zilongwang/ReadingBank huggingface dataset:
Cases that are likely to be discussed at meetings include those where there is no immediate need for formal child protection responses and the case involves a level of complexity that leads the screening hub representative to conclude that there is no obvious course of action and that further multi-agency discussion is required to inform further decision making. Where a MASH Social Worker decides that a case should be referred for discussion at a MASH meeting they will send the details of the case to the MASH partner agencies, with a clear indication of the required timescale for inclusion on the MASH meeting agenda. Structure of MASH Meetings: MASH meetings are held usually in the MASH and are facilitated by the MASH Manger. It is expected all MASH partner agencies based in MASH will attend this meeting. In case of any change, the partner agencies will be informed accordingly. The role of the MASH Manager is to ensure that meetings are professional, appropriate, confidential, proportionate and structured. The facilitator will lead members through each case, overseeing information sharing and ensuring this takes place in a logical and understandable way. They will also ensure that a focus on the safety of the child is maintained throughout. Where the meeting cannot reach consensus regarding the appropriate action to be taken the facilitator, having taken into account the views of all present, will make the final decision. Should agencies disagree with the outcome then this should be escalated to the MASH Service Manager. 4.7 Review of Risk Assessment Following the review of all relevant partner information, the MASH RAG-rating will be reviewed and the final RAG-rating will then be confirmed or updated on the MASH System by the MASH Manager. 4.8 Deciding on what response is required Dependant on the reviewed RAG-rating, the case will be progressed: RAG rating Timescale Red Up to 4 Safeguarding/Child Protection (s47) –
Agency: Tel no: Note: Information provided on this form will be shared with families and young people. If relevant to assessment and planning, unless indicated otherwise by the referrer or where sharing would put any individual at risk or harm. Signature of referrer: Signature of Parent / Carer: Signature of child / young person (where relevant): Date of Referral:
Housing Localities Management - Barking (West) Lorraine Moore Russell Lloyd Debbie Pearkes Localities Management - Dagenham (East) Carole Hayden Andrew Walkinshaw Sandra Jackson Housing Advice Paul Seaman Terrie Handley Sunny Mian Joe-Anne Streeting YOS Youth Offending (all) Anthony Dennis-Obi Charlie Crawford / Jonathan Taylor Robert Harris Trevor Stephenson Ash Tooray Lonnie Robinson Matthew Knights Adult Mental Health ISA Team Gwen Alexander Lynsey Flowers Internal Community Safety (Neighbourhood) Link to Neighbourhood management/daily Police meetings/Private sector housing/ASB Lewis Sheldrake Katherine Gilcreast LBBD internal Probation For 4 days p/w Donna Rose Kim Roberts-Waldron
2018 2: 9 open Up - A of Class Days Time Location (varies) Pricing SRC NM Item # ☐ Week 1 AM 256 NA $30 NA 13250 Week 2 & 245 NA $30 NA Week 3 245 NA $30 NA Week 4 252 NA $30 NA Week 5 256 NA $30 NA Week 6 256 NA $30 NA Week 7 256 NA $30 NA 2 ANY 2 and $10 a 2 a Member # ☐ Adult Beginner Monday 5:30-6:15 PM SRC Pool $45 N/A 13153 ☐ Adult Beginner Tuesday 5:30-6:15 PM Smith Pool $45 $55 13142 ☐ Adult Beginner Thursday 6:15-7:00 PM Smith Pool $45 $55 13144 ☐ Adult Intermediate Monday 6:15-7:00 PM SRC Pool $45 N/A 13147 ☐ Adult Intermediate Tuesday 6:15-7:00 PM Smith Pool $45 $55 13143 ☐ Adult Intermediate Thursday 5:30-6:15 PM Smith Pool $45 $55 13145 ☐ Women’s Only Beginner Monday 5:30-6:15 PM Smith Pool $45 $55 13146 ☐ Women’s Only Beginner Wednesday 6:15-7:00 PM Smith Pool $45 $55 13149 ☐ Women’s Only Intermediate Monday 6:15-7:00 PM Smith Pool $45 $55 13148 ☐ Women’s Only Intermediate Wednesday 5:30-6:15 PM Smith Pool $45 $55 13150 Member # ☐ Fitness Swimming Mon/Wed 6:10-7:10 AM SRC Pool $35 NA 12666 ☐ Fitness Swimming (Youth Registration) Mon/Wed 6:10-7:10 AM SRC Pool $35 NA 12721 or at at our as as on I I I as
PRESS RELEASE Contact: Devin Zell (dzell@martinlogan.com) Introducing Classic ESL 9 — MartinLogan Adds Fully Passive Floorstanding Electrostatic Loudspeaker to New Masterpiece Series MartinLogan’s newest model features hybrid electrostatic transducers and advanced low-frequency technologies. Dallas, Texas – CEDIA 2016 – September 15, 2016 – SR-2 – MartinLogan, the world’s leader in electrostatic and Folded Motion® loudspeaker technology, proudly announces a new fully passive floorstanding loudspeaker in its new Masterpiece Series, Classic ESL 9. Retailing for $6,495/pair (US), the Classic ESL 9 features a Curvilinear Line Source (CLS™) XStat™ vacuum-bonded electrostatic transducer with advanced microperf stator technology, redesigned ultra-rigid AirFrame™ Blade construction, and dual 8-inch low-distortion aluminum cone woofers. A New Classic MartinLogan’s masterwork is our award-winning Curvilinear Line Source (CLS) controlled dispersion XStat electrostatic (ESL) transducer and robust woofer systems—a revolutionary melding of design and engineering. CLS technology is an essential element of every electrostatic loudspeaker MartinLogan has ever designed. Through our proprietary manufacturing methods, we have built-in the panel’s gentle horizontal curvature. This unique design enhances the high frequency detail and dispersion produced by the large radiating surface, without compromising overall sound quality. Electrostatic panels, which are true dipole speakers, produce a nearly-ideal controlled dispersion radiation pattern. They send very little sound to the sides, thereby minimizing reflections, whose short arrival times tend to interfere with the perception of the direct sound. Their strong rear radiation, however, produces a generous amount of natural,
