodevelopmental Changes in Neurology, Seattle Children’s Hospital Relation to Intelligence and Academic Achievement in Kindergarten and First Grade. (June, 1990) Licensed psychologist specializing in Russell Bragg Comparison of Autonomy in Families With families with handicapped children, Olympia and Without Traumatic Brain Injured Mental Health Services Adolescents. (June, 1993) research assistant, 1989-90 TA, 304; Dean Traweek Teacher and Learner Variables in 1990-91, clinical laboratory assistant, Literacy Instruction: Treatment, Evaluation Recipient 1992 Student Research Award, and Ethnographic Studies Division C, AERA; intern, Olympia Mental Health, 1993-93. School Psychologist, Seattle Public Schools 1993-; Instructor, UW, 1994-96; 1998-2005 school psychologist, Edmonds Schools, and private practice; 2005-, school psychologist, MA. (December, 1993) school psychologist, Mercer Island Public Hart Comparison of Coding and Phonics Schools; adjunct professor, University of Training versus Three Explicit Word Washington Recognition Strategies. (October, 1994) research assistant, 1991-1992; clinical training Dianne Whitaker How School Psychology Trainees Learn to laboratory assistant, 1992-93; instructor, school Communicate through the Psychological psychology program, UW, 1993-94; Assistant Report. Professor, University of Tennessee, 1994–99, school psychologist, Port Angeles, WA, 1999- (August, 1997) school psychologist, Vashon Island Public Barbara Alsdorf Relationship between Word Finding and Schools; neuropsychologist, Fred Hutchinson Component Reading Skills in Developing Cancer Center; retired Readers. (November, 1995) school psychologist, Edmonds Schools, Frances Fuller Development of Algorithms Mukilteo Schools and Text Structures in Written | Ph.D., Doctoral Advisees/Dissertations Chaired Hillary Shurtleff 1990) Luria’s Neurodevelopmental Changes in Relation to Intelligence and Academic Achievement in Kindergarten and First Grade. Licensed psychologist; neuropsychologist, Neurology, Seattle Children’s Hospital Russell Bragg (June, 1990) Comparison of Autonomy in Families With and Without Traumatic Brain Injured Adolescents. Licensed psychologist specializing in families with handicapped children, Olympia Mental Health Services Dean Traweek (June, 1993) Teacher and Learner Variables in Literacy Instruction: Treatment, Evaluation and Ethnographic Studies research assistant, 1989-90 TA, 304; 1990-91, clinical laboratory assistant, Recipient 1992 Student Research Award, Division C, AERA; intern, Olympia Mental Health, 1993-93. School Psychologist, Seattle Public Schools 1993-; Instructor, UW, 1994-96; 1998-2005 school psychologist, Edmonds Schools, and private practice; 2005-, school psychologist, MA. Hart (December, 1993) Comparison of Coding and Phonics Training versus Three Explicit Word Recognition Strategies. school psychologist, Mercer Island Public Schools; adjunct professor, University of Washington Dianne Whitaker (October, 1994) How School Psychology Trainees Learn to Communicate through the Psychological Report. research assistant, 1991-1992; clinical training laboratory assistant, 1992-93; instructor, school psychology program, UW, 1993-94; Assistant Professor, University of Tennessee, 1994–99, school psychologist, Port Angeles, WA, 1999- Barbara Alsdorf (August, 1997) Relationship between Word Finding and Component Reading Skills in Developing Readers. school psychologist, Vashon Island Public Schools; neuropsychologist, Fred Hutchinson Cancer Center; retired Frances Fuller (November, 1995) Development of Algorithms and Text Structures in Written school psychologist, Edmonds Schools, Mukilteo Schools | 0.637728 | [
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DIVISION 07 Section 07 62 00 Sheet Metal Flashing and Trim – – DIVISION 07 Section 07 65 00 Flexible Flashing – – SPEC NOTE: Confirm compatibility of sealant and air barrier assembly and/or single source warranty: Contact product manufacturers and coordinate this Section with joint sealant Section 07 92 00. Contact product manufacturers and coordinate this Section glazing sealant Section 08 40 00. DIVISION 07 Section 07 92 00 Joint Sealants – – DIVISION 08 Section 08 11 00 Metal Doors and Frames – – DIVISION 08 Section 08 44 00 Curtain Wall and Glazed Assemblies – – DIVISION 08 Section 08 50 00 Windows – – SPEC NOTE: Projects not referencing LEED delete Sections Q”, and as “1.03. “1.04.C.7”, “1.05.D”, “1.07.B.2.b” stated below. DIVISION [project specific] - Section [LEED Requirements project specific] [project specific]. – SPEC NOTE: If wall assembly is not required to comply with NFPA 285 delete and “1.04.C.8”, “1.05.C”, of this Section: “1.07.B.3” ALTERNATES Submit requests for alternates in accordance with Section [project specific]. Materials must meet the following criteria: Air leakage: ASTM E2357: Pass CAN/ULC-S742-11: Classification A1 CAN/ULC S741-08: Pass Water resistance: AATCC TM127: Pass ASTM E331: Pass Nail Sealability: AAMA 711-13, ASTM D1970: Pass Alternate submission format to include: Evidence that alternate materials meet or exceed performance characteristics of product requirements and documentation from an approved independent testing laboratory certifying that the performance of the system including auxiliary components exceed the requirements of the local building code. | DIVISION 07 – Section 07 62 00 – Sheet Metal Flashing and Trim DIVISION 07 – Section 07 65 00 – Flexible Flashing SPEC NOTE: Confirm compatibility of sealant and air barrier assembly and/or single source warranty: Contact product manufacturers and coordinate this Section with joint sealant Section 07 92 00. Contact product manufacturers and coordinate this Section glazing sealant Section 08 40 00. DIVISION 07 – Section 07 92 00 – Joint Sealants DIVISION 08 – Section 08 11 00 – Metal Doors and Frames DIVISION 08 – Section 08 44 00 – Curtain Wall and Glazed Assemblies DIVISION 08 – Section 08 50 00 – Windows SPEC NOTE: Projects not referencing LEED delete Sections “1.03. Q”, “1.04.C.7”, “1.05.D”, and “1.07.B.2.b” as stated below. DIVISION [project specific] - Section [LEED Requirements project specific] – [project specific]. SPEC NOTE: If wall assembly is not required to comply with NFPA 285 delete “1.04.C.8”, “1.05.C”, and “1.07.B.3” of this Section: ALTERNATES Submit requests for alternates in accordance with Section [project specific]. Materials must meet the following criteria: Air leakage: ASTM E2357: Pass CAN/ULC-S742-11: Classification A1 CAN/ULC S741-08: Pass Water resistance: AATCC TM127: Pass ASTM E331: Pass Nail Sealability: AAMA 711-13, ASTM D1970: Pass Alternate submission format to include: Evidence that alternate materials meet or exceed performance characteristics of product requirements and documentation from an approved independent testing laboratory certifying that the performance of the system including auxiliary components exceed the requirements of the local building code. | 0.786108 | [
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During the 2014-15 school year, all students in grades 3-8, and 11 are now required to take on-line performance tests which are aligned with the Common Core State Standards. Making on-line testing accessible is a daunting task requiring possible new equipment, updated software, training for test administrators, and additional student time away from the classroom. Because of this, SBAC is offering hard copies of both braille and large print versions of the test for this year and the following two years. This gives everyone time to practice, obtain the necessary equipment, and work out the accessibility issues, so that testing in future years goes smoothly. In the spring of 2014, a small group of teachers of the visually impaired (TVI’s) from the Bureau of Education & Services for the Blind (BESB) met with Joe Amenta, from the CT State Department of Education, to explore possible ways to make the SBAC tests accessible for our students who are blind or visually impaired and need braille or large print formats. A proposal was made to the state department, outlining accessibility-related challenges for our students and suggesting what might be necessary to appropriately address them. This included equipment needs for each student, training needed for staff administering the tests, and a suggested timeline for implementation. The proposal was submitted to Smarter Balanced, both at the state and federal level, where it was well-received. The end result was that our team of teachers was asked by the State Department of Education and the SBAC to join a consortium of TVIs from Vermont, Maine, and New Hampshire to explore ways to make SBAC testing On January 26, the teachers traveled to Perkins School for the Blind for a workshop by Scott McCallum of Oregon. Oregon has done in-state, on-line student assessment for some time and Mr. McCallum was able to show teachers how to configure | During the 2014-15 school year, all students in grades 3-8, and 11 are now required to take on-line performance tests which are aligned with the Common Core State Standards. Making on-line testing accessible is a daunting task requiring possible new equipment, updated software, training for test administrators, and additional student time away from the classroom. Because of this, SBAC is offering hard copies of both braille and large print versions of the test for this year and the following two years. This gives everyone time to practice, obtain the necessary equipment, and work out the accessibility issues, so that testing in future years goes smoothly. In the spring of 2014, a small group of teachers of the visually impaired (TVI’s) from the Bureau of Education & Services for the Blind (BESB) met with Joe Amenta, from the CT State Department of Education, to explore possible ways to make the SBAC tests accessible for our students who are blind or visually impaired and need braille or large print formats. A proposal was made to the state department, outlining accessibility-related challenges for our students and suggesting what might be necessary to appropriately address them. This included equipment needs for each student, training needed for staff administering the tests, and a suggested timeline for implementation. The proposal was submitted to Smarter Balanced, both at the state and federal level, where it was well-received. The end result was that our team of teachers was asked by the State Department of Education and the SBAC to join a consortium of TVIs from Vermont, Maine, and New Hampshire to explore ways to make SBAC testing On January 26, the teachers traveled to Perkins School for the Blind for a workshop by Scott McCallum of Oregon. Oregon has done in-state, on-line student assessment for some time and Mr. McCallum was able to show teachers how to configure | 1 | [
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Participants will earn a certificate of attendance documenting completion of 5.5 hours of professional development. This interactive workshop is an introduction to working with students who have multiple disabilities and limited communication skills and who are blind, deafblind, or visually impaired, in Pre-K to Grade 12. Through simulations and demonstrations, participants will gain an understanding of common eye disorders, strategies for learning, and accommodations for the environment. Participants will learn to develop meaningful interactions with students through the use of touch, object cues, sound, and movement. Communication calendar systems will also be demonstrated. Other topics include cortical visual impairment, object experience books, active learning spaces, orientation & mobility simulation, iPad apps, and hand-under-hand technique. Please talk with your TVI to determine if this workshop benefit your family. Families are encouraged to attend! Contact Tina Gutierrez at with any questions | Participants will earn a certificate of attendance documenting completion of 5.5 hours of professional development. This interactive workshop is an introduction to working with students who have multiple disabilities and limited communication skills and who are blind, deafblind, or visually impaired, in Pre-K to Grade 12. Through simulations and demonstrations, participants will gain an understanding of common eye disorders, strategies for learning, and accommodations for the environment. Participants will learn to develop meaningful interactions with students through the use of touch, object cues, sound, and movement. Communication calendar systems will also be demonstrated. Other topics include cortical visual impairment, object experience books, active learning spaces, orientation & mobility simulation, iPad apps, and hand-under-hand technique. Please talk with your TVI to determine if this workshop benefit your family. Families are encouraged to attend! Contact Tina Gutierrez at with any questions | 1 | [
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acknowledgement message he/she can call to 1912 or mail to helplinebescom@gmail.com The application forwards complaint message to the concerned Divisional AEE, EE for necessary action. Facebook Telephone - (1912) Categorisation of grievances in PGRS-BESCOM and REDRESSAL STANDARDS (Indicative maximum time limit for rendering service) Duration Nature of complaints Sub Category Category Urban Rural 4 hrs 24 hrs Fuse off Call 6 hrs 24 hrs Snapping of Falling of trees on overhead 10 hrs 24 hrs lines 6 hrs 24 hrs 11kV Overhead breakdown Failure of Power A supply 24 hrs 24 hrs 11kV UG cable breakdown 6 hrs 12 hrs LT Line breakdown 24 hrs 48 hrs Service main(UG/OH) 24 hrs 48 hrs Meter burnt out 1 hr 1 hr Safety issues Reconnection payment of 24 hrs 48 hrs Disconnection and dues B Reconnection Reconnection when 6 hrs 24 hrs disconnected by over sight 15 days 15 days High/Low Voltage C Voltage Complaints 4 days 8 days Voltage Fluctuations Replacement of MNR/Faulty 7 days 10 days Meters Metering and Meter D 2 days 3 days Meter Not Read by MR Reading Accidental breakage of Meter 8 days 8 days Seals E 2 days 8 days Billing Issues Reading by MR | acknowledgement message he/she can call to 1912 or mail to helplinebescom@gmail.com The application forwards complaint message to the concerned AEE, EE for necessary action. Facebook Telephone - (1912) Categorisation of grievances in PGRS-BESCOM and REDRESSAL STANDARDS (Indicative maximum time limit for rendering service) Category Nature of complaints Sub Category Duration Urban Rural A Failure of Power supply Fuse off Call 4 hrs 24 hrs Snapping of 6 hrs 24 hrs Falling of trees on overhead lines 10 hrs 24 hrs 11kV Overhead breakdown 6 hrs 24 hrs 11kV UG cable breakdown 24 hrs 24 hrs LT Line breakdown 6 hrs 12 hrs Service main(UG/OH) 24 hrs 48 hrs Meter burnt out 24 hrs 48 hrs Safety issues 1 hr 1 hr B Disconnection and Reconnection Reconnection payment of dues 24 hrs 48 hrs Reconnection when disconnected by over sight 6 hrs 24 hrs C Voltage Complaints High/Low Voltage 15 days 15 days Voltage Fluctuations 4 days 8 days D Metering and Meter Reading Replacement of MNR/Faulty Meters 7 days 10 days Meter Not Read by MR 2 days 3 days Accidental breakage of Meter Seals 8 days 8 days E Billing Issues Reading by MR 2 days 8 days Divisional | 0.660168 | [
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Annex 1: Progress against DFAT Indicators and Program Outcomes Table 1: DFAT AIP Performance Indicators and recent Ratings Ratings of Progress DFAT AIP Performance Jan Jul 14- Jan Jul 15 - Dec Dec Indicators Jun 14 Dec 14 15 14 15 15 # of additional people with access to improved water supply Already systems (part of performance 44,100 26,974 reported benchmark - BESIK-managed systems only) ● ● ● 17,400 17,148 4,368 6,688 GoTL 26,700 correction - 0 # of men and women with Target Already improved access to more reliable 21,000 No ● ● ● 35,601 in reported, no water supply systems (due to (pumps) additional process new operations and maintenance) # additional people with exposure to sanitation and hygiene No ● ● ● 17,444 20,304 12,375 behavioural change programs additional (part of performance benchmark) % of water systems constructed by BESIK and GoTL (PDID) 2011 To be 2010 between 2010 and 2014 fully reported functioning 3 years after in Dec ● ● ● completion 2015 79% BESIK 84% 80% 66% PDID 67% 84% Overall 70% 83% # of new hygiene and sanitation 1 under ● ● ● campaigns using 1 (2013) 0 1 design marketing strategies # additional aldeias verified as open defecation free in line with ● ● ● 6 4 2 40 the National Basic Sanitation Policy (SPAD 2013) % WASH community 100% new 87% of 23 management committees in or ● ● ● 69% GMFs which 30% are women 2014-15 monitored GMFs # community water management 48% To be committees functioning (meeting meeting, Next To be reported ● ● ● and collecting funds and making 78% report defined in Dec repairs) after one year collecting 2015 funds, Table 2: Progress against Outcomes Rating Ref Outcome Dec Jun Dec 14 15 15 1.1 DGAS and MDS develop and implement coherent national policy framework for Water ● ● ● and Sanitation service delivery. | Annex 1: Progress against DFAT Indicators and Program Outcomes Table 1: DFAT AIP Performance Indicators and recent Ratings DFAT AIP Performance Indicators Jan 14 Jul 14- Dec 14 Jan 15 Jul 15 - Ratings of Progress Dec 14 Jun 15 Dec 15 # of additional people with access to improved water supply systems (part of performance benchmark - BESIK-managed systems only) 44,100 Already reported 26,974 ● ● ● GoTL 17,400 26,700 17,148 correction 4,368 - 6,688 0 # of men and women with improved access to more reliable water supply systems (due to operations and maintenance) Target 35,601 in process Already reported, no new 21,000 (pumps) No additional ● ● ● # additional people with exposure to sanitation and hygiene behavioural change programs (part of performance benchmark) 17,444 20,304 No additional 12,375 ● ● ● % of water systems constructed by BESIK and GoTL (PDID) between 2010 and 2014 fully functioning 3 years after completion BESIK PDID Overall 2010 79% 66% 2011 84% 67% 70% To be reported in Dec 2015 80% 84% 83% ● ● ● # of new hygiene and sanitation campaigns using marketing strategies 1 (2013) 0 1 under design 1 ● ● ● # additional aldeias verified as open defecation free in line with the National Basic Sanitation Policy (SPAD 2013) 6 4 2 40 ● ● ● % WASH community management committees in which 30% are women 69% 100% new or GMFs 2014-15 87% of 23 GMFs monitored ● ● ● # community water management committees functioning (meeting and collecting funds and making repairs) after one year Next report To be defined To be reported in Dec 2015 48% meeting, 78% collecting funds, ● ● ● Table 2: Progress against Outcomes Ref Outcome Rating Dec 14 Jun 15 Dec 15 1.1 DGAS and MDS develop and implement coherent national policy framework for Water and Sanitation service delivery. ● ● ● | 0.513154 | [
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Local staff 59 50 58.5 + inception Program Operations Manager period 2 Community Development 102 116 121 Officers 12 District Community 516 431 461 Delayed approval of Development Officers WoLWP#1 Monitoring & Evaluation Officer 44 41.5 44 Gender Development Officer 42 36 38.5 2 National Training Officers 86 67.5 72.5 2 WS Technical Supervisors 1&2 88 77.5 82.5 26 mths via WSI 1,064 1,071 1,194.7 47 mths via WSI; Operational Locally Engaged Staff includes drivers, | Local staff Program Operations Manager 59 50 58.5 + inception period 2 Community Development Officers 102 116 121 12 District Community Development Officers 516 431 461 Delayed approval of WoLWP#1 Monitoring & Evaluation Officer 44 41.5 44 Gender Development Officer 42 36 38.5 2 National Training Officers 86 67.5 72.5 2 WS Technical Supervisors 1&2 88 77.5 82.5 26 mths via WSI Operational Locally Engaged Staff 1,064 1,071 1,194.7 47 mths via WSI; includes drivers, | 0.756075 | [
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For schools under Number of Title of professional Number of Results/ exceptions/waivers professional development staff that Impact on development training attended students sessions offered to teachers of English Learners Elementary Middle School High School District Budget Overview for English Learner Programs Description of funding sources specific for BESL programs. State bilingual allotment and Title III federal funds. Provide budget amounts that were allocated/spent in the following areas by campus Campus Staff Supplies and Professional Student stipends Materials Development Resources Elementary Middle School High School If the district was under or will file a waiver provide the following budget information: | For schools under exceptions/waivers Number of professional development sessions offered to teachers of English Learners Title of professional development training Number of staff that attended Results/ Impact on students Elementary Middle School High School District Budget Overview for English Learner Programs Description of funding sources specific for BESL programs. State bilingual allotment and Title III federal funds. Provide budget amounts that were allocated/spent in the following areas by campus Campus Staff stipends Supplies and Materials Professional Development Student Resources Elementary Middle School High School If the district was under or will file a waiver provide the following budget information: | 0.765905 | [
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Kitchen (including Utility rooms/cupboard, where applicable) Standard furniture Standard door Complementary carcase Laminate work surface (Quadra Handle No. fronts inside/outside 3mm radius profile) & upstands Riva 894 - Ontario White interior, with all 062 - Stainless Steel R 6234 FG Oak exterior panels, including plinths in 196 Ontario – Oak Laser 413 - Mineral White interior, with all 069 - Stainless Steel R 4282 FG Chapel Oak Grey exterior panels, including plinths in 075 - Mineral Grey Rio 374 - Nautical interior, with all 211 - Bow Handle, R 4371 FG Dark Mountain Oak Pine exterior panels, including Stainless plinths in 070 - Satin Grey Speed 239 - White White interior, with all 519 - Antique Iron R 6461 CT Natural Messina Softmatt exterior panels, including plinths in 106 - White Riva 892 - Concrete White interior, with all 556 - Antique Silver U 1026 MS Crystal White Grey exterior panels, including plinths in 075 - Mineral Grey Laser 415 - Sand White interior, with all 677 - Metal Knob, Stainless R 6265 CT Ipanema White exterior panels, including Steel plinths in 122 - Sand Upgrade furniture (these choices are available at extra charge through your client upgrades, please see your Sales Adviser) Silestone work surface & Complementary carcase Upgrade door fronts Handle No. # upstands (incurs additional inside/outside template and fitting costs) † | Kitchen (including Utility rooms/cupboard, where applicable) Standard furniture Standard door fronts Complementary carcase inside/outside Handle No. Laminate work surface (Quadra 3mm radius profile) & upstands Riva 894 - Ontario Oak White interior, with all exterior panels, including plinths in 196 – Ontario Oak 062 - Stainless Steel R 6234 FG Laser 413 - Mineral Grey White interior, with all exterior panels, including plinths in 075 - Mineral Grey 069 - Stainless Steel R 4282 FG Chapel Oak Rio 374 - Nautical Pine interior, with all exterior panels, including plinths in 070 - Satin Grey 211 - Bow Handle, Stainless R 4371 FG Dark Mountain Oak Speed 239 - White Softmatt White interior, with all exterior panels, including plinths in 106 - White 519 - Antique Iron R 6461 CT Natural Messina Riva 892 - Concrete Grey White interior, with all exterior panels, including plinths in 075 - Mineral Grey 556 - Antique Silver U 1026 MS Crystal White Laser 415 - Sand White interior, with all exterior panels, including plinths in 122 - Sand 677 - Metal Knob, Stainless Steel R 6265 CT Ipanema White Upgrade furniture (these choices are available at extra charge through your client upgrades, please see your Sales Adviser) Upgrade door fronts Complementary carcase inside/outside Handle No. # Silestone work surface & upstands (incurs additional template and fitting costs) † | 0.680704 | [
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4.2. Learning objectives, If an objective focuses on memorization, an instructional and assessment assessment question(s) also focuses on activities are closely aligned. memorization, not analytical skills. Example: Defining terminology does not require a essay. use multiple-choice questions. 4.3. Ongoing multiple Use multiple ways (e.g., discussion, essay, quiz, assessment strategies are presentation, interview transcript, field-trip report, used to measure content recorded audio, video, etc.) to assess learning knowledge, attitudes, and the assessment on the mastery of the intended skills. knowledge and skills 4.4. Regular feedback about Provide a timely and concise feedback to improve student performance is future learning. Feedback should be constructive provided in a timely manner and sensitive, which identify the positive aspects, throughout the course. misconceptions, and suggestions to correct misconceptions. 4.5. Students’ Provide opportunity for learning and and peer (e.g., auto-graded quizzes, crosswords, feedback opportunities exist rubrics, model assignments, etc.) throughout the course. Provide opportunity for peer feedback (e.g., peer review, discussion, debate, group project, etc.) 4.6. Assessment instructions Provide clear instructions on each assignment and are clearly stated. quiz, including the deadline, points, and other submission requirements | 4.2. Learning objectives, instructional and assessment activities are closely aligned. If an objective focuses on memorization, an assessment question(s) also focuses on memorization, not analytical skills. Example: Defining terminology does not require a essay. use multiple-choice questions. 4.3. Ongoing multiple assessment strategies are used to measure content knowledge, attitudes, and skills. Use multiple ways (e.g., discussion, essay, quiz, presentation, interview transcript, field-trip report, recorded audio, video, etc.) to assess learning the assessment on the mastery of the intended knowledge and skills 4.4. Regular feedback about student performance is provided in a timely manner throughout the course. Provide a timely and concise feedback to improve future learning. Feedback should be constructive and sensitive, which identify the positive aspects, misconceptions, and suggestions to correct misconceptions. 4.5. Students’ and peer feedback opportunities exist throughout the course. Provide opportunity for learning and (e.g., auto-graded quizzes, crosswords, rubrics, model assignments, etc.) Provide opportunity for peer feedback (e.g., peer review, discussion, debate, group project, etc.) 4.6. Assessment instructions are clearly stated. Provide clear instructions on each assignment and quiz, including the deadline, points, and other submission requirements | 0.731042 | [
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Family/Consumer Involvement NJ Emerging CYSHCN CYSHCN Access to health care RI Promising Service coordination & integration Obesity/Overweight MA Emerging Women's Health CYSHCN Home Visiting OR Promising Care Coordination Women's Health WI Emerging Perinatal Health Oral Health Perinatal Health CT Emerging Service Coordination & Integration CYSHCN OR Best Service Coordination & Integration Infant Health FL Emerging Newborn Screening Overweight/Obesity IL Promising Women's Health Child Health SD Emerging Health Promotion Perinatal Health SC Promising Birth Outcomes Home Visiting Best Infant Health Oral Health CO Emerging Infant Health Women's Health OK Promising Preconception Health Birth Outcomes MS Emerging Infant Health Child Health OH Best Home Visiting Preconception Health UT Emerging Birth Outcomes Substance & Tobacco Use MN Emerging Defects Prevention Substance & Tobacco Use WA Best Birth Outcomes Nutrition & Physical Activity AZ Best Child Health Quality Assurance AZ Emerging Breastfeeding Quality Assurance CA Promising Breastfeeding Preconception & Interconception Health AZ Promising Birth Outcomes CYSHCN Adolescents RI Emerging Leadership Development Nutrition & Physical Activity WIC NM Promising Health Promotion Birth Outcomes KY Promising Prematurity Reduction Data, Assessment and Evaluation KY Emerging Reproductive Health Transition Transition Interagency Group Realization of Self Specialized Care (T.I.G.E.R.S.) CO Emerging CYSCHN | NJ Emerging Family/Consumer Involvement CYSHCN RI Promising CYSHCN Access to health care Service coordination & integration MA Emerging Obesity/Overweight Women's Health OR Promising CYSHCN Home Visiting Care Coordination WI Emerging Women's Health Perinatal Health CT Emerging Oral Health Perinatal Health Service Coordination & Integration OR Best CYSHCN Service Coordination & Integration FL Emerging Infant Health Newborn Screening IL Promising Overweight/Obesity Women's Health SD Emerging Child Health Health Promotion SC Promising Perinatal Health Birth Outcomes Best Home Visiting Infant Health CO Emerging Oral Health Infant Health OK Promising Women's Health Preconception Health MS Emerging Birth Outcomes Infant Health OH Best Child Health Home Visiting UT Emerging Preconception Health Birth Outcomes MN Emerging Substance & Tobacco Use Defects Prevention WA Best Substance & Tobacco Use Birth Outcomes AZ Best Nutrition & Physical Activity Child Health AZ Emerging Quality Assurance Breastfeeding CA Promising Quality Assurance Breastfeeding AZ Promising Preconception & Interconception Health Birth Outcomes RI Emerging CYSHCN Adolescents Leadership Development NM Promising Nutrition & Physical Activity WIC Health Promotion KY Promising Birth Outcomes Prematurity Reduction KY Emerging Data, Assessment and Evaluation Reproductive Health Transition Interagency Group Realization of Self (T.I.G.E.R.S.) CO Emerging Transition Specialized Care CYSCHN | 0.353152 | [
