zilongwang/ReadingBank huggingface dataset:
No page number on this page Acknowledgements Thank you all for your help. I'm especially grateful for the detailed formatting guidelines imparted by the Template. I found it essential to know the Spacing Basics (paragraph indentation is one-half inch (5-7 spaces), font used is Times New Roman or Arial, and use of italics in place of underlining. Setting my Margins guided me throughout the writing of my manuscript: 1 1/2" left margin, 1" right margin; 1" bottom margin, and 1" top margin with exceptions given to the first page of Sections, which use a 2" top margin. Sections include: Dedication (optional), Acknowledgements, Table of Contents, List of Tables, List of Figures, Abstract, Chapter Headings, References, Bibliography (optional), Appendices (1st Appendix only) and Biosketch. However, this page is optional.
ABSTRACT This paper presents the qualitative findings of a mixed-methods study that explored factors influencing lesbians’breast healthcare behavior and intentions. A total of 37 semi-structured face-to-face interviews were conducted among women who self-identified as lesbians or women who partnered with the same gender who were aged 20 years or above in four areas of Taiwan (North, Central, South and East Taiwan) between August 2012 and October 2012. Interviews were audio-recorded with participants’ consent. The interviews were analyzed using constant comparative analysis with Nvivo audio-coding support. Four themes were identified to be strongly associated with the lesbians’ breast healthcare behavior and their intentions, namely gender identity, gender role expression, partners’ support and concerns about healthcare providers’ reactions.Importantbarriers to the women’s breast healthcare behavior and intentionswere masculine-identity (“T-identity” in Taiwan), masculine appearance, concerns about healthcare providers’ lack ofknowledge of multiple gender diversity and their attitudes toward lesbians. Conversely, their partners’support was a factor facilitating the women’s breast healthcare behavior and intentions, particularly for the T-identity lesbians. These findings suggest the significance of and need for culturally competent care and are important for improving Taiwanese lesbians’ breast health.
Buchmueller, T., and C. S. Carpenter. 2010. Disparities in health insurance coverage, access, and outcomes for individuals in same-sex versus different-sex relationships, 2000-2007. Am J Public Health 100 (3):489-95. Chao, A. 2001. Drink, stories, penis, and breasts: lesbian tomboys in Taiwan from the 1960s to the 1990s. J Homosex. 40 (3-4):185-209. Clark, M. A., L. Bonacore, S.J. Wright, G. Armstrong, and W. Rakowski. 2003. The cancer screening project for women: experiences of women who partner with women and women who partner with men. Women & Health 38 (2):19-33. Clavelle, K., D. King, A. R. Bazzi, V. Fein-Zachary, and J. Potter. 2015. Breast Cancer Risk in Sexual Minority Women during Routine Screening at an Urban LGBT Health Center. Women's Health Issues 25 (4):341-348. Creswell, J.W. 2014. Research design:qualitative, quantitative, and mixed methods approaches. 4th ed. Thousand Oaks: SAGE Publications. DeHart, D.D. 2008. Breast Health Behavior Among Lesbians: The Role of Health Beliefs, Heterosexism, and Homophobia. Women & Health 48 (4):409-427. Ferlay, J. , H.R. Shin, F. Bray, D. Forman, C. Mathers, and D.M. Parkin. 2010. GLOBOCAN 2008 v1.2, Cancer Incidence and Mortality Worldwide: IARC Cancer Base No. 10 Lyon, France: International Agency for Research on Cancer. [cited 19th Oct. 2011]. Available from .
