zilongwang/ReadingBank huggingface dataset:
SY 2016 - PARCC Pre-ID Course Mapping (Step 1) and Test Format and Testing Window (Step 2) due December 4, 2015 4:00 p.m. SY 2016 - PARCC Pre-ID Available in SIS (Including PNP) December 14, 2015 SY 2016 - DLM-AA Pre-ID Available in SIS SY 2016 - PARCC Pre-ID Templates Available Preschool Expansion Grant Data Due December 31, 2015 4:00 p.m. Deadline PARCC Pre-ID Sent to Pearson (Accommodations and PNP) (Paper Counts needed by this date) January 15, 2016 ELL Data due for Population of eGMS Ceiling Calculator March 4, 2016 4:00 p.m. Deadline Eligible for Immigrant Education Program data Extracted from SIS ACCESS – Last day of testing March 4, 2016 SY 2016 - Last time PARCC Pre-ID Sent to Pearson (Accommodations and PNP) March 4, 2016 4:00 p.m. Deadline SY 2016 - DLM- AA Pre-ID Deadline March 11, 2016 4:00 p.m. Deadline ACCESS Scores Posted on SIS May 9, 2016 DLM-AA Last Day of Testing May 20, 2016 DLM-AA Assessment Correction Begins May 23, 2016 ACCESS Last Day of Assessment Corrections May 27, 2016 4:00 p.m. Deadline PARCC Last Day of Testing for Paper May 27, 2016 PARCC Last Day of Testing for Online June 10, 2016 PARCC Score Data posted on SIS June 20, 2016 PARCC Score Data Updates posted on SIS June 28, 2016 DLM-AA Score Data Posted on SIS July 5, 2016 DLM-AA Last Day of Assessment Corrections July 15, 2016 4:00 p.m. Deadline PARCC Last Day of Assessment Corrections ACCESS Posting of Final Scores Mid-July 2016 Winter/Spring/Summer - Student and Teacher Course Assignment data due July 31, 2016 Deadline
Health Education East of England (HEEoE) Public Health Practitioner Registration Scheme Key Dates Date Event Detail Times Venue Facilitator 16.10.14 Steering Group Meeting Introduction Meeting 10:00 – 12:00 Victoria House, Fulbourn, Currie Room Claire Cotter, Scheme Coordinator 05.12.14 LAUNCH For whole local PH workforce interested in Practitioner Registration 12:30-17:00 Newmarket Racecourse Alistair Lipp, David Kidney Cerilan Rogers, Moderator Alix Sheppard, Coordinator 06.01.15 Steering Group Meeting 10:00 Victoria House, Fulbourn Fleming Room Alistair Lipp Claire Cotter/ Alix Sheppard 09.02.15 Exec Group Steering Group Meeting Exec Group 11:00 Teleconference Alistair Lipp, Sally Donaghey Claire Cotter, Alix Sheppard 27.02.15 INDUCTION DAY FOR PRACTITIONERS 10:30 – 16:00 Victoria House, Fulbourn, Nightingale Room Alix Sheppard Cerilan Rogers 10.03.15 Steering Group Meeting 10:00 – 12:00 Victoria House, Fulbourn, Bevan Room Alistair Lipp Alix Sheppard 23.04.15 PDG Cohort 1 1st PDG 10:00 – 16:00 Eastbrook, Cambridge, room 2.43 2nd floor Sally Cray 07.05.15 PDG Cohort 2 1st PDG 10:00 – 16:00 Victoria House Clark Room Sally Cray 14.5.15 e-portfolio Training Co-ordinator and Administrator 11:00-13:00 Norwich, Rouen Road Maureen Peat 02.06.15 Steering Group Meeting 10:00-12:00 Victoria House Nightingale Room Alistair Lipp Alix Sheppard 25.06.15 PDG Cohort 1 2nd PDG 10:00-16:00 Quaker House Meeting Room, Cambridge Sally Cray 03.07.15 ASSESSOR TRAINING 10:00 – 16:00 Victoria House, Fleming Room Cerilan Rogers 06.07.15 ASSESSOR TRAINING 10:00-13:00 Victoria House, Fleming Room Cerilan Rogers
KEY ISSUE #1 KEY ISSUE #2 KEY ISSUE #3 KEY ISSUE #4 Where did agriculture originate? Where are agricultural regions in less developed countries? Where are agricultural regions in more developed countries? Why do farmers face economic difficulties? Objectives in Section Objectives in Section Objectives in Section Objectives in Section What are the origins of agriculture? Where are the locations of agricultural hearths? How are agricultural regions classified? What is shifting cultivation and where is it located? What is pastoral nomadism and where does it take place in the world? What is intensive subsistence agriculture and where are the main regions for this type of agriculture? What are the different classifications for agricultural regions within the more developed countries? Where are these different classification systems located? What issues do commercial farmers face? What issues are faced by subsistence farmers? What are some popular strategies that are being used to increase the world’s food supply?