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MICROCONTROLLER BASED HYBRID POWER 10-15606-1 KHAN, MD. RAJIBUL HASSAN Summer14 MANAGEMENT FOR OFF GRID BASE 10-16302-1 AMINUZZAMAN, MD. TRANSCEIVER STATION (BTS) 10-15526-1 ANIM 10-16193-1 AHMED, SHAKERIN 55 10-16378-1 DESIGN AND IMPLEMENTATION OF RAHMAN, ATUL Summer SYSTEM WITH GSM NETWORK 10-15525-1 SAKIB, MD. OMER FARUK 10-15667-1 MD. SARWAT 09-14518-3 ARSHAD, RIDA DESIGNING AND IMPLEMENTATION OF A 62 HAQUE, MOZZAMEL 09-14866-3 CENTRALIZED LOAD CONTROLLED Summer 10-15963-1 NISHAT SYSTEM NETWORK (CLCPSN) FUAD, KAZI AHMED ASIF 09-14867-3 SIDDIQUI, SHADMAN ESHRAQ 10-16570-2 Fall AHMMED, 10-16608-2 STUDY OF MEMRISTER MODELS AND ITS 23 APPLICATIONS IN LOGIC CIRCUITS MD., SHADIK SHIBLI 10-17259-3 ABDULLAH, MD. SHARIF 10-16661-2 ISLAM, MD. NAEEM 10-15373-1 Fall DESIGN AND IMPLEMENTATION OF A HOSSAIN, MD. IMAN 10-17051-2 34 ROBOT USING AERODYNAMIC RAIHAN, MD RAHUL PRINCIPLE AHMED, KH. NAZMUL 10-16975-2 NAZNEEN, RIFAT 10-16398-2 Fall SHIMU, SHAMANTA HOQUE 10-16430-2 AUTOMATIVE SECURITY SYSTEM USING 54 RFID AND FACE RECOGNITION ISLAM, MD. SAIFUL MAHMUD, A.S.M. SAEEF 10-16407-2 | Summer14 MICROCONTROLLER BASED HYBRID POWER MANAGEMENT FOR OFF GRID BASE TRANSCEIVER STATION (BTS) KHAN, MD. RAJIBUL HASSAN 10-15606-1 AMINUZZAMAN, MD. 10-16302-1 ANIM 10-15526-1 Summer 55 AHMED, SHAKERIN 10-16193-1 DESIGN AND IMPLEMENTATION OF SYSTEM WITH GSM NETWORK RAHMAN, ATUL 10-16378-1 SAKIB, MD. OMER FARUK 10-15525-1 MD. SARWAT 10-15667-1 Summer 62 ARSHAD, RIDA 09-14518-3 DESIGNING AND IMPLEMENTATION OF A CENTRALIZED LOAD CONTROLLED SYSTEM NETWORK (CLCPSN) HAQUE, MOZZAMEL 09-14866-3 NISHAT 10-15963-1 FUAD, KAZI AHMED ASIF 09-14867-3 Fall 23 SIDDIQUI, SHADMAN ESHRAQ 10-16570-2 STUDY OF MEMRISTER MODELS AND ITS APPLICATIONS IN LOGIC CIRCUITS AHMMED, 10-16608-2 MD., SHADIK SHIBLI 10-17259-3 ABDULLAH, MD. SHARIF 10-16661-2 Fall 34 ISLAM, MD. NAEEM 10-15373-1 DESIGN AND IMPLEMENTATION OF A ROBOT USING AERODYNAMIC PRINCIPLE HOSSAIN, MD. IMAN 10-17051-2 RAIHAN, MD RAHUL AHMED, KH. NAZMUL 10-16975-2 Fall 54 NAZNEEN, RIFAT 10-16398-2 AUTOMATIVE SECURITY SYSTEM USING RFID AND FACE RECOGNITION SHIMU, SHAMANTA HOQUE 10-16430-2 ISLAM, MD. SAIFUL MAHMUD, A.S.M. SAEEF 10-16407-2 | 0.490686 | [
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c The OBPR provided the Department with an extension to finalise the PIR for this proposal. d This PIR has subsequently been assessed as adequate by the OBPR in 2015–16 and published. e This PIR has subsequently been completed and assessed as compliant by the OBPR. E/c Exceptional circumstances were granted by the Prime Minister 5.2.10 Immigration and Border Protection - Department of Immigration and Border Protection of regulatory proposal Reason for Implementation Due Date PIR PIR date Compliance Description of regulatory proposal Reforms to the Temporary Work (Skilled) July 2013 July 2015 Compliant (Subclass 457) Visa Programmea Several measures to tighten foreign temporary skilled work visa obligations. Labour Market Testing for 457 Visa Sponsorsa E/c November 2013 November Compliant 2015 Introduces labour market testing requirements for prospective 457 visa sponsors. Organised Crime on the Waterfrontc Not .. Compliant Implementedb A package of measures to combat organised and strengthen security on the waterfront. a This matter was originally reported under the Department of Immigration and Citizenship. However, on 18 September 2013 the department was renamed the Department of Immigration and Border Protection. b Although certain parts of this package have already been implemented, the main regulatory aspects have not yet been implemented. c Responsibility for this PIR was transferred from the Attorney Generals Department to the Department of Immigration and Border Protection. .. Not applicable E/c Exceptional circumstances were granted by the Prime Minister 5.2.11 Infrastructure and Regional Development - Department of Infrastructure and Regional Development Title of regulatory proposal Reason for Implementation Due Date PIR PIR date Compliance Description of regulatory proposal Tripartite Deeds for 9 Federally Leased Airportsa July 2013 July 2015 Compliant Offer of tripartite deeds to 9 federally leased airports for the remainder of the current airport lease. Tripartite for 12 Australian Privatised July 2013 July 2015 Compliant Airportsa Extend the existing tripartite deeds for the 12 Australian privatised airports from 20 to 50 years. Qantas Sale Amendment Bill 2014 E/c August 2014 August 2016 Compliant Remove the foreign ownership and restrictions that apply to Qantas but do not apply to other airlines based in Australia. | c The OBPR provided the Department with an extension to finalise the PIR for this proposal. d This PIR has subsequently been assessed as adequate by the OBPR in 2015–16 and published. e This PIR has subsequently been completed and assessed as compliant by the OBPR. E/c Exceptional circumstances were granted by the Prime Minister 5.2.10 Immigration and Border Protection - Department of Immigration and Border Protection of regulatory proposal Description of regulatory proposal Reason for PIR Implementation date Due Date PIR Compliance Reforms to the Temporary Work (Skilled) (Subclass 457) Visa Programmea Several measures to tighten foreign temporary skilled work visa obligations. July 2013 July 2015 Compliant Labour Market Testing for 457 Visa Sponsorsa Introduces labour market testing requirements for prospective 457 visa sponsors. E/c November 2013 November 2015 Compliant Organised Crime on the Waterfrontc A package of measures to combat organised and strengthen security on the waterfront. Not Implementedb .. Compliant a This matter was originally reported under the Department of Immigration and Citizenship. However, on 18 September 2013 the department was renamed the Department of Immigration and Border Protection. b Although certain parts of this package have already been implemented, the main regulatory aspects have not yet been implemented. c Responsibility for this PIR was transferred from the Attorney Generals Department to the Department of Immigration and Border Protection. .. Not applicable E/c Exceptional circumstances were granted by the Prime Minister 5.2.11 Infrastructure and Regional Development - Department of Infrastructure and Regional Development Title of regulatory proposal Description of regulatory proposal Reason for PIR Implementation date Due Date PIR Compliance Tripartite Deeds for 9 Federally Leased Airportsa Offer of tripartite deeds to 9 federally leased airports for the remainder of the current airport lease. July 2013 July 2015 Compliant Tripartite for 12 Australian Privatised Airportsa Extend the existing tripartite deeds for the 12 Australian privatised airports from 20 to 50 years. July 2013 July 2015 Compliant Qantas Sale Amendment Bill 2014 Remove the foreign ownership and restrictions that apply to Qantas but do not apply to other airlines based in Australia. E/c August 2014 August 2016 Compliant | 0.871518 | [
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a residential building. *A decision had not been made at 30 June 2016. n/a Not applicable 4.1.3 Australian Maritime Safety Authority Title of regulatory proposal Decision Compliant at Compliant at Final RIS Description of regulatory date consultation decision published proposal Survey Requirements for * Yes n/a n/a Vessels Proposed changes to vessel survey requirements. *A decision had not been made as at 30 June 2016. n/a Not applicable 4.1.4 Consumer Affairs Australia and New Zealand of regulatory proposal Decision Compliant at Compliant Final RIS Description of regulatory proposal date consultation at decision published Country of Origin Labelling for Food 31 March Yes Yes Yes 2016 Options to amend the country of origin labelling framework. Free Range Egg Labelling 31 March Yes Yes Yes 2016 Options to enhance consumer certainty and confidence around free range egg labelling. 4.1.5 Council of Australian Governments Title of regulatory proposal Decision Compliant at Compliant at Final RIS Description of regulatory date consultation decision published proposal Toxic Chemicals of Security 2 May 2016 Yes Yes Yes Concern Examines proposed measures to enhance chemical security in relation to toxic chemicals of security concern. 4.1.6 COAG Energy Council of regulatory proposal Decision date Compliant at Compliant at Final RIS Description of regulatory consultation decision published proposal Increasing Energy Efficiency of * Yes n/a n/a Air Conditioners and Chillers Options to improve the energy efficiency of air | a residential building. *A decision had not been made at 30 June 2016. n/a Not applicable 4.1.3 Australian Maritime Safety Authority Title of regulatory proposal Description of regulatory proposal Decision date Compliant at consultation Compliant at decision Final RIS published Survey Requirements for Vessels Proposed changes to vessel survey requirements. * Yes n/a n/a *A decision had not been made as at 30 June 2016. n/a Not applicable 4.1.4 Consumer Affairs Australia and New Zealand of regulatory proposal Description of regulatory proposal Decision date Compliant at consultation Compliant at decision Final RIS published Country of Origin Labelling for Food Options to amend the country of origin labelling framework. 31 March 2016 Yes Yes Yes Free Range Egg Labelling Options to enhance consumer certainty and confidence around free range egg labelling. 31 March 2016 Yes Yes Yes 4.1.5 Council of Australian Governments Title of regulatory proposal Description of regulatory proposal Decision date Compliant at consultation Compliant at decision Final RIS published Toxic Chemicals of Security Concern Examines proposed measures to enhance chemical security in relation to toxic chemicals of security concern. 2 May 2016 Yes Yes Yes 4.1.6 COAG Energy Council of regulatory proposal Description of regulatory proposal Decision date Compliant at consultation Compliant at decision Final RIS published Increasing Energy Efficiency of Air Conditioners and Chillers Options to improve the energy efficiency of air * Yes n/a n/a | 0.695567 | [
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E/c Exceptional circumstances were granted by the Prime Minister. 5.1.8 Infrastructure and Regional Development - Department of Infrastructure and Regional Development Title of regulatory proposal Reason Implementation Date PIR PIR Status Description of regulatory proposal for PIR date published Tripartite Deeds for 9 Federally Leased July 2013 December Completed Airportsa 2015 Published Offer of tripartite deeds to 9 federally leased airports for the remainder of the current airport lease. Tripartite Deeds for 12 Australian July 2013 December Completed Privatised Airportsa 2015 Published Extend the existing tripartite deeds for the 12 Australian privatised airports from 20 to 50 years. a This matter was originally reported under the Department of Infrastructure and Transport. However, on 18 September 2013 this matter was transferred to the Department of Infrastructure and Regional Development. 5.1.9 Treasury - Australian Accounting Standards Board of regulatory proposal Reason Implementation Date PIR PIR Status Description of regulatory proposal for PIR date published Amendments to Australian Accounting November 2010 2016 Completed Standards (AASB) 1 & 7 Published Amendments to disclosure requirements around transfers of financial assets. 5.1.10 Treasury - The Treasury Title of regulatory proposal Reason Implementation Date PIR PIR Status Description of regulatory proposal for PIR date published Government Response to Australia’s E/c January 2014 September Completed Future Tax System Review 2016a Published Introducing a statutory definition of charity. Government’s Response to the Super E/c July 2013 March 2016 Completed System Review (Cooper Review) Published Australian Government’s initial response to the Super System (Cooper) Review. Regulation of Litigation Funding January 2013 March 2016 Completed Published Clarifying that class actions are not managed investment schemes. Stronger Super Reforms Aspects of E/c July 2013 January Completed – MySuper 2016 Published The ability of funds to offer tailored MySuper products to employers with more than 500 employees, and extension of the date by which trustees will be required to have transferred the balance of existing default funds into MySuper | E/c Exceptional circumstances were granted by the Prime Minister. 5.1.8 Infrastructure and Regional Development - Department of Infrastructure and Regional Development Title of regulatory proposal Description of regulatory proposal Reason for PIR Implementation date Date PIR published PIR Status Tripartite Deeds for 9 Federally Leased Airportsa Offer of tripartite deeds to 9 federally leased airports for the remainder of the current airport lease. July 2013 December 2015 Completed Published Tripartite Deeds for 12 Australian Privatised Airportsa Extend the existing tripartite deeds for the 12 Australian privatised airports from 20 to 50 years. July 2013 December 2015 Completed Published a This matter was originally reported under the Department of Infrastructure and Transport. However, on 18 September 2013 this matter was transferred to the Department of Infrastructure and Regional Development. 5.1.9 Treasury - Australian Accounting Standards Board of regulatory proposal Description of regulatory proposal Reason for PIR Implementation date Date PIR published PIR Status Amendments to Australian Accounting Standards (AASB) 1 & 7 Amendments to disclosure requirements around transfers of financial assets. November 2010 2016 Completed Published 5.1.10 Treasury - The Treasury Title of regulatory proposal Description of regulatory proposal Reason for PIR Implementation date Date PIR published PIR Status Government Response to Australia’s Future Tax System Review Introducing a statutory definition of charity. E/c January 2014 September 2016a Completed Published Government’s Response to the Super System Review (Cooper Review) Australian Government’s initial response to the Super System (Cooper) Review. E/c July 2013 March 2016 Completed Published Regulation of Litigation Funding Clarifying that class actions are not managed investment schemes. January 2013 March 2016 Completed Published Stronger Super Reforms – Aspects of MySuper The ability of funds to offer tailored MySuper products to employers with more than 500 employees, and extension of the date by which trustees will be required to have transferred the balance of existing default funds into MySuper E/c July 2013 January 2016 Completed Published | 0.738711 | [
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Equality Analysis What is the potential impact in relation to the General Duty of this proposal on each of the protected groups below? Protected Positive Impact Negative Impact (provide No characteristics details and mitigating Impact actions taken or proposed) (√) Does the proposal: eliminate advance equality Foster good Other positive unlawful of opportunity relations impact (provide discrimination (provide details) (provide details) details) (provide details) Age Majority of stop Majority of stop Would not foster good searches are conducted searches are conducted relations. on people aged between on people aged 20 & 40 yrs and these between 20 & 40 yrs stops are intelligence and these stops are led. The policy does not intelligence led. The discriminate unlawfully policy does not and would treat each discriminate unlawfully person for their needs and would treat each not dependant on their person for their needs age. not dependant on their age. Disability Reasonable adjustment Reasonable adjustment Would not foster good would be taken into would be taken into relations. consideration if required. consideration if required. Sex In most circumstances, In most circumstances, Would not foster good as per PACE as per PACE relations. Guidelines, same Guidelines, same gender searching will gender searching will take place. Only in take place. Only in exceptional exceptional circumstances would circumstances would someone be searched someone be searched by a member of the by a member of the opposite sex. opposite sex. Sexual No impact No impact No impact √ orientation | Equality Analysis What is the potential impact in relation to the General Duty of this proposal on each of the protected groups below? Protected characteristics Positive Impact Does the proposal: Negative Impact (provide details and mitigating actions taken or proposed) No Impact (√) eliminate unlawful discrimination (provide details) advance equality of opportunity (provide details) Foster good relations (provide details) Other positive impact (provide details) Age Majority of stop searches are conducted on people aged between 20 & 40 yrs and these stops are intelligence led. The policy does not discriminate unlawfully and would treat each person for their needs not dependant on their age. Majority of stop searches are conducted on people aged between 20 & 40 yrs and these stops are intelligence led. The policy does not discriminate unlawfully and would treat each person for their needs not dependant on their age. Would not foster good relations. Disability Reasonable adjustment would be taken into consideration if required. Reasonable adjustment would be taken into consideration if required. Would not foster good relations. Sex In most circumstances, as per PACE Guidelines, same gender searching will take place. Only in exceptional circumstances would someone be searched by a member of the opposite sex. In most circumstances, as per PACE Guidelines, same gender searching will take place. Only in exceptional circumstances would someone be searched by a member of the opposite sex. Would not foster good relations. Sexual orientation No impact No impact No impact √ | 0.560816 | [
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2 The sign date is missing. However, EPOCH can be assigned based on VISIT 1 since the protocol defines the PERIOD 1 EPOCH as Days 1 14. – 10 The unplanned vital sign date is completely missing. Neither the date nor the 2 and 3 visit can be used to assign EPOCH. Therefore, EPOCH will be assigned as null. 1 1 The chronology of the partial AE start date falls in the RUN-IN EPOCH. 2 and 4 3 1, 2, 3, 4, The chronology of the partial AE start date indicates that the observation could 2 and 5 and 5 be associated with multiple epochs. Therefore, EPOCH could be assigned to a treatment EPOCH to be most conservative. However, it is important to consult with the review division to determine the best way to approach this situation. 4 5 and 6 The chronology of the partial AE start date indicates that the observation could 2 and 6 be associated with either a treatment or follow-up EPOCH. Therefore, EPOCH could be assigned to the treatment phase to be most conservative. However, it is important to consult with the review division to determine the best way to approach this situation. ** Planned EPOCHs for this Use Case are: VS (Vital Signs) Row USUBJID VSTESTCD VSTEST VSORRES VSORRESU VISITNUM VISIT 1 001-1002 TEMP Temperature 34.7 C 1 Screening 2013-05-01 SCREENING Period 1 2 001-1002 TEMP Temperature 36.2 C 2 Day 1 PERIOD 1 | 2 The sign date is missing. However, EPOCH can be assigned based on VISIT since the protocol defines the PERIOD 1 EPOCH as Days 1 – 14. 1 10 The unplanned vital sign date is completely missing. Neither the date nor the visit can be used to assign EPOCH. Therefore, EPOCH will be assigned as null. 2 and 3 1 1 The chronology of the partial AE start date falls in the RUN-IN EPOCH. 2 and 4 3 1, 2, 3, 4, and 5 The chronology of the partial AE start date indicates that the observation could be associated with multiple epochs. Therefore, EPOCH could be assigned to a treatment EPOCH to be most conservative. However, it is important to consult with the review division to determine the best way to approach this situation. 2 and 5 4 5 and 6 The chronology of the partial AE start date indicates that the observation could be associated with either a treatment or follow-up EPOCH. Therefore, EPOCH could be assigned to the treatment phase to be most conservative. However, it is important to consult with the review division to determine the best way to approach this situation. 2 and 6 ** Planned EPOCHs for this Use Case are: VS (Vital Signs) Row USUBJID VSTESTCD VSTEST VSORRES VSORRESU VISITNUM VISIT 1 001-1002 TEMP Temperature 34.7 C 1 Screening 2013-05-01 SCREENING 2 001-1002 TEMP Temperature 36.2 C 2 Period 1 Day 1 PERIOD 1 | 0.888359 | [
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Campbell, S. 2000 MCEETYA 2001a 44 50 Campbell, S. and Brown S. p48 MCEETYA 2001a 45 51 Department of Human Services 2001c Quoted in Higgins 1997, part 2:2. 46 52 Australian Parliament, 2000 MCEETYA p.22 47 53 Engeler et al. 1998, p. 9 Australian Parliament, 2000 48 54 MCEETYA 2003, 5.4 MCEETYA 2003, 5.23 49 55 | 44 Campbell, S. 2000 45 Campbell, S. and Brown S. p48 46 Department of Human Services 2001c 47 Australian Parliament, 2000 48 Engeler et al. 1998, p. 9 49 MCEETYA 2003, 5.4 50 MCEETYA 2001a 51 MCEETYA 2001a 52 Quoted in Higgins 1997, part 2:2. 53 MCEETYA p.22 54 Australian Parliament, 2000 55 MCEETYA 2003, 5.23 | 0.479425 | [
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health. This latter objective is to be achieved through the Group activities are used to promote nutrition, parenting provision of culturally appropriate education and support. skills and baby care. Cooking demonstrations and picnics The trains Aboriginal health workers to provide ‘NTP are held, and the service provides a regular playgroup, effective and culturally acceptable care for Aboriginal which gives mothers the chance to socialise, while allowing women during further 135 The pregnancy and until infants are one year of age’. opportunities for Aboriginal health workers to provide health workers are local to the area, known to the women and education to parents on self-care and child wellbeing. able to communicate with them in their own language. Outcome of the project Generally, the main focus is on home visits and individual support, with regular outreach service to expectant A self-reported weakness of the service relates to ‘the mothers, new mothers and babies under the age of one. need for specific training for health workers in Counselling and encouragement of breastfeeding is mainly breastfeeding and 136 done on an individual basis, either in the woman’s home or infant nutrition’. during her regular visits to the clinic. | health. This latter objective is to be achieved through the provision of culturally appropriate education and support. The ‘NTP trains Aboriginal health workers to provide effective and culturally acceptable care for Aboriginal women during Group activities are used to promote nutrition, parenting skills and baby care. Cooking demonstrations and picnics are held, and the service provides a regular playgroup, which gives mothers the chance to socialise, while allowing further 135 pregnancy and until infants are one year of age’. The health opportunities for Aboriginal health workers to provide workers are local to the area, known to the women and able to communicate with them in their own language. Generally, the main focus is on home visits and individual support, with regular outreach service to expectant mothers, new mothers and babies under the age of one. Counselling and encouragement of breastfeeding is mainly done on an individual basis, either in the woman’s home or during her regular visits to the clinic. education to parents on self-care and child wellbeing. Outcome of the project A self-reported weakness of the service relates to ‘the need for specific training for health workers in breastfeeding and 136 infant nutrition’. | 0.787772 | [
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^ PIR completion date may depend on the available data the initial implementation phase in December 2018. 5.1.11 Health and Ageing of regulatory proposal Description of regulatory proposal Reason for PIR Date of Date PIR to PIR PIR compliance implementation commence status Australian Inventory of Chemical Substances Restriction on the use of Certain Lead Compounds Restriction on the use of certain lead compounds in industrial surface coatings and inks. Non-compliant 1 January 2009 January 2011 Completed Published Compliant Fifth Community Pharmacy Agreement Retention of pharmacy location Non-compliant 1 July 2010 July 2012 Started Non-compliant Fairer Private Health Insurance Incentives Bill 2009 Introduces three new private health insurance incentive tiers. E/c 1 July 2012 July 2014 Not started Compliant Tobacco Packaging Requires plain packaging for tobacco products. Non-compliant 1 December 2012 December 2014 Not started Compliant Eligibility for Medicare Funding for Diagnostic Radiology Services Limits the conduct of Medicare-eligible diagnostic radiology procedures (excluding mammography) to medical practitioners, qualified dental practitioners and radiographers. E/c 1 November 2012 November 2014 Not started Compliant E/c Exceptional circumstances were granted by the Prime Minister 5.1.12 Immigration and Citizenship Title of regulatory proposal Description of regulatory proposal Reason for PIR Date of Date PIR to PIR PIR compliance implementation commence status Reforms to the Temporary Work (Skilled) (Subclass 457) Visa Program Several measures to tighten foreign temporary skilled work visa obligations. Non-compliant Not implemented .. Not started Compliant Labour Market Testing for 457 Visa Sponsors Introduces labour market testing requirements for prospective 457 visa sponsors. E/c Not implemented .. Not started Compliant E/c Exceptional circumstances were granted by the Prime Minister .. Not applicable | ^ PIR completion date may depend on the available data the initial implementation phase in December 2018. 5.1.11 Health and Ageing of regulatory proposal Description of regulatory proposal Reason for PIR Date of implementation Date PIR to commence PIR status PIR compliance Australian Inventory of Chemical Substances Restriction on the use of Certain Lead Compounds Restriction on the use of certain lead compounds in industrial surface coatings and inks. Non-compliant 1 January 2009 January 2011 Completed Published Compliant Fifth Community Pharmacy Agreement Retention of pharmacy location Non-compliant 1 July 2010 July 2012 Started Non-compliant Fairer Private Health Insurance Incentives Bill 2009 Introduces three new private health insurance incentive tiers. E/c 1 July 2012 July 2014 Not started Compliant Tobacco Packaging Requires plain packaging for tobacco products. Non-compliant 1 December 2012 December 2014 Not started Compliant Eligibility for Medicare Funding for Diagnostic Radiology Services Limits the conduct of Medicare-eligible diagnostic radiology procedures (excluding mammography) to medical practitioners, qualified dental practitioners and radiographers. E/c 1 November 2012 November 2014 Not started Compliant E/c Exceptional circumstances were granted by the Prime Minister 5.1.12 Immigration and Citizenship Title of regulatory proposal Description of regulatory proposal Reason for PIR Date of implementation Date PIR to commence PIR status PIR compliance Reforms to the Temporary Work (Skilled) (Subclass 457) Visa Program Several measures to tighten foreign temporary skilled work visa obligations. Non-compliant Not implemented .. Not started Compliant Labour Market Testing for 457 Visa Sponsors Introduces labour market testing requirements for prospective 457 visa sponsors. E/c Not implemented .. Not started Compliant E/c Exceptional circumstances were granted by the Prime Minister .. Not applicable | 0.94484 | [
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********************************************************************************************* SPEC NOTE: Coordination of terminations, transitions, and penetrations are pertinent to ensure chemical compatibility and adhesion of adjacent products. Edit the following related sections as required for project specific needs and to ensure a continuous air and water tight building envelope. Contact manufacturer(s) where products transition from one assembly to another to confirm minimum installation requirements for warranty issuance. ********************************************************************************************* RELATED REQUIREMENTS DIVISION 03 Section 03 40 00 Precast Concrete – – DIVISION 04 Section 04 20 00 Unit Masonry – – DIVISION 05 Section 05 40 00 Cold-Formed Metal Framing – – DIVISION 05 Section 05 50 00 Metal Fabrications – – DIVISION 06 Section 06 16 00 Sheathing – – DIVISION 07 Section 07 10 00 Dampproofing and Waterproofing – – SPEC NOTE: Inclusion of plastic thermal insulation may require NFPA 285 compliance. Contact product manufacturers to confirm passing assemblies. DIVISION 07 Section 07 21 00 Thermal Insulation – – DIVISION 07 Section 07 26 00 Vapour Retarders – – DIVISION 07 Section 07 40 00 Roofing and Siding Panels – – DIVISION 07 Section 07 50 00 Membrane Roofing – – DIVISION 07 Section 07 62 00 Sheet Metal Flashing and Trim – – DIVISION 07 Section 07 65 00 Flexible Flashing – – SPEC NOTE: Confirm sealant and air barrier assembly compatibility and/or single source warranty: Contact product manufacturers and coordinate this section with joint sealant Section 07 92 00. Contact product manufacturers and coordinate this section glazing sealant Section 08 40 00. DIVISION 07 Section 07 92 00 Joint Sealants – – DIVISION 08 Section 08 11 00 Doors and Frames – – | ********************************************************************************************* SPEC NOTE: Coordination of terminations, transitions, and penetrations are pertinent to ensure chemical compatibility and adhesion of adjacent products. Edit the following related sections as required for project specific needs and to ensure a continuous air and water tight building envelope. Contact manufacturer(s) where products transition from one assembly to another to confirm minimum installation requirements for warranty issuance. ********************************************************************************************* RELATED REQUIREMENTS DIVISION 03 – Section 03 40 00 – Precast Concrete DIVISION 04 – Section 04 20 00 – Unit Masonry DIVISION 05 – Section 05 40 00 – Cold-Formed Metal Framing DIVISION 05 – Section 05 50 00 – Metal Fabrications DIVISION 06 – Section 06 16 00 – Sheathing DIVISION 07 – Section 07 10 00 – Dampproofing and Waterproofing SPEC NOTE: Inclusion of plastic thermal insulation may require NFPA 285 compliance. Contact product manufacturers to confirm passing assemblies. DIVISION 07 – Section 07 21 00 – Thermal Insulation DIVISION 07 – Section 07 26 00 – Vapour Retarders DIVISION 07 – Section 07 40 00 – Roofing and Siding Panels DIVISION 07 – Section 07 50 00 – Membrane Roofing DIVISION 07 – Section 07 62 00 – Sheet Metal Flashing and Trim DIVISION 07 – Section 07 65 00 – Flexible Flashing SPEC NOTE: Confirm sealant and air barrier assembly compatibility and/or single source warranty: Contact product manufacturers and coordinate this section with joint sealant Section 07 92 00. Contact product manufacturers and coordinate this section glazing sealant Section 08 40 00. DIVISION 07 – Section 07 92 00 – Joint Sealants DIVISION 08 – Section 08 11 00 – Doors and Frames | 0.688463 | [