Table 2. Comparison of rhamnolipid producing bioprocess metrics for a variety of carbon sources and microbial strain. Type of fermentation Microorganism Type of substrate Initial concentration ( g L-1 ) RLmax (g L-1) YP/S (g g-1) *YP/S (g g-1) YP/X (g g-1) PRL (g L-1 Reference 5L flask P. aeruginosa PAO1 Glucose 20 0.350 - 0.0173 0.2005 0.0036 This study 50 0.360 - 0.0071 0.1510 0.0037 100 0.360 - 0.0036 0.1705 0.0060 PFAD 20 0.390 - 0.0193 0.1539 0.0040 50 0.390 - 0.0078 0.1558 0.0040 100 0.430 - 0.0043 0.1563 0.0044 1L flask P. aeruginosa PAO1 Olive mill waste 20 0.012 0.0130 0.0006 N/P N/P (Moya Ramírez et al., 2016) 50 0.030 0.0180 0.0006 N/P N/P 100 0.200 0.0580 0.0020 N/P N/P 1L flask P. aeruginosa Glycerol 30 6.75 - 0.23 4.9 0.056 (Pacheco et al.,
PA1 2012) 0.5L flask P. aeruginosa LB1 Sunflower refinery waste 30 4 0.3 0.13 N/P 0.1 (Benincasa and Accorsini, 2008) 0.5L flask P. aeruginosa EBN-8 Blackstrap molasses 20 1.45 0.392 0.725 0.869 0.015 (Raza et al., 2007) 0.25L flask P. aeruginosa EM1 Soybean Oil 6 4.3 - 0.716 N/P N/P (Rahman et al., 2002) 30L Bioreactor P. aeruginosa PAO1 Sunflower Oil 250 39 N/P N/P N/P 0.43 (Müller et al., 2010) 5L Bioreactor P. aeruginosa PA1 Glycerol 30 2.75 N/P N/P 2.34 0.023 (Pereira et al., 2013) 2L Bioreactor P. aeruginosa IFO3924 Palm oil 7 0.061 N/P N/P N/P 0.01 (Marsudi et al., 2008) *N/P - not provided in the reference *YP/S (g g-1) is the product yield on initial substrate fed, calculated only for this study
Figure 1. Time course profiles of P. aeruginosa PAO1 cell growth and rhamnolipid production at 200 rpm and 37 °C by using (a) 20, (b) 50 and (c) 100 g L-1 of glucose as carbon sources. (■) Optical density, (▲) Dry cell weight and (●) Rhamnolipid production.
Entry for the Table of Contents (Please choose one layout) Layout 1: COMMUNICATION A new array-based technology for the simultaneous capture, chemical labelling and mass spectrometric analysis of peptides is presented. This new array platform has the advantages of minimal sample manipulation and is suitable for multiple analyses of single protein digests on a single MALDI target plate. Roberto Castangia, Siân R. Hudson, Helen Robinson, Sabine L. Flitsch*, Jane Thomas-Oates*, Anne Routledge* Page No. – Page No. Fabrication and Application of Isotopically-Labelled Gold Arrays
Table S2: Number of sites per combination of land-use LU and land-use intensity LUUI class for all the collated sources. Table S3: Variance inflation factors (VIF) for the variables used to model site-level compositional intactness. GVIF is the generalized variance inflation factor calculated as , which gives an indication of how much the standard errors are likely to be in inflated due to collinearity between explanatory variables. VIF was calculated using the corvif function of Zuur et al. (2009) Figure S1: Projected global net change in compositional intactness from 1500 to 2095 in Colombia. Grey shading (historical) and error bars (future) show ± 95% confidence intervals. Future projections are based on the four RCP scenarios (Table 2). Uncertainty estimates are based only on the modeled coefficients. Estimates of uncertainty were not available for the land-use projections.