Key Issue 1: Where Are Ethnicities Distributed? Pages 226-231 What is racism? What are the three most numerous ethnicities in the United States? Provide an example to illustrate that African-Americans or Hispanics in the U.S. are more urbanized. In the chart below, explain where each ethnic group is clustered in the United States. Hispanics African American Asian American
What are the three production cost factors associated with the site of an industry? (Memorize Them!) Define labor intensive industry: Explain the difference between “labor-intensive” and “high-wage” industries. Describe the relationship between capital and the computer industry in California. What are several factors about a given piece of land that make it attractive to industry and manufacturing? What type of worker is required for the textile industry? What country accounts for most of the world’s spinning and weaving? Why do MDCs play a larger role in textile assembly than LDCs? Key Issue 3: Where Does Industry Cause Pollution? Pages 412-417 Bullet key information for each sub section for each of the three types of pollution geographers worry about. Air Pollution Global Scale Regional Scale
Key Note 11A – Selection in binocular rivalry This note aims to describe one aspect of the sensitivity of the visual system to the statistics of natural scenes. As we shall see in Chapter 14, when two very different images are presented, one to each eye, first one image is perceived, then the other, in alternation, an effect known as binocular rivalry. One question is: how much perceptual analysis occurs in the selection process? It might be that purely physical characteristics govern which image captures awareness. For example, the pattern with higher contrast or velocity might be perceived for longer than that with lower contrast or velocity. It turns out that selection is more sophisticated than this. Baker and Graf (2009) generated patterns of random texture, some of which obeyed the 1/f law, whereas others did not. In a binocular rivalry study, the 1/f patterns captured awareness for longer than the other patterns, suggesting that the spatial statistics of a pattern are used to predict its likely behavioural relevance, and to select it for perceptual processing Baker DH, Graf EW (2009) Natural images dominate in binocular rivalry. Proceedings of the National Academy of Sciences 106(13): 5436-5441
What is gerrymandering? What are the three types of gerrymandering? Explain them. How is gerrymandering combined with ethnicity for political use? Key Issue 4: Why Do States Cooperate and Compete with Each Other? Pages 286-295 Why is the idea of two superpowers a relatively new one? Define balance of power: Describe the purpose of NATO. Describe the purpose of the former “Warsaw Pact” countries. When was the European Union (EU) formed?
Other general messages Heart disease is preventable. A heart and diabetes check can assess your risk of a heart attack or stroke and give you the chance to talk to your doctor or nurse about ways to keep your heart healthy and lead a healthier life. Early detection of diabetes is important so people can manage the condition and try and avoid or delay the onset of diabetes’ complications. If pre-diabetes is detected early enough it can greatly improve people’s chance of preventing or delaying the onset of diabetes. The heart and diabetes check involves measuring your blood pressure and weight, testing your cholesterol and blood glucose levels (for diabetes), and taking into account any risk factors such as smoking, lack of exercise, poor diet and family history with heart disease or diabetes. The New Zealand Primary Care Handbook 2012 recommends that you should get a heart and diabetes check if you are in one of these groups: Māori, Pacific and South Asian males 35 and over. All other ethnic groups of males 45 and over. Māori, Pacific and South Asian and females 45 and over. All other ethnic groups of females 55 and over. Encourage your friends, workmates and whānau to get a check – it’s worthwhile and could save a life. Employer/Workplace messages Heart disease and diabetes are serious problems in New Zealand. As an employer you can help by encouraging your employees to go and see their doctor or nurse to get a heart and diabetes check and letting them know why it’s important. Heart disease is preventable - a heart and diabetes check can assess your risk of a heart attack or stroke and along with your doctor or nurse will give you ways to keep your heart healthy and lead a healthier life. Encourage your employees to ask their doctor or nurse about getting a heart and diabetes check to find out what’s involved. Help your employees to go and get a heart and diabetes check – make it easy for them by giving them time off work by reorganising the roster or their shifts.
Is this a price control referred to as a price ceiling or a price floor? A legal maximum price is a price ceiling. Would the regulation result in excess demand or excess supply of gasoline in the market? Binding price ceilings will always result in shortages of the product. The price ceiling in question will result in a shortage of gasoline of 0.625 thousand (i.e. 625) gallons of gasoline. How is the efficiency of the gasoline market affected by the price control? The price ceiling will reduce the efficiency of the gasoline market. Price ceilings lead to under investment in the product and other forms (non-price) rationing. There is a deadweight loss associated with the price ceiling of $625. See the diagram below.