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CONFERENCE PROGRAMME DAY 1 (22nd June, Friday) 11:00 13:00 On-site registration – 12:30 13:30 OPENING CEREMONY – Room 207 13:30 14:20 PLENARY – Room 207 Hanna Kryszewska Pilgrims Teacher Training, Humanising language teaching 21st Century Skills in ELT 14:20 15:00 – Book exhibition opening and coffee break Room 218 Room 219 Room 220 Room 222 15:00 15:30 Georgi Geshev Milka Hadjikoteva Noureddine Guerroudj Forum: Ways to develop learning and – Parallel sessions Making language tests work - and Developing speaking skills at Teaching literature in an EFL teaching skills Minka Paraskevova look - better university context: for what purpose? Teaching creative reading and 15:45 16:15 Tery Lemanis Gabriel Clark Tatevik Hambaryan – writing activities Parallel sessions Effective ELT for teens & young Revisiting experimentalism. Foreign language reflexive Mehmed Muharem, Temenuzhka adults What we can from the competency as an aim of Seizova-Nankova 1970s teaching language for specific Collocations, constructions and purposes foreign language teaching. The case with compress_mouth collocation Birsen Tütünis and Gulshan Samadova The ways of improvement of professional skills of teachers 16:30 17:00 Emre Güvendir and Mariana Stoyanova Niovi Chatzinikolaou Zhivka Ilieva, – Parallel sessions Işıl Gamze Yildiz Desislava Terzieva Language coaching programs Steps for effective classroom (talks) The impact of parental education Rehearsal time (very young as a tool for improving L2 management on very learners’ learners) proficiency and competence pronunciation achievement 18.00 Welcoming Party Bulgaria Restaurant, 21 Aleksandrovska Str. | CONFERENCE PROGRAMME DAY 1 (22nd June, Friday) 11:00 – 13:00 On-site registration 12:30 – 13:30 Room 207 OPENING CEREMONY 13:30 – 14:20 Room 207 PLENARY Hanna Kryszewska Pilgrims Teacher Training, Humanising language teaching 21st Century Skills in ELT 14:20 – 15:00 Book exhibition opening and coffee break Room 218 Room 219 Room 220 Room 222 15:00 – 15:30 Parallel sessions Georgi Geshev Making language tests work - and look - better Milka Hadjikoteva Developing speaking skills at university Noureddine Guerroudj Teaching literature in an EFL context: for what purpose? Forum: Ways to develop learning and teaching skills Minka Paraskevova Teaching creative reading and writing activities Mehmed Muharem, Temenuzhka Seizova-Nankova Collocations, constructions and foreign language teaching. The case with compress_mouth collocation Birsen Tütünis and Gulshan Samadova The ways of improvement of professional skills of teachers 15:45 – 16:15 Parallel sessions Tery Lemanis Effective ELT for teens & young adults Gabriel Clark Revisiting experimentalism. What we can from the 1970s Tatevik Hambaryan Foreign language reflexive competency as an aim of teaching language for specific purposes 16:30 – 17:00 Parallel sessions (talks) Emre Güvendir and Işıl Gamze Yildiz The impact of parental education on very learners’ pronunciation achievement Mariana Stoyanova Language coaching programs as a tool for improving L2 proficiency and competence Niovi Chatzinikolaou Steps for effective classroom management Zhivka Ilieva, Desislava Terzieva Rehearsal time (very young learners) 18.00 Welcoming Party Bulgaria Restaurant, 21 Aleksandrovska Str. | 0.577306 | [
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performance by P1 students in these two courses compared to past classes. Intellectual Peer We worked with our This activity aligns 2 Though this is 16 The entire P1 No finances needed Leadership Quizzing advisor, David with the Rho Chi a relatively (~100 Activities Caldwell, to review Mission by new activity, students) (i.e., lectures from the P1 providing responses tutoring, students’ Drug Action academic from P1 sponsored and Pathophysiology assistance to students lectures, classes and made year students. indicate that poster practice questions peer quizzing sessions, each week throughout questions etc.) the semester (15 were helpful weeks). in understanding material and focusing on important concepts. Fundraising ULM For our Fall This activity The fall 12 40 Budget: $217.69 Events School of fundraiser, we promotes year for fundraiser Income: $115.00 Pharmacy decided to sell ULM collaboration and this occurs each License School of Pharmacy pride in our type of year for our Plate license plate frames institution by chapter, but Cover to students and providing a new ideas are Sale faculty. Rho Chi memorable item item. used each members sold them to that relates to our year to try | performance by P1 students in these two courses compared to past classes. Intellectual Leadership Activities (i.e., tutoring, sponsored lectures, poster sessions, etc.) Peer Quizzing We worked with our advisor, David Caldwell, to review lectures from the P1 students’ Drug Action and Pathophysiology classes and made practice questions each week throughout the semester (15 weeks). This activity aligns with the Rho Chi Mission by providing academic assistance to year students. 2 Though this is a relatively new activity, responses from P1 students indicate that peer quizzing questions were helpful in understanding material and focusing on important concepts. 16 The entire P1 (~100 students) No finances needed Fundraising Events ULM School of Pharmacy License Plate Cover Sale For our Fall fundraiser, we decided to sell ULM School of Pharmacy license plate frames to students and faculty. Rho Chi members sold them to This activity promotes collaboration and pride in our institution by providing a memorable item that relates to our year for this type of item. The fall fundraiser occurs each year for our chapter, but new ideas are used each year to try 12 40 Budget: $217.69 Income: $115.00 | 0.381638 | [
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Appendix 1 Chapter Activities Report Template [Beta Eta, The University of Toledo] Activity Table Category of Title of Brief How Does Years the If Activity has Been How Many How Many Financial Activity Activity Description This Activity Activity has Ongoing for >1 Year, Members Students Information for Align With Been What Evaluations Participated the Activity the Rho Chi Ongoing? Have Been Done to in the [Budget Mission Assess the Success of Activity? and/or Required, Statement? the Activity and What Patients were Fundraising Improvements Have impacted by Amount] Been Done Over the the Activity? Past Year? Intellectual Chemotherapy -Rho Chi -This not only 1 year n/a 13 75-85 $0 Required; Leadership Practice members fosters $0 Raised Activities Exams wrote four collaboration (i.e., 25 question between the tutoring, practice pharmacy sponsored exams to be classes but lectures, distributed also poster to next contributes to sessions, years the learning etc.) students and understanding of younger students. | Appendix 1 Chapter Activities Report Template [Beta Eta, The University of Toledo] Activity Table Category of Activity Title of Activity Brief Description How Does This Activity Align With the Rho Chi Mission Statement? Years the Activity has Been Ongoing? If Activity has Been Ongoing for >1 Year, What Evaluations Have Been Done to Assess the Success of the Activity and What Improvements Have Been Done Over the Past Year? How Many Members Participated in the Activity? How Many Students and/or Patients were impacted by the Activity? Financial Information for the Activity [Budget Required, Fundraising Amount] Intellectual Leadership Activities (i.e., tutoring, sponsored lectures, poster sessions, etc.) Chemotherapy Practice Exams -Rho Chi members wrote four 25 question practice exams to be distributed to next years students -This not only fosters collaboration between the pharmacy classes but also contributes to the learning and understanding of younger students. 1 year n/a 13 75-85 $0 Required; $0 Raised | 0.376767 | [
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Table H7 Subgroup analysis: government pension, allowance or benefit – Likelihood Customer Consumer of engagement confidence switching (E2) (E5) (E4) Yes Yes Yes (n=1111) (n=1111) (n=1111) -0.124 0.187 0.059 (-0.331, (-0.346, (-0.421, C.I. FS1 0.082) 0.72) 0.54) S.E. 0.105 0.272 0.245 p-val. 0.239 0.492 0.81 -0.109 -0.122 -0.097 Coeff. (-0.317, (-0.658, (-0.58, C.I. FS2 0.099) 0.414) 0.386) S.E. 0.106 0.273 0.246 p-val. 0.305 0.655 0.693 -0.333 0.344 0.208 Coeff. (-0.542, (-0.196, (-0.27, C.I. FS3 0.883) 0.694) S.E. 0.107 0.275 0.248 p-val. 0.002 0.211 0.4 -0.244 -0.148 0.064 (-0.454, (-0.688, (-0.423, C.I. FS4 0.393) 0.551) S.E. 0.107 0.276 0.249 p-val. 0.022 0.592 0.797 -0.094 -0.342 0.005 Coeff. (-0.303, (-0.882, (-0.482, C.I. FS5 0.116) 0.199) 0.492) S.E. 0.107 0.276 0.248 p-val. 0.382 0.215 0.983 Reference categories: existing AER fact (of experimental categories) and government pension, “no allowance or benefit” (of benefit status”; n=3435) “government | Table H7 – Subgroup analysis: government pension, allowance or benefit Customer engagement (E2) Likelihood of switching (E4) Consumer confidence (E5) Yes (n=1111) Yes (n=1111) Yes (n=1111) FS1 C.I. S.E. p-val. -0.124 (-0.331, 0.082) 0.105 0.239 0.187 (-0.346, 0.72) 0.272 0.492 0.059 (-0.421, 0.54) 0.245 0.81 FS2 Coeff. C.I. S.E. p-val. -0.109 (-0.317, 0.099) 0.106 0.305 -0.122 (-0.658, 0.414) 0.273 0.655 -0.097 (-0.58, 0.386) 0.246 0.693 FS3 Coeff. C.I. S.E. p-val. -0.333 (-0.542, 0.107 0.002 0.344 (-0.196, 0.883) 0.275 0.211 0.208 (-0.27, 0.694) 0.248 0.4 FS4 C.I. S.E. p-val. -0.244 (-0.454, 0.107 0.022 -0.148 (-0.688, 0.393) 0.276 0.592 0.064 (-0.423, 0.551) 0.249 0.797 FS5 Coeff. C.I. S.E. p-val. -0.094 (-0.303, 0.116) 0.107 0.382 -0.342 (-0.882, 0.199) 0.276 0.215 0.005 (-0.482, 0.492) 0.248 0.983 Reference categories: existing AER fact (of experimental categories) and “no government pension, allowance or benefit” (of “government benefit status”; n=3435) | 0.200293 | [
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YES NO Certification and Benefit Issuance Validation of the SFA certification of students – eligibility for free or reduced-price meals Finding Detail: Verification Validation of the process used by the SFA to confirm selected students’ – eligibility for free and reduced-price meals Finding Detail: Meal Counting and Claiming Validation of the SFA meal counting and claiming – system that accurately counts, records, consolidates, and reports the number of reimbursable meals claimed, by category Finding Detail: Meal Patterns and Nutritional Quality YES NO Meal Components and Quantities Validation that claimed for reimbursement – contain the required meal components (also referred to as food components) and quantities Finding Detail: Offer versus Serve (provision that allows students to decline some of the food components offered) Validation of SFA compliance with OVS requirements if – applicable Finding Detail: Dietary Specifications and Nutrient Analysis Validation that meals offered to – children through the school meal programs are consistent with federal standards for calories, saturated fat, sodium, and trans fat Finding Detail: School Nutrition Environment YES NO Food Safety Validation that all selected schools meet the food safety and storage – requirements, and comply with the Buy American provisions specified by regulation Finding Detail: Local School Wellness Policy Review of the SFA’s established Local School – Wellness Policy Finding Detail: Competitive Foods Validation of the SFA compliance with regulations for all food and – beverages to students outside of the reimbursable meal Finding Detail: Professional Standards Validation of SFA compliance with required hiring standards – and annual training requirements Finding Detail: D. Civil Rights YES NO Civil Rights Validation of SFA compliance with civil rights requirements as applicable – to the Child Nutrition Programs Finding Detail: | YES NO Certification and Benefit Issuance – Validation of the SFA certification of students eligibility for free or reduced-price meals Finding Detail: Verification – Validation of the process used by the SFA to confirm selected students’ eligibility for free and reduced-price meals Finding Detail: Meal Counting and Claiming – Validation of the SFA meal counting and claiming system that accurately counts, records, consolidates, and reports the number of reimbursable meals claimed, by category Finding Detail: Meal Patterns and Nutritional Quality YES NO Meal Components and Quantities – Validation that claimed for reimbursement contain the required meal components (also referred to as food components) and quantities Finding Detail: Offer versus Serve (provision that allows students to decline some of the food components offered) – Validation of SFA compliance with OVS requirements if applicable Finding Detail: Dietary Specifications and Nutrient Analysis – Validation that meals offered to children through the school meal programs are consistent with federal standards for calories, saturated fat, sodium, and trans fat Finding Detail: School Nutrition Environment YES NO Food Safety – Validation that all selected schools meet the food safety and storage requirements, and comply with the Buy American provisions specified by regulation Finding Detail: Local School Wellness Policy – Review of the SFA’s established Local School Wellness Policy Finding Detail: Competitive Foods – Validation of the SFA compliance with regulations for all food and beverages to students outside of the reimbursable meal Finding Detail: Professional Standards – Validation of SFA compliance with required hiring standards and annual training requirements Finding Detail: D. Civil Rights YES NO Civil Rights – Validation of SFA compliance with civil rights requirements as applicable to the Child Nutrition Programs Finding Detail: | 0.845348 | [
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Darlington BME Project - People of a particular 50 BME Darlington 16 Healthwatch ethnic / racial origin People of a particular 52 Polish Community Polish Community Darlington 6 ethnic / racial origin FReNDS - Family Resource Children, Families and 90 Parents/Families Darlington 5 Network Darlington People Children, Families and 53 Stepping Stones Post Natal Group Darlington 7 Young People People affected by Borrowed Angels Support miscarriage, – 49 General public Darlington 4 Group pregnancy loss, still birth and infant loss 54 Tea and Group Mixed General public Darlington 7 51 Ladies Night Women’s’ group Gender specific - women Darlington 7 Children, Families and 47 Baby Lounge Parents Darlington 12 Young People Breckon Hill Community 56 Mixed General public Middlesbrough 11 Enterprise Tees Stroke Club Stroke Support Long term conditions Tees Valley 28 MVDA All in one project Young people Young People Tees Valley 17 83 People of a particular 59 SPARCs (Travellers) Gypsy Roma Travellers Tees Valley 9 ethnic / racial origin | 50 Darlington BME Project - Healthwatch BME People of a particular ethnic / racial origin Darlington 16 52 Polish Community Polish Community People of a particular ethnic / racial origin Darlington 6 90 FReNDS - Family Resource Network Darlington Parents/Families Children, Families and People Darlington 5 53 Stepping Stones Post Natal Group Children, Families and Young People Darlington 7 49 Borrowed Angels – Support Group People affected by miscarriage, pregnancy loss, still birth and infant loss General public Darlington 4 54 Tea and Group Mixed General public Darlington 7 51 Ladies Night Women’s’ group Gender specific - women Darlington 7 47 Baby Lounge Parents Children, Families and Young People Darlington 12 MVDA 56 Breckon Hill Community Enterprise Mixed General public Middlesbrough 11 Tees Stroke Club Stroke Support Long term conditions Tees Valley 28 83 All in one project Young people Young People Tees Valley 17 59 SPARCs (Travellers) Gypsy Roma Travellers People of a particular ethnic / racial origin Tees Valley 9 | 0.598729 | [
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Effectiveness of staff and Phase two recruitment/ retainment of (2nd quarter) staff Professional Development Principal Changes and Flexibility Phase three (3rd quarter) Instructional Programs Professional Development Building Culture Phase four (4th quarter) Family and Community Engagement Effectiveness of and Phase five recruitment/ retainment of (summer staff 2016) Instructional Programs Professional Development | Effectiveness of staff and recruitment/ retainment of staff Professional Development Phase two (2nd quarter) Principal Changes and Flexibility Instructional Programs Professional Development Phase three (3rd quarter) Building Culture Family and Community Engagement Phase four (4th quarter) Effectiveness of and recruitment/ retainment of staff Instructional Programs Professional Development Phase five (summer 2016) | 0.43363 | [
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Application for Built Environment Exchange 2018/19 Leadership Programme Section 1: Personal Details Edinburgh Napier Matriculation Number: Surname: First name(s): Date of birth: Fee Status: Scottish EU Rest of the UK (RUK) Course enrolled on/applied for (please tick) BSc Architectural Technology Please ensure you are enrolled/due to be BSc Building Surveying enrolled on either the full time or part time route of this programme (this BSc Real Estate Surveying excludes distance learning courses) before submitting this application. BSc Quantity Surveying Please note the master degrees listed are BEng Civil Engineering School of Engineering and the Built Environment (SEBE) programmes. Degrees BEng Energy & Environmental Engineering out with this are also considered viable but please provide a short justification below. BEng Mechanical Engineering BEng Electronic & Electrical Engineering MEng Civil Engineering MEng Civil & Transportation Engineering MEng Mechanical Engineering MEng Electronic & Electrical Engineering Other please state: If not a SEBE degree please give a justification as to eligibility. (50 words max) | Application for Built Environment Exchange 2018/19 Leadership Programme Section 1: Personal Details Edinburgh Napier Matriculation Number: Surname: First name(s): Date of birth: Fee Status: Scottish EU Rest of the UK (RUK) Course enrolled on/applied for (please tick) Please ensure you are enrolled/due to be enrolled on either the full time or part time route of this programme (this excludes distance learning courses) before submitting this application. Please note the master degrees listed are School of Engineering and the Built Environment (SEBE) programmes. Degrees out with this are also considered viable but please provide a short justification below. BSc Architectural Technology BSc Building Surveying BSc Real Estate Surveying BSc Quantity Surveying BEng Civil Engineering BEng Energy & Environmental Engineering BEng Mechanical Engineering BEng Electronic & Electrical Engineering MEng Civil Engineering MEng Civil & Transportation Engineering MEng Mechanical Engineering MEng Electronic & Electrical Engineering Other please state: If not a SEBE degree please give a justification as to eligibility. (50 words max) | 0.871392 | [
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Airfare Round-trip airfare will be provided 15th June 2018 Application deadline Schedule of - Receiving completed Selection (Tentative) applications: 15th June 2018 (Last date ) - Notification of shortlisted candidates for written test/interview (on this page): 22nd June 2018 - Dates for Written test/interview: 7th July 2018 For students For Applications, residing in: please contact West Bengal, Consulate General of Bihar, Jharkhand Japan in and Orissa Kolkata 55, M.N. Sen Please check with Lane, Consulate Tollygunge General of Japan Kolkata 700040 in Kolkata Phone: | Airfare Round-trip airfare will be provided Application deadline 15th June 2018 Schedule of Selection (Tentative) - Receiving completed applications: 15th June 2018 (Last date ) - Notification of shortlisted candidates for written test/interview (on this page): 22nd June 2018 - Dates for Written test/interview: 7th July 2018 For Applications, please contact For students residing in: Consulate General of Japan in Kolkata 55, M.N. Sen Lane, Tollygunge Kolkata 700040 Phone: West Bengal, Bihar, Jharkhand and Orissa Please check with Consulate General of Japan in Kolkata | 0.602282 | [
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Illegal phoenixing is viewed as a particular issue which needs to be dealt with. Business operators who repeatedly become insolvent cheat trade creditors and employees and undercut legitimate operators. The Taskforce has heard that there is an entire industry supporting phoenixing by providing advice prior to a company winding up on how to structure the business in order to avoid obligations. In some industries workers are routinely underpaid in the form of offthebook cash This can involve employees either being required to pay back a proportion of their wages to their employer or by being forced into sham contracting arrangements. Temporary visa holders are particularly vulnerable to being exploited given their concern about the potential implications for their visa or employment status if they speak out. New technologies a wealth of opportunities for countering the black economy. For example, smartphone or tablet applications have been developed to simplify processes for businesses, secure on line trading facilities, reduce compliance burdens and provide a onestop store of information. Payment and other electronic transfer applications have and will continue to accelerate the move towards a cashless economy. Greater application of data analytics may offer significant new information to government allowing better targeting of services as well as anti-black economy efforts. Many small businesses do not have a good understanding of financial management and the tax and superannuation systems. Stakeholders consider that better education in financial management, and tax in particular, especially for those setting up a business for the first time is necessary. Simple and low cost business and accounting systems would also help. Feedback from industry associations indicates that in industries where businesses need to have a license to operate the level of compliance is generally higher. Associations in these industries help their members with compliance, for example by providing information, hotlines and other support. | Illegal phoenixing is viewed as a particular issue which needs to be dealt with. Business operators who repeatedly become insolvent cheat trade creditors and employees and undercut legitimate operators. The Taskforce has heard that there is an entire industry supporting phoenixing by providing advice prior to a company winding up on how to structure the business in order to avoid obligations. In some industries workers are routinely underpaid in the form of offthebook cash This can involve employees either being required to pay back a proportion of their wages to their employer or by being forced into sham contracting arrangements. Temporary visa holders are particularly vulnerable to being exploited given their concern about the potential implications for their visa or employment status if they speak out. New technologies a wealth of opportunities for countering the black economy. For example, smartphone or tablet applications have been developed to simplify processes for businesses, secure on line trading facilities, reduce compliance burdens and provide a onestop store of information. Payment and other electronic transfer applications have and will continue to accelerate the move towards a cashless economy. Greater application of data analytics may offer significant new information to government allowing better targeting of services as well as anti-black economy efforts. Many small businesses do not have a good understanding of financial management and the tax and superannuation systems. Stakeholders consider that better education in financial management, and tax in particular, especially for those setting up a business for the first time is necessary. Simple and low cost business and accounting systems would also help. Feedback from industry associations indicates that in industries where businesses need to have a license to operate the level of compliance is generally higher. Associations in these industries help their members with compliance, for example by providing information, hotlines and other support. | 1 | [
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Clinic days and hours General Campus Monday - Friday: 10:00 am 3:30 pm – 3050 Lawrence Avenue East Note: Ground Floor, Specialty Clinic On Wednesdays and Fridays the clinic location is as follows: Scarborough, ON M1P 2V5 416-438-2911 ext. 3222 10:00am -1:00 pm 2nd floor, Pediatrics 1:00pm 3:30 pm Ground floor, Specialty Clinic (Lawrence Ave. E/ McCowan Rd) – Walk-in Rouge Valley Health System (RVHS) Clinic days and hours Centenary Site Monday - Friday: 12:00 pm - 3:30 pm 2867 Ellesmere Rd., Main Floor, Birthing Centre Open to all clients- Walk- in Scarborough, ON M1E 4B9 Phone: 416-284-8131 ext. 4530 Saturday & Sunday: 11:00 am- 3:00 pm (Neilson Rd. /Ellesmere Ave. E) Call For Appointment - RVHS - Centenary clients only BREASTFEEDING SUPPORT GROUPS Address and Phone Information Details Group day and hours | General Campus 3050 Lawrence Avenue East Ground Floor, Specialty Clinic Scarborough, ON M1P 2V5 416-438-2911 ext. 3222 (Lawrence Ave. E/ McCowan Rd) Clinic days and hours Monday - Friday: 10:00 am – 3:30 pm Note: On Wednesdays and Fridays the clinic location is as follows: 10:00am -1:00 pm 2nd floor, Pediatrics 1:00pm – 3:30 pm Ground floor, Specialty Clinic Walk-in Rouge Valley Health System (RVHS) Centenary Site 2867 Ellesmere Rd., Main Floor, Birthing Centre Scarborough, ON M1E 4B9 Phone: 416-284-8131 ext. 4530 (Neilson Rd. /Ellesmere Ave. E) Clinic days and hours Monday - Friday: 12:00 pm - 3:30 pm Open to all clients- Walk- in Saturday & Sunday: 11:00 am- 3:00 pm Call For Appointment - RVHS - Centenary clients only BREASTFEEDING SUPPORT GROUPS Address and Phone Information Details Group day and hours | 0.739273 | [
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4. MANAGEMENT AND RESPONSIBILITIES 4.1 Legal Duty to Notify All Ben Furney Mills employees are responsible for alerting management personnel to all environmental Incidents or hazards which may result in an environmental incident, regardless of the nature or scale. The responsibility to notify EPA and other agencies is detailed in the POEO Act (Section 148), which encompasses all site personnel, including contractors and sub-contractors. 4.2 Ben Furney Flour Mills Management The Operation& Services Manager is accountable for the specific responsibilities associated with the management and implementation of the PIRMP for Ben Furney Flour Mills. The Operation& Services Manager will ensure the following actions are carried out: Assess the damage and recommend appropriate clean up and/or quarantine measures Appoint an appropriately qualified personnel to carry out clean up Advise the Executive Team, QA Manager & Mill Manager Complete the incident Report Form and send a copy to the above Team & Managers The Operation& Services Manager will converse with and be supported by the following Management personnel as required: CEO COO CFO QA Manager | 4. MANAGEMENT AND RESPONSIBILITIES 4.1 Legal Duty to Notify All Ben Furney Mills employees are responsible for alerting management personnel to all environmental Incidents or hazards which may result in an environmental incident, regardless of the nature or scale. The responsibility to notify EPA and other agencies is detailed in the POEO Act (Section 148), which encompasses all site personnel, including contractors and sub-contractors. 4.2 Ben Furney Flour Mills Management The Operation& Services Manager is accountable for the specific responsibilities associated with the management and implementation of the PIRMP for Ben Furney Flour Mills. The Operation& Services Manager will ensure the following actions are carried out: Assess the damage and recommend appropriate clean up and/or quarantine measures Appoint an appropriately qualified personnel to carry out clean up Advise the Executive Team, QA Manager & Mill Manager Complete the incident Report Form and send a copy to the above Team & Managers The Operation& Services Manager will converse with and be supported by the following Management personnel as required: CEO COO CFO QA Manager | 1 | [
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Lacy Make lacy pancakes In addition, resources. Designs and makes item to meet the needs Of the brief. Pancakes Evaluates the effectiveness of the item In relation to the specification. 15 Evaluation Gain a K&U of how to evaluate Evaluate first attempt at Justifies improvements to own and others’ products. effectively linking back to the brief lacy pancakes 2nd try Make changes and make lacy pancakes again, taking into account the changes 16 Evaluation Gain a K&U of how to evaluate Evaluate 2nd attempt at effectively linking back to the brief lacy pancakes Design a final lacy pancake and recipe 17 Final attempt Decide final alterations to Alter the recipe and design successfully make lacy pancakes one final time Make your final Lacy Pancakes Design and 18 Intro Link prior knowledge to new Select key issues and Brief situation to successfully identify key issues explain why they are important form a design brief Make 19 Design Show creativity to design your own Creatively design your own cushion in accordance with the design brief cushion Textile 20 Skills re-cap Link prior knowledge to new Demonstrate how to Project situation to use sewing skills successfully measure, cut, pin, tack, straight stitch, Equipment blanket stitch Identify equipment suitable for your tasks 21 Sewing Gain confidence in carrying out skills Use peer support to in sewing and support class-mates Use leadership skills to successfully take part in sewing 22 Cont. Sewing Gain confidence in carrying out skills Show confidence using in sewing sewing skills Work in collaboration with others in class to reach a common goal | Lacy Pancakes In addition, resources. Designs and makes item to meet the needs Of the brief. Evaluates the effectiveness of the item In relation to the specification. Justifies improvements to own and others’ products. Make lacy pancakes 15 Evaluation 2nd try Gain a K&U of how to evaluate effectively linking back to the brief Evaluate first attempt at lacy pancakes Make changes and make lacy pancakes again, taking into account the changes 16 Evaluation Gain a K&U of how to evaluate effectively linking back to the brief Evaluate 2nd attempt at lacy pancakes Design a final lacy pancake and recipe 17 Final attempt Decide final alterations to successfully make lacy pancakes Alter the recipe and design one final time Make your final Lacy Pancakes 18 Design and Make Textile Project Intro Brief Link prior knowledge to new situation to successfully identify key issues form a design brief Select key issues and explain why they are important 19 Design Show creativity to design your own cushion in accordance with the design brief Creatively design your own cushion 20 Skills re-cap Equipment Link prior knowledge to new situation to use sewing skills successfully Demonstrate how to measure, cut, pin, tack, straight stitch, blanket stitch Identify equipment suitable for your tasks 21 Sewing Gain confidence in carrying out skills in sewing Use peer support to and support class-mates Use leadership skills to successfully take part in sewing 22 Cont. Sewing Gain confidence in carrying out skills in sewing Show confidence using sewing skills Work in collaboration with others in class to reach a common goal | 0.752169 | [