trials. A 432-subject phase 2 trial of nintedanib demonstrated a delay in time to first investigator-reported acute exacerbation with nintedanib therapy (75), a finding supported but not confirmed by the 1066-subject phase 3 program (15). Most significant in the phase 3 program was the reduction in centrally-adjudicated confirmed or suspected acute exacerbation of IPF with nintedanib therapy (5.7% on placebo vs. 1.9% on nintedanib, p=0.01) (15). A 107-subject phase 2 trial of pirfenidone was stopped early because of a statistically significant (but numerically small) reduction in acute exacerbation in those receiving pirfenidone, but a subsequent trial did not replicate these results (47, 76). The definitive phase 3 clinical trials of pirfenidone did not report acute exacerbations as an endpoint (77, 78). Pirfenidone has been suggested to reduce the risk of acute exacerbation but these data are only observational and therefore are at high risk for confounding (79). Additional data are needed to fully understand the impact of IPF therapies on the risk of acute exacerbation, as well as whether IPF therapies should be continued or stopped in patients experiencing acute exacerbation. Other potential IPF therapies tested in clinical trials showed no impact on prevention of (acetylcysteine monotherapy, bosentan, interferon-gamma, sildenafil) or possibly increased risk for (e.g. ambrisentan, imatinib, “triple therapy” [combination prednisone, azathioprine, and acetylcysteine], warfarin) acute exacerbation of IPF (80-89). Proposed Conceptual Framework for Acute Respiratory Deterioration in IPF
facing the mass spectrometer inlet capillary and a diffuse ring from the outer droplet of the electrospray forming mainly in that same direction, similar to that described by Green et al. 31. The footprint of the commercial sprayer showed a homogenous edge all around with a diffuse ring in all directions with only a slight sideways bias, which suggests a less directional and less focussed electrospray (see Figure 2 B). Such differences could potentially have an impact on desorption efficiency of molecules from tissue and spatial resolution during DESI-MS imaging. Laser light sheet visualisation was used to investigate the primary electrospray of each sprayer and images are shown in Figure 2 D. It was observed that the droplet emission from the inner capillary is similar for both, with the emission concentrated towards the edge furthest from the spectrometer inlet (or, in this case, the simulated inlet) and closer to the surface (right edge in Figure 2 B). For the in-house sprayer, the inner capillary is set in the forward direction, which is presumably enhanced by the gas flow. Since the capillary is asymmetrically aligned there is a higher gas flow along the far edge. This has the effect of pushing in, or focusing, the edge of the emission cone. In contrast, the commercial source has a smaller diameter nebulising gas exit orifice and has a more symmetric alignment and consequently a more symmetric emission cone, but also a broader spray cone. The experiments were performed at relatively low solvent flow rate (1.5 µl/min) and high gas pressure (7 bars). The spreading effect is likely to be enhanced if the solvent flow rate is increased or the gas pressure is lowered. Figure 2: Comparison of the in-house built and commercial DESI sprayers. A: schematic diagram of the in-house built sprayer, consisting of two fused silica capillaries and the commercial sprayer, consisting of a stainless steel gas nozzle and a fused silica solvent capillary; B,C: Negative ion spectra from pork liver and corresponding desorption areas for 30 s dwell time on coated rhodamine for the in-house built and commercial sprayer for the first and second experiment; BPI: base peak intensity; D: laser sheet visualisation of the electrospray emitted by the in-house built and commercial sprayers, respectively.
Vygotsky, L. (1998). The collected works of L.S. Vygotsky. Vol 5. Child Psychology. New York, Plenum Press. White, D., Christ, S. (2005), “Executive control of learning and memory in children with bilateral spastic cerebral palsy”, JINS 11, 920-924. Table 1: Selected recent studies of general intellectual development in children with CP Table 2: Selected recent studies of the development of specific cognitive functions in children with (spastic) CP Figure 1: Cognitive development as processes between the brain, cognitive activity and child participation
