zilongwang/ReadingBank huggingface dataset:
3mins T S S S S S S S S S S S S S S 3. With the same partner standing across from them they will perform the dance move “Twister”. They will hopefully reflect their partner’s movement. Elbows pinches, Elbows extended Alternate arms Guide with head and hips Play music and have the students perform this move during the song “Maniac”. Easier – Just perform the dance move with the upper body Harder - Perform the dance move with all parts on rhythm Remind class of 11mins TV S S S S S S S S T S S S S S S 4. In your groups of four split into pairs. A pair from each group will dance using the actual Wii. The controller will be passed to a new student after each chorus. The other pair will be assessing/reflecting. Student’s should monitor their own success when holding the controller. Repeat for next pair. Stress the three core dance moves and their cues See how many “perfect” points you can score in your turn when holding the controller Easier – Only perform the 3 core dances Harder - Mimic anything on the screen and sing along Remind class that you are reflecting the dancer in the game 11mins TV S S S S S S S S T S S S S S S 5. After providing specific feedback. Have one pair from each group have a “dance off”. Controller holders can monitor their score on the game screen. Observers will evaluate the other pairs. Stress the three core dance moves and their cues Beat your partner’s score when holding the remote Easier – Only perform the 3core dances and only use upper body Harder - Mimic anything on the screen and sing along using both upper and lower body. Only count “perfect” moves to partnerships score Remind class of safety spacing Activity close (Optional) Lesson Closure, Hook to Next Lesson 4mins TV T SSSSSSS SSSSSSS Next class we will continue to this song and breakdown the other moves we saw in the routine Check for understanding of the 3 core dances and their cues What are the three chorus dances we went over today? What are their specific cues? What was the name of the song we danced to today? Check for understanding of the safety statement Why is it important to dance arm length apart from your bystanders “Anyone who dresses like me will receive extra credit” Evaluation of Lesson Pre-planning: Previous instruction in this activity (earlier grade levels) Post-planning: “Assessment Informs Teaching:” future needs based on assessment results Teacher Reflection Notes:
Parts of the scenario may seem implausible. Recognize that the exercise has objectives to satisfy and may require incorporation of unrealistic aspects. Every effort has been made by the exercise’s trusted agents to balance realism with safety and to create an effective learning and evaluation environment. All exercise communications will begin and end with the statement “This is an exercise.” This precaution is taken so that anyone who overhears the conversation will not mistake exercise play for a real-world emergency. For an emergency that requires assistance, use the phrase “real-world emergency.” The following procedures should be used in case of a “real-world emergency” during the exercise: Anyone who observes a participant who is seriously ill or injured should immediately notify emergency services and the closest member of the planning staff, and, within reason and training, render aid. When a Controller, Evaluator or Planning Staff Member becomes aware of a real emergency, stoppage of the exercise at the emergency location will be initiated, appropriate resources for the emergency will be obtained, and the Senior Controller and Exercise Director will be provided with the location of the emergency and resources needed, if any. Maintain a log of your activities. Many times, this log may include documentation of activities that may have not been recorded by the Controller or Evaluator. After the Exercise As a Player, participate in the Hot Wash at your venue with Controllers and Evaluators. Complete the Participant Feedback Form. This form allows you to comment candidly on emergency response activities and exercise effectiveness. Provide the completed form to an Evaluator. Provide any notes or materials generated from the exercise to your Controller or Evaluator for review and inclusion in the After-Action Report. Simulation Guidelines Because the exercise is of limited duration and scope, certain details will be simulated. The Simulation Cell (SimCell) will simulate the roles and interactions of nonparticipating organizations or individuals. The physical description of what would fully occur at the incident sites and surrounding areas will be relayed to Players’ site leads or Controllers.
Health Dependable Home Health Inc Nogales 520-761-3211 Jill Lanning 520-721-3822 Kindred at Home 520-731-1333 Tammy Susdorf 520-731-1333 Legacy Home Health 520-335-6118 Cheryl Bellemy 520-335-6118 520-249-1209 Soulistic Hospice - Tucson 520-398-2333 LeAnn Swinehart 520-398-2333 520-903-4544 Hospitals Benson Hospital 520-586-2261 ext 625 Helen Kilpatrick Teresa Vincifora 520-586-2261 ext 625 520-720-6510 Canyon Vista Medical Center 520-227-8825 Duke Morts 520-227-8825 Carondelet Holy Cross Hospital 520-287-0891 Jim Seaney 520-872-2494 520-235-9537 Copper Queen Community Hospital 520-432-6707 Jennifer Meisenzahl Cathy Lodge 520-805-6883 520-432-6579 Douglas Free Standing ED 520-432-6707 Jennifer Meisenzahl Cathy Lodge 520-805-6883 520-432-6579 Green Valley Hospital 520-979-5404 Robert Elliott Felix Alvarez 520-393-4781 520-488-0758 Mt Graham Regional Medical Center 928-348-4009 Lori Burress Deb Stuart 928-348-4290 928-348-3826 Northern Cochise Community Hospital 520-507-3255 Bill Hopkins 520- 507-3255 Long Term Care - Tucson Copper Queen Long Term Care 520-805-6883 Jennifer Meisenzahl 520-805-6883 Observers Agency/Location Primary / Secondary Contact Name Phone (Cell) Email
be entitled to represent the group at any event organised by the Societies Guild, including but not limited to the Freshers’ Fayre, Winter Fayre or January fayre; or be entitled to any training provided by the University of Essex Students’ Union Societies Department, unless such training is required by the VP Student Activities; or be entitled to any funding from the University of Essex Students’ Union, aside from any ‘one-off’ payments that may be made from time to time at the discretion of the Societies Department; or be entitled to engage in any fundraising activities other than charitable fundraising through ‘Raise and Give’, in which case all necessary permissions must be obtained and applicable regulations adhered to; or be entitled to use any equipment belonging to the Societies Guild other than on a discretionary basis to be determined by the Societies Department. 6 Regulation All ‘Just Start’ groups will at all times be subject to regulation by the VP Student Activities or any member of University of Essex Students’ Union staff acting on their behalf who shall determine whether a group has acted outside these Terms of Reference, and where a group is deemed to have acted outside these Terms of Reference it may be disbanded with immediate effect.