Maximum 47 Range 14 Interquartile Range 12 Skewness .557 1.014 Kurtosis -1.100 2.619 Table 4.7 : SPSS output for descriptive statistic regarding number of car across the Immigration Station during weekdays and weekends Figure 4-1 above shown that the number of car passed the Immigration Station at the motorcycle lane (outbound to Singapore and inbound to Singapore) are 834 (76.32%) on the weekday (working day) and 260 (23.77%) on weekend (non-working day). As in the motorcycle lane, this difference is influenced by the number of Malaysian who works in Singapore, or Singaporean who lives in Malaysia but driving back to Singapore for works. From the Table 4-7 in the previous page, it is found that the mean for number of car crossing the Immigration Station during study period is 140.50 (SD 51.687) with median is 144.00 (IQR 88) and skewness of the distribution curve is .169 (positive distribution, skewed to the right) for weekday and 39.25 (SD 6.131) with median is 38.50 (IQR 12) and skewness of the distribution curve is .557 (positive distribution, skewed to the right) for weekend. The ratio of the mean number of car crossing the Immigration Station in weekday and weekend is 3.58. The number of car across this entry point terminal is almost 3.6 times greater during weekday compared to the weekend. Total mean for the number of car crossing the check-point (N=10) is 100.00 (SD 65.042) where the median is 85.00 and skewness is .597. Figure 4.7 The histogram and distribution curve regarding the descriptive statistic for number of car crossing the Immigration Station during weekdays and weekends
b. Grouping Variable: Type of Vehicle Passed the Imig. Station Table 4.18 (e) : Table of test statistic produced in Kruskal-Wallis Test (group of variable: Type of vehicle passed the Immigration Station) Reporting format Variable Day n Median (IQR) X2 statistic (df)a P valuea Number of Vehicle Passed the Immigration Station Motorcycle 11 133.00 (556) 27.357 (2) .000 Car 10 85.00 (114) Bus 16 11.00 (5) Carbon Dioxide Motorcycle 11 537.00 (148) 5.562 (2) .062 Car 10 565.00 (146) Bus 16 478.5 (91) Carbon Monoxide Motorcycle 11 3.700 (9.8) 18.373 (2) .000 Car 10 1.400 (2.9) Bus 16 0.350 (0.6) Particulate Matter Motorcycle 11 0.03500 (0.021) 3.868 (2) .145 Car 10 0.03900 (0.012) Bus 16 0.03100 (0.017) Relative Motorcycle 11 69.700 (13.8) 17.657 (2) .000
Executive Summary Continuous Improvement Goal (Schools determine the number of goals) AdvancED Standards (Check all that apply) Support from FCS Depts.* (List all that apply) In order to create a Positive Learning Environment our goals will be to implement: Student Self- Assessments/ Rubrics Student Checklists Anchor charts Schedules Assignment/ Assessment using red, yellow, and green for understanding Setting small learning goals Kagan Strategies Strategies that promote cooperation and communication in the classroom in order to boost confidence and interaction in the classroom Morning Meeting Goal setting for the day Class chant Temperature Readings Greetings Mashburn 20/ 7 Mindsets Daily Schedule Purpose and Direction Governance and Leadership Teaching and Assessing for Learning Resources and Support Systems Using Results for Continuous Improvement Continued support from the Curriculum Coaches in regards to best practices, modeling instruction and planning using assessment data. Continued support from Student Support Services at the county level with 7 Mindsets. Continued support from Teaching and Learning at the county level in regards to resources, best practices and teacher training. Continued support from administration through the TKES observation tool. In order to promote and enhance Digital Learning, we will: Master utilization of itslearning student interactive tools and collaborative features. Discussions Assignments Tests Integration of Google Apps through itslearning. Create a bank of assessment Purpose and Direction Governance and Leadership Teaching and Assessing for Learning Resources and Support Systems Using Results for Continuous Improvement Continued support from the Technology Services dept at the county level in regards to training and utilization of technology. Continued support from the ITS. Continued support from administration through the TKES observation tool.
Mashed Potatoes Nutrition Facts Serving Size 1/6 recipe (6.7 ounces) Servings Per Recipe 6 Amount Per Serving Calories 190 Calories from Fat 30 % Daily Value * Total Fat 3g 5% Saturated Fat 0.5g 3% Trans Fat 0g Cholesterol 0mg 0% Sodium 50mg 2% Total Carbohydrate 37g 12% Dietary Fiber 4g 16% Sugars 3g Protein 5g Vitamin A 2% Vitamin C 30% Calcium 4% Iron 10% * Percent Daily Values are based on a 2,000 calorie diet. Your daily values may be higher or lower depending on your calorie needs. Calories: 2000 2,500 Total Fat Less than 65g 80g Saturated Fat Less than 20g 25g Cholesterol Less than 300mg 300mg Sodium Less than 2,400mg 2,400mg Total Carbohydrate 300g 375g Dietary Fiber 25g 30g 15.8% calories from fat Nutrition facts based on standard recipe using tub margarine and no salt and pepper. Ingredients: 6 medium potatoes, scrubbed and peeled 1 1/2 tablespoons butter or margarine 1/3 cup fat-free milk salt and pepper to taste Directions: Cut potatoes into quarters and cook in boiling water until tender. Drain water from potatoes. Mash potatoes with a potato masher or put potatoes in a mixing bowl and beat with an electric mixer. Beat in butter or margarine and milk. Season to taste with salt and pepper. Yields about 6 servings Source: Michigan State University Extension – Eating Right is Basic - Enhanced
Family Context Outline your agency’s role / service provided to the child and or family. Confirm how long you have been involved; include any history of concerns and when you last saw the child/family. Outline your knowledge of the child’s needs and parent’s capacity to meet these. Include any family and environmental factors that impact on child’s need and parent’s capacity. Family Composition household members Name M / F DOB Age Relationship to child Do they have Parental Responsibility Address / contact number School / Nursery GP SIGNIFICANT OTHERS – NOT OF THE HOUSEHOLD Name Gender DOB/ Age Address / contact number Relationship to subject child Does this person hold parental responsibility? Is this person a known risk to children? E.g. JMAPPA.