Table 2: Summary of model parameters form non-linear regress fits of different isotherms to experimental data obtained at different ionic strength. Isotherm Parameter NaCl Concentration 0.0 M 0.05 M 0.10 M 0.30 M KF 6.029 63.40 21.20 34.85 Freundlich n 1.698 3.432 2.015 2.420 SD 0.216 1.450 0.870 1.480 R2 0.995 0.609 0.887 0.785 qmax 377.8 616.8 984.9 851.0 aL 0.003 0.005 0.0023 0.003 Langmuir RL 0.143 0.088 0.134 SD 0.405 0.990 0.670 1.380 R2 0.985 0.759 0.938 0.587 KR 1.47 × 107 1.651 1.287 1.391 aR × 1010 2.440 1.180 1.170 1.130
β 0.411 0.271 0.323 0.326 SD 0.344 0.450 0.380 1.000 R2 0.995 0.983 0.991 0.957 Table 3: Summary of the model parameters for the Kinetic models fitted to the kinetic data for adsorption of phosphate on fine dolomite. Model Parameter Pseudo-first-order k1 ( h–1) 0.716 qe (mg P g–1) 145.0 SD 0.003 R2 0.999 Pseudo-second-order k2 (gm g–1h–1) 0.003 qe (mg g–1) 198.7 SD 0.024 R2 0.999 Kdi (mg 73.84 Ci (mg g–1) 1.25×10–11
Intra particle diffusion SD 0.156 R2 0.999 Elovich model a 258.1 b 0.022 SD 0.089 R2 0.996 Table 4: Comparison of adsorption capacities of the adsorbents. Adsorbent Adsorption capacity pH Max Conc. (mg/L) Fit isotherm Reference Fine dolomite 377.8 (mg P/g) 2 2000 Redlich‒Peterson Current study Iron-loaded tannin gel 31.3 (mg/g) ‒ 200 Freundlich [1] Alunite 4.69 (mol/g) 5 ‒ Langmuir [15] Mesoporous ZrO2 29.7 (mg/g) 2‒3 300 Langmuir [30] Fe–Mn binary oxide 36.0 (mg/g) 3 40.0 Freundlich/ Langmuir [32] Peat 8.91 (mg/g) 6.5 ‒ Langmuir [35]
INTRODUCTION Neuroimaging has the potential to illuminate our understanding in areas of surgical training and practice for which there remain on-going challenges and controversies, such as expertise development and skills training1-14. However, assessment of surgeons’ brain function was quiescent until approximately a decade ago, when advances in functional neuroimaging techniques made assessments of operator brain function during surgery both tangible and feasible (see Part I). Our team and other investigators have capitalised on developments that enable subjects to be freely mobile to execute complex manoeuvres and allow assessments of brain function in natural and challenging environments. Moreover, there is a critical mass of published research describing the added value of operator brain function in improving surgical training and enhancing patient safety, but which to date has not been reviewed in detail. The current review seeks to address this gap in the literature, specifically focusing on the following research questions: Are there differences in neuroimaging signals obtained from novice and expert surgeons during technical and non-technical skill performance, in which regions of the brain are these differences observed, and how does skills training influence these signals? How do interventions designed to enhance skill acquisition and/or surgical performance modulate brain signals in surgeons?
requirements in place Designated Māori relationship role/position Provisions for kaumātua or whānau, hapū or iwi knowledge holders acting in an advisory capacity. The context for programme delivery actively supports Māori preferred ways of teaching, learning and pastoral care. Other conditions All programmes leading to a qualification approved under Te Hono o te Kahurangi and listed on the NZQF, are assessed under Mātauranga Māori Evaluative Quality Assurance (Programmes of Study).
4.2 Elections will be held for all positions in the fall no later than the second Friday of October. The exact election date will be determined by teacher sponsor and administration and will be publicized. 4.3 Elections will be fair and impartial using a secret ballot and with the results being tallied by the club sponsor. 4.4 If the office of presidency becomes vacant the vice president will then become president. Article 5- Meetings and Structure 5.1 Meetings will typically be called by the class sponsor and/or the president. The president must be present at all meetings. 5.2 Meetings will be parliamentary in style with the President and/or class sponsor creating the agenda. 