Obergruppenfuhrer Reinhard Heydrich, a principal architect of the holocaust. He – Eichmann – had been captured in Argentina in 1960 and returned to Israel for trial. In the course of preparing the case for the prosecution Bach came across some documents which might be thought helpful to the defence case. Bach handed over the documents to Eichmann’s lawyers. Eichmann was astonished; but Bach had studied law here, and as David Pannick says, “Bach’s training at Lincoln’s Inn had taught him that the rule of law so required”. These two stories are highly characteristic of the common law in two respects. The story of Queen Anne and Peter the Great illustrates the truth that everyone is under the law and has the advantage of the law: no one may be subjected to penalty save by due process of law. The story of Eichmann’s prosecutor tells us something of what the common law’s commitment to due process means: not just a trial, but a fair trial – one in which the prosecutor, not only the judge, is obliged to see that the defendant is not deprived of justice. The first of these principles – the truth that everyone is under the law – is, I suppose, no more than an exemplification of the Rule of Law itself; and although a passing knowledge of the history of legal systems tells us that the principle has time and again been violated, mostly in undemocratic States, the Rule of Law is a fixed cornerstone now of any civilized regime. In England the Magna Carta of 1215 pointed the way to the supremacy of the law over the power of government. In the same century Henry Bracton, author of a great mediaeval work, De Legibus et Consuetudinibus Angliae, pronounced that Rex non debet esse sub homine, sed sub Deo et lege – “The king must not be under man but under God and under the law”. In 1470 Sir John Fortescue in De Laudibus Legum Angliae stated that “A King of England cannot, at his pleasure,
(ii) in relation to the destruction of fingerprints, DNA samples and related forensic material and information; and (iii) to make other minor and technical changes; and (b) to amend the Sentencing Act 1991— (i) in relation to the presence of certain mitigating factors in the sentencing of an offender in respect of a child sexual offence; and (ii) to provide for a further historical sexual offence to which Part 2A applies in the sentencing of a serious sexual offender; and (c) to amend the Criminal Procedure Act 2009— (i) in relation to sexual offences; and (ii) to provide for ground rules hearings in relation to the questioning of certain witnesses; and (iii) to provide for intermediaries for certain witnesses; and (d) to amend the Victims of Crime Assistance Act 1996 to provide that an application may be made at any time in respect of an act of violence against a person under 18 years that consists of physical abuse or sexual abuse; and (e) to amend various other Acts to update and modify references to various sexual offences; and
(4) More than one extension of time may be granted under subsection (2). 389D Attendance for ground rules hearings (1) The following persons must attend a ground rules hearing— (a) a person acting for the prosecution; (b) the legal practitioner representing the accused or, if the accused is unrepresented, the accused; (c) the intermediary appointed for a witness, if any. (2) A witness is not required to attend a ground rules hearing. (3) The court may make an order that a witness for whom an intermediary is appointed not attend a ground rules hearing. 389E Directions which may be given at ground rules hearings (1) At a ground rules hearing, the court may make or vary any direction for the fair and efficient conduct of the proceeding. (2) Without limiting subsection (1), the court may give one or more of the following directions— (a) a direction about the manner of questioning a witness; (b) a direction about the duration of questioning a witness; (c) a direction about the questions that may or may not be put to a witness;
Insert Attorney or Petitioner’s Name Insert Bar # (If Attorney) Insert Street Address Insert City, State & Zip Code Insert Telephone Number Insert Name of Township JUSTICE COURT CLARK COUNTY, NEVADA In the Matter of the Application of, Insert Petitioner’s Name, LVMPD CS# or ID#: Insert CS# or ID# Date of Birth For an Order to Seal Records CASE NO: DEPT NO: ORDER TO SEAL RECORDS Pursuant to the Petition of Insert Petitioner’s Name, Petitioner, represented by Insert attorney’s name if applicable or petitioner’s name if not represented by counsel, and Steven B. Wolfson, District Attorney for Clark County, Nevada, having stipulated below, the Court finding that the statutory requirements of NRS 179.245, 179.255, 176A.265, 179.259, 179.285 and/or 453.3365 are satisfied, and good cause appearing, therefore IT IS HEREBY ORDERED that the following records of arrest be sealed: PLEASE BEGIN WITH YOUR MOST RECENT ARREST (refer to your SCOPE or CRIMINAL HISTORY REPORT) Date of Arrest: Insert date of arrest Arresting Agency: Insert arresting agency Case Number: Insert case number Court Where Charges Were Handled: Insert court name Charge: Insert charge
INDIAN HILLS COMMUNITY COLLEGE SEE QUESTION A ON PAGE #1 CONDITION OF EQUIPMENT BEING REPLACED CHECK ALL THAT APPLY FROM: 1 – Excellent 2 – Good 3 – Fair 4 – Poor 5 – Safety Issue PROPOSED DISPOSAL METHOD NEW ITEM DESCRIPTION ESTIMATED COST DESCRIPTION OF ITEM BEING REPLACED TAG # OF ITEM BEING REPLACED DATE PURCHASED 1 2 3 4 5
Overview of Event: The Conference was held at Gurney’s Newport Resort & Marina in Newport, Rhode Island. The focus was program development, ethical issues, teaching techniques, and software training. It was very well organized and the speakers provided candid opinions on the subject matter at hand. The Exhibit Hall was onsite, allowing for multiple opportunities to investigate new products and services, and meet with exhibitors. The first day featured a pre-conference CLE workshop. The remaining three days featured breakout sessions and competitions. All sessions were led by experts and offered ample time for questions. All conference materials and access to the Exhibit Hall were included with the registration fee. The provided meals and refreshment breaks allowed me to save on my travel budget. Why Did I Choose To Attend? This Conference is the premier conference for paralegal and legal studies educators and is dedicated to providing solutions and best practices for paralegal education. It attracts hundreds of paralegal or legal studies education professionals. The opportunity to learn from such a diverse group of peers was invaluable. I was particularly interested in sessions on < insert customized list here > since they directly relate to < insert aspects of your job or projects here >. In addition to the sessions, the chance to network with other colleagues in similar situations was an extremely valuable experience. I was also able to interact with vendors in the Exhibit Hall, research new solutions and discuss current technologies with service experts. < List specific people, vendors you interacted with and the benefits of those discussions. > What Sessions Did I Find Most Valuable? During the Conference, I was able to attend numerous sessions. I had the opportunity to focus on topics that directly relate to my position at this institution and find solutions for ongoing projects. <Insert Name, Speaker and Subject - List sessions and include detailed descriptions of what you learned and how it will apply to your organization.> Overall Summary of Conference Experience I was very pleased with the Conference and felt it was well worth the expense. I learned new solutions and best practice strategies that can be implemented in our program. I gained valuable experience that could not be obtained elsewhere. I was able to speak with several experts who provided tips and useful information for my particular needs. I was very pleased with the AAfPE National Conference and hope to attend again next year.