Key Note 12C – Some characteristics of the responses of face cells Face cells have attracted much experimental and theoretical attention. This note describes how the meaning of their responses may change over time, and how their interactions may sharpen the recognition process. Usually, experimenters characterise the response of a face-sensitive cell by averaging the number of action potentials which it produces in response to a face over some time period. Sugase et al (1999) showed that the frequency of responses at different times after stimulus onset coded different types of information about the face. These experimenters identified cells as face cells if they did not response to other shapes. As well as geometrical shapes (squares, circles, etc), the cells were presented with monkey and human faces, which could differ in identity and expression. The monkey faces differed in the extent to which the mouth was open, perhaps corresponding to the expressions on the human faces: neutral, happy, surprised and angry. It turned out that differences in stimulus category (whether a monkey, human or shape) were coded by firing rate in the early part of the response (peaking at about 117 ms after presentation) – as the authors put it, the global stimulus property. Differences in identity (e.g. which monkey) or in expression (e.g. angry), on the other hand, were coded in the later part of the response (peaking at about 165 ms after presentation). In the population of cells, human expression and monkey identity produced less pronounced peaks than did the other aspects of identity. It also seems that interactions between face cells may be important in face recognition. Face cells responding vigorously to a particular face may inhibit activity in other cells less excited by that face, so enhancing the neural response to the face (Eifuku et al, 2004). Sugase Y, Yamane S, Ueno S, Kawano K (1999) Global and fine information coded by single neurons in the temporal visual cortex. Nature 400, 869-87 Eifuku S, De Souza WC, Tamura R, Nishijo H, Ono T (2004) Neuronal correlates of face identification in the monkey anterior temporal cortex. Journal of Neurophysiology 91, 38-371
Estuarine waters F Saline, brackish or fresh water Subterranean Zk(a) Fresh water Lagoons K Inland Wetlands: Fresh water Flowing water Permanent Rivers, streams, creeks M Deltas L Springs, oases Y Seasonal/intermittent Rivers, streams, creeks N Lakes and pools Permanent > 8 ha O < 8 ha Tp Seasonal/intermittent > 8 ha P < 8 ha Ts Marshes on inorganic soils Permanent Herb-dominated Tp Permanent/ Seasonal/intermittent W Tree-dominated Xf Seasonal/intermittent Herb-dominated Ts Marshes on peat soils Permanent Non-forested U Forested Xp Marshes on inorganic or peat soils High altitude (alpine) Va Tundra Vt Saline, brackish or alkaline water Lakes Permanent Q Seasonal/intermittent R Marshes & pools Permanent Sp Seasonal/intermittent Ss Fresh, saline, brackish or alkaline water Geothermal Zg Subterranean Zk(b) Annex II Criteria for Identifying Wetlands of International Importance and Guidelines for their application Adopted by the 7th (1999) and 9th (2005) Meetings of the Conference of the Contracting Parties, superseding earlier Criteria adopted by the 4th and 6th Meetings of the COP (1990 and 1996), to guide implementation of Article 2.1 on designation of Ramsar sites. Group A of the Criteria. Sites containing representative, rare or unique wetland types
Put this thermometer under your tongue. Yes, you have a temperature. Well, you have a case of the flu. And you have a throat infection. خوب شما دچار یک نوع آنفولانزا شده اید و عفونت گلو هم دارید. I want you to stay in bed and rest and drink plenty of liquids. ازتون می خواهم در بستر بمانید و استراحت کنید و مایعات هم زیاد بنوشید. In an ICU, the patients receive constant care. در بخش ICU از بیماران مراقبت های دائم بعمل می آید. آیا میدانید...؟ معنی مخفف های بسیار معروف زیر چیست؟ CCU (coronary care unit) = coronary ( ICU (intensive care unit) = ECG (EKG) (electrocardiogram) = EEG (electroencephalogram) = RBC (red blood cells) = WBC (white blood cells) = CBC (complete blood cell count) = TB (tuberculosis) = CNS (central nervous system) = ENT specialist (ear, nose, and throat specialist) و و جنس
تفاوت symptom و syndrome که هر سه به معنی نشانه و علامت بیماری است در چیست؟ Sign به نشانه ای از بیماری اطلاق می شود که توسط پزشک یا معاینه کننده مشخص می گردد مثل داشتن فشار خون بالا .(hypertension) Symptom به نشانه ای از بیماری اطلاق می شود که توسط شخص بیمار بیان می گردد مثل احساس درد (feeling pain). Syndrome یا سندرم به مجموعه Signs و Symptoms اطلاق می شود. The common cold is the most infectious disease. sign
Foundation Key Skills Count forwards to 100 in unison with other children Count backwards from at least 20 Know the next number for any number up to 12, e.g. 8, _. Match one-to-one in counting, e.g. one counter, two counters … Subitise numbers up to and including 6, recognising arrays of 4 or 6 Match numbers to fingers, e.g. hold up 7 fingers (without counting fingers) Begin to compare numbers, e.g. knowing that 6 is bigger than 4 Know the story of 6 (3 + 3, 2 + 4, 1 + 5, 6 + 0), and the stories of 5, 4 and 3 Recognise some 2-digit numbers related to their own experiences Recognise the difference between ‘flat’ and ‘solid’ shapes Describe shapes by mentioning a property, e.g. this one rolls/ has corners… Spot and continue patterns Compare the size of things using mathematical language Name of Child
Year 1 Key Skills Count on and back in ones to and from 100 and from any single-digit or 2-digit number Count on and back in tens from any 1-digit or 2-digit number, e.g. 23, 33, 43, 53 … Locate any number on a 1-100 grid or a 0-100 beaded line Know number bonds to 10, and what is left if objects are taken from 10 Begin to be aware of unit patterns, e.g. 2+4 = 6, 12+4 = 16, 22+4 = 26 Recognise the +, – and = signs Use the +, – and = signs to read and write simple additions and subtractions Add small numbers by counting on and subtract by counting back Recognise doubles to double 6 and find related halves (half even numbers ≤12) Recognise the difference between 2-D and 3-D shapes Identify and describe common 2-D and 3-D shapes Recognise and compare objects according to height or length, weight or capacity Tell the time to the half hour on analogue and digital clocks Sort items into lists or tables Name of Child