5.3 The President serves as both the presiding officer and a voting member of the assembly. After each topic on the agenda has been discussed, members of the assembly may make a motion or bring up a topic for discussion. Article 6- President 6.1 The President shall be the presiding officer over all meetings and may call meetings when necessary. The President will serve as the group’s chief representative to outside entities and organizations. Article 7- The Vice President 7.1 The Vice President will oversee all fundraising operations. Vice President shall assume to role of President if the sitting President faces a long-term absence or is removed from office. Article 8- Treasurer 8.1 The Treasurer will be in charge of reviewing basic financial records for the Class Officers. The Treasurer may offer financial reports to the assembly. The treasurer is responsible for tracking expenses and revenues from fundraisers and other activities and must track this data in a spreadsheet format. The Treasurer may request this information from the teacher sponsor. Article 9- Recording Secretary 9.1 The Recording Secretary is to take the minutes at the meetings and type them into a word processor to preserve all records from meetings and make them available to the group. When requested or deemed necessary the Recording Secretary will present reports of minutes from previous meetings. Recording Secretary may send the minutes to the teacher sponsor to be kept in a location accessible to all Class Officers. Article 10- Parliamentarian 10.1 The Parliamentarian is required to be knowledgeable of both the group’s bylaws and parliamentary procedure as to maintain order at meetings. The parliamentarian may be asked to give guidance during constitutional disputes and help rectify the situation. Article 11- Historian
MANVEL MAVERICK 2018 TRACK SCHEDULE Day Date Time Meet Location Friday 2/16/18 2:00pm John Morris III Invitational Pearland High School – The Rig, Pearland, TX Friday 2/23/18 1:30pm Knights Relays Clear Falls High School, League City, TX Friday 3/2/18 2:00pm C.L Hanna Gator Relays Dickinson High School, Dickinson, TX Thurs 3/8/18 1:00pm Katy Home of Champions Classic Katy High School, Katy, TX Fri/Sat 3/16/18 – 3/17/18 8:00am Texas Southern Relays Texas Southern University, Houston, TX Thur/Fri/Sat 3/22/18 – 3/24/18 1:00pm Victor Lopez Classic Rice University, Houston, TX Fri/Sat 3/30/18 – 3/31/18 8:00am Clyde Littelfield Texas Relays Mike A. Meyers Stadium – University of Texas, Austin, TX Tue - Fri 4/3/18- 4/6/18 2:00pm 23 – 5A District Meet Santa Fe High School, Santa Fe, TX Thur 4/19/18 1:00pm 23 – 5A/ 24-5A Area Track Meet Hall Stadium – FT Bend ISD Missouri City, TX Fri/Sat 4/27/18 – 4/28/18 8:00am 5A Region 3 Meet Turner Stadium, Humble ISD, Humble TX Fri/Sat 5/11/18 – 5/12/18 3:00pm Texas High School Track and Field State Meet Mike A. Meyers Stadium - UT Austin, TX Varsity Junior Varsity/Freshman Day Date Time Meet Location Thurs 2/15/18 2:30pm George Ranch George Ranch High School Thurs 2/22/18 2:30pm Dawson Pearland Dawson High School Wed 2/28/18 2:30pm Pearland Pearland High School Wed 3/7/18 2:30pm Manvel Manvel High School Wed 3/21/18 2:30pm Shadow Creek Shadow Creek High School Wed 3/28/18 2:30pm Alvin (Hosted at Dawson) Pearland Dawson High School 1:00pm 23 – 5A District Meet Head Coach: Kendrick Crumedy Principal: Dr. Bobby Martinez Assistant Coaches: Greg Bennett, Steve McFadden, Cameron Herzog Assistant Athletic Director: Kirk Martin Athletic Director: Mike Bass
1 Data measure group fact size 4,957 13,535 122,479 142,060 Data measure group aggregation size 4,131 10,915 95,672 115,764 Data measure group aggregation reduction in size compared to fact size 17% 19% 22% 19% Intermediate measure group fact size 74,191 Intermediate measure group aggregation size 45,864 Intermediate measure group aggregation reduction in size compared to fact size 38% 2 Data measure group fact size 4,957 13,535 122,479 142,060 Data measure group aggregation size 4,461 12,225 107,631 126,288 Data measure group aggregation reduction in size compared to fact size 10% 10% 12% 11% Intermediate measure group fact size 3,273 5,466 51,416 64,161 Intermediate measure group aggregation size 1,514 2,574 32,010 43,135 Intermediate measure group aggregation reduction in size compared to fact size 54% 53% 38% 32% 3 Data measure group fact size 4,108 13,885 131,494 157,732 Data measure group aggregation size 527 1070 8572 10792 Data measure group aggregation reduction in size compared to fact size 87% 92% 93% 93% Intermediate measure group fact size 3,517 Intermediate measure 1,704