MASH Referral Form Notes for use: If you are completing form electronically, text boxes will expand to fit your text. Where check boxes appear, click to insert an ‘X’ in those that apply This form should be completed by practitioners wishing to refer an infant, child or young person If you have concerns that an infant, child or young person may be or is at risk of significant harm or has been harmed or abused then you must make immediate telephone contact with the MASH Team, and then confirm your referral by submitting this e-form within 48 hours Contact details for the MASH can be found at the end of this form Identifying Details Record details of unborn baby, infant, child or young person being referred. If unborn, state name as ‘unborn baby’ and mother’s name, e.g. unborn baby of Ann Smith. Given Name(s): Family Name: Address: Gender: Postcode: DOB or EDD: Contact tel. no. Unique ref. no. AKA/Previous names: Version no. Ethnicity Ethnic origin is not about nationality, place of birth or citizenship. It is about the group to which you perceive you belong. Please tick the appropriate box White White British White Irish Traveler of Irish Heritage Gypsy/Roma Any other White background Mixed/multiple ethnic groups White & Black Caribbean White & Black African White & Asian Any other Mixed background Asian/Asian British Indian Pakistani Bangladeshi Chinese Any other Asian background Black/ African/ Caribbean/ Black British African Caribbean Any other Black background Not known If other, please specify: Immigration status:
PRESS RELEASE Contact: Devin Zell () MartinLogan Announces Rep Firms of the Year Winning Rep Firms Chosen for Outstanding Support and Service Lawrence, KS – January , 2017 – MartinLogan, the world’s leader in electrostatic and Folded Motion® loudspeaker technology, is proud to reveal the recipients of the 2016 Factory Rep of the Year Awards. These MartinLogan factory representatives are chosen not just for their overall performance, but for their dedication and quality of service to dealers. “These reps truly go above and beyond each and every day. The entire MartinLogan team appreciates their support over the past year and thanks them for the continued exceptional service they will provide in 2017,” said Allan Tarrant, Vice President of North American Sales, MartinLogan. This year’s recipients are: North America (Overall) – – Steve Ekblad PAMrep is a manufacturers' representative firm dedicated to providing sales, support, and creating sell-through in Illinois, Wisconsin, Indiana and Michigan. Eastern US – AMI Sales is a CE Manufacturers Representative and Consulting organization covering Florida and Latin America. Western US – Sage Solutions is an independent manufacturer’s representative firm, covering the Texas, Oklahoma, Arkansas and Louisiana territories. Canada – Audio Ressources PB Inc. Established in 2007, Audio Ressources PB Inc. offers representation services, including technical and sales training, as well as marketing consulting and account management. “It is because of these brand representatives that we are able to continue our brand legacy and introduce MartinLogan to new buyers and markets,” said Paul Grove, Senior Vice President, Global Sales & Marketing. “We are grateful to all our reps and everything they contribute to the brand’s success.” About MartinLogan, Ltd. Since 1983 MartinLogan has handcrafted high performance speakers featuring electrostatic and other thin-film technologies. Their award-winning designs, advanced transducers, and outstanding customer service have long made MartinLogan's amazingly detailed speakers a must have for home theater and music lovers around the world. Located in Lawrence, Kansas, MartinLogan's dedicated in-house design and engineering team carefully creates each speaker to provide unparalleled sound reproduction along with industry leading aesthetics.For more information about MartinLogan visit:
STUDENT NAME: Aldridge State High School Visual Art Department YEAR: TERM: UNIT: FACES OF CHANGE TASK: Ceramic Mask TEACHER: DUE DATE: TASK: Design a cubist characterisation of a face (using flat colour and surface) and build a mask using ceramic techniques. Your visual diary will need to include evidence of your research and developmental drawings. ASSESSMENT CRITERIA A B C D E MAKING: Visual Literacy Researches, develops and resolves artworks, showing a personal aesthetic. Researches, develops and resolves artworks, showing an aesthetic understanding. Researches, develops and resolves artworks. Researches and develops artworks. Copies ideas and information. Defines and solves complex problems. Defines and solves problems. Solves problems. Solves some problems. Explores simple problems. Uses visual language to effectively communicate meaning. Uses visual language to communicate meaning. Uses visual language to reproduce meaning. Uses images and contexts. Uses images. A B C D E MAKING: Application Applies knowledge and understanding when selecting and manipulating materials, processes and functions. Applies knowledge and understanding when selecting and exploring materials, processes and functions. Applies knowledge when selecting and using materials, processes and functions. Selects materials and uses processes and functions. Uses materials and processes. Comments: CREATE A FRONT PAGE COVER:
School Counselor Standard 1: Program Management, Research, and Evaluation- The school counselor develops a process and procedure for planning, implementation, and evaluation of a comprehensive developmental program of guidance and counseling in conjunction with the school's consolidated plan. This program should be shared with faculty, staff, administrators, students, parents, school councils, school boards, and community members. It is based on needs assessment, formative evaluation and summative evaluation. The counselor understands and knows how to: 1.1 Define needs and priorities. 1.2 Determine objectives. 1.3 Communicate with the stakeholders, including school councils, about the design, importance, and effectiveness of the program. 1.4 Organize personnel, physical resources, and activities to accomplish Standard 2: Consultation/Collaboration The school counselor functions in a cooperative process to assist others to effectively meet the needs of students. Through consultation the school counselor advocates for students. The counselor understands and knows how to: 2.1 Consult with parents, faculty, staff, administrators, and others to enhance their work with students. 