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Highly organized and thrives on multi-tasking in a fast-paced environment with L/I/R ambitious targets Evidence of experience of meeting ambitious targets in a previous role L/I/R Excellent presentation skills and high personal credibility L/I/R Skilled at persuasive writing and using a range of approaches/strategies to impact L/I/R and influence Experience of monitoring, evaluation and analysis in a previous role L/I/R Computer/IT skills and knowledge of Microsoft Office including Word, L/I/R PowerPoint L/I/R Experience of working with data and building reports Desirable Experience of PARAGON and/or CRM systems L/I – Social for professional purposes to develop recruitment and build the L/I positive and attractive appeal of Manchester Nexus, working also with our marketing company L/I/R Flexible and creative Knowledge of or interest in Initial Teaching Training and how this is developing L/I within the educational landscape Awareness of the wider educational context and the challenges that different L/I schools and their teachers face – – Takes ownership and is proactive; committed to excellent service provision now, L/I/R and is alert to potential changes locally, regionally and nationally, bringing these to the attention of the SLT and Trust Personal circumstances Personal flexibility to enable the post holder to undertake out-of-hours work, L/I including some weekends to facilitate recruitment events Full driving license with the ability to use a vehicle with appropriate insurance for L/I business use (45p per mile mileage allowance) A = Application L = Letter I = Interview R = Reference P = Presentation N.B any candidate with a disability who meets the essential criteria will be guaranteed an interview | Highly organized and thrives on multi-tasking in a fast-paced environment with ambitious targets L/I/R Evidence of experience of meeting ambitious targets in a previous role L/I/R Excellent presentation skills and high personal credibility L/I/R Skilled at persuasive writing and using a range of approaches/strategies to impact and influence L/I/R Experience of monitoring, evaluation and analysis in a previous role L/I/R Computer/IT skills and knowledge of Microsoft Office including Word, PowerPoint L/I/R Experience of working with data and building reports L/I/R Desirable – Experience of PARAGON and/or CRM systems L/I Social for professional purposes to develop recruitment and build the positive and attractive appeal of Manchester Nexus, working also with our marketing company L/I Flexible and creative L/I/R Knowledge of or interest in Initial Teaching Training and how this is developing within the educational landscape L/I Awareness of the wider educational context and the challenges that different schools – and their teachers – face L/I Takes ownership and is proactive; committed to excellent service provision now, and is alert to potential changes locally, regionally and nationally, bringing these to the attention of the SLT and Trust L/I/R Personal circumstances Personal flexibility to enable the post holder to undertake out-of-hours work, including some weekends to facilitate recruitment events L/I Full driving license with the ability to use a vehicle with appropriate insurance for business use (45p per mile mileage allowance) L/I A = Application L = Letter I = Interview R = Reference P = Presentation N.B any candidate with a disability who meets the essential criteria will be guaranteed an interview | 0.832365 | [
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If yes, please specify on the below categories: Communication Physical Hearing Visual Learning Other* I do not wish to disclose Mental Health Mobility *Please specify if you wish If you have any specific requirements, please provide further information here and we will, wherever possible, make the necessary arrangements. Additional Information Thank you for expressing an interest in completing your work experience at the British Geological Survey. Each year over half a million school children in Great Britain complete one or two weeks work experience in a variety of organisations. At the BGS we recognise the value work experience offers to young people in developing key lifelong skills in active citizenship, increased self-esteem, communications, organisation, teamwork and IT. Work experience can also help raise awareness of how rights and responsibilities, Equal Opportunities, Health and Safety and environmental issues apply in the workplace. Further information on the diversity of the work and different disciplines of the BGS can be found at What do Work Experience students do? You will spend time in departments with a variety of staff during the week, working on a range of activities that will allow you to see how the departments operate. You may be involved in: Shadowing, observing and assisting with aspects of their work General administration such as photocopying/filling/scanning Computer based work/research What do I do now? To be considered for a work experience place you must complete the above application form and return it to the address indicated. This will allow us to match the role that is relevant to your areas of interest. The form can either be completed by hand or electronically. Due to the number of application forms we receive we cannot acknowledge receipt. Please ensure that you have included an active email address, which is checked regularly, as this will be how we contact you to inform you if you have been successful in your application. Please be aware of the deadlines for applications, no applications can be considered for the relevant periods once this deadline has passed. How will selection take Selection is based on a number of factors: The information supplied in the application form The availability of appropriate tasks and staff time for line-managing these activities | If yes, please specify on the below categories: Communication Hearing Learning Mental Health Mobility *Please specify if you wish Physical Visual Other* I do not wish to disclose If you have any specific requirements, please provide further information here and we will, wherever possible, make the necessary arrangements. Additional Information Thank you for expressing an interest in completing your work experience at the British Geological Survey. Each year over half a million school children in Great Britain complete one or two weeks work experience in a variety of organisations. At the BGS we recognise the value work experience offers to young people in developing key lifelong skills in active citizenship, increased self-esteem, communications, organisation, teamwork and IT. Work experience can also help raise awareness of how rights and responsibilities, Equal Opportunities, Health and Safety and environmental issues apply in the workplace. Further information on the diversity of the work and different disciplines of the BGS can be found at What do Work Experience students do? You will spend time in departments with a variety of staff during the week, working on a range of activities that will allow you to see how the departments operate. You may be involved in: Shadowing, observing and assisting with aspects of their work General administration such as photocopying/filling/scanning Computer based work/research What do I do now? To be considered for a work experience place you must complete the above application form and return it to the address indicated. This will allow us to match the role that is relevant to your areas of interest. The form can either be completed by hand or electronically. Due to the number of application forms we receive we cannot acknowledge receipt. Please ensure that you have included an active email address, which is checked regularly, as this will be how we contact you to inform you if you have been successful in your application. Please be aware of the deadlines for applications, no applications can be considered for the relevant periods once this deadline has passed. How will selection take Selection is based on a number of factors: The information supplied in the application form The availability of appropriate tasks and staff time for line-managing these activities | 0.979465 | [
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Contractor’s Proposed Equipment No Item of Equipment Brand & Model Age (years) and Owned, leased or to Description Serial No. Condition (good, poor) purchase No. units available & Location 1 a- [Bidder to insert] a- a- a- b- b- b- b- 2 a- a- a- a- b- b- b- b- Contractor’s Key Personnel General Specific experience in experience in No Position Name Qualifications Construction proposed (Years) position 1 (a) [Main (a) (a) (a) [Bidder to candidate] (b) (b) (b) insert] (b) [Alternate] 2 (a) [Main (a) (a) (a) candidate] (b) (b) (b) (b) [Alternate] Proposed Subcontracts No Sections of the Value of Subcontractor Experience in similar work Works subcontract (name and address) (Projects name and Duration) 1 [Bidder to insert] 2 Information From Balance Sheet YEARS 2011 2012 2013 2014 2015 Total Assets | Contractor’s Proposed Equipment No Item of Equipment Description Brand & Model Serial No. Age (years) and Condition (good, poor) Owned, leased or to purchase No. units available & Location 1 a- [Bidder to insert] b- a- b- a- b- a- b- 2 a- b- a- b- a- b- a- b- Contractor’s Key Personnel No Position Name Qualifications General experience in Construction (Years) Specific experience in proposed position 1 [Bidder to insert] (a) [Main candidate] (b) [Alternate] (a) (b) (a) (b) (a) (b) 2 (a) [Main candidate] (b) [Alternate] (a) (b) (a) (b) (a) (b) Proposed Subcontracts No Sections of the Works Value of subcontract Subcontractor (name and address) Experience in similar work (Projects name and Duration) 1 [Bidder to insert] 2 Information From Balance Sheet YEARS 2011 2012 2013 2014 2015 Total Assets | 0.50993 | [
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PA 2 6.616.974 40% TP 4: Encouraging RI 1.1a: Increased number of supported cultural, historic and tourism and cultural natural and touristic and natural heritage attractions RI 1.1b: Increased number of guest nights in the CBC region RI 1.2a: Increased number of created/supported tourism products and services RI 1.2b: Increase in contribution of tourism sector to regional GDP RI 1.3: Increased public awareness regarding sustainable use of natural and cultural heritage and resources PA 3 2.481.365 15% TP 7: Enhancing RI1 Increase of the regional GDP competitiveness, RI 2 Increased awareness on the business opportunities offered by business the region environment and the development of and enterprises, trade and investment PA 4 1.654.243 10% Technical Assistance 16.542.434 100% SECTION 2. Section 2.1. Description of the priority axes than technical assistance) (Reference: point (b) of Article 8(2) of Regulation (EU) No 1299/2013) | PA 2 6.616.974 40% TP 4: Encouraging tourism and cultural and natural heritage RI 1.1a: Increased number of supported cultural, historic and natural and touristic attractions RI 1.1b: Increased number of guest nights in the CBC region RI 1.2a: Increased number of created/supported tourism products and services RI 1.2b: Increase in contribution of tourism sector to regional GDP RI 1.3: Increased public awareness regarding sustainable use of natural and cultural heritage and resources PA 3 2.481.365 15% TP 7: Enhancing competitiveness, business environment and the development of and enterprises, trade and investment RI1 Increase of the regional GDP RI 2 Increased awareness on the business opportunities offered by the region PA 4 1.654.243 10% Technical Assistance 16.542.434 100% SECTION 2. Section 2.1. Description of the priority axes than technical assistance) (Reference: point (b) of Article 8(2) of Regulation (EU) No 1299/2013) | 0.8789 | [
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Boots Pharmacy 124 Queen 01964 HU19 2HB 12.00-13.00 12.00-13.00 Street 613371 PURMS Withernsea Boots Pharmacy 94-96 Queen HU19 2HB 12.00-13.00 Street 612217 PURMS Bridlington Late Night Pharmacy 86 The 01262 (100 hours) YO15 2QL 09.00-21.30 11:00 -19:00 09:00-21:30 09.00-21.30 11:00-19:00 Promenade 400070 Bridlington PURMS 9-13 Pharmacy YO15 2PY 10:00-16:00 09:30-17:00 10:30-16:30 Promenade 673202 01482 Boots Pharmacy 2 The Square Hessle HU13 0AA 10.00-14.00 648512 Lloyds Pharmacy Sainsbury 01482 HU13 9NS 10.00-16.00 10.00-16.00 (100 hours) Way 562204 The Hessle Hessle Cohens Grange 01482 Pharmacy HU13 9LZ 10.00-20.00 10.00-20.00 Primary Care 647611 (100 Centre 01916 Hornsea HU18 1RE 10.00-16.00 10.00-16.00 Tesco Pharmacy 939224 (100 hours) Tesco Pharmacy 0345 DN14 6BB 10.00-16.00 10.00-16.00 13.00-14.00 (100 6779312 PURMS Goole Coggrave 86 Boothferry DN14 6AD 13.00-14.00 Chemist Road 763282 01405 N&J Drummond Alfreds Place DN14 5RL X 13.00-14.00 765673 Boots Pharmacy 10:00-13:30 55 Middle 01377 YO25 6PS and Street South 252067 PURMS Driffield 14:00-16:00 0345 Tesco Pharmacy George Street YO25 6RA 10.00-16.00 10.00-16.00 6779221 | Boots Pharmacy PURMS 124 Queen Street Withernsea HU19 2HB 01964 613371 12.00-13.00 12.00-13.00 Boots Pharmacy PURMS 94-96 Queen Street HU19 2HB 612217 12.00-13.00 Bridlington Late Night Pharmacy (100 hours) PURMS 86 The Promenade Bridlington YO15 2QL 01262 400070 09.00-21.30 11:00 -19:00 09:00-21:30 09.00-21.30 11:00-19:00 Pharmacy 9-13 Promenade YO15 2PY 673202 10:00-16:00 09:30-17:00 10:30-16:30 Boots Pharmacy 2 The Square Hessle HU13 0AA 01482 648512 10.00-14.00 Lloyds Pharmacy (100 hours) Sainsbury Way Hessle HU13 9NS 01482 562204 10.00-16.00 10.00-16.00 Cohens Pharmacy (100 The Hessle Grange Primary Care Centre HU13 9LZ 01482 647611 10.00-20.00 10.00-20.00 Tesco Pharmacy (100 hours) Hornsea HU18 1RE 01916 939224 10.00-16.00 10.00-16.00 Tesco Pharmacy (100 PURMS Goole DN14 6BB 0345 6779312 10.00-16.00 10.00-16.00 13.00-14.00 Coggrave Chemist 86 Boothferry Road DN14 6AD 763282 13.00-14.00 N&J Drummond Alfreds Place DN14 5RL 01405 765673 X 13.00-14.00 Boots Pharmacy PURMS 55 Middle Street South Driffield YO25 6PS 01377 252067 10:00-13:30 and 14:00-16:00 Tesco Pharmacy George Street YO25 6RA 0345 6779221 10.00-16.00 10.00-16.00 | 0.286301 | [
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Test Case ID <X.XX> Tester Testing a Name Date test date. Business Role(s) Responsibility <State Service Duration a Provider, duration. Customer or Joint Service Provider and Customer> Context The purpose of this activity is to create the invoice with reference to the purchase order. Procedure Test Test Step Instruction Expected Result Pass / Fail Step Name / # Comment 1 Log on Log onto the SAP The SAP Fiori Fiori Launchpad as Launchpad an Accounts displays. Payable Accountant. 2 Open Open Create The Create Create Supplier Invoice. Supplier Invoices Supplier screen displays. If the system Invoice displays the Do App you want to proceed using this invoice data? | Test Case ID <X.XX> Tester Name Testing Date a test date. Business Role(s) Responsibility <State Service Provider, Customer or Joint Service Provider and Customer> Duration a duration. Context The purpose of this activity is to create the invoice with reference to the purchase order. Procedure Test Step # Test Step Name Instruction Expected Result Pass / Fail / Comment 1 Log on Log onto the SAP Fiori Launchpad as an Accounts Payable Accountant. The SAP Fiori Launchpad displays. 2 Open Create Supplier Invoice App Open Create Supplier Invoice. If the system displays the Do you want to proceed using this invoice data? The Create Supplier Invoices screen displays. | 0.590908 | [
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4. Choose Choose line of order Maintenance Order number number from the previous section. 5. Set Choose Set Order Complete Status Complete (Technically) Technically status. 6. Save the On the The Order Complete(Technically) Complete screen, make the (Technically) following entries: status for the Reference Date: maintenance <Date> is done. Reference Time: <Time> Complete assigned Notification: flag set Choose OK. | 4. Choose order number Choose line of Maintenance Order number from the previous section. 5. Set Complete (Technically) status. Choose Set Order Status Complete Technically 6. Save the Order On the Complete(Technically) screen, make the following entries: Reference Date: <Date> Reference Time: <Time> Complete assigned Notification: flag set Choose OK. The Complete (Technically) status for the maintenance is done. | 0.442623 | [
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word below best describes the situation in the cartoon? Buddies Bullying Indifference Ridicule Complete the following table to understand what the cartoonist is trying to express. The Bullies The Victim The girl puts her left hand on her hip The boy keeps quiet and with right thumb pointing down. The puts up with the others’ boy in the middle is throwing a soda behaviours despite being hit can at the boy in the yellow T-shirt by the soda can. Actions and laughing out loud. The third boy has his arms on his hips and is looking at the boy in the yellow with disdain in his eyes. The Bullies The Victim They are having fun and treat their He is in pain and feels sad. victim with disdain. Expressions Number of There are three of them in a gang. He is alone/on his own. People Two of them are relatively big and He is relatively small. strong, while the other one is Body size thinner. Does the cartoon above show the typical features of bullies and their victims? Explain your answer. No. Sometimes bullies can act alone. Bullying does not always involve physical violence. Bullying may also involve verbal violence, for example, calling others making fun of or insulting “names”; others because of their physical appearance, abilities or ethnicities/races. Bullies are not necessarily big and strong. The victims are not always small and weak. (Other reasonable and relevant answers are acceptable.) Drawing together your answers to the questions, what kind of unbalanced situation or circumstance makes bullying happen more easily? Body size System | word below best describes the situation in the cartoon? Buddies Bullying Indifference Ridicule Complete the following table to understand what the cartoonist is trying to express. The Bullies The Victim Actions The girl puts her left hand on her hip with right thumb pointing down. The boy in the middle is throwing a soda can at the boy in the yellow T-shirt and laughing out loud. The third boy has his arms on his hips and is looking at the boy in the yellow with disdain in his eyes. The boy keeps quiet and puts up with the others’ behaviours despite being hit by the soda can. The Bullies The Victim Expressions They are having fun and treat their victim with disdain. He is in pain and feels sad. Number of People There are three of them in a gang. He is alone/on his own. Body size Two of them are relatively big and strong, while the other one is thinner. He is relatively small. Does the cartoon above show the typical features of bullies and their victims? Explain your answer. No. Sometimes bullies can act alone. Bullying does not always involve physical violence. Bullying may also involve verbal violence, for example, calling others “names”; making fun of or insulting others because of their physical appearance, abilities or ethnicities/races. Bullies are not necessarily big and strong. The victims are not always small and weak. (Other reasonable and relevant answers are acceptable.) Drawing together your answers to the questions, what kind of unbalanced situation or circumstance makes bullying happen more easily? Body size System | 0.85836 | [
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Procedure Test Test Step Instruction Expected Pass / Fail Step Name Result / # Comment 1 Log on Log on to the SAP Easy SAP Access Enterprise Screen will Management appear backend system 2 Start Enter The SAP application transaction code S/4HANA SAP LTMOM in the Migration S/4HANA command field Object Migration and press Modeler Object ENTER. application Modeler appears. 3 Choose The navigation Activities Migration area on the left will be Object side contains the displayed input field for the migration object. Use the provided Help to select the Migration Object (created previously in Creating a Data Migration project for SAP S/4HANA Migration Object Modeler section ) to enhance. | Procedure Test Step # Test Step Name Instruction Expected Result Pass / Fail / Comment 1 Log on Log on to the SAP Enterprise Management backend system SAP Easy Access Screen will appear 2 Start application SAP S/4HANA Migration Object Modeler Enter transaction code LTMOM in the command field and press ENTER. The SAP S/4HANA Migration Object Modeler application appears. 3 Choose Migration Object The navigation area on the left side contains the input field for the migration object. Use the provided Help to select the Migration Object (created previously in Creating a Data Migration project for SAP S/4HANA Migration Object Modeler section ) to enhance. Activities will be displayed | 0.538373 | [
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Implementation Type The following section is ONLY relevant for the on-premise version of SAP S/4HANA. Note The following SAP role templates which is copied by your System Administrator into your customers namespace and assigned to a user that migrates the data. Purpose Role Name SAP S/4HANA Migration SAP_CA_DMC_MC_USER S/4HANA Migration - Data Cockpit Transfer SAP Migration Object SAP_CA_DMC_MC_DEVELOPER S/4HANA Migration - Data Modeler Modeling and Data Transfer Business Roles Implementation Type The following section is ONLY relevant for SAP Cloud. Use the following standard test users. Or assign the roles to the testers to have the necessary authorization to load a specific object and to validate the data in the Fiori Launchpad: SAP S/4HANA Cloud Business Object Name Business Role ID Business Role Name Activity Type SAP_BR_OVERHEAD_ACCOUNTANT Cost Accountant Overhead – Cost Center SAP_BR_OVERHEAD_ACCOUNTANT Cost Accountant Overhead – Profit Center SAP_BR_OVERHEAD_ACCOUNTANT Cost Accountant Overhead – Activity Price SAP_BR_OVERHEAD_ACCOUNTANT Cost Accountant Overhead – Internal SAP_BR_OVERHEAD_ACCOUNTANT Cost Accountant Overhead – Bank SAP_BR_CASH_MANAGER Cash Manager Customer SAP_BR_BUPA_MASTER_SPECIALIST Master Data Specialist Business – Partner Data | Implementation Type The following section is ONLY relevant for the on-premise version of SAP S/4HANA. Note The following SAP role templates which is copied by your System Administrator into your customers namespace and assigned to a user that migrates the data. Purpose Role Name SAP S/4HANA Migration Cockpit SAP_CA_DMC_MC_USER S/4HANA Migration - Data Transfer SAP Migration Object Modeler SAP_CA_DMC_MC_DEVELOPER S/4HANA Migration - Data Modeling and Data Transfer Business Roles Implementation Type The following section is ONLY relevant for SAP Cloud. Use the following standard test users. Or assign the roles to the testers to have the necessary authorization to load a specific object and to validate the data in the Fiori Launchpad: SAP S/4HANA Cloud Business Object Name Business Role ID Business Role Name Activity Type SAP_BR_OVERHEAD_ACCOUNTANT Cost Accountant – Overhead Cost Center SAP_BR_OVERHEAD_ACCOUNTANT Cost Accountant – Overhead Profit Center SAP_BR_OVERHEAD_ACCOUNTANT Cost Accountant – Overhead Activity Price SAP_BR_OVERHEAD_ACCOUNTANT Cost Accountant – Overhead Internal SAP_BR_OVERHEAD_ACCOUNTANT Cost Accountant – Overhead Bank SAP_BR_CASH_MANAGER Cash Manager Customer SAP_BR_BUPA_MASTER_SPECIALIST Master Data Specialist – Business Partner Data | 0.845255 | [
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Overview Table The item Data Migration to S/4HANA from File consists of several process steps provided in the table: Process UI Type Business Expected Step, Condition Results Report, or Item [page SAP Fiori This activity is The Migration ] 19 Launchpad to start the Cockpit SAP S/4HANA appears Migration cockpit [page Migration This activity is The Microsoft ] 20 Cockpit to download a Excel XML (Web Migration spreadsheet Dynpro via Template to 2003 SAP Fiori facilitate the template has launchpad) data transfer been from downloaded. Microsoft Excel Spreadsheet Templates to SAP S/4HANA. [page Microsoft This activity is Test data has ] 22 Excel to enter the been entered test data to into Microsoft be migrated. Excel XML spreadsheet 2003 template. [page Migration This activity is The data has ] 23 Cockpit to run the been | Overview Table The item Data Migration to S/4HANA from File consists of several process steps provided in the table: Process Step, Report, or Item UI Type Business Condition Expected Results [page ] 19 SAP Fiori Launchpad This activity is to start the SAP S/4HANA Migration cockpit The Migration Cockpit appears [page ] 20 Migration Cockpit (Web Dynpro via SAP Fiori launchpad) This activity is to download a Migration Template to facilitate the data transfer from Microsoft Excel Spreadsheet Templates to SAP S/4HANA. The Microsoft Excel XML spreadsheet 2003 template has been downloaded. [page ] 22 Microsoft Excel This activity is to enter the test data to be migrated. Test data has been entered into Microsoft Excel XML spreadsheet 2003 template. [page ] 23 Migration Cockpit This activity is to run the The data has been | 0.418264 | [
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. Choose Save Depending to continue. on the Filter settings of Note Valid or the screen, confirmed they may values are disappear. marked with a By setting green LED. Filter to All, Enter a all the customizing migration value for settings are Fixed Values listed and Control Parameters. If available, use Value Help for value selection. 14 Navigate Choose Next The Simulate to Next to navigate to Import Work the next work screen is Step step. displayed, showing the dialog window with the progress bar of the currently active simulation run. Note In case that the selected migration object does not support simulation run, the | . Choose Save to continue. Note Valid or confirmed values are marked with a green LED. Enter a customizing value for Fixed Values and Control Parameters. If available, use Value Help for value selection. Depending on the Filter settings of the screen, they may disappear. By setting Filter to All, all the migration settings are listed 14 Navigate to Next Work Step Choose Next to navigate to the next work step. The Simulate Import screen is displayed, showing the dialog window with the progress bar of the currently active simulation run. Note In case that the selected migration object does not support simulation run, the | 0.576683 | [
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key stage 4 PP pupils in maths i) Improve Classroom support For students who require Tutor teachers to monitor the 15% of pupil premium pupils have attainment and assistant to assist assistance with personal achievement of secondary accessed CSA support. achievement with personal care care, the staff member is aged pupils eligible for pupil 96% of pupils accessing CSA of students and essential in the smooth and premium funding who require support made good or better exploit opportunities efficient transition to/from personal care needs being met progress in English, with 58% to consolidate lessons, significantly in the areas of communication exceeding their good progress communication and removing the time taken for and self-help skills. target. self-help skills when this and to ensure support 96% of pupils accessing CSA engaging pupils in staff remain focused on support made good or better attending to their curriculum assistance at all progress in maths, with 46% personal hygiene times. This also gives the exceeding their good progress needs opportunity to develop target. independence and self-help skills, self-esteem and confidence, and improve communication skills of students. ii) Support for Family liaison worker Consistent evidence of Family support worker The Family Support Worker has social and employed to family support worker accountable to PP co-ordinator supported 11% of the pupil emotional strengthen improving the attendance and lead for safeguarding. premium population with wellbeing to links and of pp pupils since employed Half termly analysis meetings to attendance concerns. improve improve in January 2015. assess the impact of On average, the impact on engagement attendance and Evidence of continued interventions. Fortnightly attendance has been 0.9% with learning engagement of improvement of pastoral meetings. increase per pupil. pupils (and their engagement of pp pupils. The FSW has worked with 12% of families) eligible for the pp population in total to | key stage 4 PP pupils in maths i) Improve attainment and achievement Classroom support assistant to assist with personal care of students and exploit opportunities to consolidate communication and self-help skills when engaging pupils in attending to their personal hygiene needs For students who require assistance with personal care, the staff member is essential in the smooth and efficient transition to/from lessons, significantly removing the time taken for this and to ensure support staff remain focused on curriculum assistance at all times. This also gives the opportunity to develop independence and self-help skills, self-esteem and confidence, and improve communication skills of students. Tutor teachers to monitor the achievement of secondary aged pupils eligible for pupil premium funding who require personal care needs being met in the areas of communication and self-help skills. 15% of pupil premium pupils have accessed CSA support. 96% of pupils accessing CSA support made good or better progress in English, with 58% exceeding their good progress target. 96% of pupils accessing CSA support made good or better progress in maths, with 46% exceeding their good progress target. ii) Support for social and emotional wellbeing to improve engagement with learning Family liaison worker employed to strengthen links and improve attendance and engagement of pupils (and their families) eligible for Consistent evidence of family support worker improving the attendance of pp pupils since employed in January 2015. Evidence of continued improvement of engagement of pp pupils. Family support worker accountable to PP co-ordinator and lead for safeguarding. Half termly analysis meetings to assess the impact of interventions. Fortnightly pastoral meetings. The Family Support Worker has supported 11% of the pupil premium population with attendance concerns. On average, the impact on attendance has been 0.9% increase per pupil. The FSW has worked with 12% of the pp population in total to | 0.54442 | [