Intermediate measure group aggregation size 136,871 Intermediate measure group aggregation reduction in size compared to fact size 39% 2 Data measure group fact size 14,839 40,522 368,548 425,369 Data measure group aggregation size 13,356 36,600 322,247 378,106 Data measure group aggregation reduction in size compared to fact size 10% 10% 13% 11% Intermediate measure group fact size 9,881 16,502 159,701 197,263 Intermediate measure group aggregation size 4,576 7,807 87,524 116,768 Intermediate measure group aggregation reduction in size compared to fact size 54% 53% 45% 40% 3 Data measure group fact size 9,603 42,570 393,858 472,568 Data measure group aggregation size 527 1,123 9,024 11,409 Data measure group aggregation reduction in size compared to fact size 95% 97% 98% 98% Intermediate measure group fact size 4,093 Intermediate measure group aggregation size 1,704 Intermediate measure group aggregation reduction in size compared to fact size 58% Intermediate measure group size comparison Intermediate measure group fact size reduction between cube design 1 and 3 98%
MANYEO DATE VENUE ACTIVITIES TARGET AUDIENCE TIMESLOT CONTACT PERSON BOOKING 06 – 07/08/2016 Hlanganani (Elim), Limpopo Public engagement on sustainability – Defining roles individuals can play in contributing to sustainability Public 09:00 – 17:00 Xitshembiso Rivombo 083 248 2066 No 08 – 12/08/2016 Hlanganani Schools, Limpopo Career Exhibition & Role modelling Learners 8:00 – 17:00 Xitshembiso Rivombo 083 248 2066 No
Nkomazi DATE VENUE ACTIVITIES TARGET AUDIENCE TIMESLOT CONTACT PERSON BOOKING 08 August 2016 Kwamhushwa Imhlushwa Primary Mtimandze Secondary Role modelling, Science shows, water saving lecture, making of solar geyser, maths activities, role modelling and career guidance. Learners 08h30 – 10h30 11h30 – 14h00 Mr. M Ndlovu 0790235113 0739051385 No 09 August 2016 Matsamo Plaza NSW awareness, public competition, role modelling and science show. General Public 08h30 – 14h00 10 August 2016 Hoyi Mshengu Primary Ntiyi Secondary Role modelling, science shows, water saving lecture, making of solar geyser, maths activities. Learners 08h30 – 10h30 11h00 – 13h00 11 August 2016 Mangweni Lungedlane Primary Nkomazi Secondary Role modelling, science shows, water saving lecture, making of solar geyser, maths activities, role modelling and science show. Learners 08h30 – 10h30 11h30 – 14h00 12 August 2016 Mzinti Kobi Primary Mahushe Secondary 08h30 – 10h30 11h30 – 14h00 13 August 2016 Tonga Mall NSW awareness, public competition, role modelling and science show. General Public 09h00 – 14h00
vigorously drives the warm air ahead of it aloft. Notice in Figure 2.5 that the edge of a cold front is very steep when compared to the warm front in Figure 2.4. Once the warm air begins to lift along the cold front, adiabatic cooling starts and vapour condenses, forming clouds. Because the air rises rapidly, it quickly cools adiabatically, which means that large amounts of latent heat energy are rapidly released as the water condenses. As a result, rainfall is intense and of short duration. If sufficient moisture is present and enough latent heat is quickly released, an intense thunderstorm can form, with the latent heat being the fuel for its development. Fig. 2.5: Uplift of air along a cold front Table 2.1: Weather conditions associated with warm and cold fronts Weather condition Warm Front Cold Front Before the Passing of Front At the time of Front After the Passing of Front Before the Passing of Front At the time of Front After the Passing of Front Temperature Cool Warming suddenly Warmer then levelling off Warm Cooling suddenly Cold and getting colder Atmospheric Pressure Decreasing steadily Levelling off Slight rise followed by a decrease steadily Levelling off then increasing Increasing steadily Precipitation Showers, snow, sleet or drizzle Light drizzle None Showers Heavy rain or snow, hail sometimes Showers then clearing Clouds Cirrus, cirrostratus, altostratus, and then stratus Stratus, sometimes cumulonimbus Clearing with scattered stratus, sometimes scattered cumulonimbus Cirrus and Cumulus and Cumulus : Occluded fronts are formed when cold and warm fronts merge. are produced when a fast moving catches and overtakes a slower moving . Two types of occluded fronts are generally recognized. A cold type occluded front occurs when the air behind the front is colder than the air ahead of the front. When the air behind the front is warmer than the air ahead of the front a warm type occluded front is produced. Warm type occlusions are common on the west coast of continents and generally form when maritime polar air collides with continental polar or arctic air.