Assuring extended program accountability Quality extended program accountability begins with written documentation between the teacher and the school. This documentation should contain the performance objectives to be achieved during the extended programming and the accountability documents to be used to verify accomplishment of the objectives. The teacher and school administrator should cooperatively develop the accountability documents to be used. Recommended accountability documents include: Student competency attainment records such as student portfolios, student organization successes, or job placement. Individual visit result forms are also recommended; Accomplishment of Individual Professional Development Plan objectives by the teacher; Quality indicators for career-technical programs (e.g., Quality Program Review); and Mileage and visitation report forms. Recommended elements of extended programming Instruction and supervision directly related to students’ experiential learning opportunities (e.g., co-op, internship, placement): 45% of extended time Engagement in CTSO events: 22% of extended time Curriculum-based skill activities: 11% of extended time Business, industry and community linkages: 11% of extended time Professional development: 11% of extended time Experiential learning activities require the investment of resources such as time and money beyond scheduled class time. The Agricultural Experience Tracker (The AET) allows students to record these investments in experiential learning activities and provides a platform to assess the value of these investments in agricultural education programs.
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Lesson 3. Laws 1. Brainstorm - Why do we need laws? Complete a PMI chart outlining the advantages, disadvantages and interesting things about a lawless society. Share and discuss responses as a class group. 2. Introduction to law making. In small groups, brainstorm some examples of laws in Australia. Explain to students that laws are made in different ways. Using the Types of Law information sheet in Resource 3, go through each, briefly discussing the differences between each and identifying previous brainstorm ideas as common, statute or delegated laws. This could be done as a table on the board or a group activity or small/whole group discussion. 3. Discuss – (this could be done as a whole group or small group activity such as a jigsaw task where group leaders report elements of their group’s discussion to the whole group). Why do we need laws? How might our values influence a lawless society? Can you think of examples where values are also laws? To what extent might vales, rather than law influence people’s decision-making? Teachers may choose to focus on discussing one law to model how to explore decision making and concepts. Brainstorm - Make a list of some current laws that have recently been passed e.g. legalising marijuana for medical purposes, using animals for research. Groups may focus on one of these issues and discuss considerations that need to be investigated in deciding law-making around this issue. Students list these considerations then rank them in importance and explain their reasoning behind the ranking. How do the rankings differ within the class? What are some possible reasons for the different views? Resource 3 – Parliamentary Education Office (PEO) 2016, Types of Law information sheet, viewed 30 May 2017, Alternatively, Resource 5 presents this using real footage for an older audience. Resource 5- State Library of NSW, 2015, “How Laws Are Made – Parliament”, viewed 17 May 2017, LEARNING ACTIVITIES TEACHING NOTES
Students working at level 9 -10 will be able to: (extract only) • Analyse the role of the High Court and • explain how Australia’s international legal obligations influence law and government policy. Explain the key principles of Australia’s system of justice and analyse the role of Australia’s court system. Comments:
‐ Training guidelines elaboration ‐ Guidelines for trainers ‐ Definition of the exchange workshops structure 3. Web Platforms creation ‐ Elaboration of the Web platforms contents ‐ Design and development of the Web platforms ‐ Launching the Web platforms 4. Training programs, exchange experiences and best practices ‐ ELearning workshop for the trainers that will participate in the training program ‐ Onsite/classroom training courses in each partner country, for judges, public prosecutors and lawyers ‐ ELearning training courses in each partner country, for judges, public prosecutors and lawyers ‐ Final Seminar for judges, public prosecutors and lawyers in each partner country ‐ Training workshop for judges who act as trainers in each partner country ‐ Exchange experiences workshops 5. International Final Conference and dissemination ‐ Organisation of the International final conference ‐ Dissemination of the final results Type and number of persons benefiting from the project ‐ Trainers that will participate in the project – 10 per country, total = 40 ‐ Onsite/classroom training – total of 100 judges, 100 public prosecutors, 100 lawyers ‐ E-learning training – total of 100 judges, 100 public prosecutors, 100 lawyers (the same who attend Onsite/classroom training) ‐ Judges who act as trainer – 25 per country, total = 100 ‐ 2 Exchange experience workshops – 20trainees per country, total = 80 ‐ Final Seminar for judges, prosecutors and lawyers – 75 participants*4, total= 300 ‐ Final conference – 150 participants (legal professional; academics, students and other key players) + 2 team members for each partner + 6 speakers ‐ Minimum 500 legal practioner’s using the forum platform Expected results ‐ Skills improvement of judicial actors to better deal with the legal framework of fundamental rights, in particular the CFR ‐ Training materials that can be used for future training programs in all European Member States (Best Practice Manual and Training Manual) ‐ A sustainable information web platform that will be freely accessible online and remain active after the end of the project Type and number of outputs to be produced
Just Because I’m Asian by Quan Just because I’m Asian doesn’t mean I’m smart. Just because I’m Asian doesn’t mean I play video games all day. Just because I’m Asian doesn’t mean I only eat rice and I’m 4’9’’. Just because I’m Asian doesn’t mean I’m obedient and scared of my parents. Just because I’m Asian doesn’t mean I’m a ninja or good at DDR or shop at the Dollar Tree or do Karaoke at parties. Just because I’m Asian.