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i) Improve To reduce the in Embed SEN specific software and Data tracking of these students to English Termly attainment and school gap by 6% programmes that draw on visual show impact of the programme. lead attainment achievement for Key stage 4 in learning skills EEF. Analysis of results from analysis will – Literacy pupils by: Evidence for digital technology intervention programmes and (£500) demonstrate embedding states that where technology has software. that the SEN specific been used to supplement other £11,165.5 difference in apps teaching, technology Assessment leads to hold SP/LR/LW attainment in “different including has the potential to enable clinics’ for subject Targeted Literacy at key 4 ‘achievement and changes in teaching and leads to analyse and address 1:1 for pp pupils has ‘See Learn’ to learning interactions, such as by gaps in attainment for specific support diminished support the […] enabling more helpful cohorts of pupils. development representations to be used or of literacy simply by motivating students to English lead to monitor student skills: and practice [skills] more”. progress through BHA assessment Supporting system and using analysis of the quality of Evidence for 1:1 see as for performance on applications. – teaching and maths 1:1 intervention. learning in literacy through 1:1 intervention ii) Support for To enhance the Evidence gained in school Analysis of attainment for pupils Pupil Termly social and attainment of pupils demonstrates through effective with complex needs who are premium assessment emotional eligible for PP teaching skills and application of eligible for pupil premium funding lead data will wellbeing to through the appropriate resources in, for to ensure effective purchasing or demonstrate improve targeted use of example, ASC classes, there has appropriate equipment and pp pupils who engagement support to develop been significant improvements in access to outdoor learning by the (£6500) have accessed with learning proprioceptive and children’s abilities to self-regulate. pupil premium lead OT support that sensory processing These pupils are able to better are on track to | i) Improve attainment and achievement To reduce the in school gap by 6% for Key stage 4 in Literacy pupils by: embedding SEN specific apps including ‘See and Learn’ to support the development of literacy skills: and Supporting the quality of teaching and learning in literacy through 1:1 intervention Embed SEN specific software and programmes that draw on visual learning skills – EEF. Evidence for digital technology states that where technology has been used to supplement other teaching, “different technology has the potential to enable changes in teaching and learning interactions, such as by […] enabling more helpful representations to be used or simply by motivating students to practice [skills] more”. Evidence for 1:1 – see as for maths 1:1 intervention. Data tracking of these students to show impact of the programme. Analysis of results from intervention programmes and software. Assessment leads to hold ‘achievement clinics’ for subject leads to analyse and address gaps in attainment for specific cohorts of pupils. English lead to monitor student progress through BHA assessment system and using analysis of performance on applications. English lead (£500) £11,165.5 SP/LR/LW Targeted 1:1 support Termly attainment analysis will demonstrate that the difference in attainment in Literacy at key 4 for pp pupils has diminished ii) Support for social and emotional wellbeing to improve engagement with learning To enhance the attainment of pupils eligible for PP through the targeted use of support to develop proprioceptive and sensory processing Evidence gained in school demonstrates through effective teaching skills and application of appropriate resources in, for example, ASC classes, there has been significant improvements in children’s abilities to self-regulate. These pupils are able to better Analysis of attainment for pupils with complex needs who are eligible for pupil premium funding to ensure effective purchasing or appropriate equipment and access to outdoor learning by the pupil premium lead Pupil premium lead (£6500) Termly assessment data will demonstrate pp pupils who have accessed OT support that are on track to | 0.477084 | [
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ii) Support for development, processing and those with data will social and support sensory autism. (£14,240) demonstrate emotional processing needs Advice and guidance has been pp pupils who wellbeing to and facilitate the provided to staff on sensory 10 TS have accessed – improve acquisition of the processing and proprioceptive 4,240 OT support that engagement correct equipment skills in order to enhance the Q1st are on track to with learning in a time effective quality of teaching and learning. meet or exceed iii) Improved manner for specific their end of year attainment of targeted pupils. targets in key stage 2 and Literacy and key stage 4 PP Maths by pupils in maths improving their social and emotional and engagement i) Improve Classroom support For students who require Tutor teachers to monitor the Pupil Termly data attainment and assistant to assist assistance with personal care, the achievement of secondary aged Premium analysis will achievement with personal care staff member is essential in the pupils eligible for pupil premium demonstrate of students and smooth and efficient transition funding who require personal pupils who have exploit opportunities to/from lessons, significantly care needs being met in the accessed CSA to consolidate removing the time taken for this areas of communication and (£5,000) support are on communication and and to ensure support staff skills. to meet or self-help skills when remain focused on curriculum exceed their engaging pupils in assistance at all times. This also end of year attending to gives the opportunity to develop targets in English personal hygiene independence and self-help skills, and Maths needs self-esteem and confidence, and | ii) Support for social and emotional wellbeing to improve engagement with learning iii) Improved attainment of key stage 2 and key stage 4 PP pupils in maths development, support sensory processing needs and facilitate the acquisition of the correct equipment in a time effective manner for specific targeted pupils. processing and those with autism. Advice and guidance has been provided to staff on sensory processing and proprioceptive skills in order to enhance the quality of teaching and learning. (£14,240) 10 – TS 4,240 Q1st data will demonstrate pp pupils who have accessed OT support that are on track to meet or exceed their end of year targets in Literacy and Maths by improving their social and emotional and engagement i) Improve attainment and achievement Classroom support assistant to assist with personal care of students and exploit opportunities to consolidate communication and self-help skills when engaging pupils in attending to personal hygiene needs For students who require assistance with personal care, the staff member is essential in the smooth and efficient transition to/from lessons, significantly removing the time taken for this and to ensure support staff remain focused on curriculum assistance at all times. This also gives the opportunity to develop independence and self-help skills, self-esteem and confidence, and Tutor teachers to monitor the achievement of secondary aged pupils eligible for pupil premium funding who require personal care needs being met in the areas of communication and skills. Pupil Premium (£5,000) Termly data analysis will demonstrate pupils who have accessed CSA support are on to meet or exceed their end of year targets in English and Maths | 0.475015 | [
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Independent continuant a(independent continuant)[Definition: is an = Def. is a b independent continuant b continuant which is such that there is no and no such that s-depends_on at [017-002]] c t b c t. as(independent continuant)[Examples: an atom\, a molecule\, an organism\, a heart\, a chair\, the bottom right portion of a human torso\, a leg\; the interior of your mouth\; a spatial region\; an orchestra. ] a(independent continuant)[Axiom: For every and time during the independent continuant b t region of time spanned by its life, there are which s-depends_on during [018-002] entities b t. We say there may be regions such that no entity s-depends_on exactly in the region ] t’ t b t. ‘during Examples of entities that s-depend_on are: qualities, dispositions, processes. independent continuants Material entity a(material entity)[Elucidation: A is an that has some material entity independent continuant portion of matter as proper or improper continuant part. [019-002]] as(material entity)[Examples: a human being\, the undetached arm of a human being\, an aggregate of human beings. ] Every is localized in space. material entity Every can move in space. material entity a(material entity)[Axiom: Every which has a as continuant part is a entity material entity [020-002]] material entity. a(continuant)[Axiom: if is a then there is some (referred to temporal interval b material entity, below as a during which exists. [011-002]] one-dimensional temporal region) b Note: may persist for very periods of time (as for example in the case of an atom of Material entities a highly unstable isotope). | Independent continuant a(independent continuant)[Definition: b is an independent continuant = Def. b is a continuant which is such that there is no c and no t such that b s-depends_on c at t. [017-002]] as(independent continuant)[Examples: an atom\, a molecule\, an organism\, a heart\, a chair\, the bottom right portion of a human torso\, a leg\; the interior of your mouth\; a spatial region\; an orchestra. ] a(independent continuant)[Axiom: For every independent continuant b and time t during the region of time spanned by its life, there are entities which s-depends_on b during t. [018-002] We say ‘during t’ there may be regions t such that no entity s-depends_on b exactly in the region t. ] Examples of entities that s-depend_on independent continuants are: qualities, dispositions, processes. Material entity a(material entity)[Elucidation: A material entity is an independent continuant that has some portion of matter as proper or improper continuant part. [019-002]] as(material entity)[Examples: a human being\, the undetached arm of a human being\, an aggregate of human beings. ] Every material entity is localized in space. Every material entity can move in space. a(material entity)[Axiom: Every entity which has a material entity as continuant part is a material entity. [020-002]] a(continuant)[Axiom: if b is a material entity, then there is some temporal interval (referred to below as a one-dimensional temporal region) during which b exists. [011-002]] Note: Material entities may persist for very periods of time (as for example in the case of an atom of a highly unstable isotope). | 0.613918 | [
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Independent Samples Test Levene's Test for t-test Equality for of of Means 95% Sig. Mean Std. Interval of the F Sig. t df Difference Lower Equal assumed 8.852 1.157 103 .250 .226 .195 -.162 .614 Equal not assumed 1.508 .138 .226 .150 -.075 .528 | Independent Samples Test Levene's Test for Equality of t-test for of Means F Sig. t df Sig. Mean Std. 95% Interval of the Difference Lower Equal assumed 8.852 1.157 103 .250 .226 .195 -.162 .614 Equal not assumed 1.508 .138 .226 .150 -.075 .528 | 0.722672 | [
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Track number of referrals from the resource list. Resource list is created and continually updated to reflect the most current offerings in the community. Measure of Success: Goal 1: Improve community health and wellness through education and outreach. Strategy 1.4: Continue supporting health in wellness in the community through sponsorship of events and programs. Final Activities Responsibility Timeline Partners Potential Barriers Approval Continue sponsoring community events Healthy Hardin centered around health and wellness: Outreach Hospital Coalition, Scheduling conflicts, Rainbow Walk, Cardiac readiness, Ongoing Director Administrator Public schools, Resource limitations Alzheimer’s walk, breast cancer Race for Council on Aging a Cure and EMS classes. Explore enhancing outreach and advertising Outreach Hospital Resource limitations, efforts around existing health and wellness Ongoing Local newspaper Director Administrator financial limitations programs Needs Being Addressed by this Strategy: 57% of respondents rated their community as healthy.” 32% of respondents felt their community was and 7.9% “Somewhat “Unhealthy” felt their community was “Healthy.” Top three health concerns: Abuse’ (88.2%), (43.4%), and (42.6%) ‘Alcohol/Substance ‘Diabetes’ ‘Overweight/obesity’ behaviors and lifestyles (52.2%) was selected as the most important component of a healthy community ‘Healthy Interest in the following educational Programs/Classes: (35.3%), and wellness’ (33.1%), aid/CPR’ (29.4%) and ‘Fitness’ ‘Health ‘First loss’ (29.4%) ‘Weight 39.5% of respondents have at least 20 minutes of exercise 6.2% reported physical activity’ ‘Daily,’ ‘No Anticipated Impact(s) of these Activities: Increased access to health and wellness events/programs for community members. | Track number of referrals from the resource list. Measure of Success: Resource list is created and continually updated to reflect the most current offerings in the community. Goal 1: Improve community health and wellness through education and outreach. Strategy 1.4: Continue supporting health in wellness in the community through sponsorship of events and programs. Activities Responsibility Timeline Final Approval Partners Potential Barriers Continue sponsoring community events centered around health and wellness: Rainbow Walk, Cardiac readiness, Alzheimer’s walk, breast cancer Race for a Cure and EMS classes. Outreach Director Ongoing Hospital Administrator Healthy Hardin Coalition, Public schools, Council on Aging Scheduling conflicts, Resource limitations Explore enhancing outreach and advertising efforts around existing health and wellness programs Outreach Director Ongoing Hospital Administrator Local newspaper Resource limitations, financial limitations Needs Being Addressed by this Strategy: 57% of respondents rated their community as “Somewhat healthy.” 32% of respondents felt their community was “Unhealthy” and 7.9% felt their community was “Healthy.” Top three health concerns: ‘Alcohol/Substance Abuse’ (88.2%), ‘Diabetes’ (43.4%), and ‘Overweight/obesity’ (42.6%) ‘Healthy behaviors and lifestyles (52.2%) was selected as the most important component of a healthy community Interest in the following educational Programs/Classes: ‘Fitness’ (35.3%), ‘Health and wellness’ (33.1%), ‘First aid/CPR’ (29.4%) and ‘Weight loss’ (29.4%) 39.5% of respondents have at least 20 minutes of exercise ‘Daily,’ 6.2% reported ‘No physical activity’ Anticipated Impact(s) of these Activities: Increased access to health and wellness events/programs for community members. | 0.670819 | [
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Address: Email: Telephone/Mobile Number: Charity Number: (if applicable) Date: Tax Reference Number: 2. Applicant Details (if not owner) Name: Address: Telephone/Mobile Number: Email: Charity Number: (if applicable) Tax reference Number: Date: Please indicate if the consent of the owner been obtained to apply under this scheme and attach consent to this Form. 3. Structure Details Name: Address: Year of construction: (if Existing use: Proposed use: (if different) 4. Classification Yes or No If yes: enter registration number (a) protected under the RMP: National Monuments Acts? Is the structure: (b) a protected RPS: structure? (b) a proposed protected structure? | Address: Telephone/Mobile Number: Email: Charity Number: (if applicable) Tax Reference Number: Date: 2. Applicant Details (if not owner) Name: Address: Telephone/Mobile Number: Email: Charity Number: (if applicable) Tax reference Number: Date: Please indicate if the consent of the owner been obtained to apply under this scheme and attach consent to this Form. 3. Structure Details Name: Year of construction: (if Address: Existing use: Proposed use: (if different) 4. Classification Yes or No If yes: enter registration number Is the structure: (a) protected under the National Monuments Acts? RMP: (b) a protected structure? RPS: (b) a proposed protected structure? | 0.778944 | [
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Contacts: Email: Anders Edgerton Counties Served: Adams, Ferry, Lincoln, Okanogan, Pend Oreille, Spokane, Stevens Spokane County Telephone: 1-509-477-4510 or 1-509-477-7561 Regional BHO Email: smcdaniel@spokanecounty.org Contacts: Suzie McDaniel Christine Barada Counties Served: Mason, Thurston Thurston-Mason BHO Telephone: 1-360-867-2558 or 1-360-867-2562 Contacts: Email: Mark Freedman Joe Avalos Counties Served: Clark, Skamania Molina Healthcare Telephone: 1-800-869-7175 ext. 147190 MCO Email: Contact Victoria Evans Counties Served: Clark, Skamania Community Health Telephone: 1-206-652-7204 Plan of Washington Email: Contact: Gabriel Ayerza Counties Served: Clark, Skamania Telephone: 1-415-450-7942 Beacon Health Options ASO Email: Contact: Sarah Arnquist | Contacts: Anders Edgerton Email: Spokane County Regional BHO Contacts: Suzie McDaniel Christine Barada Counties Served: Adams, Ferry, Lincoln, Okanogan, Pend Oreille, Spokane, Stevens Telephone: 1-509-477-4510 or 1-509-477-7561 Email: smcdaniel@spokanecounty.org Thurston-Mason BHO Contacts: Mark Freedman Joe Avalos Counties Served: Mason, Thurston Telephone: 1-360-867-2558 or 1-360-867-2562 Email: Molina Healthcare MCO Contact Victoria Evans Counties Served: Clark, Skamania Telephone: 1-800-869-7175 ext. 147190 Email: Community Health Plan of Washington Contact: Gabriel Ayerza Counties Served: Clark, Skamania Telephone: 1-206-652-7204 Email: Beacon Health Options ASO Contact: Sarah Arnquist Counties Served: Clark, Skamania Telephone: 1-415-450-7942 Email: | 0.590365 | [
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NHRI Establishment, Recognition and Support Scottish Commission for Human Rights Act 2006 Created the Scottish Human Rights Commission, which was given powers to: conduct inquiries into the policies and practices of public authorities provide education, training and awareness raising, including publishing research recommend changes to Scottish law, policy and practice intervene in some civil court cases, where relevant to human rights and where there is a public interest enter some places of detention, as part of an inquiry The powers of the SHRC only relate to public bodies in Scotland working on devolved matters. Equality Act 2006 Created the Equality and Human Rights Commission (EHRC). The EHRC has sole responsibility for equality law across the UK and shares a human rights remit with the SHRC in respect of Scotland, where EHRC’s powers are restricted to reserved human rights issues. The EHRC has to consult with the SHRC when proposing to conduct work on devolved rights issues. The EHRC has the power to issue guidance to both private and public bodies. NHRI Focus on Business and Human Rights See Principle 1.3 on State implementation of UNGPs. See Principle 3.2 on National Action Gaps NHRI Focus on Business and Human Rights See Principle 1.3 on State implementation of UNGPs. See Principle 27.2 on the role of the NHRI and non-judicial mechanisms. GUIDING PRINCIPLE 4 States should take additional steps to protect against human rights abuses by business enterprises that are or controlled by the State, or that receive substantial support and services from State agencies such as export credit agencies and official investment insurance or guarantee agencies, including, where appropriate, by requiring human rights due diligence. | NHRI Establishment, Recognition and Support Scottish Commission for Human Rights Act 2006 Created the Scottish Human Rights Commission, which was given powers to: conduct inquiries into the policies and practices of public authorities provide education, training and awareness raising, including publishing research recommend changes to Scottish law, policy and practice intervene in some civil court cases, where relevant to human rights and where there is a public interest enter some places of detention, as part of an inquiry The powers of the SHRC only relate to public bodies in Scotland working on devolved matters. Equality Act 2006 Created the Equality and Human Rights Commission (EHRC). The EHRC has sole responsibility for equality law across the UK and shares a human rights remit with the SHRC in respect of Scotland, where EHRC’s powers are restricted to reserved human rights issues. The EHRC has to consult with the SHRC when proposing to conduct work on devolved rights issues. The EHRC has the power to issue guidance to both private and public bodies. NHRI Focus on Business and Human Rights See Principle 1.3 on State implementation of UNGPs. See Principle 3.2 on National Action Gaps NHRI Focus on Business and Human Rights See Principle 1.3 on State implementation of UNGPs. See Principle 27.2 on the role of the NHRI and non-judicial mechanisms. GUIDING PRINCIPLE 4 States should take additional steps to protect against human rights abuses by business enterprises that are or controlled by the State, or that receive substantial support and services from State agencies such as export credit agencies and official investment insurance or guarantee agencies, including, where appropriate, by requiring human rights due diligence. | 1 | [
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Name: E-Mail: ________________________________ Symptom (please check mark) Never Mild Decline in general well being Fatigue Joint pain/muscle ache Excessive sweating Sleep problems Increased need for sleep Irritability Nervousness Anxiety Depressed mood Exhaustion/lacking vitality Declining Mental Ability/Focus/Concentration Feeling you have passed your peak Feeling burned out/hit rock bottom Decreased muscle strength Weight Gain/Belly Fat/Inability to Lose Weight Breast Development Shrinking Testicles Rapid Hair Loss Decrease in beard growth New Migraine Headaches Decreased desire/libido Decreased morning erections Decreased ability to perform sexually Infrequent or Absent Ejaculations No Results from E.D. Medications Family History NO YES Heart Disease Diabetes Osteoporosis Alzheimer’s Disease | Name: E-Mail: ________________________________ Symptom (please check mark) Never Mild Decline in general well being Fatigue Joint pain/muscle ache Excessive sweating Sleep problems Increased need for sleep Irritability Nervousness Anxiety Depressed mood Exhaustion/lacking vitality Declining Mental Ability/Focus/Concentration Feeling you have passed your peak Feeling burned out/hit rock bottom Decreased muscle strength Weight Gain/Belly Fat/Inability to Lose Weight Breast Development Shrinking Testicles Rapid Hair Loss Decrease in beard growth New Migraine Headaches Decreased desire/libido Decreased morning erections Decreased ability to perform sexually Infrequent or Absent Ejaculations No Results from E.D. Medications Family History NO YES Heart Disease Diabetes Osteoporosis Alzheimer’s Disease | 1 | [
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BHS Club Room Assignments Art Club - Mr. B. Smith (Art Rm. 127) For Current BHS Art Students Basketball Club Mr. Jones (HS Gym) – Club Mr. Rucker (Rm. 150) – BGA - Mrs. Burling (Rm. 120) Book Club - Room 141 - Patty Macheras, teen staff from Blaine Library Chess Club Mr. Sayegh (Rm. 130) – Club Clothes Closet Mrs. Balfour (Rm. 116) – Cribbage Club/Card Games Mrs. Surowiecki/Mr. K. Smith (Rm. 140) – Drama & Theater Arts Club - Mrs. Akers FBLA - Future Business Leaders of America Mr. Barthlow (Rm. 145) – FFA Mrs. Lexin (Rm. 131) – GLEE Club - Mrs. Wood (Rm. 122) HOSA - Ms. Weeks (Rm 133) Knowledge Bowl Mr. Dahl (Rm. 128) – Magic/Yu-Gi-Oh/Dungeons & Dragons Club Mr. Ellis/Mr. Messenger (Rm. 125) – Math Team Mrs. Gariano (Rm. 126) – Mindfulness Meditation Club - Rm 142 QSA Mrs. Bugbee (Rm. 124) – Scrabble/Board Games Mrs. Coats/Mr. Persse (Rm. V4) – Skills USA Mr. Rasar (Shop Rm.) – SWAP Mr. Grambo/Mrs. Lexin/Mrs. Roetcisoender (Rm. 131) – Teen Mrs. Alexander (Rm 114) – The Technology Student Association: Mr. Nelson/Ms. (TSA Rm. 147) Upstanders United Club: Mrs. Roetcisoender (Room 132) Walking Club Mrs. Robins – Yearbook Mrs. Wheeler (Rm. 111) – | BHS Club Room Assignments Art Club - Mr. B. Smith (Art Rm. 127) For Current BHS Art Students Basketball Club – Mr. Jones (HS Gym) Club – Mr. Rucker (Rm. 150) BGA - Mrs. Burling (Rm. 120) Book Club - Room 141 - Patty Macheras, teen staff from Blaine Library Chess Club – Mr. Sayegh (Rm. 130) Club Clothes Closet – Mrs. Balfour (Rm. 116) Cribbage Club/Card Games – Mrs. Surowiecki/Mr. K. Smith (Rm. 140) Drama & Theater Arts Club - Mrs. Akers FBLA - Future Business Leaders of America – Mr. Barthlow (Rm. 145) FFA – Mrs. Lexin (Rm. 131) GLEE Club - Mrs. Wood (Rm. 122) HOSA - Ms. Weeks (Rm 133) Knowledge Bowl – Mr. Dahl (Rm. 128) Magic/Yu-Gi-Oh/Dungeons & Dragons Club – Mr. Ellis/Mr. Messenger (Rm. 125) Math Team – Mrs. Gariano (Rm. 126) Mindfulness Meditation Club - Rm 142 QSA – Mrs. Bugbee (Rm. 124) Scrabble/Board Games – Mrs. Coats/Mr. Persse (Rm. V4) Skills USA – Mr. Rasar (Shop Rm.) SWAP – Mr. Grambo/Mrs. Lexin/Mrs. Roetcisoender (Rm. 131) Teen – Mrs. Alexander (Rm 114) The Technology Student Association: Mr. Nelson/Ms. (TSA Rm. 147) Upstanders United Club: Mrs. Roetcisoender (Room 132) Walking Club – Mrs. Robins Yearbook – Mrs. Wheeler (Rm. 111) | 0.694282 | [
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Paediatric portal - Further information on topics can be found at your leisure, with the following suggestions designed as a short list Internet RCH guidelines, note these can be downloaded to a smartphone as an App – exists for both the RCH guidelines and parents information BHS education resource site. RCH orthopaedic fracture guidelines Self-Directed learning package Learning Outcomes treat Topic/presentation Workbook case – patient with … A bit yellow SICK NEONATES Jaundice Awareness of risk of kernicterus and why we treat jaundice; causes and initial investigations (early & late) & use of phototherapy incl awareness of guidelines Awareness of risk factors for Drowsy, poor feed Hypoglycaemia hypoglycaemia, why early screening & recognition is important; initial management Neonatal sepsis and meningitis Irritable neonate Infectious diseases Neonatal resuscitation Attend childbirth Seizures Post PAEDIATRICS Failure to thrive? Development Normal Baby check Post checks Respiratory Infant with wheeze Bronchiolitis & Asthma Cough and fever Croup Gastroenteritis A child with nausea and Dehydration vomiting Assessment of dehydration PO/NG/IV fluid therapy Procedures A post op patient Analgesia needed Bloods and IV needed Sedation Rashes + non blanching rash Not to miss Seizures A child presents after first Neurological exam seizure Limping child Child won’t weight bear Age related causes Safe discharge Discharge planning Child protection Family violence | Paediatric portal - Further information on topics can be found at your leisure, with the following suggestions designed as a short list Internet – RCH guidelines, note these can be downloaded to a smartphone as an App exists for both the RCH guidelines and parents information BHS education resource site. RCH orthopaedic fracture guidelines Self-Directed learning package Learning Outcomes – treat patient with … Topic/presentation Workbook case SICK NEONATES Awareness of risk of kernicterus and why we treat jaundice; causes and initial investigations (early & late) & use of phototherapy incl awareness of guidelines Jaundice A bit yellow Awareness of risk factors for hypoglycaemia, why early screening & recognition is important; initial management Hypoglycaemia Drowsy, poor feed Neonatal sepsis and meningitis Infectious diseases Irritable neonate Neonatal resuscitation Attend childbirth Seizures Post PAEDIATRICS Development Failure to thrive? Normal Post checks Baby check Respiratory Bronchiolitis & Asthma Croup Infant with wheeze Cough and fever Gastroenteritis Assessment of dehydration Dehydration PO/NG/IV fluid therapy A child with nausea and vomiting Procedures Analgesia needed A post op patient Sedation Bloods and IV needed Rashes Not to miss + non blanching rash Seizures Neurological exam A child presents after first seizure Limping child Age related causes Child won’t weight bear Safe discharge Discharge planning Child protection Family violence | 0.680681 | [