2.2 Interpret relevant information concerning the developmental needs of students. 2.3 Reduce barriers to student learning through direct referred services. 2.4 Facilitate new student integration into the school environment. 2.5 Work with teachers to provide support for students in a crisis situation. 2.6 Interact with school councils, school boards, Family Resource/Youth Standard 3: Coordination The school counselor functions as a coordinator in bringing together people and resources in the school, the community, and the district for the fullest academic, career, personal, and social development of the students. The counselor understands and knows how to: 3.1 Coordinate with school and community personnel, including school councils, to provide resources, including technology, for students. 3.2 Use an effective referral process for assisting students and others to use special programs and services. 3.3 Identify community agencies for referral of students. 3.4 Maintain cooperative working relationships with community resources. 3.5 Facilitate successful transition from one level of education to the next, (i.e. elementary to middle.) 3.6 Maintain, update, and interpret
Activity Rotations: Group/ activity 1 2 3 4 5 6 7 A Team Challenge STEM Water filter Giant swing STEM Xylophone Archery Nature’s Impression Bog hike B Bog hike Team Challenge STEM Water filter Giant swing STEM Xylophone Archery Nature’s Impression C Nature’s Impression Bog hike Team Challenge STEM Water filter Giant swing STEM Xylophone Archery D Archery Nature’s Impression Bog hike Team Challenge STEM Water filter Giant swing STEM Xylophone E STEM Xylophone Archery Nature’s Impression Bog hike Team Challenge STEM Water filter Giant swing F Giant swing STEM Xylophone Archery Nature’s Impression Bog hike Team Challenge STEM Water filter G STEM Water filter Giant swing STEM Xylophone Archery Nature’s Impression Bog hike Team Challenge
CVTE Learning Standard Number Subject Area, Topic Heading and Learning Standard Number Text of Chemistry Learning Standard 2.F.01 2.K.01 7. Solutions, Rates of Reaction, and Equilibrium 7.1, 7.3 7.1 Describe the process by which solutes dissolve in solvents. 7.3 Identify and explain the factors that affect the rate of dissolving (e.g. temperature, concentration, surface area, pressure, mixing). 7.5 Identify the factors that affect the rate of a chemical reaction (temperature, mixing, concentration, particle size, surface area, catalyst). Performance Example: Students will demonstrate an understanding of the process by which solutes dissolve in solvents by mixing various cementitious materials to specifications. Students will demonstrate the “Wash-Down” procedure with chemical cleaners. 2.F.01 6. States of Matter, Kinetic Molecular Theory, and Thermochemistry 6.4 Describe the law of conservation of energy. Explain the difference between an endothermic process and an exothermic process. Performance Example: Students will identify basic concrete principles and understand process is exothermic. CVTE Learning Standard Number Subject Area, Topic Heading and Learning Standard Number Text of Physics Learning Standard 2.G.01 1. Motion and Forces 1.1 Compare and contrast vector quantities (e.g. displacement, velocity, acceleration force, linear momentum) and scalar quantities (e.g. distance, speed, energy, mass, work. Performance Example: Students will demonstrate the proper use of various measuring tools by taking various measurements (lengths, widths, and heights) to calculate the areas and materials needed for a specific project. 2.J.01 1. Motion and Force 1.5 Use a free-body diagram to show forces acting on a system consisting of a pair of interacting objects. For a diagram with only co-linear forces, determine the net force acting on a system and between the objects. Performance Example: Students will construct several projects using brick for various corners and leads. 2.P.01 1. Motion and Force 1.4 Interpret and apply Newton’s three laws of motion. Performance Example: Students will demonstrate and identify bearing wall construction and the installation of reinforcement and anchors.
Refereed Conference Lee, of with a 2016 The Samer A. M. Al-Said "Crack Influence on the Dynamic Characteristics of Elastically Coupled Beams" 2nd International Conference on Mechanical, Industrial, and Manufacturing Technologies MIMT 2011, Singapore 26-28 Feb. 2011 22. Samer Masoud Alsaid and Max Brown "Strengthening Spur Gears by Altering Stress Distribution" THE 3rd INTERNATIONAL CONFERENCE ON MECHATRONICS (ICOM'08), Kuala Lumpur, Malaysia 18-20 December, 2008 23. Ahmad A. Masoud, Samer A. Masoud, "A Modified, Hybrid, PDE-ODE Controller with Integrated directional and Region Avoidance Constraints,” IEEE Conference on Decision and Control, Tampa, Florida, USA, 1998. 24. Ahmad A. Masoud, Samer A. Masoud, "A Self-Organizing, Hybrid, PDE- ODE Structure for Motion Control in Informationally-deprived Situations,” IEEE Conference on Decision and Control, Tampa, Florida , USA , 1998. 25 Ahmad A. Masoud, Samer A. Masoud, "Evolutionary Action Maps for Navigating a Robot in an Unknown Multidimensional, Stationary Environment, Part II: Implementation and Results", 1997, IEEE International Conference on Robotics and Automation, April 21-27 Albuquerque, New Mexico, USA 26 Samer Masoud, Naim Khader, "Stability Analysis for Unsymmetrical Shaft With Flexible Bladed-Disk", presented at the gas turbine and aeroengine congress and exposition June 2-5, 1997 Orlando, Florida USA, ASME Paper No. 97-GT-201. 27 Ahmad Masoud, Samer Masoud, Mohamed Bayoume, "Robot Navigation Using a Pressure Generated Mechanical Stress Field: The Biharmonic Potential Approach", 1994 IEEE International Conference on Robotics and Automation, May 8-13, San Diego, California. 28 Naim Khader, Samer Masoud, "The Assumed Mode Method in Structural Dynamic of Bladed Disk Shaft Systems", presented at the gas turbine and aeroengine congress and exposition June 11-14, 1990 Brussels Belgium, ASME Paper NO. 90-GT-315
Significant Events in the last 12 months Date Services currently working with family - (Include what has been tried before, give dates – did it work, if not, why not?) Services: What has been tried before? If it didn’t work, why not? Resources requested: Please describe what outcomes you wish to achieve? The impact you feel these resources would have? Include the child/ young person’s and family’s view, and are they willing to engage?