Eye Contact Always has eye contact with audience Most of the time has eye contact with the audience Sometimes has eye contact with the audience Does not have eye contact with the audience Enthusiasm/ Clarity Speaks clearly and is very enthusiastic about the topic during the presentation Most of the time is enthusiastic about the topic during the presentation Sometimes is enthusiastic about the topic during the presentation Does not appear enthusiastic and audience has difficulty understanding Preparedness and Organization Very prepared and organized during the presentation Most of the time prepared and organized during the presentation Somewhat prepared and organized for the presentation Does not appear to have prepared for the presentation Content Knowledge (green chemistry criteria, problem, and solution of glue) Student shows full understanding and includes green chemistry criteria, explains the problems with glue, and fully describes solutions Knowledge is clear most of the time during the presentation but green chemistry criteria, problems with glue, and solutions are incomplete Knowledge is sometimes evident during the presentation but green chemistry criteria, problems with glue, and solutions are incomplete Knowledge is not clear. Student does not include mention of green chemistry criteria, problems with glue, or solutions Time Requirement Presentation falls within time guidelines (2–4 minutes) Presentation is within 1 minute above/below time guidelines Presentation is within 2 minutes above/below time guidelines Presentation is more than 2 minutes above/below time guidelines Optional Reading: POST-IT NOTES WERE INVENTED BY ACCIDENT Post-It Notes were invented by accident.
Family Law Act 1975, Compilation No. 75, October 14, 2015, 1975 Part VII, Subdivision BA – Best Interests, § 60CC (1-3) (Australia). Fidler, B. J., Bala, N., & Saini, M. A. (2013). Children who resist postseparation parental contact: A differential approach for legal and mental health professionals. New York: Oxford University Press. Flouri, E. (2005). Fathering & child outcomes. West Sussex, England: John Wiley. Florida Statutes (2015a). § 61.13(2)(c)(1). Florida Statutes (2015b). § 61.13(3)(a). Ganong, L., Coleman, M., & Chapman, A. (2016). Gatekeeping after separation and divorce. In L. Drozd, Saini, M. & Olesen, N. W. (Eds.), Parenting plan evaluations: Applied research for the family court (pp. 308-345). Oxford University Press. Hardesty, J. & Ganong, L. (2006). How women make custody decisions and manage coparenting with abusive husbands. Journal of Social and Personal Relationships, 23, 543-563. Hardesty, J. L., Haselschwerdt, M. L., & Johnson, M. P. (2012). Domestic violence and child custody. In K. Kuehnle & L. Drozd (Eds.), Parenting plan evaluations: Applied research for the family court (pp.442-478). New York: Oxford University Press. Hetherington, E. M., Bridges, M., & Insabella, G. M. (1998). What matters? What does not? Five perspectives on the association between marital transitions and children’s adjustment. American Psychologist, 53, 167-184.