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Approval of DPR by the Obtain clearance from the Obtain clearance from the Prior to final DPR World Bank World Bank World Bank approval Acquiring of land - Consultation meetings with This step is only the local community who are applicable if being affected community land will be acquired or Provision of replacements, livelihood impacts are allowances and present due to project compensations identified activity during the This step should be completed before the Document the process and bidding process details of replacements, commences allowances and compensations provided as a Resettlement Action Plan (RAP) Preparation of Project proponent prepares Project proponent prepares Cleared by the Environment and Social Site-Environmental site social management plan Safeguard staff of the Management Plans Management Plan (only necessary if the RAP BTFEC has not been fully implemented prior to bidding process) Bidding and awarding Inclusion of Inclusion of social Prior to bidding contract or signing MoU environmental requirements to the bid requirements to the bid document document Brief prospecting Brief prospecting contractors/ Post finalizing of MoU contractors/ implementer implementer on social on environmental requirements requirements Construction Contractor ensures the Contractor ensures the social Site-in-charge will mobilization order environmental specifications, including the monitor the specifications, including site-specific Social EMP/SMP and clears the site-specific Management Plan are the construction plan if Environmental implemented Management Plan are implementation is implemented satisfactory Supervision, and DEC and/or MOAF (by administration Monitoring report is monitoring itself or engaging private/ shared with NGO) carry out Dzongkhag and NPM, compliance monitoring who will instruct every three month (to each and EC required projects and implementers for sample of EC not required necessary actions. project) NPM and Dzongkhag follow up on implementation. 5.2.1 Preliminary Environmental Information and Analysis The project and the overall program follow a demand-driven approach. Initial concept of the project comes from the community or park management, usually verbally, and pass through deliberations and scrutiny, first by respective Gewog, and then by Dzongkhag. Once selected by Dzongkhag for further considerations, viability in the form of pre-feasibility and/or feasibility study is carried by a Dzongkhag team (which may consist of Dzongkhag sectoral staffs including engineer, forest officer, environmental officer, agriculture officer, planning officer, etc). | Approval of DPR by the World Bank Obtain clearance from the World Bank Obtain clearance from the World Bank Prior to final DPR approval Acquiring of land - Consultation meetings with the local community who are being affected Provision of replacements, allowances and compensations identified during the Document the process and details of replacements, allowances and compensations provided as a Resettlement Action Plan (RAP) This step is only applicable if community land will be acquired or livelihood impacts are present due to project activity This step should be completed before the bidding process commences Preparation of Environment and Social Management Plans Project proponent prepares Site-Environmental Management Plan Project proponent prepares site social management plan (only necessary if the RAP has not been fully implemented prior to bidding process) Cleared by the Safeguard staff of the BTFEC Bidding and awarding contract or signing MoU Inclusion of environmental requirements to the bid document Brief prospecting contractors/ implementer on environmental requirements Inclusion of social requirements to the bid document Brief prospecting contractors/ implementer on social requirements Prior to bidding Post finalizing of MoU Construction mobilization order Contractor ensures the environmental specifications, including the site-specific Environmental Management Plan are implemented Contractor ensures the social specifications, including the site-specific Social Management Plan are implemented Site-in-charge will monitor the and clears the construction plan if EMP/SMP implementation is satisfactory Supervision, and monitoring DEC and/or MOAF (by itself or engaging private/ NGO) carry out compliance monitoring every three month (to each EC required projects and sample of EC not required project) administration Monitoring report is shared with Dzongkhag and NPM, who will instruct and implementers for necessary actions. NPM and Dzongkhag follow up on implementation. 5.2.1 Preliminary Environmental Information and Analysis The project and the overall program follow a demand-driven approach. Initial concept of the project comes from the community or park management, usually verbally, and pass through deliberations and scrutiny, first by respective Gewog, and then by Dzongkhag. Once selected by Dzongkhag for further considerations, viability in the form of pre-feasibility and/or feasibility study is carried by a Dzongkhag team (which may consist of Dzongkhag sectoral staffs including engineer, forest officer, environmental officer, agriculture officer, planning officer, etc). | 0.64138 | [
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Bute Health and Wellbeing Network Meeting Minutes Date 23rd June 2017 Time 13:00-15:00 Venue Moat Centre, Rothesay Attendees Alison Craig Marie Curie – Ann Kennovin Youth Services – Caroline Gorman (Co-ordinator) Evelyn Glass - MacMillan Georgie Thomas - Alienergy Isobel Strong Bute Drugs and Alcohol Forum – Neil Kelly Help (Argyll and Bute) Ltd – Nicola Hall (Notes) Paul Duffy Bute Island Alliance – Yennie Van Oostende - NHS Apologies Fiona Duncan Dental Health Improvement Practitioner – Greg Mercer Brown Bute Cricket Club – Kaz Molloy Womb Cancer UK – Mags Todd Crossroads Young Carers – Reeni Kennedy Boyle Fyne Futures – Robin Millar Elderly Befrienders – Ryan McKellar Active Schools Co-ordinator – Samantha Stubbs - TSI Sarah Murray Royal Voluntary Service – Edwards Argyll and Bute Council – Agenda Item 1 Welcome and Introductions Caroline opened the meeting by welcoming everyone present and introducing herself and Nicola Hall both from Argyll and Bute Rape Crisis. Caroline is the new Co-ordinator for the Bute Network and Nicola will be providing some support for the role. As this was the first meeting with the new Co-ordinator Caroline invited those present to introduce themselves and where they are from, those present were; Alison Craig (Ali) Marie Curie – Marie Curie are launching a helper service in Argyll and Bute which will provide volunteer befriending support to anyone facing a terminal illness and their families. Although based in Oban, Ali is spending time travelling around the area building networks and getting to know local areas. Evelyn MacMillan – Evelyn is a MacMillan nurse and MacMillan were able to start a support group with a Health and Wellbeing grant in the past focusing on bereavement support, this had previously been a group but struggled to get it up and running so come August it may be an open group ‘closed’ which will meet once a month. They are also hoping to start a palliative drop in on the Island and then look at longer term sustainability. Yennie Van Oostende Health Improvement Team – Yennie has a focus on mental health and suicide prevention and prevention of self-harm, she has previously had a focus on self-management and is the representative for the Health Improvement Team for the Bute Network. | Bute Health and Wellbeing Network Meeting Minutes Date 23rd June 2017 Time 13:00-15:00 Venue Moat Centre, Rothesay Attendees Alison Craig – Marie Curie Ann Kennovin – Youth Services Caroline Gorman (Co-ordinator) Evelyn Glass - MacMillan Georgie Thomas - Alienergy Isobel Strong – Bute Drugs and Alcohol Forum Neil Kelly – Help (Argyll and Bute) Ltd Nicola Hall (Notes) Paul Duffy – Bute Island Alliance Yennie Van Oostende - NHS Apologies Fiona Duncan – Dental Health Improvement Practitioner Greg Mercer Brown – Bute Cricket Club Kaz Molloy – Womb Cancer UK Mags Todd – Crossroads Young Carers Reeni Kennedy Boyle – Fyne Futures Robin Millar – Elderly Befrienders Ryan McKellar – Active Schools Co-ordinator Samantha Stubbs - TSI Sarah Murray – Royal Voluntary Service Edwards – Argyll and Bute Council Agenda Item 1 Welcome and Introductions Caroline opened the meeting by welcoming everyone present and introducing herself and Nicola Hall both from Argyll and Bute Rape Crisis. Caroline is the new Co-ordinator for the Bute Network and Nicola will be providing some support for the role. As this was the first meeting with the new Co-ordinator Caroline invited those present to introduce themselves and where they are from, those present were; Alison Craig (Ali) – Marie Curie Marie Curie are launching a helper service in Argyll and Bute which will provide volunteer befriending support to anyone facing a terminal illness and their families. Although based in Oban, Ali is spending time travelling around the area building networks and getting to know local areas. Evelyn – MacMillan Evelyn is a MacMillan nurse and MacMillan were able to start a support group with a Health and Wellbeing grant in the past focusing on bereavement support, this had previously been a ‘closed’ group but struggled to get it up and running so come August it may be an open group which will meet once a month. They are also hoping to start a palliative drop in on the Island and then look at longer term sustainability. Yennie Van Oostende – Health Improvement Team Yennie has a focus on mental health and suicide prevention and prevention of self-harm, she has previously had a focus on self-management and is the representative for the Health Improvement Team for the Bute Network. | 0.823826 | [
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LESSON Teacher: Katie May Subject: PreAP PreCalculus Week of: 11/14-11/18 DAY TEKS Objective Materials / CCO Procedures/Strategies Evaluation/Follow Up P.3.B Students will use Larson We’ll take notes over section 3.4 HW 2A p.254 78-86e, 94-100e MON. Notes PreCalculus Solving Exponential and functions such as Logarithmic Equations. We’ll logarithmic and emphasize using exponential and exponential to logarithms to solve, as they are real-life data. inverses of each other. TUES. 9th-11th graders testing 1st -4th Notes periods P.3.B Students will use Larson PLAN test for 10th graders HW 2B p.253 10-20e, 28, 32, 40, WED. Notes PreCalculus 4th period 11th and 12th assembly 56, 88,90 functions such as Quiz We’ll take a quiz over exponential logarithmic and and logarithmic equations. exponential to model real-life data. Students will use THURS. P.3.B Larson We’ll solve exponential and HW 2C p.264 16,38-44e,51 Notes PreCalculus logarithmic application problems functions such as such as earthquakes, rumors, and logarithmic and population growth. exponential to model real-life data. FRI. P.3.B Students will review Review We’ll review radicals, exponentials, HW: Review Notes P.1.A, B and logarithms. radical, exponential, and logarithmic equations. LESSON PLANS Teacher: Katie May Subject: PreAP PreCalculus Week of: 11/21-11/25 DAY TEKS Objective Materials / CCO Procedures/Strategies Evaluation/Follow Up | LESSON Teacher: Katie May Subject: PreAP PreCalculus Week of: 11/14-11/18 DAY TEKS Objective Materials / CCO Procedures/Strategies Evaluation/Follow Up MON. Notes P.3.B Students will use functions such as logarithmic and exponential to real-life data. Larson PreCalculus We’ll take notes over section 3.4 Solving Exponential and Logarithmic Equations. We’ll emphasize using exponential and logarithms to solve, as they are inverses of each other. HW 2A p.254 78-86e, 94-100e TUES. Notes 9th-11th graders testing 1st -4th periods WED. Notes P.3.B Students will use functions such as logarithmic and exponential to model real-life data. Larson PreCalculus Quiz PLAN test for 10th graders 4th period 11th and 12th assembly We’ll take a quiz over exponential and logarithmic equations. HW 2B p.253 10-20e, 28, 32, 40, 56, 88,90 THURS. Notes P.3.B Students will use functions such as logarithmic and exponential to model real-life data. Larson PreCalculus We’ll solve exponential and logarithmic application problems such as earthquakes, rumors, and population growth. HW 2C p.264 16,38-44e,51 FRI. Notes P.3.B P.1.A, B Students will review radical, exponential, and logarithmic equations. Review We’ll review radicals, exponentials, and logarithms. HW: Review LESSON PLANS Teacher: Katie May Subject: PreAP PreCalculus Week of: 11/21-11/25 DAY TEKS Objective Materials / CCO Procedures/Strategies Evaluation/Follow Up | 0.609207 | [
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ISD(S)40B ISD Primary Care Health TBC TBC NHS Complaints Statistics Annual TBC Services Complaints Annual Publication Primary – Care Link to National Data Catalogue: Complaints submitted to ISD relating to Primary Care Health Services, commonly Link to ISD website for further referred to as Family Health information: Services. Five broad service types are included within the Family Health Services complaints: Medical, Dental, Pharmaceutical, Ophthalmic and Administration. National Drug ISD Data from the following Annual TBC National Drug Related Deaths Annual TBC Related sources are collected by database Report (Annual report) Deaths Drug Related Death database and analysed by Link to ISD website for further ISD: information: - Police Sudden Death Reports (SDR) - Drug treatment services - Prison services ScotPHO Alcohol and Drugs - General practices Profiles: - Scottish Ambulance Service - Pathology reports NDIP ISD Return gathers information to TBC TBC National Dental Inspection Annual TBC inform parents/carers of the Programme (NDIP) Annual oral health status of their Report. children and, through appropriately anonymised, This data collection ensures that aggregated data, advise the reliable oral health information is Scottish Government, available for planning initiatives | ISD(S)40B ISD Primary Care Health Services Complaints Complaints submitted to ISD relating to Primary Care Health Services, commonly referred to as Family Health Services. Five broad service types are included within the Family Health Services complaints: Medical, Dental, Pharmaceutical, Ophthalmic and Administration. TBC TBC NHS Complaints Statistics Annual Publication – Primary Care Link to National Data Catalogue: Link to ISD website for further information: Annual TBC National Drug Related Deaths database ISD Data from the following sources are collected by Drug Related Death and analysed by ISD: - Police Sudden Death Reports (SDR) - Drug treatment services - Prison services - General practices - Scottish Ambulance Service - Pathology reports Annual TBC National Drug Related Deaths database Report (Annual report) Link to ISD website for further information: ScotPHO Alcohol and Drugs Profiles: Annual TBC NDIP ISD Return gathers information to inform parents/carers of the oral health status of their children and, through appropriately anonymised, aggregated data, advise the Scottish Government, TBC TBC National Dental Inspection Programme (NDIP) Annual Report. This data collection ensures that reliable oral health information is available for planning initiatives Annual TBC | 0.660419 | [
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11.3.1 Able to trace words of 11.3 To form letters and food words in neat legible print 11.3.2 Able to trace words of drinks 28 12. Fruits / Listening and Speaking 12.1.1 Able to identify fruits Able to identify fruits (4 8 Vegetables Able to identify – Ogos I-think: 12.1 Recognise and 12.1.2 Able to identify vegetables 14) -Bubble map differentiate fruits and vegetables Able to read words of -Tree map vegetables fruits Able to read words of Reading 12.2.1 Able to read words of vegetables fruits Able to trace words of 12.2 Recognise and read fruits 12.2.2 Able to read words of Able to trace words of 29 vegetables vegetables (4 8 – Ogos Writing 12.3.1 Able to trace words of 14) fruits 12.3 To form letters and words in neat legible print 12.3.2 Able to trace words of vegetables 13. Plants Listening and Speaking 13.1.1 Able to identify Able to identify 30 different category of plants different category of (18 22 I-THINK: 13.1 Recognise and i. flower plants – Ogos Bubble map differentiate types of ii. tree Able to read word of 14) plants different category of plants 31 Reading 13.2.1 Able to read word of Able to trace words of (25 29 different category of different category of – Ogos 13.2 Recognise and read plants plants 14) words i. flower ii. tree 32 (2 5 Writing 13.3.1 Able to trace words of – Sept 14) different category 13.3 To form letters and of plants words in neat legible print i. flower ii. tree 33 14. Animals Listening and Speaking 14.1.1 Able to identify various Able to identify (8 12 types of animals various types of – Sept 14) I-THINK: 14.1 Recognise animals i. tame animals animals Bubble map ii. wild animals Able to read words of 34 various types of (22 27 Reading 14.2.1 Able to read of animals – Sept 14) various types of animals Able to trace words of 14.2 Recognise and read i. tame animals various types of 35 ii wild animals animals (29 Sept 30 Okt Writing 14.3.1 Able to trace words of – 14) various types of animals 14.3 To form letters and i. tame animals words in neat legible print ii. wild animals | 11.3 To form letters and words in neat legible print 11.3.1 Able to trace words of food 11.3.2 Able to trace words of drinks 28 (4 – 8 Ogos 14) 29 (4 – 8 Ogos 14) 12. Fruits / Vegetables I-think: -Bubble map -Tree map Listening and Speaking 12.1 Recognise and differentiate fruits and vegetables Reading 12.2 Recognise and read Writing 12.3 To form letters and words in neat legible print 12.1.1 Able to identify fruits 12.1.2 Able to identify vegetables 12.2.1 Able to read words of fruits 12.2.2 Able to read words of vegetables 12.3.1 Able to trace words of fruits 12.3.2 Able to trace words of vegetables Able to identify fruits Able to identify vegetables Able to read words of fruits Able to read words of vegetables Able to trace words of fruits Able to trace words of vegetables 30 (18 – 22 Ogos 14) 31 (25 – 29 Ogos 14) 32 (2 – 5 Sept 14) 13. Plants I-THINK: Bubble map Listening and Speaking 13.1 Recognise and differentiate types of plants Reading 13.2 Recognise and read words Writing 13.3 To form letters and words in neat legible print 13.1.1 Able to identify different category of plants i. flower ii. tree 13.2.1 Able to read word of different category of plants i. flower ii. tree 13.3.1 Able to trace words of different category of plants i. flower ii. tree Able to identify different category of plants Able to read word of different category of plants Able to trace words of different category of plants 33 (8 – 12 Sept 14) 34 (22 – 27 Sept 14) 35 (29 Sept – 30 Okt 14) 14. Animals I-THINK: Bubble map Listening and Speaking 14.1 Recognise animals Reading 14.2 Recognise and read Writing 14.3 To form letters and words in neat legible print 14.1.1 Able to identify various types of animals i. tame animals ii. wild animals 14.2.1 Able to read of various types of animals i. tame animals ii wild animals 14.3.1 Able to trace words of various types of animals i. tame animals ii. wild animals Able to identify various types of animals Able to read words of various types of animals Able to trace words of various types of animals | 0.531147 | [
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Public Policy, Human Resources, Asset Management, Partner Organizations, BIAA MSW Responsibilities: Vice President of Programs & Education Programs; I & R Services; Chapters; Operations Individual Advocacy; Human Resources; General (810) 229-5880 ext. 16 Operations Ph. D. Responsibilities: Director of Development & Developing fundraising opportunities, maintaining Marketing and growing the donor base, and advancing (810) 229-5880 ext. 18 marketing efforts MS Responsibilities: Program Outreach Agency & Veterans Outreach & Training; ACBIS; Coordinator Family & Individual Support & Advocacy; Chapter (810) 229-5880 ext. 22 Support Responsibilities: Information and Resources Family, Individual & Veteran Support; Chapter Coordinator Liaison; NBIIC; Chapter Liaison; Membership Support (810) 229-5880 ext. 12 BS Responsibilities: Marketing & Event Coordination; Primary Development Support; Communications Program Support; Communications Support; Coordinator Membership; PR. (810) 229-5880 ext. 23 Responsibilities: Office Manager & Accounts Payable & Receivable; Bank Reconciliation; Bookkeeper Financial Statements; Purchasing Authorization; IT (810) 229-5880 ext. 19 Coordination; Database Management MA Responsibilities: Administrative Assistant Database Entry; Mail Processing; Program Support; (810) 229-5880 Development Support; B.O.D. Support; MBIPC Support MA Responsibilities: Communications Associate Communications (Publications, Collateral Material); (810) 229-5880 ext. 14 Web Master; Social Media Coordinator; Membership Support; IT Coordination; Database Management | Public Policy, Human Resources, Asset Management, Partner Organizations, BIAA MSW Vice President of Programs & Operations (810) 229-5880 ext. 16 Responsibilities: Education Programs; I & R Services; Chapters; Individual Advocacy; Human Resources; General Operations Ph. D. Director of Development & Marketing (810) 229-5880 ext. 18 Responsibilities: Developing fundraising opportunities, maintaining and growing the donor base, and advancing marketing efforts MS Program Outreach Coordinator (810) 229-5880 ext. 22 Responsibilities: Agency & Veterans Outreach & Training; ACBIS; Family & Individual Support & Advocacy; Chapter Support Information and Resources Coordinator (810) 229-5880 ext. 12 Responsibilities: Family, Individual & Veteran Support; Chapter Liaison; NBIIC; Chapter Liaison; Membership Support BS Marketing & Communications Coordinator (810) 229-5880 ext. 23 Responsibilities: Event Coordination; Primary Development Support; Program Support; Communications Support; Membership; PR. Office Manager & Bookkeeper (810) 229-5880 ext. 19 Responsibilities: Accounts Payable & Receivable; Bank Reconciliation; Financial Statements; Purchasing Authorization; IT Coordination; Database Management MA Administrative Assistant (810) 229-5880 Responsibilities: Database Entry; Mail Processing; Program Support; Development Support; B.O.D. Support; MBIPC Support MA Communications Associate (810) 229-5880 ext. 14 Responsibilities: Communications (Publications, Collateral Material); Web Master; Social Media Coordinator; Membership Support; IT Coordination; Database Management | 0.612827 | [
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For both Scheme and non-Scheme projects there were extreme LTIFR values which suggest these observations could be treated as outliers. The 90 per cent Winsorized mean (a Winsorized mean is regarded as a more robust estimator of the central tendency as it is less sensitive to outliers see – Glossary) for LTIFR for both scheme and non-scheme projects, improved in the last biannual period. Medically Treated Injury Frequency Rate (MTIFR) MTIFR MTIFR MTIFR MTIFR MTIFR Arithmetic Winsorized MTIFR Arithmetic Winsorized Median on Mean on Mean on Median on Mean on Mean on Scheme Scheme Scheme Period projects projects projects projects projects projects 9.53 23.32 Jul to Dec 2007 1.75 12.57 21.44 53.47 16.29 24.36 Jan to Jun 2008 0.00 18.65 19.42 30.10 14.50 16.67 Jul to Dec 2008 2.78 21.79 13.18 21.10 For each of the three reporting periods, around half of the accredited contractors reported no MTI’s for Scheme projects, while around one quarter of accredited contractors reported no MTI’s for non-Scheme projects. For both Scheme and non-Scheme projects there were extreme MTIFR values which suggest these observations could be treated as outliers. The 90 per cent Winsorized mean (a Winsorized mean is regarded as a more robust estimator of the central tendency as it is less sensitive to outliers see – Glossary) for MTIFR for both scheme and non-scheme projects, improved in the last biannual period. Fatalities Number Fatalities of incidence Fatalities Fatalities from rate from Fatalities Number of incidence Number of ASCC ASCC Fatalities incidence Fatalities rate on on rate on on Scheme Scheme industry industry Period projects3 projects3 projects3 projects3 data2 data2 Jul to Dec 2007 1 4.53 1 0.42 20 2.99 Jan to Jun 2008 0 0.00 6 2.12 16 2.29 Jul to Dec 2008 0 0.00 4 1.30 18 2.56 There were no fatalities on scheme projects in the latest biannual reporting period leading to no scheme project fatalities for the 2008 calendar year. Between the December 2007 and December 2008 reporting periods, project fatalities increased as did the incidence rate, however, the | For both Scheme and non-Scheme projects there were extreme LTIFR values which suggest these observations could be treated as outliers. The 90 per cent Winsorized mean (a Winsorized mean is regarded as a more robust estimator of the central tendency as it is less sensitive to outliers – see Glossary) for LTIFR for both scheme and non-scheme projects, improved in the last biannual period. Medically Treated Injury Frequency Rate (MTIFR) Period MTIFR Median on Scheme projects MTIFR Arithmetic Mean on Scheme projects MTIFR Winsorized Mean on Scheme projects MTIFR Median on projects MTIFR Arithmetic Mean on projects MTIFR Winsorized Mean on projects Jul to Dec 2007 1.75 12.57 9.53 21.44 53.47 23.32 Jan to Jun 2008 0.00 18.65 16.29 19.42 30.10 24.36 Jul to Dec 2008 2.78 21.79 14.50 13.18 21.10 16.67 For each of the three reporting periods, around half of the accredited contractors reported no MTI’s for Scheme projects, while around one quarter of accredited contractors reported no MTI’s for non-Scheme projects. For both Scheme and non-Scheme projects there were extreme MTIFR values which suggest these observations could be treated as outliers. The 90 per cent Winsorized mean (a Winsorized mean is regarded as a more robust estimator of the central tendency as it is less sensitive to outliers – see Glossary) for MTIFR for both scheme and non-scheme projects, improved in the last biannual period. Fatalities Period Number of Fatalities on Scheme projects3 Fatalities incidence rate on Scheme projects3 Number of Fatalities on projects3 Fatalities incidence rate on projects3 Number of Fatalities from ASCC industry data2 Fatalities incidence rate from ASCC industry data2 Jul to Dec 2007 1 4.53 1 0.42 20 2.99 Jan to Jun 2008 0 0.00 6 2.12 16 2.29 Jul to Dec 2008 0 0.00 4 1.30 18 2.56 There were no fatalities on scheme projects in the latest biannual reporting period leading to no scheme project fatalities for the 2008 calendar year. Between the December 2007 and December 2008 reporting periods, project fatalities increased as did the incidence rate, however, the | 0.78861 | [
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Which of the following is most likely an example of bias in an assessment item? An assessment item that is too rigorous for some students; An assessment item that assumes knowledge of religious traditions; An assessment item that includes typos and grammatical mistakes; or A social studies assessment item with a political cartoon. Pause this video if you want a few moments to think about your answer or discuss it with colleagues. The correct answer to the assessment item is An assessment item that assumes knowledge of religious traditions. “b”: the other examples might provide either an advantage or disadvantage to students, choice is the only one that “b” might provide an advantage to students based on their personal characteristics, such as their religion. Good work! Thank you for completing the module on bias. Please view additional modules to continue your learning. Gerunda Hughes, interview with the Reform Support Network, (July 22, 2014). Kansas State Department of Education. Literacy Project.” . “Assessment New Jersey Department of Education. SGO 2.0—From Compliance to Quality. 2014. Ohio Department of Education. Literacy: Identifying and Developing Valid and Reliable Assessments.” “Assessment 2013. . Oregon Department of Education. 4 Mathematics Sample ER Item Claim 2.” Accessed March 23, 2015. . “Grade Relay Graduate School of Education. Designing and Evaluating Assessments. 2014. Island Department of Education. Assessment Literacy.” Accessed March 23, 2015. . “Deepening Student Achievement Partners. for Who Was Marco Polo? by Joan Holub and The Adventures of “Mini-Assessment Marco Polo by Russell Freedman.” 2014. . | Which of the following is most likely an example of bias in an assessment item? An assessment item that is too rigorous for some students; An assessment item that assumes knowledge of religious traditions; An assessment item that includes typos and grammatical mistakes; or A social studies assessment item with a political cartoon. Pause this video if you want a few moments to think about your answer or discuss it with colleagues. The correct answer to the assessment item is “b”: An assessment item that assumes knowledge of religious traditions. the other examples might provide either an advantage or disadvantage to students, choice “b” is the only one that might provide an advantage to students based on their personal characteristics, such as their religion. Good work! Thank you for completing the module on bias. Please view additional modules to continue your learning. Gerunda Hughes, interview with the Reform Support Network, (July 22, 2014). Kansas State Department of Education. “Assessment Literacy Project.” . New Jersey Department of Education. SGO 2.0—From Compliance to Quality. 2014. Ohio Department of Education. “Assessment Literacy: Identifying and Developing Valid and Reliable Assessments.” 2013. . Oregon Department of Education. “Grade 4 Mathematics Sample ER Item Claim 2.” Accessed March 23, 2015. . Relay Graduate School of Education. Designing and Evaluating Assessments. 2014. Island Department of Education. “Deepening Assessment Literacy.” Accessed March 23, 2015. . Student Achievement Partners. “Mini-Assessment for Who Was Marco Polo? by Joan Holub and The Adventures of Marco Polo by Russell Freedman.” 2014. . | 0.891062 | [
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if a BDB is present of CBEFF_BDB_format_type <FormatType> Yes Yes <BDBInfo> (specified or inherited) if a BDB is present child of CBEFF_BDB_encryption_options <Encryption> Yes Yes <BDBInfo> (specified or inherited) if a BDB is present child of CBEFF_BIR_integrity_options <Integrity> Yes Yes <BIRInfo> CBEFF_BDB_subheader_count implied in the number of No No occurrences of the child (implied) (implied) <BIR> element CBEFF_BDB_biometric_type Optional child of Yes Yes <Type> <BDBInfo> CBEFF_BDB_biometric_subtype Optional child of Yes Yes <Subtype> <BDBInfo> CBEFF_BDB_challenge_response Optional <ChallengeResponse> Yes Yes of <BDBInfo> CBEFF_BDB_creation_date Optional of Yes Yes <CreationDate> <BDBInfo> child of CBEFF_BDB_index Optional <Index> <BDBInfo> Yes Yes CBEFF_BDB_product_owner Optional of Yes Yes <ProductOwner> <BDBInfo> CBEFF_BDB_product_type Optional child of Yes Yes <ProductType> <BDBInfo> CBEFF_BDB_capture_device_owner Optional <CaptureDeviceOwner> Yes Yes child of <BDBInfo> child CBEFF_BDB_capture_device_type Optional <CaptureDeviceType> Yes Yes of <BDBInfo> Optional Yes Yes child of Owner> <BDBInfo> Optional Yes Yes child of Type> <BDBInfo> CBEFF_BDB_comparison_algorithm_owner Optional Yes Yes child of <BDBInfo> | if a BDB is present CBEFF_BDB_format_type (specified or inherited) if a BDB is present <FormatType> of <BDBInfo> Yes Yes CBEFF_BDB_encryption_options (specified or inherited) if a BDB is present <Encryption> child of <BDBInfo> Yes Yes CBEFF_BIR_integrity_options <Integrity> child of <BIRInfo> Yes Yes CBEFF_BDB_subheader_count implied in the number of occurrences of the child <BIR> element No (implied) No (implied) CBEFF_BDB_biometric_type Optional <Type> child of <BDBInfo> Yes Yes CBEFF_BDB_biometric_subtype Optional <Subtype> child of <BDBInfo> Yes Yes CBEFF_BDB_challenge_response Optional <ChallengeResponse> of <BDBInfo> Yes Yes CBEFF_BDB_creation_date Optional <CreationDate> of <BDBInfo> Yes Yes CBEFF_BDB_index Optional <Index> child of <BDBInfo> Yes Yes CBEFF_BDB_product_owner Optional <ProductOwner> of <BDBInfo> Yes Yes CBEFF_BDB_product_type Optional <ProductType> child of <BDBInfo> Yes Yes CBEFF_BDB_capture_device_owner Optional <CaptureDeviceOwner> child of <BDBInfo> Yes Yes CBEFF_BDB_capture_device_type Optional <CaptureDeviceType> child of <BDBInfo> Yes Yes Optional Owner> child of <BDBInfo> Yes Yes Optional Type> child of <BDBInfo> Yes Yes CBEFF_BDB_comparison_algorithm_owner Optional child of <BDBInfo> Yes Yes | 0.34115 | [