Mass, Force Types and Net Force STUDY GUIDE (HONORS) Name: __________________________ Date: ____________ Period: ______________________ How does mass affects the motion? Speed it up, slow it down, start it, stop it, and change direction. How do forces affect the motion of an object? Speed it up, slow it down, start it, stop it, and change direction. In the image above explain what would happen if the car and truck slam on brakes and why? The car would stop before the truck because the truck has more mass. Do falling objects drop at the same rate (for instance a pen and a bowling ball dropped from the same height) or do they drop at different rates if air resistance is not present? Explain your answer. They drop at the same rate because there is no force to oppose it’s motion. What is the difference between a balance and unbalance force? Define Speed. Define Force. Define Motion. Motion is the change in position. A car that has a weight of 150 N moves with a constant velocity of 15 m/s to the left on a horizontal road. According to Newton’s laws of motion, which of the following statements is correct? The table exerts a force of 15N to the left on the toy cart. The toy cart exerts a force of 150 N upward on the table. The table exerts a force of 150 N upward on the toy cart. The toy cart exerts a force of 15 N downward on the table. 10. Below is a diagram of a tug-a0war. Circle the correct word to complete the sentences that follow. a. The forces shown are PUSHING/ PULLING forces.
December 8, 2016 Office of the General Counsel Department of Public Health 250 Washington Street Boston, MA 02108 Via Email: Re: 105 CMR 430.000: Minimum Standards for Recreational Camps for Children (State Sanitary Code, Chapter IV) Dear Commissioner Bharel and members of the Public Health Council, Thank you for the opportunity to submit testimony on the proposed amendments to 105 CMR430.000 Minimum Standards for Recreational Camps for Children (State Sanitary Code, Chapter IV). Mass Audubon Camp Directors were in attendance at the hearing in Boston. We were glad to have the opportunity to speak with Mr. Hughes and Mr. Williams and to receive clarification on the intent of a few of the proposed changes to the code. At this time, Mass Audubon would like to provide written testimony on behalf of our Camps for Children. Mass Audubon currently operates 17 licensed day camps in the Commonwealth which serve over 10,000 campers annually. Our camps are accredited by the American Camping Association. We, as an organization, are committed to child safety in all of our programs and fully support the Department of Public Health’s goal to provide quality care of children. We applaud the work that the Department of Public Health has done to update and clarify the camp regulations; however we have concerns regarding details of a small sample of the proposed amendments. We respectfully submit the following suggestions for consideration. 430.1000: Camp Counselor and Junior Counselor Requirements The proposed change at the end of 430.100(A)(1) from “or” to “and” will ensure that the counselor will be trained and ready to supervise campers. However the proposed change in requirement from required expertise as a “participant in structured group camping” to “junior counselor” will significantly limit the applicant pool for hiring camp counselors. This proposed
11. BROADCAST JOURNALISM First Semester Course Code. Title Units MAC 551 MAC 591 MAC 533 MAC 503 MAC 571 MAC 555 MAC 505 MAC 523 MAC 563 MAC 583 MAC 582 MAC 532 MAC 592 Communication Theories Application of Research Methods in Mass Communication Topical Seminar in Broadcasting Information and communication Technologies Communication for Development Radio/TV /Film Production Techniques Station Operations and Management Electives News Electronic Announcing and Performance Docu-Dram Techniques and Production (Choose one out of the electives) Total Second Semester Media, Government and Law Seminar in Mass Media and National Security Dissertation. Total 3 3 3 3 3 3 3 3 3 3 30 3 3 1 18
12. ADVERT AND PUB LIC RELATIONS First Semester Course Code Title Units MAC 541 MAC 551 MAC 531 MAC 503 MAC 571 MAC 557 MAC 507 MAC 525 MAC 565 MAC 575 MAC 585 MAC 595 MAC 582 MAC 532 MAC 592 Advertising and Public Relations Practices Communication Theories Topical Seminars in Mass Communication Information and Communication Technologies Communication for Development Advertising, Public Relations and society Creative Workshop in Advertising and Public Relations Electives Management and Marketing Principles in Advertising and Public Relations Environments of Public Relations Ethics and Social Responsibility in Advertising and Public Relations Creative Visual Message Design International Public Relations and Advertising (Choose one out of the electives) Total Second Semester Media, Government & Law Seminar in Mass Media and National Security Dissertation. Total 3 3 3 3 3 3 3 3 3 3 3 3 36 3 3 12 18
II. General Information To Tenderers Name of the Institution : M/s. Fluid Control Research Institute, Kanjikode West Name of work : Coriolis Mass Flow Meter . Size: 2”NB and 1”NB Tender reference : PUR/FCRI/16333/Coriolis Mass Flow Meter /2017-18 Cost of Tender Form : Rs.200.00 or USD 10.00 EMD (Rs) : 20000.00 EMD (USD) : 350.00 Due date for submission : 15-06-2017 Signature of the tenderer : Name : Designation : Address : Date : Place : III. Instructions to Tenderers
Mass Schedule Monday, July 24th to July 30th, 2017 Day Masses and Intentions Readings Monday July 24th No Parish Mass Exodus 14.5-18 Matthew 12.38-42 Tuesday July 25th 9:30 a.m. Our Lady of Peace Site For Jackie Herard-Sharkey By Robert & Jeanette Rainville 2 Corinthians 4.7-15 Matthew 20.20-28 Wednesday July 26th 9:30 a.m. St. Kevin Site Sirach 44.1, 8, 10-15 Matthew 13.16-17 Thursday July 27th 9:30 a.m. Our Lady of Peace Site For Germaine & Rolland Guillemette By Richard & Pat Rainville Exodus 19, 1-2, 9-11, 16-20b Matthew 13.10-17 Friday July 28th 9:30 a.m. St. Kevin Site Exodus 20.1-17 Matthew 13.18-23 Saturday July 29th Sixteenth Sunday Sunday July 30th 5:00 p.m. St. Kevin Site For Bonnie Dwyer By Mom & Dad 1 Kings 3.5-12++ Romans 8.28-30 Matthew 13.44-52 9:30 a.m. St. Kevin Site For All Parishioners By Fr. Jackson 11:30 a.m. Our Lady of Peace Site For Aileen Burnett By Delores O'Connor, Katherine Ano & Partricia Dupuis