September 2018 1 OFF 2 3 4 5 6 7 8 Labor Day OFF Practice 3-5 Game at Williamsville South 5:15 PM Bus 3:45 Practice 3-5 Game vs. Williamsville East 5pm Practice 8-10 9 10 11 12 13 14 15 Game vs West Seneca West 5 PM Practice 3-5 Game at Amherst 5 PM Bus 3:45 Practice 8-10 Game at Clarence 5pm Bus 3:45 Practice 8-10 16 17 18 19 20 21 22 Practice 3-5 Practice 3-5 Game at Pioneer 5pm Bus 3:45 Game vs Orchard Park 4:45 PM HOMECOMING WEEKEND OFF HOMECOMING WEEKEND OFF 23 24 25 26 27 28 29 Game vs Amherst 5pm Practice 3-5 Game at West Seneca West 5PM Bus 3:45 Practice 3-5 Game at Sweet Home 5pm Bus 3:45 Practice 8-10 30
2017 JV Team Athlete Working Sign-Up 9/9 Varsity Invite North Court 9:00am Game South Court 9:00am Game 9:00 am am Timer/Score: Madi Stave Scorebook: Chloe Kahley Lines: MacKenzie Bruning Lines: Mady Freeman Timer/Score: Alyssa Winther Scorebook: Gabby Huntoon Lines: Zandra Zahrt Lines: Gabby Kardell 11:30 am- END Timer: Corine Noethe Scorebook: Emily English Lines: Taylor Dardar Lines: Hannah Irmiter Timer: Autumn Smith Scorebook: Brooke Freeman Lines: Leah Schon Lines: Emma Lowder *For those working the first shift, please arrive at 8:30am to help set up **For those working the second shift, please stay to help clean up
VACCINE – ARTICLE TYPE GUIDELINES Article type Content Word count (excluding abstract, captions, references) Abstract (words) Combined number of figures and tables Number of authors * References Research Article Original research 3000 300 6 10 50 History of Vaccinology Short Communication Preliminary findings (original research) 1500 150 3 3 20 Review** Basic/clinical research review 4000 300 6 5 100 Conference report** Meeting or workshop report 4000 300 6 3 100 Commentary** Position piece for insight or discussion on specific topic 1500 None 2 2 10 Letter to the Editor Opinion piece on articles (within 8 weeks from original publication date). Author/s will respond 500 None None 3 5 Visual Vaccinology Pictures, graphs, charts, illustrations with textual description 200 None 3 2 2 * Author number: When number of authors is exceeding the allowed number (e.g. for multi-center studies, conference proceedings and study groups), please include in the main author list “XYZ Study Group” and list full names and affiliations in a footnote in the first page of the manuscript. For any other exception, please enquiry the journal manager before submission (jvac@elsevier.com) ** Pre-submission enquiry: Authors should seek approval of topic before submission. Please send enquiry to the managing editor (e.kostova@elsevier.com)
21. Campbell SA, Daley CA. Endoscopically assisted nasojejunal feeding tube placement: technique and results in five dogs. J Am Anim Hosp Assoc 22. Cummings F, Daley CA. Esophagojejunostomy feeding tube placement in 5 dogs with pancreatitis and anorexia. Vet Med International 2014;(2014):article ID197294. 23. Swann HM SD, Michel K. Complications associated with use of jejunostomy tubes in dogs and cats: 40 cases (1989 – 1994). J Am Anim Hosp Assoc 1997;210(12):1764–1767. 24. Kim CY, Patel MB, Miller MJ, Jr., et al. Gastrostomy-to-gastrojejunostomy tube conversion: impact of the method of original gastrostomy tube placement. J Vasc Interv Radiol 2010;21(7):1031–1037. 25. Maetani I, Tada T, Ukita T, et al. PEG with introducer or pull method: a prospective randomized comparison. Gastrointest Endosc 2003;57(7):837–841. 26. Ahmad I, Mouncher A, Abdoolah A, et al. Antibiotic prophylaxis for percutaneous endoscopic gastrostomy--a prospective, randomised, double-blind trial. Aliment Pharmacol Ther 2003;18(2):209–215. 27. Shastri YM, Hoepffner N, Tessmer A, et al. New introducer PEG gastropexy does not require prophylactic antibiotics: multicenter prospective randomized double-blind placebo-controlled study. Gastrointest Endosc 2008;67(4):620–628. 28. Lim CH, Park JM, Cho YK, et al. Successful control of peristomal infection by introducer-type percutaneous endoscopic gastrostomy: a retrospective historical control study. Dig Dis Sci 2011;56(7):2024–2029.
Table 1: Procedural characteristics and acute complications associated with percutaneous radiographic gastrojejunostomy tube placement in 6 dogs. Time across Pylorus (min) Time to Dilator (min) Total Time (min) Complications Dog 1 8 41 113 Hematochezia*, Vomiting Dog 2 22 45 56 None Dog 3 37 55 Vomiting* Dog 4 93 120 126 Ptyalism* Dog 5 9 30 57 None Dog 6 25 35 49 Ptyalism* Median 23.5 39 53 Complications with an * occurred perioperatively. min, minutes.
when you wake up in the morning when you haven't started to think there is a whole brand new day open wide and waiting for you i know in life's sorrow you're on the verge of drowning may your tears flea with yesterday blow away with the wind when you wake up in the morning when you haven't started to think the world is out there calling open eyes to new beginning a newborn sun is shining chasing shadows from your mind everything will be alive under the sunshine's smile come our form your corder no doubt in join u can decide the future devote your youthful power to this world come together,hand in hand together i know u'll do we pray and believe that tomorrow will be better no i don't know what your name is but you're so familiar to me cos we belong to one family you can hear my heart calling life can be mic rainbows can be reached if you face yourself truly keep striving for your dream
UPCOMMING EVENTS IN CAPE TOWN hosted by JvR ACADEMY. REGISTER NOW EVENT TITLE DATE (YYYY-MM-DD) TYPE VENUE CEUS FEE (INC. VAT) STATUS TARGET AUDIENCE ACTION 2018-05-03-04 ACCREDITATION TRAINING Cape Town 14 R 17 767.00 AVAILABLE REGISTERED PSYCHOLOGY PROFESSIONALS 2018-05-08-09 ACCREDITATION TRAINING Cape Town 18 R 14 827.00 AVAILABLE REGISTERED PSYCHOLOGY PROFESSIONALS 2018-05-11 ONE DAY WORKSHOP CAPE TOWN 7 R 1 286.00 AVAILABLE REGISTERED PSYCHOLOGY PROFESSIONALS 2018-05-22-25 ACCREDITATION TRAINING Cape Town 28 R 20 842.00 AVAILABLE REGISTERED PSYCHOLOGY PROFESSIONALS 2018-06-12 ACCREDITATION TRAINING Cape Town 7 R 1 930.00 AVAILABLE REGISTERED PSYCHOLOGY PROFESSIONALS 2018-09-04-05 ACCREDITATION TRAINING Cape Town 18 R 14 827.00 AVAILABLE REGISTERED PSYCHOLOGY PROFESSIONALS