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Arts and Communication This Career Cluster Plan of Study can serve as a guide, along with other career planning materials, as learners continue on a career path. Courses listed within this plan are only recommended coursework (with the exception of graduation requirements) and should be individualized to meet each learner’s educational and career goals. English/ Social Running Science BHS VHS Electives Language Studies/ Electives LEVELS Arts Sciences Dual Credit Interest Inventory Administered and Plan of Initiated for all Include, but not limited Learners to English I Pre- Algebra Earth ART Art Photography Career & Tech. Ed. Adv. Drawing, Adv. Design Advanced Web Design 9 Algebra I Science Animation & Effects Geometry Painting, Ceramics Digital Photography English Lanuage Arts English II Algebra Biology History General Art, Photo Basic Video making 101 Ways Write Short Story 10 I English Lang. Arts Watercolor I Academic Write, AP Eng. Lit. Mag., Media Lit, Lit & Comp, AP Eng. Lang. Motion Picture Apprec. English III Geometry Anatomy & U.S. History High Creat. Write, & Comp., Basic Essay Wrtie, Acting for non-majors School 11 Algebra II Physiol. Algebra Irish Lit, Folklore & Lit of Theatre & Stagecraft Chemistry II Myth, Ghoulies, Ghosties & Journalism, Battle Theatre Design & Prod College Placement Assessments-Academic/Career Advisement Calculus GIS Beasts, School, Mythology Hearts of Darkness, Heroes, Communication Provided English IV Algebra II Anatomy & etc. Music Music Business Comm. 12 Pre-Calculus Physiol. Band, Choir, Jazz Tech. Writing, etc. American Popular Music Chemistry Band, Percussion History & Pop Music GIS, Physics Flathead Montana Community Music Composition Montana Music Listening & Critique Valley Colleges of Colleges Social Science Colleges/Universities Community Technology Jewelry & Metalsmithing Computer/Network Support Art Goldsmithing-Bench American Multiculturalism American Foreign Policy 3D College Jewelry Design Interior Design Media & Theatre Arts Computer Science Information Tech Broadcast Technology AP Psychology Web Tech Graphic Design Intro. to Psychology Art Technical Communication Philosophy 1 Psychology 1 Communication Studies Motion Picture/Video Theatre Sociology 1 English POSTSECONDARY Theatre Arts Studies Liberal Arts Modified from the States' Career Clusters Initiative | Arts and Communication This Career Cluster Plan of Study can serve as a guide, along with other career planning materials, as learners continue on a career path. Courses listed within this plan are only recommended coursework (with the exception of graduation requirements) and should be individualized to meet each learner’s educational and career goals. LEVELS English/ Language Arts Science Social Studies/ Sciences BHS Electives Running Dual Credit VHS Electives High School Interest Inventory Administered and Plan of Initiated for all Learners Include, but not limited to English I Pre- Algebra Earth ART Art Photography Career & Tech. Ed. 9 Algebra I Science Adv. Drawing, Adv. Design Advanced Web Design Geometry Painting, Ceramics Digital Photography Animation & Effects English Lanuage Arts 10 English II Algebra I Algebra II Biology History General Art, Photo Basic Video making 101 Ways Write Short Story English Lang. Arts Watercolor I Academic Write, AP Eng. Lit. Mag., Media Lit, Motion Picture Apprec. Lit & Comp, AP Eng. Lang. 11 English III Geometry Algebra II Anatomy & Physiol. Chemistry GIS U.S. History Creat. Write, Acting for non-majors & Comp., Basic Essay Wrtie, Theatre & Stagecraft Irish Lit, Folklore & Lit of Myth, Journalism, Battle Theatre Design & Prod Ghoulies, Ghosties & Beasts, College Placement Assessments-Academic/Career Advisement Provided School, Mythology Communication Hearts of Darkness, Heroes, etc. 12 English IV Algebra II Pre-Calculus Calculus Anatomy & Physiol. Chemistry GIS, Physics Music Business Comm. Music Band, Choir, Jazz Tech. Writing, etc. American Popular Music Band, Percussion History & Pop Music POSTSECONDARY Flathead Valley Community College Montana Colleges of Technology Montana Colleges/Universities Community Colleges Music Composition Music Listening & Critique Social Science Jewelry & Metalsmithing Computer/Network Support Art Goldsmithing-Bench American Multiculturalism 3D Jewelry Design Interior Design Media & Theatre Arts Computer Science American Foreign Policy Information Tech Broadcast Technology AP Psychology Web Tech Graphic Design Intro. to Psychology Art Technical Communication Philosophy 1 Communication Studies Motion Picture/Video Theatre Psychology 1 English Sociology 1 Theatre Arts Studies Liberal Arts Modified from the States' Career Clusters Initiative | 0.675357 | [
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Term: Physical Education: Fitness: Health: Four: Weeks 1 2 Weeks 1 2 Weeks 1 3 – – – Run Jump Throw KiwiDex Camp Preparation Sun Safety Athletics Day Tabloid Sports Weeks 4 - 7 Weeks 4 8 – Table tennis Padder Jump Rope for Heart tennis Cricket Softball/Tee Ball Week 9 6 9 – VolleyBall Jump Jam Road Safety Squash Cycle Safety Tapu Ae Ki o rahi Weeks 8 10 – Aquatics | Term: Physical Education: Fitness: Health: Four: Weeks 1 – 2 Run Jump Throw Athletics Day Weeks 1 – 2 KiwiDex Weeks 1 – 3 Camp Preparation Sun Safety Tabloid Sports Weeks 4 - 7 Table tennis Padder tennis Cricket Softball/Tee Ball VolleyBall Squash Tapu Ae Ki o rahi Weeks 4 – 8 Jump Rope for Heart Week 9 Jump Jam 6 – 9 Road Safety Cycle Safety Weeks 8 – 10 Aquatics | 0.435363 | [
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173 357 255–56 Bible Study: Pride Proverbs; The Lord constantly Versus Humility Application watches over the Activity Christian. 174 359 257–58 Bible Study: Friendship Proverbs Principles 24:1–2; 28:7 175 361 Unit 10c Activity Unit 10d 176 362 259–60 Chasing the Wind Ecclesiastes 1–2; Science Application Ecclesiastes—Living Activity for Eternity 177 365 261–62 Eternity in Your Heart Ecclesiastes Psalm 121:7–8 Application Activity The Lord will 178 367 263–64 Faithful Follower: Faithful Follower continue to watch Robert Boyle over His children in 179 369 265–66 True Contentment Application Story the future. 180 371 Unit 10d Activity Review | The Lord constantly watches over the Christian. 173 357 255–56 Bible Study: Pride Versus Humility Proverbs; Application Activity 174 359 257–58 Bible Study: Friendship Principles Proverbs 24:1–2; 28:7 175 361 Unit 10c Activity Unit 10d Ecclesiastes—Living for Eternity Psalm 121:7–8 The Lord will continue to watch over His children in the future. 176 362 259–60 Chasing the Wind Ecclesiastes 1–2; Application Activity Science 177 365 261–62 Eternity in Your Heart Ecclesiastes Application Activity 178 367 263–64 Faithful Follower: Robert Boyle Faithful Follower 179 369 265–66 True Contentment Application Story 180 371 Unit 10d Activity Review | 0.584076 | [
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62 136 93 A Child of Promise Matthew Christ, the Luke Promised One 63 138 94–95 Faithful Follower: Biography Isaiah 7:14 George Frederick Handel Isaiah foretold the 64 140 96–97 Thoughts of Peace Application Art virgin of (Part 1) Story Christ. 65 143 Unit 4a Activity 66 144 98–99 The Birth of a King Matthew 2:1–8; Timeline: Unit 4b Luke 2:1–20 of Christ; Christ, the Key to History the Prophecies 67 147 God Protected His Matthew 2:9–23 Son Galatians 4:4–5 68 149 102 Bible Study: Christ’s Various New Drama Purpose in Coming Testament In His perfect time, to Earth verses God sent Jesus 69 150 103 Thoughts of Peace Application Christ to earth to (Part 2) Story redeem humanity. 70 151 Unit 4b Activity Review Unit 5 Within the Royal House Memory Verse, Lesson TE Worktext Lesson Title Scripture or Focus Connections and Principle Number Page Page(s) Unit 5a 71 156 104–7 Ruth: In God’s Ruth 1–4 Timeline: Design Ruth and Boaz God’s Choice 72 159 108–9 David’s Reign: God’s 2 Samuel 2–13, Timeline: Plan 15, 17, 21, King David Psalm 119:1–4 73 162 110–11 Faithful Follower: Biography who seek God Oliver Cromwell and obey His 74 163 112–13 Prophet Focus: Zephaniah 1–3 Timeline: commands are Zephaniah Zephaniah; blessed. Science 75 165 Unit 5a Activity Unit 5b 76 166 114 Solomon: God’s 1 Kings 1–4 Timeline: Choice King Solomon God’s Faithfulness 77 168 115–16 The Temple 1 Kings 5–9 78 170 117 A Family Treasure Application Psalm 119:5–8 Story | Christ, the Promised One Isaiah 7:14 Isaiah foretold the virgin of Christ. 62 136 93 A Child of Promise Matthew Luke 63 138 94–95 Faithful Follower: George Frederick Handel Biography 64 140 96–97 Thoughts of Peace (Part 1) Application Story Art 65 143 Unit 4a Activity Unit 4b Christ, the Key to the Prophecies Galatians 4:4–5 In His perfect time, God sent Jesus Christ to earth to redeem humanity. 66 144 98–99 The Birth of a King Matthew 2:1–8; Luke 2:1–20 Timeline: of Christ; History 67 147 God Protected His Son Matthew 2:9–23 68 149 102 Bible Study: Christ’s Purpose in Coming to Earth Various New Testament verses Drama 69 150 103 Thoughts of Peace (Part 2) Application Story 70 151 Unit 4b Activity Review Unit 5 Within the Royal House Memory Verse, and Principle Lesson Number TE Page Worktext Page(s) Lesson Title Scripture or Focus Connections Unit 5a God’s Choice Psalm 119:1–4 who seek God and obey His commands are blessed. 71 156 104–7 Ruth: In God’s Design Ruth 1–4 Timeline: Ruth and Boaz 72 159 108–9 David’s Reign: God’s Plan 2 Samuel 2–13, 15, 17, 21, Timeline: King David 73 162 110–11 Faithful Follower: Oliver Cromwell Biography 74 163 112–13 Prophet Focus: Zephaniah Zephaniah 1–3 Timeline: Zephaniah; Science 75 165 Unit 5a Activity Unit 5b God’s Faithfulness Psalm 119:5–8 76 166 114 Solomon: God’s Choice 1 Kings 1–4 Timeline: King Solomon 77 168 115–16 The Temple 1 Kings 5–9 78 170 117 A Family Treasure Application Story | 0.544454 | [
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99 212 149 Prayer Versus Pride Daniel 6 Emotions should be 100 214 Unit 6b Activity Review expressed at the appropriate Unit 6c 101 215 150–51 Chosen Beauty Esther 1:1–2:20 Provision 102 217 152 Sorrow to Joy Esther 3:1–10:3 103 219 153 More Than You Ask Application Ecclesiastes 3:7–9 For Story 104 221 154–55 Faithful Follower: Biography People cannot find William Jennings satisfaction in the Bryan repetitiveness 105 223 Unit 6c Activity of life. 106 224 156–57 Sermon: Benefits of Daniel 9 Unit 6d Abandoning Sin Promise 107 227 158–59 Straying and Ezra 7–10 Timeline: Ezra Separating Ecclesiastes 3:14 108 229 160 Courage to Do God’s Nehemiah 1–2; Timeline: Work 4–6 Nehemiah God’s work 109 232 161–62 Faithful Follower: Biography forever and people Georgi Vins (Part 2) should fear Him. 110 234 Unit 6d Activity Review Unit 7 By the Incarnate Word Theme, Memory Lesson TE Worktext Lesson Title Scripture or Connections Verse, and Principle Number Page Page(s) Unit 7a 111 240 163–65 Meeting the Savior Luke 1:26–56; Luke 2:21–39 Salvation Revealed 112 243 166 The Teaching of Jesus Luke 2:40–52; Luke 4:16–31 Philippians 2:5–6 113 244 167–68, A Dangerous Desire Historical 307 Novel Chapter Jesus Christ is God. 1 114 246 169–70, Breaking the Law Historical 308 Novel Chapter 2 115 247 Unit 7a Activity Unit 7b 116 248 171–72 Light in the Darkness John 8:1–30 Deity Manifested 117 250 173 Christ as the Father’s John 8:31–9:41 Equal 118 251 174–75, A Noisy Soul Historical Philippians 2:7–8 309 Novel Chapters 3–4 Christ obeyed to 119 253 176–77, A Different Belief Historical the point of death. 310 Novel Chapter 5 120 255 Unit 7b Activity Review | Emotions should be expressed at the appropriate 99 212 149 Prayer Versus Pride Daniel 6 100 214 Unit 6b Activity Review Unit 6c Provision Ecclesiastes 3:7–9 People cannot find satisfaction in the repetitiveness of life. 101 215 150–51 Chosen Beauty Esther 1:1–2:20 102 217 152 Sorrow to Joy Esther 3:1–10:3 103 219 153 More Than You Ask For Application Story 104 221 154–55 Faithful Follower: William Jennings Bryan Biography 105 223 Unit 6c Activity Unit 6d Promise Ecclesiastes 3:14 God’s work forever and people should fear Him. 106 224 156–57 Sermon: Benefits of Abandoning Sin Daniel 9 107 227 158–59 Straying and Separating Ezra 7–10 Timeline: Ezra 108 229 160 Courage to Do God’s Work Nehemiah 1–2; 4–6 Timeline: Nehemiah 109 232 161–62 Faithful Follower: Georgi Vins (Part 2) Biography 110 234 Unit 6d Activity Review Unit 7 By the Incarnate Word Theme, Memory Verse, and Principle Lesson Number TE Page Worktext Page(s) Lesson Title Scripture or Connections Unit 7a Salvation Revealed Philippians 2:5–6 Jesus Christ is God. 111 240 163–65 Meeting the Savior Luke 1:26–56; Luke 2:21–39 112 243 166 The Teaching of Jesus Luke 2:40–52; Luke 4:16–31 113 244 167–68, 307 A Dangerous Desire Historical Novel Chapter 1 114 246 169–70, 308 Breaking the Law Historical Novel Chapter 2 115 247 Unit 7a Activity Unit 7b Deity Manifested Philippians 2:7–8 Christ obeyed to the point of death. 116 248 171–72 Light in the Darkness John 8:1–30 117 250 173 Christ as the Father’s Equal John 8:31–9:41 118 251 174–75, 309 A Noisy Soul Historical Novel Chapters 3–4 119 253 176–77, 310 A Different Belief Historical Novel Chapter 5 120 255 Unit 7b Activity Review | 0.60585 | [
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Biblical Exegesis Steps in Exegesis: Tips: Survey the text Know YOUR context, not just Establish the historical, literary, the context of the passage and theological contexts Always have a thesis and draw Analyze the content, form, and back to that thesis structure of the passage and its Stand on your own elements observations; use commentaries Synthesize your findings and to inform and support Avoid lengthy summaries or come to a conclusion histories | Biblical Exegesis Steps in Exegesis: Survey the text Establish the historical, literary, and theological contexts Analyze the content, form, and structure of the passage and its elements Synthesize your findings and come to a conclusion Tips: Know YOUR context, not just the context of the passage Always have a thesis and draw back to that thesis Stand on your own observations; use commentaries to inform and support Avoid lengthy summaries or histories | 0.619607 | [
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Electronic Sources Citing an Entire Web Site: Felluga, Dino. Purdue U, 28 Nov. 2003. Web. 10 May 2006. Guide to Literary and Critical Theory. Author(s) or Editor(s). Medium. Date of Access. <URL>. (if Title of the Site. Publisher/Sponsor* Date published* (italics or underline) requested by teacher) *Remember to use if no publisher name is available and if no publishing date is given. n.p. n.d. A Page on a Web Site: "How to Make Vegetarian eHow, n.d. Web. 24 Feb. 2009. eHow.com. of web page.” Author/Editor (if known) Date of <URL>. (if req) Title of the Site. “Title (italics or underline) Publisher/Sponsor* Date published* Medium. Access. * Remember to use if no publisher name is available and if no publishing date is given. n.p. n.d. Encyclopedia Article on the Web: Peters, Charles M. "Rain forest." World Book Student. World Book, 2011. Web. 2 Nov. 2011. Author(s) or Editor(s). Title.” Title of Encyclopedia. Publication. Medium. <URL>. (if required by “Article Date accessed. teacher) | Electronic Sources Citing an Entire Web Site: Felluga, Dino. Guide to Literary and Critical Theory. Purdue U, 28 Nov. 2003. Web. 10 May 2006. Author(s) or Editor(s). Title of the Site. (italics or underline) Publisher/Sponsor* Date published* Medium. Date of Access. <URL>. (if requested by teacher) *Remember to use n.p. if no publisher name is available and n.d. if no publishing date is given. A Page on a Web Site: "How to Make Vegetarian eHow.com. eHow, n.d. Web. 24 Feb. 2009. Author/Editor (if known) “Title of web page.” Title of the Site. (italics or underline) Publisher/Sponsor* Date published* Medium. Date of Access. <URL>. (if req) * Remember to use n.p. if no publisher name is available and n.d. if no publishing date is given. Encyclopedia Article on the Web: Peters, Charles M. "Rain forest." World Book Student. World Book, 2011. Web. 2 Nov. 2011. Author(s) or Editor(s). “Article Title.” Title of Encyclopedia. Publication. Medium. Date accessed. <URL>. (if required by teacher) | 0.698638 | [
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16 All scripture is given by inspiration of God, and is profitable for doctrine, for reproof, for correction, for instruction in righteousness: 17 That the man of God may be perfect, throughly furnished unto all good works. ___ (The following is on Richard Seymour’s, Theology’.) The lesson numbers below ‘Systematic refer to the lessons on the www.kingswaybaptist.co.za website. ___ I. VARIOUS NAMES FOR THE BIBLE (See Lessons 001 005) – II. REVELATION (See Lessons 007 010) – III. INSPIRATION (See Lessons 011 013) – IV. PRESERVATION (See Lessons 014 016) – VI. ILLUMINATION A. Definition The doctrine of illumination contends that God the Holy Spirit illuminates a man’s mind as he reads the Bible, enabling him to receive and understand its message. B. Illumination As It Affects The Three Classes Of Men i. The Natural man (See Lesson 017) The man” is the one who has not been they have not been again”, they are not “natural “born a child of God. His understanding of the Lord and His Truths in the Scriptures, His ways, are a mystery to him… ii. The Carnal Christian The carnal Christian, though born again, is careless, and therefore knows little of the illuminating ministry of the Holy Spirit. They have their periods of great zeal for the Lord, but they allow the flesh to influence them instead of crucifying it daily. For this reason the Holy Spirit is not able to lead them into responsible studying of the Word of God. Where He will open the Truths of the Word of God to their understanding. Examples The Believers Of The Church At Corinth The believers Corinth were not walking daily in obedience to the indwelling Holy Spirit’s leading. They resisted Him, and therefore were shallow in the understanding of God’s Truths. They were still only dealing with the Truths of the Christian Faith. Paul was not yet able to attempt to “milk” teach them the Truths of the Christian Faith. Being carnal resistant to the illuminating – “meat” ministry of the Holy Spirit – they would not understand, discern, the meaty, deeper spiritual Truths of the Christian Faith… 1 Corinthians 3:1-3 | 16 All scripture is given by inspiration of God, and is profitable for doctrine, for reproof, for correction, for instruction in righteousness: 17 That the man of God may be perfect, throughly furnished unto all good works. ___ (The following is on Richard Seymour’s, ‘Systematic Theology’.) The lesson numbers below refer to the lessons on the www.kingswaybaptist.co.za website. ___ I. VARIOUS NAMES FOR THE BIBLE (See Lessons 001 – 005) II. REVELATION (See Lessons 007 – 010) III. INSPIRATION (See Lessons 011 – 013) IV. PRESERVATION (See Lessons 014 – 016) VI. ILLUMINATION A. Definition The doctrine of illumination contends that God the Holy Spirit illuminates a man’s mind as he reads the Bible, enabling him to receive and understand its message. B. Illumination As It Affects The Three Classes Of Men i. The Natural man (See Lesson 017) The “natural man” is the one who has not been they have not been “born again”, they are not a child of God. His understanding of the Lord and His Truths in the Scriptures, His ways, are a mystery to him… ii. The Carnal Christian The carnal Christian, though born again, is careless, and therefore knows little of the illuminating ministry of the Holy Spirit. They have their periods of great zeal for the Lord, but they allow the flesh to influence them instead of crucifying it daily. For this reason the Holy Spirit is not able to lead them into responsible studying of the Word of God. Where He will open the Truths of the Word of God to their understanding. Examples The Believers Of The Church At Corinth The believers Corinth were not walking daily in obedience to the indwelling Holy Spirit’s leading. They resisted Him, and therefore were shallow in the understanding of God’s Truths. They were still only dealing with the “milk” Truths of the Christian Faith. Paul was not yet able to attempt to teach them the “meat” Truths of the Christian Faith. Being carnal – resistant to the illuminating ministry of the Holy Spirit – they would not understand, discern, the meaty, deeper spiritual Truths of the Christian Faith… 1 Corinthians 3:1-3 | 0.909365 | [
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STAFF MOBILITY FOR TRAINING MOBILITY AGREEMENT Planned period of the training activity: Academic year: from (dd/mm/yyyy) till (dd/mm/yyyy) Duration (days) – excluding travel days: Additional day for travel needed directly before the first day of the activity abroad Additional day for travel needed directly following the last day of the activity abroad The staff member (participant) Last name (s): First name (s): Seniority: Sex [M/F]: The Nationality: Department/Unit: email: Work phone: Sending Institution/Enterprise Name: The University of Graz Size of enterprise: >250 employees Department/unit: Office of International Relations Address: Universitätsplatz 3, A-8010 Graz Country/Country code Austria/AT Contact person (name and position): Ms. Doris Knasar / Ms. Mediha Ohranovic Contact person/e-mail / phone ; T: +43 316 380 2213 ; +43 316 380 2214 Type of enterprise NACE code P85.4.2. – Tertiary education (if applicable) The Receiving Institution Name: Department/unit: Address: Country/Country code: Contact person (name and position): Contact person/ e-mail / phone: For guidelines, please look at the end notes on page 3. Section to be completed BEFORE THE MOBILITY I. PROPOSED MOBILITY PROGRAMME | STAFF MOBILITY FOR TRAINING MOBILITY AGREEMENT Planned period of the training activity: Academic year: from (dd/mm/yyyy) till (dd/mm/yyyy) Duration (days) – excluding travel days: Additional day for travel needed directly before the first day of the activity abroad Additional day for travel needed directly following the last day of the activity abroad The staff member (participant) Last name (s): First name (s): Seniority: Sex [M/F]: Nationality: Department/Unit: email: Work phone: The Sending Institution/Enterprise Name: The University of Graz Size of enterprise: >250 employees Department/unit: Office of International Relations Address: Universitätsplatz 3, A-8010 Graz Country/Country code Austria/AT Contact person (name and position): Ms. Doris Knasar / Ms. Mediha Ohranovic Contact person/e-mail / phone ; T: +43 316 380 2213 ; +43 316 380 2214 Type of enterprise NACE code (if applicable) P85.4.2. – Tertiary education The Receiving Institution Name: Department/unit: Address: Country/Country code: Contact person (name and position): Contact person/ e-mail / phone: For guidelines, please look at the end notes on page 3. Section to be completed BEFORE THE MOBILITY I. PROPOSED MOBILITY PROGRAMME | 0.952849 | [
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BID ADVERTISEMENT FORM Bid description The supply of a diesel forklift to the CSIR Bid number 5240/10/05/2017 Name of institution CSIR The place where goods, works or As per RFQ published on (click on tenders) services are required Closing date and time Date 1 0 0 5 2 0 1 7 Time 16h30 PO Box 395 Postal address Pretoria 0001 Strategic Procurement Unit Physical CSIR Building 10 – address Contact details Meiring Naude Street Brummeria 012 841 2400 Tel N/A Fax tender@csir.co.za email CSIR Strategic Procurement Unit Contact person Where bids can be Download from (click on tenders) collected Where bids should be As per RFQ published on (click on tenders) delivered Category (refer to Electronic Equipment annexure A) Sector N/A Region National N/A Date N/A Time Compulsory briefing N/A session/site visit Venue GPS | BID ADVERTISEMENT FORM Bid description The supply of a diesel forklift to the CSIR Bid number 5240/10/05/2017 Name of institution CSIR The place where goods, works or services are required As per RFQ published on (click on tenders) Closing date and time Date 1 0 0 5 2 0 1 7 Time 16h30 Contact details Postal address PO Box 395 Pretoria 0001 Physical address Strategic Procurement Unit CSIR – Building 10 Meiring Naude Street Brummeria Tel 012 841 2400 Fax N/A email tender@csir.co.za Contact person CSIR Strategic Procurement Unit Where bids can be collected Download from (click on tenders) Where bids should be delivered As per RFQ published on (click on tenders) Category (refer to annexure A) Electronic Equipment Sector N/A Region National Compulsory briefing session/site visit Date N/A Time N/A Venue N/A GPS | 0.621783 | [
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BID ADVERTISEMENT FORM To conduct an Industrial Water Efficiency Assessments at Bid description Daybreak Chicken Plants in Delmas Bid number CSIR RFP No. 813/15/12/2017 Name of institution CSIR The place where goods, works or As per RFP published on (click on tenders) services are required Closing date and time Date 1 5 1 2 2 0 1 7 Time 16h30 PO Box 395 Postal address Pretoria 0001 Strategic Procurement Unit Physical CSIR Building 10 – address Contact details Meiring Naude Street Brummeria 012 841 2400 Tel N/A Fax tender@csir.co.za email CSIR Strategic Procurement Unit Contact person Where bids can be Download from (click on tenders) collected Where bids should be As per RFP published on (click on tenders) delivered Category Professional Services Sector N/A Region National Date N/A Time N/A Compulsory briefing session/site visit Venue N/A GPS | BID ADVERTISEMENT FORM Bid description To conduct an Industrial Water Efficiency Assessments at Daybreak Chicken Plants in Delmas Bid number CSIR RFP No. 813/15/12/2017 Name of institution CSIR The place where goods, works or services are required As per RFP published on (click on tenders) Closing date and time Date 1 5 1 2 2 0 1 7 Time 16h30 Contact details Postal address PO Box 395 Pretoria 0001 Physical address Strategic Procurement Unit CSIR – Building 10 Meiring Naude Street Brummeria Tel 012 841 2400 Fax N/A email tender@csir.co.za Contact person CSIR Strategic Procurement Unit Where bids can be collected Download from (click on tenders) Where bids should be delivered As per RFP published on (click on tenders) Category Professional Services Sector N/A Region National Compulsory briefing session/site visit Date N/A Time N/A Venue N/A GPS | 0.649394 | [
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BID ADVERTISEMENT FORM The provision of a full production of a high quality audio visual Bid description segment to the CSIR Bid number CSIR 830/17/05/2018 Name of institution CSIR The place where goods, works or As per RFQ published on (click on tenders) services are required Closing date and time Date 1 7 0 5 2 0 1 8 Time 16h30 PO Box 395 Postal address Pretoria 0001 Strategic Procurement Unit Physical CSIR Building 10 – address Contact details Meiring Naude Street Brummeria 012 841 2400 Tel N/A Fax email CSIR Strategic Procurement Unit Contact person Where bids can be Download from (click on tenders) collected Where bids should be As per RFQ published on (click on tenders) delivered Category (refer to Professional annexure A) Sector N/A Region National N/A Date N/A Time Compulsory briefing N/A session/site visit Venue GPS | BID ADVERTISEMENT FORM Bid description The provision of a full production of a high quality audio visual segment to the CSIR Bid number CSIR 830/17/05/2018 Name of institution CSIR The place where goods, works or services are required As per RFQ published on (click on tenders) Closing date and time Date 1 7 0 5 2 0 1 8 Time 16h30 Contact details Postal address PO Box 395 Pretoria 0001 Physical address Strategic Procurement Unit CSIR – Building 10 Meiring Naude Street Brummeria Tel 012 841 2400 Fax N/A email Contact person CSIR Strategic Procurement Unit Where bids can be collected Download from (click on tenders) Where bids should be delivered As per RFQ published on (click on tenders) Category (refer to annexure A) Professional Sector N/A Region National Compulsory briefing session/site visit Date N/A Time N/A Venue N/A GPS | 0.612049 | [
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BID ADVERTISEMENT FORM The Provision for the Design, Installation and Commissioning of Bid description an Argon Gas System to CSIR Bid number CSIR 839/16/08/2018 Name of institution CSIR The place where goods, works or As per RFQ published on (click on tenders) services are required Closing date and time Date 1 6 0 8 2 0 1 8 Time 16h30 PO Box 395 Postal address Pretoria 0001 Strategic Procurement Unit Physical CSIR Building 10 – address Contact details Meiring Naude Street Brummeria 012 841 2400 Tel N/A Fax email CSIR Strategic Procurement Unit Contact person Where bids can be Download from (click on tenders) collected Where bids should be As per RFQ published on (click on tenders) delivered Category (refer to Professional annexure A) Sector N/A Region National N/A Date N/A Time Compulsory briefing N/A session/site Venue GPS | BID ADVERTISEMENT FORM Bid description The Provision for the Design, Installation and Commissioning of an Argon Gas System to CSIR Bid number CSIR 839/16/08/2018 Name of institution CSIR The place where goods, works or services are required As per RFQ published on (click on tenders) Closing date and time Date 1 6 0 8 2 0 1 8 Time 16h30 Contact details Postal address PO Box 395 Pretoria 0001 Physical address Strategic Procurement Unit CSIR – Building 10 Meiring Naude Street Brummeria Tel 012 841 2400 Fax N/A email Contact person CSIR Strategic Procurement Unit Where bids can be collected Download from (click on tenders) Where bids should be delivered As per RFQ published on (click on tenders) Category (refer to annexure A) Professional Sector N/A Region National Compulsory briefing session/site Date N/A Time N/A Venue N/A GPS | 0.610513 | [