Mass Schedule Monday, July 31st to Sunday, August 6th, 2017 Day Masses and Intentions Readings Monday July 31st No Parish Mass Exodus 32.15-24, 30-34 Matthew 13.31-35 Tuesday Aug 1st 9:30 a.m. Our Lady of Peace Site For Robert Green By Karen & Mike Sawyer Exodus 33.7-11; 34.4b-9, 28 Matthew 13.36-43 Wednesday Aug 2nd 9:30 a.m. St. Kevin Site Exodus 34.29-35 Matthew 13.44-46 Thursday Aug 3rd 9:30 a.m. Our Lady of Peace Site For Fred Lowes By Patricia Newman Exodus 40.16-21, 34-38 Matthew 13.47-52 Friday Aug 4th 9:30 a.m. St. Kevin Site Leviticus 23.1, 4-11, 15-16, 27, 34b-37 Matthew 13.54-58 Saturday Aug 5th Sixteenth Sunday Sunday Aug 6th 5:00 p.m. St. Kevin Site Daniel 7.9-10, 13-14 2 Peter 1.16-19 Matthew 17.1-9 9:30 a.m. St. Kevin Site For All Parishioners By Fr. Jackson 11:30 a.m. Our Lady of Peace Site For Paul Froemmel By Hermi & Lisa Froemmel
Massachusetts Quality Review Check List Health Care Basic Questions (confirm as correct) Health Plan Information (Enter only one / Ensure correct ID #s) Basic Information New Address/Name Change (Yes / No) Mass Election Campaign Fund (Yes / No) Income Subject to Tax Mass Tax-Exempt Pensions (entered as NEGATIVE) Sch B Additions: Taxable Interest + Description (from worksheet) Sch B Subtractions: Non-taxable Interest + Description (from worksheet) Sch B. Short Term Loss carryover (entered as NEGATIVE) Sch D: Long Term Loss carryover (entered as NEGATIVE) Additions to Income Mass Bank interest (from worksheet) Taxable IRA (from worksheet) Deductions Contributions to Municipal / Gov’t pensions (from worksheet) Non-Mass State Pension Exclusion (see Mass Manual Appendix A) Student Loan Interest Certain Gambling Losses Other Deductions Child under 13 / Disabled care Rental College Tuition Credits Senior Circuit Breaker 65 or over (Click Yes) Renter/Homeowner (Pick one)
Preplan: Are you ready? What’s your school/site/office/family plan? Dan McManus 15 min By Stander: Scene size up, shelter in place, or stabilize/move? Dan McManus 15 min By Stander: acceptance and motivation or victim? Michael Bingham 15 min Break 10 min By Stander: STOP THE BLEED! Eric Weinstein 20 min First Responder: Evidence based MCI Triage. Eric Weinstein 20 min First Responder: Reliance on training over instinct. Michael Bingham 15 min First Responder: effective Unified command, do it now, do it quickly. Dan McManus 20 min Break 10 min First Receiver: Supply meets demand. Eric Weinstein 20 min First Responder: CISD and PsyStart. Michael Bingham 15 min Panel Q&A 10 min
ATTACHMENT 2 Budget Budget Detail. [Insert here, or attach.] Proposed Overhead Rate. Sources of Matching Funds. Statement Regarding Applicant’s Ability to Manage Project Cash Flows. Proposed tasks, deliverables, schedules and Grant payment schedule. Task Number Task Description (From Work Plan) Milestone/Deliverable Completion Date Payment Amount (Grant Installments) 1 2 3 4 5 6 Project Completion Final Report PowerPoint Presentation Presentation to MassCEC
Webinar for providers and One Care plans: “The LTS Coordinator: Role and Benefits for One Care Enrollees”4 Reporting requirements for plans to report on LTS Coordinator offers and member uptake5 Footnotes: 1 Pages 41 – 44 of the December 28, 2015 contract, available at under “One Care Three-Way Contract and Memorandum of Understanding”) 2 See MassHealth Updates slides from January 2018 Implementation Council meeting 3 Available at under “One Care Fact Sheets and Other Materials” 4 Available from the One Care shared learning website at 5 Reports available at under “One Care Data Reports and Quality Information” Slide 3 One Care Requirements for Member Access to Long-Term Supports (LTS) Coordinators Plans must: Provide information about, and offer the option of having, an LTS Coordinator to all enrollees within the first 90 days of the day their enrollment begins Contract with multiple Community-Based Organizations (CBOs) for the LTS Coordinator role; CBOs may include: Independent Living Centers (ILCs) Recovery Learning Communities (RLCs) Aging Services Access Points (ASAPs) Other CBOs serving people with disabilities
Plainfield Northampton Plainville Attleboro Plymouth Plymouth Plympton Plymouth Pocasset Falmouth Prides Crossing Beverly Princeton Gardner-Fitchburg Provincetown Orleans Quincy Quincy Randolph Quincy Raynham Taunton Raynham Center Taunton Reading Woburn Readville Boston Rehoboth Taunton Revere Revere Richmond Pittsfield Rochdale Worcester Rochester New Bedford Rockland Brockton Rockport Gloucester Roslindale Boston Rowe Greenfield Rowley Haverhill Roxbury Boston Royalston Athol
Stockbridge Pittsfield Stoneham Woburn Stoughton Brockton Stow Framingham Sturbridge Southbridge Sudbury Framingham Sunderland Greenfield Sutton Framingham Swampscott Lynn Swansea Fall River Taunton Taunton Templeton Athol Tewksbury Lowell Thorndike Springfield Three Rivers Springfield Tisbury Oak Bluffs Tolland Westfield Topsfield Beverly Townsend Gardner-Fitchburg Truro Orleans Turners Falls Greenfield Tyngsboro Lowell Tyringham Pittsfield Upton Framingham Uxbridge Framingham Vill. of Nagog Woods Lowell
will learn how to design business models that are relevant to address challenges ENVIRONMENT Greening the Economy: Lessons from Scandinavia 5 hrs /w 5 weeks Free Access to the contents w/o certification This course will explore greening the economy on four levels – individual, business, city, and nation. Scandinavia, a pioneering place advancing sustainability and combating climate change, is a unique starting point for learning about greening the economy Rise-up: Climate Change Education 3 hrs /w 7 weeks Free Access to the contents w/o certification This course explores the basic science behind climate change and presents the tools to teach it in a positive, engaging and participatory way. The course also introduces some of the ethical and social issues around climate change. HUMANS RIGHTS & POVERTY Human Rights: The Rights of Refugees 4 hrs /w 3 weeks Free Access to the contents w/o certification This course will enable you to empower yourself to defend and promote the rights of refugees and discover how you can be part of the solution. Learn from the experts, and activists at Amnesty related
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. South America 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Europe 1. 2. 3. 4. 5. 6. 7. 8.