PARTICIPATION IN SIMILAR ACTIVITIES. This Agreement in no way restricts FAS or the Cooperator from participating in similar activities with other public or private agencies, organizations, and individuals. NON-LIABILITY. FAS does not assume liability for any third-party claims for damages arising out of this Agreement. Sub Cooperators, subawardees, and contractors have no privity of contract with FAS under the terms of this Agreement. NOTICES. Any notice given by FAS or the Cooperator will be sufficient only if in writing and delivered in person, or transmitted electronically by e-mail or fax (not by postal mail), as follows: To FAS: FAS Program Manager and FAS Grants Manager Officer, at the address specified in this Agreement. To the Cooperator: the Cooperator's address specified in this Agreement. Notices will be effective when delivered in accordance with this provision, or on the effective date of the notice, whichever is later. SUB COOPERATOR NOTIFICATION. The Cooperator shall require sub cooperators under this Agreement to comply with the terms and conditions and the following cost principle and audit requirements, as applicable: SUB COOPERATOR TYPE APPLICABLE COST PRINCIPLES, and AUDIT REQUIREMENTS Cost Principles Audit Requirements Non-profits 2 CFR Part 230 A-133 State governments (when Cooperator is a non-State) 2 CFR Part 225 A-133 Local and Tribal governments (when Cooperator is a non-State) 2 CFR Part 225 A-133 State agencies 2 CFR Part 225 A-133 Universities 2 CFR Part 220 A-133 Profit-makers Federal Acquisition Regulations (FAR) 31.2 Agency ACCOUNTING, AUDIT, AND RECORDS. The Cooperator shall maintain financial records, supporting documents, statistical records and all other records pertinent to the Agreement in accordance with Generally Accepted Accounting Principles formally prescribed by the United States to sufficiently substantiate charges to this
New Design created by Chuning Yang Circle Size, Indicate Indicate color choice ITEM UNIT PRICE SIZE YOUTH LG or XL SIZE ADULT SMALL SIZE ADULT MED COLOR HOT PINK COLOR ROYAL BLUE COLOR BLACK TOTAL PRICE T-SHIRT $15.00 $ HOODED SWEATSHIRT $25.00 $ ITEM SIZE YOUTH LG or XL SIZE ADULT SMALL SIZE ADULT MED COLOR WHITE COLOR BLACK PERFORMANCE SHIRT (like Dri-Fit) $20.00 $ ITEM SIZE YOUTH LG or XL SIZE ADULT SMALL SIZE ADULT MED COLOR BLACK COLOR BLUE PERFORMANCE SHORTS (like Dri-Fit) $15.00 $ MESH SHORTS $15.00 $ Payment in the form of check or money order must accompany all orders. Checks or money orders should be made out to JWPTSA. Name: ___________________________________ Telephone Number: ________________________ E-mail:___________________________________ Total amount enclosed: $____________________ ORDER DEADLINE: MAY 27, 2015 ORDER INSTRUCTIONS: Place order & payment in an envelope and mark it “JWMS SPIRIT WEAR” and drop off at YOUR elementary school’s Main Office. The orders will be picked up by me, Patty Hart, on May 28, 2015. Questions? Spirit wear representative: Patty Hart 240.994.1849 Email: .
“[e]l gran tema de la identidad latinoamericana (¿quiénes somos?)” is exchanged for “el tema de la identidad personal (¿quién soy?)” (15). Imperial power, a form of colonialism, is no less a part of Fuguet’s and Gómez’s past than it is for any part of Latin America or the Caribbean. In fact, Pinochet’s rise to power in Chile—the country both Fuguet and Gómez come from-- was orchestrated by the U.S. as was his later reign of terror. The editors of McOndo, as is the case for the writers it includes, make a conscious decision to no longer allow Empire or its limits to restrict their imaginations or their memories. They arrive at an emphasis on the personal by ignoring and even thumbing their noses at the pressures of the new colonialism, globalizing capitalism. They do this by not conforming to the demands of foreign editors and publishing houses that expect Latin American literature to produce magical real narratives, texts that are concerned with national identity or those that transparently reflect Latin American reality such as testimonials or autobiographies. A similar decision has been made by several Puerto Rican writers with different effects; two I would like to focus on here are Giannina Braschi and Mayra Santos Febres. Braschi’s entire opus would fit nicely within the parameters outlined by Fuguet and Gómez, since it is more concerned with personal identity and the interrelations of subject and other. Mayra Santos Febres’s first novel, Sirena Selena vestida de pena (2003), would also fit in with the McOndo group, but her most recent novel, Nuestra señora de la noche (2006), demonstrates signs of colonial hauntings. This last novel shows how powerful the grip of colonialism is in Puerto Rico and how forceful are the ghosts of its past. Braschi’s, Yo yo Boing (1998) is a novel that is told oscillating between Spanish and English. At times Braschi uses the same verbal play one would expect in any interlingual text written by a member of the Diaspora, but there are also entire chapters, like the first one, told in Spanish with little influence of English. The first chapter or section aptly called “Close-up”
Santos Febres, Mayra. Nuestra señora de la noche. Barcelona: Espasa Calpe, 2006. ---. Serena Selena vestida de pena. Barcelona: Modadori, 2003. Torrecilla, Arturo. “Watermelon Intelligentsia: Intellectuals in the Party-State.” Social Text 38 (1994): 135-47. Vega, Ana Lydia. “Sálvese quien pueda: la censura tiene auto.” Esperando a Lolo y otros delirios generacionales. San Juan: Editorial de la Universidad de Puerto Rico, 1994. 83-90. ---. “Sobre tumbas y héroes (Folletín de caballería boricua).” Pasión de historia y otras historia de pasión. Buenos Aires: Ediciones La Flor, 1987. 101-145. Žižek, Slavoj. “The Ideology of Empire and its Traps.” Empire’s New Clothes: Reading Hart and Negri. Paul A. Passavant and Jodi Dean, eds. New York: Routledge, 2004. 253-64.