Year 5 Key Skills Locate 5- and 6-digit numbers on a landmarked line; use this to compare and order numbers Round to ten, a hundred, a thousand or ten thousand Begin to read scales of different types Understand a 1-place decimal number as a number of tenths and a 2-place decimal number as a number of hundredths Understand effect of x and ÷ by 10 and 100 to give 1- and 2-place decimal answers Add or subtract 0.1 or 0.01 to or from any decimal number with confidence Confidently add and subtract mentally where numbers are <100 or the calculation relies upon simple + or – and place value Confidently add 3- and friendly 4-digit numbers together using a secure written method, including adding ‘piles’ of numbers Subtract larger numbers using expanded column subtraction or by counting up (Frog) Begin to subtract decimal numbers using counting up: 6.2 – 3.5 Know, recite all times tables including division facts Using grid method, multiply 2- and 3-digit numbers by numbers <12 and multiply 2-digit by 2-digit numbers Scale up or down by a factor of 2, 5 or 10 Perform divisions mentally within range of tables facts using remainders and fractions and decimal equivalences Divide 2-digit and 3-digit numbers by one-digit numbers above the range of tables using efficient chunking Reduce fractions to simplest form, including tenths to fifths and hundredths to tenths Identify simple fraction and decimal equivalents Measure and compare capacities, weights and lengths, including perimeters using SI units; understand the concept of area and count squares to find areas Understand properties of triangles; find unknown angles in triangles and rectangles Name of Child
Year 6 Key Skills Locate numbers up to 999,999 on a landmarked line; use this to compare and order numbers Round to ten, a hundred and a thousand, ten thousand or one hundred thousand Read scales with accuracy and confidence Add and subtract mentally with confidence Add several large or decimal numbers using written addition Subtract large numbers using decomposition or counting up Subtract decimal numbers using counting up Multiply numbers up to 20 by single-digit numbers mentally or using grid method Multiply 3-digit numbers by numbers up to 12 using ladder (expanded written multiplication) Multiply 2-digit numbers by 2-digit or 3-digit numbers using grid method Scale up or down by a factor of 2, 5 or 10 Perform divisions mentally within the range of tables facts using remainders or rounding the answer up or down as appropriate Divide 3-digit by 1-digit numbers using chunking Recognise equivalent fractions; reduce fractions to their simplest form Identify simple fraction/decimal equivalents Understand that when two numbers <1 are multiplied, the answer is smaller than either Calculate simple percentages of whole numbers Solve missing number problems Generate and describe linear sequences Use, read, write, and convert between standard units of measurement Measure areas and perimeters Understand area is a measurement of covering (in square units), and perimeter is a length (in cm, m, or mm) Use 12 and 24 hour clocks; calculate time intervals; use timetables Compare and classify geometric shapes; identify circles and parts of circles Identify positions in the 1st and 4th quadrants on co-ordinate grid; reflect and translate shapes Find and interpret the mean of several quantities Name of Child
From, (Name of teacher/ friend) First class/ second class Send/ post/ deliver Talking about feelings: ‘It makes me feel (happy, excited, warm, special etc). Embedded Maths Halving a piece of paper. Number: 1 and 2 (1st and 2nd). Time: delivery speeds faster/ slower Money: cheaper/ more expensive Note: Cost of first and second class stamps as of April 2014 is 62p and 53p respectively. Money: 50p + 10p + 2p = 62p (the price of a 1st class stamp); 62p > 53p. Shape: 10p, 2p, 1p round/ circular; 50p heptagon – 7 sided. Weight: Prices apply to letters weighing up to 100g. Subject links: English (EN) Maths (MA) Art and Design (Ar) Citizenship PSHE Timing Stage/ purpose Activity Resources 15 mins Starter: welcome and name recognition. (If used at induction, then also a seat allocation activity). Distribution of teacher welcome cards (during or instead of register). Seat allocation/ name matching activity: child’s matches their name on the envelope to the place name on their tables. Once seated, allow time for opening and reaction. Pre-prepared teacher welcome cards in named envelopes, one for each child. Laminated place names for each child.
Booking form Please complete and return this form to John Paxton - NB Places will be allocated on a first-come-first-served basis. If demand outstrips supply, alternatives will be offered. KEY STAGE 1 WRITING MODERATION WORKSHOPS School Monday 16 March Conference Room 2 Y2 Teacher/s attending Session 1 9.00 -11.00 Session 2 11.00 -1.00 Session 3 1.30 – 3.30 Monday 27 April Training Room 2 Y2 Teacher/s attending Session 1 9.00 -11.00 Session 2 11.00 -1.00 Session 3 1.30 – 3.30 KEY STAGE 2 WRITING MODERATION WORKSHOPS School Monday 9 March Training Room 6 Y6 Teacher/s attending Session 1 8.30 – 10.30 Session 2 10.30 – 12.30 Thursday 16 April Conference Room 3 Session 1 9.00 -11.00 Session 2 11.00 -1.00 Session 3 1.30 – 3.30
Key Stage 3 learning outcomes from CDI framework Learning outcome statement Things you know that work Developing yourself through careers, employability and enterprise education 1 Describe yourself, your strengths and preferences You can talk about your strengths You know what you like and enjoy doing 2 Tell your own story about what you are doing to make progress, raise your achievement and improve your wellbeing You can tell your own story, how you are making progress and what you need to do to raise your achievement and improve your wellbeing 3 Explain how you have benefitted as a learner from career, employability and enterprise learning activities and experiences You can explain what you have learnt from career, employability and enterprise learning activities and experiences Learning about careers and the world of work 4 Describe different ways of looking at people’s careers and how they develop Using the members of staff around you survey how their careers developed. You can spot similarities and differences 5 Identify different kinds of work and why people’s satisfaction with their working lives varies You can identify different kinds of work that people do. You can say why people’s job satisfaction varies 6 Describe the organisation and structure of different types of businesses Looking at different businesses you can describe their organisation and structure 7 Be aware of what job and labour market information (LMI) is and how it can be useful to you You can say what