25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. Africa 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34.
demonstrations may lead to a short-term device loan, and, perhaps, help with a Mass. AT Loan Program application. In FFY13, the AT Regional Centers provided a total of 224 demonstrations. As the table below shows, these were primarily for Speech Communication, Vision, and devices. Table W: Demonstration by Device Category Device Category Demos UCP Demos ES Combined % Total Speech Communication 29 23 52 23% Vision 31 23 54 24% Hearing 20 6 26 12% Computers and Computer-related 9 31 40 18% Daily Living 12 3 15 7% Learning, Cognition, and Developmental 10 16 26 12% Environmental Adaptation 7 3 10 4% Mobility, Seating 0 1 1 0 Vehicle Modifications and Transportation 0 0 0 0 Recreation, Sports and Leisure 0 0 0 0 Total 118 106 224 100% Device Demonstration Customer Satisfaction and Performance Measures 329 individuals participated in device demonstrations in FFY13. Most were people with disabilities and their family members (a total of 221 individuals or 67%). Representatives of education were the next largest category, followed by representatives of community living and health representatives. Table X: Demonstration Participants by Category Category of Participant Demos UCP Demos ES Combined % Total Individuals with disabilities 40 96 136 41% Family members 53 32 85 25% Reps of Education 17 28 45 13% Reps of Employment 0 6 6 2% Reps of Health, Allied Health, Rehab. 13 12 25 8%
19. ITEM NO. 20. SCHEDULE OF SUPPLIES/SERVICES 21. QUANTITY 22. UNIT 23. UNIT PRICE 24. AMOUNT 32a. QUANTITY IN COLUMN 21 HAS BEEN RECEIVED INSPECTED ACCEPTED, AND CONFORMS TO THE CONTRACT, EXCEPT AS NOTED: 32b. SIGNATURE OF AUTHORIZED GOVERNMENT REPRESENTATIVE 32c. DATE 32d. PRINTED NAME AND TITLE OF AUTHORIZED GOVERNMENT REPRESENTATIVE 32e. MAILING ADDRESS OF AUTHORIZED GOVERNMENT REPRESENTATIVE 32f. TELEPHONE NUMBER OF AUTHORIZED GOVERNMENT REPRESENTATIVE 32g. E-MAIL OF AUTHORIZED GOVERNMENT REPRESENTATIVE 33. SHIP NUMBER 34. VOUVHER NUMBER 35. AMOUNT VERIFIED CORRECT FOR 36. PAYMENT COMPLETE PARTIAL FINAL 37. NUMBER PARTIAL FINAL 38. S/R ACCOUNT NO. 39. S/R VOUCHER NUMBER 40. PAID BY 41a. I CERTIFY THIS ACCOUNT IS CORRECT AND PROPER FOR PAYMENT 42a. RECEIVED BY (Print) 41b. SIGNATURE AND TITLE OF CERTIFYING OFFICER 41c. DATE 42b. RECEIVED AT (Location) 42c. DATE REC’D (YY/MM/DD) 42d. TOTAL CONTAINERS STANDARD FORM 1449 (REV. 2/2012) BACK
• Scientific and mathematical breakthrough came with a generation of artist-intellectuals born in the late 14th and early 15th century. • The architect, painter and sculptor Brunelleschi was credited as "the inventor or the re-discoverer of perspective" (its theoretical and practical roots went back to antiquity). Brunelleschi (1413) is credited with the first correct formulation of linear perspective. He understood that there should be a single vanishing point to which all parallel lines in a plane, other than the plane of the canvas, converge. Mathematical Perspective and Art “Holy Trinity” 1427 Brancacci Chapel in S. Maria del Carmine, Florence • Linear perspective in turn had enormous implications for architectural drawing and design, not to mention illusionistic theatrical scene painting. • Masaccio created the first surviving monuments to the new science. •The successful perspective rendering of the classical architectural setting of Masaccio's "Trinity" was a major factor in establishing it as a landmark in the history of painting. Masaccio’s “Holy Trinity” • Masaccio's Trinity, painted for S. Maria Novella in Florence around 1427, is usually considered to be the oldest surviving perspective painting. • It is considered Masaccio’s most mature work. We see a pyramid of figures topped by God, who holds the cross. The holy spirit is represented by the dove. St. John the Baptist on the right and the Madonna is on the left. The Madonna looks directly at us and presents Christ
You need hospital care Hospital stay $0 Doctor or surgeon care $0 You need help getting better or have special health needs Rehabilitation services $0 Chiropractic care $0 Medical equipment for home care $0 Skilled nursing care and home health services $0 Family planning $0 Nurse midwife services $0 Abortion services $0 Dialysis services $0 Podiatry $0 Prosthetics $0 Orthotic services $0
You need eye care Eye exams $0 Glasses or contact lenses $0 Other vision care $0 You need dental care Dental check-ups and Preventative Care $0 Restorative and Emergency Dental Care $0 You need hearing/auditory services Hearing screenings $0 Hearing aids $0 You have a chronic condition, such as diabetes or heart disease Services to help manage your disease $0 Diabetes supplies and services $0 You have a mental health condition Mental or behavioral health services $0 You have a substance use disorder Substance use services $0 You need long-term mental health services Inpatient and outpatient care and community-based services for people who need mental health care $0
Families who have children with complex health issues and/or are assisted by medical technology (e.g. a child may use feeding tubes, tracheostomy, ventilator, oxygen, intravenous lines) or have chronic illness. Health care providers School personnel Early intervention providers Community agencies What does MASSTART do? MASSTART providers work collaboratively with families and school personnel to: Help the school team understand the special health care needs of the child Work with schools and families toward resolving the issues impacting the child’s health needs in the school day. Train school personnel to meet the health care needs of individual children. Assist in the development of the child's individual health care plan and emergency plan for school. Provide educational programs about children with special health care needs in school. Provide information, referral, and community resources. Comments from families and school personnel who have used MASSTART services: "MASSTART gave immediate attention when called upon." "MASSTART really helped keep everyone focused as we plowed through each issue again and again." "MASSTART went above and beyond to ensure that my son got the health and emergency care plans that he needed." "MASSTART gave me another skilled individual to bounce my ideas off." "MASSTART is dedicated to advocating for the health care needs of children."