Communicate Ward Plan and Continual Preparation Help ward members, families, heads of households, home teachers, and priesthood leadership understand their duties to prepare for and respond to emergencies. Encourage preparation in the following areas: Have a family emergency response plan. Each family member should have a 72-hour kit. Maintain long-term food storage. Have other home storage such as fuel, tents, cooking gear, first aid kits, generators, etc. Prepare financially. Develop spiritual strength. Know the ward emergency response plan. Ward Emergency Response Plan See that the safety and welfare of your own families are provided for. As soon as possible, the bishopric should meet together to begin assessing the situation and organizing resources to help the families within the ward. The bishopric should have contingency plans to meet at the Church or elsewhere as circumstances dictate. Gather information and report to the Stake as soon as possible from. The Lehi Jordan River Stake has asked for three reports in the event of a major disaster: Number of Injuries Number of Deaths Damage to Church Property Reports should be coming in from the Melchizedek priesthood quorum leadership. As circumstances require, it may be necessary to seek information through other channels The bishopric, with the aid of the priesthood brethren and sisters of the Relief Society, should assemble members who have been affected least to help those who have been affected most. The bishopric should also be prepared to contact members of the ward who own critical kinds of equipment and tools which could be utilized. Refer to the Emergency Preparedness Survey results in gathering resources. Establish a morgue if necessary. Organize food, shelter, medical, and psychological assistance as needed. It is recommended that the bishopric organize the ward resources in to specialized teams to address the following needs as circumstances require: Search and Rescue Communications First Aid Child Care Food and Water Temporary Shelter
Name and Address of Employer and Nature of Business: From: To: Job Title: Job Function/ Responsibilities: Final Salary and Reason for Leaving Name and Address of Employer and Nature of Business: From: To: Job Title: Job Function/ Responsibilities: Final Salary and Reason for Leaving VOLUNTEERING RECORD (Please list chronologically, starting with current or last volunteering role any volunteering that you have undertaken. If you have not done any or it is not relevant to your application then please strike through this section) Name and Address of Employer and Nature of Business: From: To: Job Title: Job Function/ Responsibilities: Final Salary and Reason for Leaving
Table 1: Summary of Greenhouse Emission Data for Nevada Sector Power Plants Petroleum and Natural Gas Systems Refineries Chemicals Other Waste Metals Minerals Pulp and Paper Total Reported Emissions 2014 GHG Emissions 16,247,949 354,197 14,196 25,891 619,609 366,675 0 2,124,289 31,565 19,784,371 # of Reporting Facilities 19 6 1 1 7 4 0 5 1 44 Note: GHG=Greenhouse gas Table 2: The Top Greenhouse Gas Emitters in Nevada Facility City State Total Reported Emissions Sector Reid Garner MOAPA Nevada 2,691,515 Power Plants North Valmy VALMY Nevada 2,635,215 Power Plants Chuck Lenzie Generating APEX Nevada 2,433,691 Power Plants Tracy SPARKS Nevada 1,668,250 Power Plants TS Power Plant Battle Mountain Nevada 1, 360, 037 Power Plants Harry Allen Las Vegas Nevada 1,225,272 Power Plants Walter M. Higginns III Generating Station Primm Nevada 819,180 Power Plants Lhoist North America APEX Plant Las Vegas Nevada 817,181 Minerals Graymont Western US INC Pilot Peak West Wendover Nevada 714,616 Minerals APEX Generating Station Las Vegas Nevada 631,128 Power Plants
Laureto, P., Barkman. 2011. Nuclear and chloroplast DNA suggest a complex single origin for the threatened allopolyploid Solidago houghtonii (Asteraceae) involving reticulate evolution and introgression. Systematic Botan. 36: 209-226. Pimm, S.L., Raven, P. 2000. Extinction by the numbers. Nature. 403: 843-845 Schwartz, M.W., Iverson, L.R., Prasad.A.M., Matthews, S.N., O’Connor, R.J. 2006. Predicting extinctions as a result of climate change. Ecology 87:1611-1615. USDA, NRCS. 2014. The PLANTS Database. National Plant Data Team. http://plants.usda.gov. Accessed 5 March 2014. USFWS, 1997. Recovery plan for Houghton’s goldenrod (Solidago houghtonii A. Gray). Ft. Snelling, Minnesota. USFWS, 2011. Houghton’s Goldenrod (Solidago houghtonii A. Gray, Asteraceae): 5-Year Review. East Lansing, Michigan
Component Concentration (mg/L) K2HPO4 3,240 NaH2PO4･H2O 1,000 NH4Cl 2,000 disodium nitrilotriacetate 123 MgSO4･7H2O 200 FeSO4･7H2O 12 MnSO4･H2O 3 ZnSO4･7H2O 3 CoCl2･6H2O 1 a) b) Fig. 1 Conservation and creation of clean water environment. a) Degradation of organic pollutant, and b) production of compound X. Error bar represents standard deviation (n=3).