is LMI and why you need to be aware of it for making future decisions 8 Identify how to stand up to stereotyping and discrimination that is damaging to you and those around you You can say how to stand up to stereotyping and discrimination that is damaging to you and those around you 9 Be aware of the laws and bye-laws relating to young people’s permitted hours and types of employment; and know how to minimise health and safety risks to you and those around you You are aware of the laws and the bye-laws relating to the hours and types of employment for your age group Developing your career management and employability skills 10 Identify and make the most of your personal networks of support including how to access the impartial careers information, advice and guidance that you need You can use family and friends to access advice and information and can appreciate the role of impartiality and sources of partiality. You take part in employer led activities to develop your networking skills 11 Recognise the qualities and skills needed for employability and provide evidence for those you have demonstrated both in and out of school You can recognise the skills and qualities needed for the world of work through activities/experiences
Human resource management (HRM) Hypermarket Internal growth Internal promotion Just-in-time production (JIT) Job title Labour turnover Lean production Line manager Liquidation Local communities (stakeholder) Lowest prices (cost focus) Manager Market (place) Market development Market leadership Market position Market share Marketing Marketing mix Mission statement Motivation Multinational company (MNC) Objectives Organisation structure (Inflexible) Outsourcing Overseas expansion Owner Paternalistic leadership Pink’s Drive theory Pressure groups Product line Product range Productivity (hard working) Profit maximisation Promotion (HRM) Promotional material Promotion (marketing) Public limited company Responsibility (management) Qualifications Sales person – 17 Services – 28 Sole trader – 5 Sources of finance – 13 Stakeholders – 46 Strategy – 23 Superior – 48 Suppliers – 24 SWOT analysis – 83-84 Team – 54 Threats (SWOT) – 83 Unique selling point (USP) – 6 USP – one stop shopping – 31 Wages – 20 Weaknesses (SWOT) – 84 Working conditions – 94-95 Work station – 54 Workforce – 85
Key Words Related to Licensure-All states Note: In some state systems, the instructions will explain how to abbreviate key words. In others, the individual word may have to be spelled out in full. Check the instructions for your own legislative website. certif* certify certification earth* engineer* engineers engineering geo* geochem* geochemical geolog* geoph* geophys* geosci* hydrogeol* licens* register registrant registration science seism* soil specialist specialty Key Words (State-Specific) If not listed here, please add your own. aggregate aquifer basalt* bore hole borehole borrow cave contamin* coal “creation sci*” creationism* debris drill* “drinking water” earthquake energy erosion evol* evolution fault faulting faults field flood “flood plain” floodplain frack* fract* fractured fractures geotherm* granite graniti* gravel ground* groundwater ground water grout* “hazardous waste” hydrocarbon hydro-carbon “intelligent design” karst land* landform landscape Landslide limestone log* logging logs mine mineral* mining mudflow mudslide “natural gas” oil “rare earth” Rock Sand* “sand stone” sandstone shale “sink hole” sinkhole slope slope failure speleolog* volcan*
Queensland Act s220; s221; s228 Reg s101–110 Western Australia Workers’ Compensation Code of Practice (Injury Management (2005): cl1–9 Act: s3; s5(1); s64; s65 s72B; s84AA(1); s84AB; Part IX; Part IXA South Australia s26 to s28D Tasmania Part XI of the Workers Rehabilitation and Compensation Act 1988 Northern Territory s75A and s75B Accredited Vocational Rehabilitation Providers S50 ACT Private* Chapter 5 of the Workers Compensation Act 1951 C’wealth Comcare Safety, Rehabilitation and Compensation Act 1988: s36-–s41A C’wealth Seacare s48 to s52 Seafarers Rehabilitation and Compensation Act 1992 C’wealth DVA s37 to s64 Military Rehabilitation and Compensation Act 2004 * as at 30 June 2012 Return to work: programs and policies The RTW of an injured worker involves the employer and the worker and depending on the legislation in each jurisdiction and the severity of the injury may also involve workplace rehabilitation coordinators, rehabilitation providers, medical, other health professionals and the insurer. Table 12 — Requirement to have RTW / workplace rehabilitation program or policy as at September 2012 Jurisdiction Employers required to have RTW program /policies? Do requirements differ for different categories of employers? Exemptions from RTW programs Requirements for development of programs / policies (e.g. in consultation with workers) New South Wales Yes Yes Yes Yes Victoria Yes No No Yes Queensland Yes Yes — high risk industries have a lower threshold to meet criteria for needing policies and procedures and a Rehabilitation and RTW Coordinator Yes — No workplace rehabilitation policies or procedures needed in high risk industries with wages less than $1.98 million. All other employers with wages less than $6.51 million No
Western Australia Yes No No No South Australia Yes — employers with 30 + employees No Yes — employers with <30 employees Procedure must be signed off by person with authority to commit employer to procedure Tasmania Yes No No Yes Northern Territory Not legislated Not legislated Not legislated Not legislated ACT Private* Yes No No Yes C’wealth Comcare Yes No No Yes C’wealth Seacare No N/A No In consultation with the employee, employer, rehabilitation provider and medical practitioner C’wealth DVA Yes Yes Yes Yes * as at 30 June 2012 Return to work: injured worker placement incentives Some workers’ compensation authorities operate injured worker placement incentive schemes to encourage employers to employ workers who have had an injury and are not able to RTW with their pre-injury employer. Table 13 — Injured worker placement incentives as at September 2011 Jurisdiction Name of scheme Funding for equipment used for workplace modifications Training costs Work trials New South Wales JobCover Placement Program Yes — no limit Yes — no limit Yes — work experience with host employer for up to 12 weeks Victoria WorkCover Incentive Scheme for Employers Not part of WISE — may be provided based on claim circumstances Not part of WISE — may be provided based on claim circumstances No Queensland Host Placement run by WorkCover QLD Case by case basis Yes Work trial will run for 6-8 weeks Western N/A N/A N/A N/A