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SECTION-VI QUALIFICATION CRITERIA (PACKAGE-4) The minimum requirement with respect to experience, capability and other particulars of the Bidder to be considered eligible for participation in the bid for the proposed work. The BIDDER shall become eligible to bid on satisfying the following Requirements” and on production “Qualification of the required documentary evidences along with the Tender. S. No. Criteria Supporting Documents Required The bidder be a private/public Certificate of Incorporation and Company registered under Companies Act Registration 1956 Proposals shall be submitted by an Self-Declaration by the Power individual Bidder or through Joint Venture. of Attorney holder. Joint Venture means One Partner who should be an OEM JV agreement in case of Joint (Modem/DCU/Communicable Meters) and Venture one other partner. | SECTION-VI QUALIFICATION CRITERIA (PACKAGE-4) The minimum requirement with respect to experience, capability and other particulars of the Bidder to be considered eligible for participation in the bid for the proposed work. The BIDDER shall become eligible to bid on satisfying the following “Qualification Requirements” and on production of the required documentary evidences along with the Tender. S. No. Criteria Supporting Documents Required The bidder be a private/public Company registered under Companies Act 1956 Certificate of Incorporation and Registration Proposals shall be submitted by an individual Bidder or through Joint Venture. Joint Venture means One Partner who should be an OEM (Modem/DCU/Communicable Meters) and one other partner. Self-Declaration by the Power of Attorney holder. JV agreement in case of Joint Venture | 0.811875 | [
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(i) supply, install, operate and maintain the DCUs/ Modems, cables, connectors, casing or any other system required at 66/11 kV and/or 33/11 kV substations in the State under the respective package for automated meter data, on line supply status and transmit the same on real time basis to the central MDAS server. (ii) Acquire the meter data through Meter Reading Instrument (MRI), in case of no communication available, as per the limit defined in the ZIA Contract. (iii) Install, operate and maintain the required network connectivity at slave location to ensure the transfer the data to Central MDAS. (iv) Interface with Central Implementing Agency and take all the steps required for proper integration of system/infrastructure put in place at the state level with Central MDAS. (v) Provide the required manpower for operation, maintenance and updating of system implemented. (vi) Impart the required training to the DISCOM officers for operation and usage of the system. (vii) Transfer the infrastructure supplied and installed along with required license to designated agency at the end of term as stipulated in the ZIA Contract. (viii) Shall tie up with more than one network provider so that data transfer should not suffer on account of unavailability/ poor availability of network connectivity of a particular service provider. (ix) Install and commission the head end system software of modems/ DCUs, if required, for integration with Central MDAS Package-1. (x) Ensure that the Project is completed as per the timelines stipulated in the ZIA Contract. (xi) Achieve Go-Live status in accordance with and within the timelines mentioned under the ZIA Contract. (xii) Ensure the adherence with Service Level Agreements mentioned under the ZIA Contract. (xiii) Furnish to RECTPCL/ the Engineer, the Project Evaluation in accordance with the ZIA Contract. (xiv) at all times, till the validity of the ZIA Contract, comply with all the provisions contained in the ZIA Contract. 3.4 DISCOM | (i) supply, install, operate and maintain the DCUs/ Modems, cables, connectors, casing or any other system required at 66/11 kV and/or 33/11 kV substations in the State under the respective package for automated meter data, on line supply status and transmit the same on real time basis to the central MDAS server. (ii) Acquire the meter data through Meter Reading Instrument (MRI), in case of no communication available, as per the limit defined in the ZIA Contract. (iii) Install, operate and maintain the required network connectivity at slave location to ensure the transfer the data to Central MDAS. (iv) Interface with Central Implementing Agency and take all the steps required for proper integration of system/infrastructure put in place at the state level with Central MDAS. (v) Provide the required manpower for operation, maintenance and updating of system implemented. (vi) Impart the required training to the DISCOM officers for operation and usage of the system. (vii) Transfer the infrastructure supplied and installed along with required license to designated agency at the end of term as stipulated in the ZIA Contract. (viii) Shall tie up with more than one network provider so that data transfer should not suffer on account of unavailability/ poor availability of network connectivity of a particular service provider. (ix) Install and commission the head end system software of modems/ DCUs, if required, for integration with Central MDAS Package-1. (x) Ensure that the Project is completed as per the timelines stipulated in the ZIA Contract. (xi) Achieve Go-Live status in accordance with and within the timelines mentioned under the ZIA Contract. (xii) Ensure the adherence with Service Level Agreements mentioned under the ZIA Contract. (xiii) Furnish to RECTPCL/ the Engineer, the Project Evaluation in accordance with the ZIA Contract. (xiv) at all times, till the validity of the ZIA Contract, comply with all the provisions contained in the ZIA Contract. 3.4 DISCOM | 1 | [
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Address: __________________ Address: _________________ SIGNED AND DELIVERED BY In the presence of REC Transmissions Project Company Limited. Signature.................................................. (on behalf of Ministry of Power Govt. of India) Name & Designation................................. Signature......................................................... Address..................................................... Name & Designation...................................... Address......................................................... Annexure - 5 | Address: __________________ Address: _________________ SIGNED AND DELIVERED BY REC Transmissions Project Company Limited. (on behalf of Ministry of Power Govt. of India) Signature......................................................... Name & Designation...................................... Address......................................................... In the presence of Signature.................................................. Name & Designation................................. Address..................................................... Annexure - 5 | 0.659411 | [
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Spectrophotometer UV v Bio Rad spec 23 - 1 Water bath 14 lit Memmeret 24 - 1 PCR machine (THERMOCYCLER) Bio Rad Touch 25 Mini Pro 500V 26 - 1 Mini Pro 300V 26 - 1 | 23 Spectrophotometer UV v Bio Rad spec - 1 24 Water bath 14 lit Memmeret - 1 25 PCR machine (THERMOCYCLER) Bio Rad Touch 26 Mini Pro 500V - 1 26 Mini Pro 300V - 1 | 0.491302 | [
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Well Below Below Expected Expected Level Above the Well Above the Expected Level Level Expected Level Expected Level 1 2 3 4 5 Describe Andrew’s Describes an aspect of Describes a couple Describes Andrew’s Describes Andrew’s Describes Andrew’s journey of discovery as Andrew’s journey of aspects of Andrew’s journey of discovery in journey of discovery in journey of discovery in he experiences what it discovery identifying a journey of discovery identifying what it is to a more detailed way a sophisticated way is to become human. key experience identifying two key be human according to identifying what it is to identifying what it is to experiences the film be human according to be human according to the film the film Choose two of the Identifies two themes Discusses how two Discusses how two Discusses how two Discusses how some themes above and in the film. themes are developed themes are developed themes are developed themes are developed discuss how these are in the film. using specific details. in the film using in the film showing being explored in the greater detail integration of the film. themes as they develop Identify points of Identifies one point of Identifies two points of Identifies and explains Explains in some detail Expansive explanation Connection and connection or connection or the points of the points of of the connections and Disconnection between disconnection disconnection connection or connection or disconnection the Christian Vision of disconnection disconnection the Human Person and the film Reflect personally on Names and discusses Names and discusses a Names and discusses a Names and discusses a and discusses a the most important one aspect of life couple of aspects of few aspects of life. few aspects of life in a number of aspects of aspects of human life? life more detailed way life in an integrated way. | Well Below Expected Level 1 Below Expected Level 2 Expected Level 3 Above the Expected Level 4 Well Above the Expected Level 5 Describe Andrew’s journey of discovery as he experiences what it is to become human. Describes an aspect of Andrew’s journey of discovery identifying a key experience Describes a couple aspects of Andrew’s journey of discovery identifying two key experiences Describes Andrew’s journey of discovery in identifying what it is to be human according to the film Describes Andrew’s journey of discovery in a more detailed way identifying what it is to be human according to the film Describes Andrew’s journey of discovery in a sophisticated way identifying what it is to be human according to the film Choose two of the themes above and discuss how these are being explored in the film. Identifies two themes in the film. Discusses how two themes are developed in the film. Discusses how two themes are developed using specific details. Discusses how two themes are developed in the film using greater detail Discusses how some themes are developed in the film showing integration of the themes as they develop Identify points of Connection and Disconnection between the Christian Vision of the Human Person and the film Identifies one point of connection or disconnection Identifies two points of connection or disconnection Identifies and explains the points of connection or disconnection Explains in some detail the points of connection or disconnection Expansive explanation of the connections and disconnection Reflect personally on the most important aspects of human life? Names and discusses one aspect of life Names and discusses a couple of aspects of life Names and discusses a few aspects of life. Names and discusses a few aspects of life in a more detailed way and discusses a number of aspects of life in an integrated way. | 0.501707 | [
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specifically, bid securities, shall be promptly returned to the Bidders. Award of Contract Award Criteria Subject to ITB 37.1, the Employer shall award the Contract to the Bidder whose bid has been determined to be the lowest evaluated bid and is substantially responsive to the Bidding Document, provided further that the Bidder is determined to be qualified to perform the Contract satisfactorily. Notification of to the expiration of the period of bid validity, the Employer shall notify the successful Bidder, in writing, via the Letter of Award Acceptance included in the Contract Forms, that its bid has been accepted. At the same time, the Employer shall also notify all other Bidders of the results of the bidding, and shall publish in UNDB online the results identifying the bid and lot (contract) numbers and the following information: (i) name of each Bidder who submitted a Bid; (ii) bid prices as read out at Bid Opening; (iii) name and evaluated prices of each Bid that was evaluated; (iv) name of bidders whose bids were rejected and the reasons for their rejection; and (v) name of the winning Bidder, and the it offered, as well as the duration and summary scope of the contract awarded. Until a formal contract is prepared and executed, the notification of award shall constitute a binding Contract. The Employer shall promptly respond in writing to any unsuccessful Bidder who, after notification of award in accordance with ITB 40.1, requests in writing the grounds on which its bid was not selected. Signing of Promptly upon notification, the Employer shall send the successful Bidder the Contract Agreement. Contract Within twenty-eight (28) days of receipt of the Contract Agreement, the successful Bidder shall sign, date, and return it to the Employer. | specifically, bid securities, shall be promptly returned to the Bidders. Award of Contract Award Criteria Subject to ITB 37.1, the Employer shall award the Contract to the Bidder whose bid has been determined to be the lowest evaluated bid and is substantially responsive to the Bidding Document, provided further that the Bidder is determined to be qualified to perform the Contract satisfactorily. Notification of Award to the expiration of the period of bid validity, the Employer shall notify the successful Bidder, in writing, via the Letter of Acceptance included in the Contract Forms, that its bid has been accepted. At the same time, the Employer shall also notify all other Bidders of the results of the bidding, and shall publish in UNDB online the results identifying the bid and lot (contract) numbers and the following information: (i) name of each Bidder who submitted a Bid; (ii) bid prices as read out at Bid Opening; (iii) name and evaluated prices of each Bid that was evaluated; (iv) name of bidders whose bids were rejected and the reasons for their rejection; and (v) name of the winning Bidder, and the it offered, as well as the duration and summary scope of the contract awarded. Until a formal contract is prepared and executed, the notification of award shall constitute a binding Contract. The Employer shall promptly respond in writing to any unsuccessful Bidder who, after notification of award in accordance with ITB 40.1, requests in writing the grounds on which its bid was not selected. Signing of Contract Promptly upon notification, the Employer shall send the successful Bidder the Contract Agreement. Within twenty-eight (28) days of receipt of the Contract Agreement, the successful Bidder shall sign, date, and return it to the Employer. | 0.974627 | [
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Annexure I to SCHEDULE 2 – (Page 1 of 1) On Company’s Letter Head EXPERIENCE OF ORGANISATION Brief Description of the Organisation: Outline of experience on Assignments: No. of Survey&Project Report for transmission lines (The bidder’s relevant experience during the period from Indian FY 2013-14 onwards including the current Financial Year till 7 days prior to bid submission date.) Name of Name(s) of Work Order Date of Details of Brief No.& date Documentary Assignment member(s) description/ Name of the Start Finish evidence associated with Scope of the Client attached # assignment the assignment 01 02 03 1. It is hereby certified that the above mentioned details are true and correct. 2. It is hereby certified that our company has actually carried out and completed the above mentioned work/assignments Date: Signature of Authorized Person Place & Company seal * If the Survey &Project Reports for Transmission System are done for more than one section/element of line in one Work it shall be considered as one only. * Assignment of Survey & Project Reports for 400 kV and/or higher voltage of minimum 114 kms transmission line length shall only be considered for evaluation purpose. | Annexure I to SCHEDULE – 2 (Page 1 of 1) On Company’s Letter Head EXPERIENCE OF ORGANISATION Brief Description of the Organisation: Outline of experience on Assignments: No. of Survey&Project Report for transmission lines (The bidder’s relevant experience during the period from Indian FY 2013-14 onwards including the current Financial Year till 7 days prior to bid submission date.) Name of Assignment Name(s) of member(s) associated with the assignment Brief description/ Scope of the assignment Name of the Client Work Order No.& date Date of Start Finish Details of Documentary evidence attached # 01 02 03 1. It is hereby certified that the above mentioned details are true and correct. 2. It is hereby certified that our company has actually carried out and completed the above mentioned work/assignments Date: Signature of Authorized Person Place & Company seal * If the Survey &Project Reports for Transmission System are done for more than one section/element of line in one Work it shall be considered as one only. * Assignment of Survey & Project Reports for 400 kV and/or higher voltage of minimum 114 kms transmission line length shall only be considered for evaluation purpose. | 0.868538 | [
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COMPOSITION OF TEAM AND THE TEAM LEADER to be deployed Name Team Members Team Leader 1 Members 2 3 4 5 6 Signature of Authorized Person Name, Designation & Company seal Date: Place: Note: Curriculum Vitae of the Personnel listed above should be enclosed as per the suggested format at Page 2 of 2 of Annexure III to Schedule 2. Annexure III to Schedule 2 (Page 2 of 2) SUGGESTED FORMAT OF CURRICULUM VITAE FOR EACH MEMBER OF CONSULTANTS TEAM Name: __________________________________________________________ Profession/ Present Designation: _______________________________________ Total post qualification experience: _____________ Years with organisation: _____________________ Educational Qualification: | COMPOSITION OF TEAM AND THE TEAM LEADER to be deployed Name Team Members Team Leader 1 Members 2 3 4 5 6 Signature of Authorized Person Name, Designation & Company seal Date: Place: Note: Curriculum Vitae of the Personnel listed above should be enclosed as per the suggested format at Page 2 of 2 of Annexure III to Schedule 2. Annexure III to Schedule 2 (Page 2 of 2) SUGGESTED FORMAT OF CURRICULUM VITAE FOR EACH MEMBER OF CONSULTANTS TEAM Name: __________________________________________________________ Profession/ Present Designation: _______________________________________ Total post qualification experience: _____________ Years with organisation: _____________________ Educational Qualification: | 1 | [
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* LILO of other circuit of Zerda Ranchodpura 400kV D/c line at Sankhari – (GETCO) is already under implementation by GETCO. Note: The line lengths mentioned above are approximate as the exact length shall be obtained after the detailed survey. POWERGRID to provide space for 2 nos. 400kV line bays at Banaskantha (PG) Part B: Establishment of new substation at Vapi/Ambethi area and its associated transmission lines. Sl. Scope of the Transmission Scheme Details No. ICTs :2x500MVA, 400/220kV Establishment of 2x500MVA, 400/220 (i) kV S/s near Vapi / Ambheti (Vapi II) 400 kV – ICT bays: 2 nos. Line bays: 4 nos. Space for 2x500 MVA, 400/220 kV ICTs (future) Space for 400/220 kV ICT bays (future): 2 nos. Space for Line bays along with Line Reactors (future): 4 nos. 220 kV ICT bays: 2 nos. Line bays: 6 nos. (2 for Sayali (DNH) and 4 nos. for GETCO) Space for 400/220 kV ICT bays (future): 2 nos. Space for Line bays (future): 6 nos. LILO of KAPP Vapi 400 kV D/C line length- 10km – (ii) at Vapi II – | * LILO of other circuit of Zerda – Ranchodpura 400kV D/c line at Sankhari (GETCO) is already under implementation by GETCO. Note: The line lengths mentioned above are approximate as the exact length shall be obtained after the detailed survey. POWERGRID to provide space for 2 nos. 400kV line bays at Banaskantha (PG) Part B: Establishment of new substation at Vapi/Ambethi area and its associated transmission lines. Sl. No. Scope of the Transmission Scheme Details (i) Establishment of 2x500MVA, 400/220 kV S/s near Vapi / Ambheti (Vapi – II) ICTs :2x500MVA, 400/220kV 400 kV ICT bays: 2 nos. Line bays: 4 nos. Space for 2x500 MVA, 400/220 kV ICTs (future) Space for 400/220 kV ICT bays (future): 2 nos. Space for Line bays along with Line Reactors (future): 4 nos. 220 kV ICT bays: 2 nos. Line bays: 6 nos. (2 for Sayali (DNH) and 4 nos. for GETCO) Space for 400/220 kV ICT bays (future): 2 nos. Space for Line bays (future): 6 nos. (ii) LILO of KAPP – Vapi 400 kV D/C line at Vapi – II length- 10km | 0.861362 | [
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RESPECTS AS PER M-2 STANDARD BILL OF QUANTITIES Routine Maintenance Work - Contract No. RM-WM-18-001 N-10 (Km 00+000 - Km 20+000) BILL NO. 6: ANCILLARY WORKS Rate Code Description Unit Quantity Amount (Rs.) (Rs.) LABOUR 1051 No. - (Mandays) 600.00 - FRONT END 3005 LOADER. Hour - 4,416.20 - 2.50 CUM. GRADER. 3008 Hour - 140 H.P. 4,083.38 - TRACTOR 80 3022 Hour - H.P. 1,456.95 - DUMPER 18 3032 Hour - T. 2,824.06 - EXCAVATOR. (TRACK 3047 Hour - TYPE) 100 2,689.06 - H.P. ASPHALT 3121 Hour - CUTTER 400.26 - TRACTER 3196 Hour - TROLLEY 1,053.60 - - SCHEDULE B TO TENDER *SPECIFIC DATA (To be prepared and incorporated by the Employer) | RESPECTS AS PER M-2 STANDARD BILL OF QUANTITIES Routine Maintenance Work - Contract No. RM-WM-18-001 N-10 (Km 00+000 - Km 20+000) BILL NO. 6: ANCILLARY WORKS Code Description Unit Rate (Rs.) Quantity Amount (Rs.) 1051 LABOUR (Mandays) No. 600.00 - - 3005 FRONT END LOADER. 2.50 CUM. Hour 4,416.20 - - 3008 GRADER. 140 H.P. Hour 4,083.38 - - 3022 TRACTOR 80 H.P. Hour 1,456.95 - - 3032 DUMPER 18 T. Hour 2,824.06 - - 3047 EXCAVATOR. (TRACK TYPE) 100 H.P. Hour 2,689.06 - - 3121 ASPHALT CUTTER Hour 400.26 - - 3196 TRACTER TROLLEY Hour 1,053.60 - - - SCHEDULE B TO TENDER *SPECIFIC DATA (To be prepared and incorporated by the Employer) | 0.498976 | [
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IT.12 Documents Establishing Works Conformity to Tender Documents 12.1 The documentary evidence of the Works’ conformity to the Tender Documents may be in the form of literature, drawings and data and shall furnish documentation as set out in Tendering Data. 12.2 The tenderer note that standards for workmanship, material and equipment, and references to brand names or catalogue numbers, designated by the Employer in the Technical Provisions are intended to be descriptive only and not restrictive. IT.13 Tender Security 13.1 Each tenderer shall furnish, as part of his tender, a Tender Security in the amount stipulated in Tendering Data in Pak. Rupees in the form of Deposit at call or a Bank Guarantee issued by a Scheduled Bank in Pakistan in favour of the Employer valid for a period 28 days beyond the tender validity date. 13.2 Any tender not accompanied by an acceptable Tender Security shall be rejected by the Employer as non-responsive. 13.3 The tender securities of unsuccessful tenderers will be returned upon award of contract to the successful tenderer or on the expiry of validity of Tender Security whichever is earlier. 13.4 The Tender Security of the successful tenderer will be returned when the tenderer has furnished the required Performance Security, pursuant to Clause IT.21 and signed the Contract Agreement, pursuant to Clause IT.20.2 & 20.3. 13.5 The Tender Security may be forfeited: (a) if a tenderer withdraws his tender during the period of tender validity; (b) if a tenderer does not accept the correction of his Tender Price, pursuant to 16.4 (b) hereof; or (c) in the case of a successful tenderer, if he fails to: (i) furnish the required Performance Security in accordance with Clause IT.21, or (ii) sign the Contract Agreement, in accordance with Clause IT.20.2 & 20.3. IT.14 Validity of Tenders, Format, Signing and submission of Tender 14.1 Tenders shall remain valid for the period stipulated in the Tendering Data after the date of tender opening. 14.2 All Schedules to Tender are to be properly completed and signed. | IT.12 Documents Establishing Works Conformity to Tender Documents 12.1 The documentary evidence of the Works’ conformity to the Tender Documents may be in the form of literature, drawings and data and shall furnish documentation as set out in Tendering Data. 12.2 The tenderer note that standards for workmanship, material and equipment, and references to brand names or catalogue numbers, designated by the Employer in the Technical Provisions are intended to be descriptive only and not restrictive. IT.13 Tender Security 13.1 Each tenderer shall furnish, as part of his tender, a Tender Security in the amount stipulated in Tendering Data in Pak. Rupees in the form of Deposit at call or a Bank Guarantee issued by a Scheduled Bank in Pakistan in favour of the Employer valid for a period 28 days beyond the tender validity date. 13.2 Any tender not accompanied by an acceptable Tender Security shall be rejected by the Employer as non-responsive. 13.3 The tender securities of unsuccessful tenderers will be returned upon award of contract to the successful tenderer or on the expiry of validity of Tender Security whichever is earlier. 13.4 The Tender Security of the successful tenderer will be returned when the tenderer has furnished the required Performance Security, pursuant to Clause IT.21 and signed the Contract Agreement, pursuant to Clause IT.20.2 & 20.3. 13.5 The Tender Security may be forfeited: (a) if a tenderer withdraws his tender during the period of tender validity; (b) if a tenderer does not accept the correction of his Tender Price, pursuant to 16.4 (b) hereof; or (c) in the case of a successful tenderer, if he fails to: (i) furnish the required Performance Security in accordance with Clause IT.21, or (ii) sign the Contract Agreement, in accordance with Clause IT.20.2 & 20.3. IT.14 Validity of Tenders, Format, Signing and submission of Tender 14.1 Tenders shall remain valid for the period stipulated in the Tendering Data after the date of tender opening. 14.2 All Schedules to Tender are to be properly completed and signed. | 1 | [
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404b REINFORCEMENT TON - AS PER AASHTO - 118,924.08 M. 31 GRADE 60 410 BRICK WORK CM - - 7,720.53 411a MASONRY CM - RANDOM DRY - 3,522.94 411b STONE CM - MASONRY - RANDOM WITH 5,433.56 MORTAR 411g ROLL POINTING SM - - 325.19 412a STONE CM - MASONARY - DRESSED 6,638.49 COURSED WITH MORTAR TOTAL - BILL OF QUANTITIES Routine Maintenance Work - Contract No. N-10 (KM 220+000 TO KM 245+000) BILL NO. 5: DRAINAGE & EROSION WORKS Rate Code Description Unit Amount (Rs.) Quantity (Rs.) STEEL WIRE 507a MESH FOR KG - 179.27 - GABIONS ROCK FILL IN 507b CM - GABIONS 2,088.30 - FILTER LAYER 509h OF GRANULAR CM - 1,746.33 - MATERIAL | 404b REINFORCEMENT AS PER AASHTO M. 31 GRADE 60 TON 118,924.08 - - 410 BRICK WORK CM 7,720.53 - - 411a MASONRY RANDOM DRY CM 3,522.94 - - 411b STONE MASONRY RANDOM WITH MORTAR CM 5,433.56 - - 411g ROLL POINTING SM 325.19 - - 412a STONE MASONARY DRESSED COURSED WITH MORTAR CM 6,638.49 - - TOTAL - BILL OF QUANTITIES Routine Maintenance Work - Contract No. N-10 (KM 220+000 TO KM 245+000) BILL NO. 5: DRAINAGE & EROSION WORKS Code Description Unit Rate (Rs.) Quantity Amount (Rs.) 507a STEEL WIRE MESH FOR GABIONS KG 179.27 - - 507b ROCK FILL IN GABIONS CM 2,088.30 - - 509h FILTER LAYER OF GRANULAR MATERIAL CM 1,746.33 - - | 0.411902 | [
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(INCL. REINFORCEMENT) TRAFFIC ROAD 607a SIGNS CATEGORY EACH - 16,409.63 - 1 TRAFFIC ROAD 607b SIGNS CATEGORY EACH - 19,952.97 - 2 TRAFFIC ROAD 607c CATEGORY 3 EACH - 31,177.21 - (a) TRAFFIC ROAD 607d SIGNS CATEGORY 3 EACH - 57,454.17 - (b) TRAFFIC ROAD 607e SIGNS CATEGORY 3 SM - 26,092.82 - (c) ADDITIONAL PANEL 607f EACH - SIZE 60 cm x cm. 4,355.49 - ADDITIONAL 607g EACH - SIZE 90 cm x 30 cm. 6,206.85 - PAVEMENT MARKING IN REFLECTIVE CR 608b1 M - 46.59 - PAINT FOR LINES OF 15 cm WIDTH PAVEMENT MARKING IN REFLECTIVE TP 608b2 M - 90.02 - PAINT FOR LINES OF 15 cm WIDTH PAVEMENT MARKING IN CR 608h1 M - 64.88 - FOR LINES OF 15 cm WIDTH PAVEMENT MARKING IN TP 608h2 M - 171.99 - PAINT FOR LINES OF 15 cm WIDTH REFLECTORISED ALUMINIUM PAVEMENT STUD 609c EACH - 720.88 - (RAISED PROFILE TYPE - SINGLE) REFLECTORISED PLASTIC PAVEMENT STUD EACH - 292.05 - (RAISED PROFILE TYPE - SINGLE) KILOMETER POST (NHA STANDARD 610c EACH - 4,115.96 - DRAWINGS P-152) TEN KILOMETER POST (NHA 610d EACH - STANDARD 10,420.10 - DRAWINGS P-153) GALVANIZED WIRE MESH FENCE 1500 mm 611a M - HIGH INCL. 2,072.02 - PRESTRESSED & RCC POSTS | (INCL. REINFORCEMENT) 607a TRAFFIC ROAD SIGNS CATEGORY 1 EACH 16,409.63 - - 607b TRAFFIC ROAD SIGNS CATEGORY 2 EACH 19,952.97 - - 607c TRAFFIC ROAD CATEGORY 3 (a) EACH 31,177.21 - - 607d TRAFFIC ROAD SIGNS CATEGORY 3 (b) EACH 57,454.17 - - 607e TRAFFIC ROAD SIGNS CATEGORY 3 (c) SM 26,092.82 - - 607f ADDITIONAL PANEL SIZE 60 cm x cm. EACH 4,355.49 - - 607g ADDITIONAL SIZE 90 cm x 30 cm. EACH 6,206.85 - - 608b1 PAVEMENT MARKING IN CR PAINT FOR LINES OF 15 cm WIDTH M 46.59 - - 608b2 PAVEMENT MARKING IN TP PAINT FOR LINES OF 15 cm WIDTH M 90.02 - - 608h1 PAVEMENT MARKING IN REFLECTIVE CR FOR LINES OF 15 cm WIDTH M 64.88 - - 608h2 PAVEMENT MARKING IN REFLECTIVE TP PAINT FOR LINES OF 15 cm WIDTH M 171.99 - - 609c REFLECTORISED ALUMINIUM PAVEMENT STUD (RAISED PROFILE TYPE - SINGLE) EACH 720.88 - - REFLECTORISED PLASTIC PAVEMENT STUD (RAISED PROFILE TYPE - SINGLE) EACH 292.05 - - 610c KILOMETER POST (NHA STANDARD DRAWINGS P-152) EACH 4,115.96 - - 610d TEN KILOMETER POST (NHA STANDARD DRAWINGS P-153) EACH 10,420.10 - - 611a GALVANIZED WIRE MESH FENCE 1500 mm HIGH INCL. PRESTRESSED & RCC POSTS M 2,072.02 - - | 0.40235 | [
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BILL OF QUANTITIES Routine Maintenance Work - Contract No. RM-WM-18-025 N-10 (KM 490+000 TO KM 515+000) BILL NO. 1: EARTH WORK Rate Code Description Unit Amount (Rs.) Quantity (Rs.) EXCAVATE UNSUITABLE 106a CM - COMMON 364.48 - MATERIAL EXCAVATE SURPLUS 106c CM - COMMON 326.52 - MATERIAL STRUCTURAL EXCAVATION 107a CM - IN COMMON 365.15 - MATERIAL GRANULAR 107d CM - BACKFILL 1,590.05 - COMMON 107e CM - BACKFILL 263.91 - FORMATION OF EMBANKMENT FROM 108a CM - ROADWAY 402.16 - EXCAVATION IN COMMON MATERIAL FORMATION OF EMBANKMENT FROM 108c CM - BORROW 436.42 - EXCAVATION IN COMMON MATERIAL TOTAL - | BILL OF QUANTITIES Routine Maintenance Work - Contract No. RM-WM-18-025 N-10 (KM 490+000 TO KM 515+000) BILL NO. 1: EARTH WORK Code Description Unit Rate (Rs.) Quantity Amount (Rs.) 106a EXCAVATE UNSUITABLE COMMON MATERIAL CM 364.48 - - 106c EXCAVATE SURPLUS COMMON MATERIAL CM 326.52 - - 107a STRUCTURAL EXCAVATION IN COMMON MATERIAL CM 365.15 - - 107d GRANULAR BACKFILL CM 1,590.05 - - 107e COMMON BACKFILL CM 263.91 - - 108a FORMATION OF EMBANKMENT FROM ROADWAY EXCAVATION IN COMMON MATERIAL CM 402.16 - - 108c FORMATION OF EMBANKMENT FROM BORROW EXCAVATION IN COMMON MATERIAL CM 436.42 - - TOTAL - | 0.417821 | [
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