Team Data Change in mass (g) Did something enter or leave the system? Was something new formed? 1 – Mass of Steel Wool 2 – Mass of Ice and Water 3 – Mass of a Precipitate 4 – Mass of Dissolved Sugar 5 – Dissolved Alka Seltzer 6 – Mass of Burning Steel Wool
1| Page Name: David Cook X Original Entry or Doctor: Dr. Black ______Transferred from page___ Pharmacy: Greenleaf Prescription Number: N671 Medication and Strength: Phenobarbital 32.4mg Prescription Date: Feb. 17, yr Directions: Take 3 tablets by mouth once daily in evening Date Time Route Amount on Hand Amount Used Amount Left Signature 2/17/yr 9am 42 Linda White /Sam Dowd 2/17/yr 8pm mouth 42 three 39 Jenna Sherman 2/18/yr 8pm mouth 39 three 36 Jenna Sherman 2/19/yr 8pm mouth 36 three 33 Amanda Smith 2/20/yr 8pm mouth 33 three 30 Amanda Smith 2/21/yr 8pm mouth 30 three 27 Amanda Smith 2/22/yr 8pm mouth 27 three 24 Jenna Sherman 2/23/yr 8pm mouth 24 three 21 Jenna Sherman 2/24/yr 8pm mouth 21 three 18 Amanda Smith 2/25/yr 8pm mouth 18 three 15 Amanda Smith 2/26/yr 8pm mouth 15 three 12 Amanda Smith 2/27/yr 8pm mouth 12 three 9 Jenna Sherman 2/28/yr 8pm mouth 9 three 6 Jenna Sherman 3/1/yr 8pm mouth 6 three 3 Amanda Smith 3/2/yr 8pm mouth 3 three 0 Amanda Smith Amount left _0__ transferred to page __2___ Signature _________Amanda Smith__ Signature ____________Jenna Sherman___ 2| Page
Name: Tanisha Johnson X Original Entry or Doctor: Dr. Chen Lee ______Transferred from page___ Pharmacy: Greenleaf Prescription Number: N347 Medication and Strength: Phenobarbital 32.4mg Prescription Date: March 3, yr Directions: Take 2 tablets by mouth once daily in evening Date Time Route Amount on Hand Amount Used Amount Left Signature 3/3/yr 9am Linda White/Sam Dowd Amount left ____ transferred to page ______ Signature ____________________________ Signature ____________________________ 5| Page
Name: Juanita Gomez X Original Entry or Doctor: Dr. Jones Transferred from page __ Pharmacy: Greenleaf Prescription Number: N569 Medication and Strength: Tramadol 50mg Prescription Date: March 3, yr Directions: Take 1 tablet by mouth twice daily Date Time Route Amount on Hand Amount Used Amount Left Signature 3/3/yr 9am Linda White /Sam Dowd Amount left ____ transferred to page ______ Signature ____________________________ Signature ____________________________ 7| Page
SECTION 4 - LOCAL EXCHANGE SERVICE RATES AND CHARGES, Continued 4.1. SERVICE CHARGES, Continued 4.1.2. Directory Services (I) (I) (T) (T) (I) (D) (DI) (I) A. Directory Listings Directory Listing $1.65 Additional Listing $4.95 Foreign Additional Listing $4.95 Non-Listed Listing $4.95 Non-Published Listing $5.25 B. Directory Assistance The first ten (10) Directory Assistance Calls per month will be free of charge to business and residential Customers. Directory Assistance calls for telephone numbers that are non-listed or non-published are not included in the ten (10) call allowance. Rate Per Access $3.99
SECTION 4 - LOCAL EXCHANGE SERVICE RATES AND CHARGES, Continued 4.1. SERVICE CHARGES, Continued 4.1.10. Private Line Services (I) (R) (D) (D) (D) (R) Monthly Channel Charges $41.02 Extended Line Channels $2.15 Extension Line Mileage $3.85 Extension Lines $0.00 Voice Grade $0.00 Signaling Arrangement $7.21 Single Channel Unit – Per Termination $33.46
SECTION 5 - INTEREXCHANGE SERVICE RATES AND CHARGES 5.1 SERVICE CHARGES (T) (N) (R) (T) (N) (R) 5.1.1. Local Toll Initial charge per call $0.011 Charge per minute $0.032 5.1.2. IntraLATA Toll Initial charge per call $0.01 Charge per minute $0.08