Settings Your account and billing settings as well as billing history. Tabs Many pages have one or more tabs near the top, as illustrated below. These tabs provide access to pages within a section. Dashboard There are two main dashboards, the company dashboard and the employee dashboard. The company dashboard screen is your “home page” for that organisation within KashFlow Payroll. Each company that you have set up has its own dashboard. From here you can go directly to the current pay date and manage payslips, see a graphical overview of your last 12 months of payroll, and find system messages alerting you to important events within your companies’ payroll. The employee dashboard is specific to each employee (i.e. you have a dashboard page for each employee you have in KashFlow Payroll). The employee dashboard gives you the Year-To-Date net pay figure, a graphical summary of recent pay to an employee, quick view-and-print of their last 6 payslips and a brief summary of employee statistics. The following actions are also available for you from the employee dashboard:
You can drag the Firefox icon from here to the dock at the bottom, that way it will stay there. When you first open Firefox a few prompts will appear, say ‘Open’ and also Import your settings from Safari if you wish. With Firefox Open and Selected please Click on Firefox in the top left corner of your screen, from here click Preferences From the preferences window select the content tab and ensure Block Pop-up windows is unticked. Setting up Knight Frank Remote Access Please go to connect.knightfrank.com or connect2.knightfrank.com and login
Contact Information Toll Free: (888) 722-5310 Federal ID Tax#: 38-2031996 Sales Contacts: Jim Moss Phone: 586-294-8720 Rick Kincaid Sean Kincaid Fax: 586-294-5999 Department Contact Co tact Email Sales E-mail: Jim Moss or Rick Kincaid A/R Contact: Kelly Vander Hoff Quality Manager: Mary Boik Customer Service: Jason Rozenboom Customer Service: Sean Kincaid Se Technical Questions: Paul Morgan Expediting/Job Status: Jesse Berninger Quoting – Send Files To: Paul Morgan
Easter Break • Explains own knowledge and understanding, and asks appropriate questions of others. • Usually dry and clean during the day. • Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health. • Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks. • Uses talk to organise, sequence and clarify thinking, ideas, feelings and events. • Introduces a storyline or narrative into their play. • Writes own name and other things such as labels, captions. • Attempts to write short sentences in meaningful contexts. • Counts objects to 10, and beginning to count beyond 10. • Counts out up to six objects from a larger group. • Records, using marks that they can interpret and explain. • Begins to identify own mathematical problems based on own interests and fascinations. • Uses familiar objects and common shapes to create and recreate patterns and build models. • Chooses particular colours to use for a purpose. • Introduces a storyline or narrative into their play. • Plays alongside other children who are engaged in the same theme. • Plays cooperatively as part of a group to develop and act out a narrative.
Project: Client: Reference: Contractor/Consultant: Key Contact Telephone: E-Mail: Date completed by designer Name and date of reviewer by Kier Revision The following table aligns with the requirements of PAS 91 2013 and Safety Schemes in Procurement (SSIP) Forum. This document is used within Kier to confirm that those who are appointed to fulfil design services have the necessary skills, knowledge, experience and organisational capability in accordance with Regulation 8 of the Construction Design and Management (CDM) Regulations 2015. Note: If you are completing this form and you have SSIP Accreditation for DESIGN, you may go directly to Questions 10 -14. Please enclose a copy of your SSIP Accreditation Certificate (for Design) when returning this completed form. If you only have a Accreditation for CONSTRUCTION works, please follow the notes in the comments column below. Criteria & Standard to Achieve Typical Examples of Evidence YOUR Evidence that you could use to demonstrate you meet the required standard. Comments Stage 1 Assessment 1. Health and safety policy and organisation for health and safety You are expected to have and implement an appropriate policy, regularly reviewed, and signed off by the Managing Director or equivalent. The policy must be relevant to the nature and scale of your work and set out the responsibilities for health and safety management at all levels within the organisation. A signed, current copy of the company policy (indicating when it was last reviewed and by whose authority it is published). Not applicable if organisation has SSIP Certification for Construction Works 2. Arrangements
Open Competitions 2018 Entry fee & S.A.E to: Open Competitions, Kingsknowe Golf Club* 326, Lanark Road, Edinburgh, EH14 2JD. Email Tel 0131 441 1145 COMPETITION DATE ENTRY FEE CLOSING DATE HANDICAP LIMIT INFORMATION LADIES OPEN GREENSOME Fri 6 April 2018 £12 CPL 23rd March *Cheques (which will be banked immediately after the event) payable to Kingsknowe Golf Club Ladies Section GENTS SENIORS OPEN Thu 28 June 2018 £12 21st June 28 Category A: Category B: 60- 64 Category C: Category D: 70+ Play between 0800 and 1300 RAF MIXED FOURSOMES Sat 28 July 2018 £16 CPL 16 July Hole Prizes Age limit 16 and above LADIES OPEN Tri-am format. Sun 12 August 2018 £24 per team 29 July * Cheques (which will be banked immediately after the event) payable to Kingsknowe Ladies Open. OPEN TOURNAMENT ENTRY FORM 2018 Competition Entered .............................................................................................................