Judge Onanubosi Monday Tuesday Wednesday Thursday Friday 9:00 a.m. Juvenile Evidentiary Hearings 9:00 a.m. Juvenile Evidentiary Hearings 9:00 a.m. Juvenile PTC/ Disp. 9:00 a.m. Juvenile Evidentiary Hearings 9:00 a.m. Juvenile PTC/Disp./ Motions 1:30 p.m. Juvenile Arraignments 1:30 p.m. Juvenile Arraignments 2:00 p.m. Juvenile Drug Court 10:30 a.m. Non-contested Guardianships/ Conservatorships; Minor Compromises/ Adoptions 1:30 p.m. Juvenile PTC/ Reviews 2:30 p.m. Juvenile PTC/Disp. 2:30 p.m. Juvenile PTC/Disp. 1:30 p.m. Juvenile Arraignments 2:30 p.m. Juvenile PTC/ Disp. Judge Kotyk Monday Tuesday Wednesday Thursday Friday 8:30 a.m. Shelter Care Hearings 8:30 a.m. Shelter Care Hearings 8:30 a.m. Shelter Care Hearings 8:30 a.m. Shelter Care Hearings 8:30 a.m. Shelter Care Hearings
11:00 a.m. Pre-trial hearings (Attorneys only, no judge) 9:00 a.m. - 11:30 a.m. CPA Reviews/ Motions 9:30 a.m. - 11:30 a.m. Non-contested Guardianships/ Conservatorships; Minor Compromises/ Adoptions 9:00 a.m. CPA Adjudicatory Hearings & CPA Motions 10:30 a.m. Non-contested Administrative Probates 1:30 p.m. - 5:00 p.m. CPA Adjudicatory Hearings 1:30 p.m. - 5:00 p.m. CPA Review Hearings 1:30 p.m. Juvenile Arraignments 1:30 p.m. CPA Review Hearings 1:30 p.m. Juvenile Arraignments 2:30 p.m. Mental Health Court Staffing 3:30 p.m. Mental Health Court
Final answer: Your graphs have to have every numerical and underlined detail below for full credit: I10 is at 1.4 A at t = 0. In an ever-rising, concave down fashion with no inflection points, it approaches an asymptotic final value of 3 A. I5 is at 0 A at t = 0. In an ever-rising, concave down fashion with no inflection points, it approaches an asymptotic final value of 2.4 A. I20 is at 1.4 A at t = 0. In an ever-decreasing, concave up fashion with no inflection points, it approaches an asymptotic final value of 0.6 A. The next and final page will have a related problem from Unit V. A Related Problem: If the following circuit is assembled and connected at t = 0, with the capacitor uncharged at t = 0: Draw the shapes of the full graph of Current vs. time for time values that go from t = 0 to infinity, and do so for each of the three currents in the circuit. I will call them I10, I5, and I20: Answers on Page 9. Don’t look till you’ve done your own. Key: These graphs are for the capacitor version of the problem. Your own graphs for the inductor version should have been equally good-looking, but with different concavities and you were not required to show time values.
• Large family size Peer Factors • Association with deviant peers • Peer rejection 8. Identify and briefly discuss the factors that characterize teen victimization. ANS: • The National Crime Victimization Survey (NCVS) samples estimate the total number of criminal incidents, including those not reported to police. • Males are more often the victims of delinquency than females. • Younger people are more often targets than older people. • African American rates of violent victimization are much higher than European American rates. Crime victimization tends to be intraracial. • Self-report data show that a significant number of adolescents become crime victims. The NCVS may underreport juvenile victimization.
TEST CORRECTION FORM Name ___________________________________________________ Date________________ Class Period ________________________ Test Chapter __________ Problem #________ Correct Answer ____________ What was the error you made in solving this problem? Show/explain how to get the correct answer: ---------------------------------------------------------------------------------------------------- TEST CORRECTION FORM Name ___________________________________________________ Date________________ Class Period ________________________ Test Chapter __________ Problem #________ Correct Answer ____________ What was the error you made in solving this problem? Show/explain how to get the correct answer:
-Continued- JAMILA WALIDA SIMON, M.S. Page two Computer Literacy Experienced in the use of Microsoft Office products and Filemaker Pro. Trained in simple programming and the advanced use of the Internet for research purposes. Evaluated several types of educational software. Languages Competent in spoken and written French and Spanish. EMPLOYMENT HISTORY PRESENT New York State 4-H Civic Engagement & Citizenship Program Specialist, Bronfenbrenner Center for Translational Research, Cornell University, Ithaca, NY. 2010 - 2015 New York State 4-H Civic Engagement Program Coordinator, AG EXTENSION, Cornell University, Ithaca, NY. 2010 - 2015 4-H Urban Outreach at West Hill Program Manager, CORNELL COOPERATIVE EXTENSION – TOMPKINS COUNTY, Ithaca, NY. 2010 Evaluator, NATURAL LEADERS INITATIVE, Ithaca, NY. 2009 Policy Analysis and Management Temporary Service Professional, CORNELL UNIVERSITY, Ithaca, NY. 2009 Cornell Plantations Marks Education Intern, CORNELL UNIVERSITY, Ithaca, NY. 2008 Supervisor, SURVEY RESEARCH INSTITUTE, Ithaca, NY. 2006–2008 NYC CYFAR CITY Project Coordinator, CORNELL UNIVERSITY COOPERATIVE EXTENSION –NYC, New York, NY. 2006 Cornell Urban Scholars Fellow, ACTION CENTER FOR EDUCATION AND COMMUNITY DEVELOPMENT, Far Rockaway, NY. 2005 Research Aide, GARDEN MOSAICS – SOUTH AFRICA INTERNSHIP, Durban, South Africa. 2005 Garden Mosaics Program Assistant, CORNELL UNIVERSITY DEPARTMENT OF NATURAL RESOURCES, Ithaca, NY. ADVISORY BOARDS 2011- 2014 Love Knows No Bounds Advisory Board Member Ithaca, NY 2012 – PRESENT Sustainable Tompkins Mini-Grant Council Member, Ithaca, NY 2014 – PRESENT Love Knows No Bounds Board President, Ithaca, NY 2014 – PRESENT Tompkins County Human Rights Commissioner, Ithaca, NY 2014 – PRESENT Kiwanis Member – Ithaca-Cayuga Chapter
(This may include having the co-chair contacting OHS or a third-party consultant) Amendments These rules of procedure may be amended by vote of the committee members. Status of Rules of Procedure Status Created/Approved By Date (MM/DD/YYYY) Drafted Reviewed Amendment #1