CONTACTS Support: (905)-944-0863 x 2 x 2 1-800-220-0779 x 2 x 2 Training: (905)-944-0863 1-800-220-0779
instructions, planting guide 5.2 5.3 Representing data regarding numbers of plants, height, varieties, location, etc DS4.1 Design gardens and garden beds DT4.1.1 DT4.1.2 DT4.3.2 DT4.6.1 DT5.1.1 DT5.1.2 DT5.3.2 DT5.6.1 Make gardens and garden beds IT4.1.1 IT4.2.2 IT4.3.2 IT4.5.1 IT4.6.1 IT5.1.1 IT5.1.2 IT5.2.2 IT5.3.1 IT5.3.2 IT5.5.1 IT5.6.1 RAISING POULTRY Raising Poultry Sustainable food practices G4.7 Classification of plants and insects 4.8.2 Seasons 4.9.1 Water cycle 4.9.5 Using language specific to raising chickens 4.4 5.4 DMS2.8 BES2.1 Recording chicken growth and development in a journal 4.1 4.2 4.3 5.1 5.2 5.3
KITCHEN Discussing appropriate cooking techniques 4.1 4.2 4.3 5.1 5.2 5.3 Washing food FT4.2.3 FT5.2.3 Following recipes 4.1 4.2 4.3 5.1 5.2 5.3 Preparing food: peeling, chopping, stirring, crushing, mixing, grating, whisking, slicing FT4.2.3 FT5.2.3 Cooking food: baking, frying, sautéing, grilling, poaching, boiling, steaming, melting FT4.2.3 FT5.2.3 Cleaning, washing and drying FT4.1.2 FT5.1.2 Using language 4.4
specific to kitchens 5.4 Reading texts relating to kitchens; e.g., recipes, food journals 4.1 4.2 4.3 5.1 5.2 5.3 Hygiene FT4.1.1 FT5.1.1 Cultural beliefs and practices H4.2 Fractions, decimals and percentages (comparative quantities of ingredients in recipes) NS4.3 Healthy food choices FT4.2.1 FT4.3.1 FT5.2.1 FT5.3.1 A student refers to a sense of their own worth and dignity. PD4.1 PD5.1 A student accepts responsibility for personal and community health. PD4.6 PD4.9 PD5.6 PD5.9 A student willing participates in regular physical activity. PD4.10 PD5.10
Please state the reason for seeking other employment: Previous Employment (Chronologically listed with most recent post first, continue on a separate sheet if required). Employment 1 Employer’s Name and Address Dates To and From Position Reason for leaving Brief Outline of Responsibilities Employment 2 Employer’s Name and Address Dates To and From Position Reason for leaving Brief Outline of Responsibilities Employment 3 Employer’s Name and Address Dates To and From Position Reason for leaving Brief Outline of Responsibilities
7) 2. 1, 3, 4, 1 3. 1, 3, 4, 5, 6, 1 4. 5. 6. 17, 2003 N 36 26, 2007 N 22, 7, 2012 N 46, 20 2015 N 181, 28, 2015 N 198) 67. 1. A A 2. A 68. 1. 2. A
Urology service Urolift Patient Information leaflet This leaflet is designed to answer any questions you may have about the Prostatic Urethral Lift (Urolift) procedure to treat your enlarged prostate. This leaflet explains why this treatment may be suitable for you, the risks, side effects, benefits and what you can expect if you decide to have this treatment. If you have any questions that are not answered in this leaflet, please ask your Consultant Urologist for professional advice (0208 394 6041) Is Urolift for me? Urolift is a surgical procedure to treat Benign Prostate Hyperplasia (BPH). As men get older the prostate can increase in size, this is known as BPH. BPH can cause symptoms such as: Difficulty passing urine, Not being able to empty your bladder completely You may need to go to the toilet more often Having a weak urine flow Difficulty getting started Getting up at night to pass urine Urinary urgency Because the prostate presses on your urethra (water pipe), the bladder may have to use a lot of force to empty urine. In the long term, this can damage your bladder and kidneys. Individual assessment for urethral lift is required before your procedure. This will include: urine flow rate, prostate size and shape, and checking for prostate cancer. Please inform your consultant of any special needs that you have that may need to be accommodated. You will be asked to sign a consent form before your procedure. What is Urolift? The operation can be performed under local or general anaesthetic depending on what is best for you and takes around 30 minutes. Typically, you will go home on the same day as the surgery usually within a matter of hours. During the operation a telescope is passed through your urethra. The surgeon will insert a small implant between the
5. References *International Youth work * « Entreprenez ! » written by Philippe Hayat and published by : L’archipel and the web site of the organization is: *“Organizations and development towards building a practice” written by James Taylor and published by the Swedish mission council se- 172 99 sundbyberg, Sweden. *CFI cooperation Médias: Rapport d’activités 2011 *Université Paris Dauphine : Rapport d’activités 2011 * « Guide méthodologique de la conduite de projet »
September-2014 Sl. No. Date Name of the GP Name of the village Activities Remarks 1 1.9.14 Khajuripada Dehengi & Charipada Treatment,Castration, deworming & Vaccination 2 2.9.14 Khajuripada Kutibari & Urumunda -do- 3 3.9.14 Balaskumpa Balaskumpa & Rajkhamar -do- 4 4.9.14 Billabadi Dangada & Banardei -do- 5 6.9.14 Billabadi Jogimatha & Gumi -do- 6 8.9.14 Adasipada Adasipada & Ghodapathar -do- 7 9.9.14 Adasipada Malikapada & Badabhuin -do- 8 10.9.14 Gudari Dedibali & Mulagudari -do- 9 11.9.14 Gudari Kaladi & Tilakpada -do- 10 12.9.14 Sudrukumpa Kesharipada & Ghatigam -do- 11 15.9.14 Sudrukumpa Balapaju & Jakareju -do- 12 16.9.14 Dalapada Bilabari & Baderipaju -do- 13 17.9.14 Dalapada Danjutotasahi & Kaigara -do- 14 18.9.14 Arapaju Matungi & Karuna -do- 15 19.9.14 Arapaju Malbhuin & Mundakurti -do- 16 20.9.14 Dutimendi Takali & Khaliberena -do- 17 22.9.14 Dutimendi Jharabalasakumpa & Khutuladar -do- 18 24.9.14 Dutipada Dutipada & Raikhol -do- 19 25.9.14 Sudreju Prangapada & Khaliguduri -do- 20 26.9.14 Sudreju Patadei & Adimunda -do-
Optical Fiber communication system SDH (Synchronous Digital Hierarchy) General Communication System: Optical Communication System: Optical Fiber: Advantages of Optical Communication System: Large Bandwidth Small Physical Size Light Weight Electrical Isolation / Non Conductor Immunity to Interference Immunity to Cross Talk Signal Security Low Transmission Loss Flexibility Low Cost /bit(Installation , Maintenance and Bandwidth) High-Quality Transmission Environmental Stability Disadvantages of Optical Fiber Communication: Expensive to install Dangerous for eyes More fragile than wire and are difficult to split Optical Fiber System: PDH (Plesiochronous Digital Hierarchy) SDH (Synchronous Digital Hierarchy)
Access Capacity: 155G Config 3 SDH Boards of the OSN3500 Local Network OSN – [1896-RWP] D 1 2 S D 1 2 S D 1 2 S D 1 2 S D 1 2 S D 1 2 S P I U P I U D 1 2 S D 1 2 S D 1 2 S D 1 2 S A U X 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37
M 4 0 L B F S E T M X L B F S E T M X S C C D C P E T M X E T M X L W C 1 D 4 0 01 02 03 04 05 06 07 08 09 10 11 12 13 M40: it is 40 channels multiplexing unit LBFS: Transmit-receive line wavelength conversion unit for 10GE (LAN/WAN) with AFEC, super WDM. ETMX: Enhanced quadruple 2.5G transparent multiplex unit. DCP: Double Channel protects. LWC1: STM-16 wavelength conversion board support (G.709) D40: it is 40 channels optical demultiplexer unit. OPTICAL FIBER CABLE Optical Fiber – Introduction An optical fiber is a dielectric wave guide that operates at optical frequencies (near & far infrared) It is normally cylindrical in shape It confines electromagnetic energy in the form of light within its surfaces and guides it in a direction parallel to its axis. Optical Fiber is made up of silicon dioxide Ge (Germanium) F (Fluorine) and B (Boron) are added to produce two similar materials having a slightly different indices of refraction for core and cladding
Current Employment(or last employment if not currently employed) Employer Name: Employer Address: Post Title: Start date (dd/mm/yyyy): End date (dd/mm/yyyy): (if applicable) Please give a brief description of current duties, responsibilities and achievements: Reason for leaving this post: What is your contractual period of notice? Current Salary: Previous Employment (please lists all your employment history and continue on an additional sheet if necessary) Name and address of Employer Job Title Start Date (dd/mm/yyyy) End Date (dd/mm/yyyy) Reason for Leaving
Limitations imposed on contract breaker Formal recognition that a party has been wronged Restitution Incarceration what constitutes a promise worthy of legal sanction expectations practical problems: too many trivial matters for courts to decide context promises made under duress intentions and/or previous actions establishment of substantial harm reasonable person standard Remedies for breach of promise Damages - The Basics INTEREST ways to measure damages PURPOSE moral underpinnings and social purpose MEASURE JUSTICE Restitution Prevent unjust enrichment (cannot “steal” from another by breaching) Benefit to defendant. Backward looking Corrective Reliance Undoing the harm. Like insurance, encourages people to rely on promise, since resulting losses compensated Loss to plaintiff. Backward looking. Puts plaintiff into position as though promise never made i.e. restore status quo. Includes restitution. $$ = what P started with – what P ended up with. Restorative Expectation [DEFAULT MEASURE] Secure benefit. Treat as “money in the bank”. Encourages keeping of contracts, compensates lost opportunities. Hence promotes free-market capitalist credit economy and long complex chains of transactions. Expected benefit. Forward looking. Puts plaintiff into position would have been if promise had been kept, as far as money can do. Also sometimes court-ordered specific performance. $$ = what P would have ended up with – what P actually ended up with Distributive i.e. re-distributes assets from point of time the contract was made i.e. Punitive Punish / Deter. Almost unknown, hence encourages economically efficient breaches Loss plus. Retributive
6+ | Geometry | Geometric Measurement and Relationships | RIT 161-178 Geometry Geometric Measurement and Relationships Standards Alignment RIT Range: 161-178 1.G.A.1 1.MD.A.1 1.MD.A.2 1.MD.A.1 RIT Range: 179-191 2.MD.A.3 RIT Range: 179-191 2.MD.B.5 2.MD.A.1 2.G.A.1 RIT Range: 192 - 203 3.MD.C.7 3.MD.C.7 RIT Range: 192-202 3.MD.C.7b RIT Range: 192-202 3.MD.D.8 3.MD.A.2 3.MD.A.2 3.MD.D.8 3.MD.C.6 3.MD.A.2 3.MD.D.8 3.MD.C.6 3.MD.D.8
Mean, median, and mode Missing value given the mean Effects of shifting, adding, & removing a data point Interquartile range (IQR) Standard deviation of a population Creating box plots Reading box plots Interpreting quartiles Comparing distributions 3: Two-Way Tables Reading two-way frequency tables Two-way frequency tables Reading two-way relative frequency tables Two-way relative frequency tables Interpreting two-way tables 4: Study Design Valid claims Making inferences from random samples Types of statistical studies 5: Probability Simple probability Experimental probability Making predictions with probability Comparing probabilities Probability models The counting principle Permutations Combinations Probability with permutations and combinations Probabilities of compound events Independent probability Dependent probability Adding probabilities 6: Binomial Probability ?? 7: Normal Distributions Empirical rule