academies 5.G.1 Clause applies only to a boarding academy/free school. X 5.I Clause only applies to sponsored academies x 5.K Clause applies to free schools and may be applied to new provision academies X 5.L Clause applies to free schools and may be applied to new provision academies X 5.M Clause applies to free schools and may be applied to new provision academies X 5.N Clause applies to free schools and may be applied to new provision academies X 5.O Clause applies to free schools and may be applied to new provision academies X 6.H Clause only applies to schools which are designated with a Church of England or Roman Catholic character X Please identify any other variations from the model that apply to this academy (e.g. clauses relating to PFI, or any required because the multi academy trust includes academies designated with different religious characters, or a mixture of those designated with a religious character, and those which are not): Additional clauses will be supplied by your project lead if needed. Descriptor Clause No. Applied Not used
LEARNER SUPPORT From Student and Educational Services-Students with Disabilities If you wish to receive special accommodations as a student with a documented disability, please make an appointment with the Learning Specialist on the Clearwater, Tarpon Springs, or St. Petersburg sites. If you have a documented hearing loss, please contact the Program for the Deaf at 791-2628 (V/TDD) Tutoring Assistance Assistance with supplemental instruction, out-of-class support, learning and study skills, or other tutoring will be available on line and on site at the Learning Support Centers (see These resources may be helpful with writing, math, and computer skills needed for this course. Further online information and academic support is available at: . Additionally library information and help is available at: . Student Help Desk Technical Support: (727)341-4357 Webpage: For further SPC policies and the syllabus addendum: For Campus Security and Emergency Information: . For an escort to your car or to report an issue on any campus, call 727-791-2560. Career Development For Career Development Services (online): For further student questions, services, support, and student life information: . SPC Resource Guide is at: For Academic Advising: For further SPC policies and the syllabus addendum: For Campus Security and Emergency Information: . For an escort to your car or to report an issue on any campus, call 727-791-2560. For Career Development Services (online): For Graduation information and requirements: For further student questions, counseling sessions, services, support, and student life information: IMPORTANT DATES See Academic Calendar
Group Policy MAN 13.1 MAN - Instruction 3 „Information Security Incident Management“ MAN - Instruction 4 „Classification of Information Assets“ MAN - Instruction 7 „Information Security for Users with privileged IT responsibilities“ MAN - Instruction 8 „Information Security for the collaboration with IT Service Providers“ MAN 13.1 Glossary „Additional Information to Group Policy MAN 13.1” Safety Instructions The IT Security Instructions comprise the safety policy, the security guidelines, and the security regulations and performance provisions for information security (data protection and data security), both of MAN and of Volkswagen AG (parent company) (Volkswagen AG documents are to be considered guidelines): Policy File Group Policy MAN 13.1 Information Security MAN - Instruction 1 „Standard for Information Security“ See 1.1 Group Policy MAN 13.1 MAN - Instruction 3 „Information Security Incident Management“ MAN - Instruction 4 „Classification of Information Assets“ MAN - Instruction 7 See 1.1
Man walking - Cuesheet Timing 0-0:21 0:21-0:30 0:30-0:43 0:43-0:46 Description of what is happening in the scene Man walks along the path towards the camera. It is a middle distance shot. Close of the head of man as he continues to walk along The man is distant walking away out of sight along the pat. Fade to black What mood of music would you use? Dynamics Instruments Concords or Discords. Discords give extra tension but sound musically wrong. Pitch Range High/Low/Middle - Range? Melody - Major or Minor? Tempo/Rhythm Other points to consider
P PEL 7, 8, 34, 52, 72, 73, 74 PELs 34 Perchloric 16, 22, 26, 49, 63 peroxides 29, 31, 48, 50, 51, 67 Peroxidizables 29, 50 personal protective equipment 6, 7, 9, 11, 15, 16, 19, 20, 65, 68, 81 physical hazard 3, 23 picrates 31 policy iii, 41 POLICY STATEMENT iii pressure lines 16 protective equipment 2, 5, 8, 9, 20, 21, 81 pyrophoric 3, 23, 68, 72 R RADIOACTIVE 18, 40 refrigerator 16, 22 reproductive 3, 5, 8, 9, 34, 36, 55, 66, 68, 73 respirator 2, 11, 15, 19, 20, 39, 42 respiratory protection program 20 4, 5, 47, 71 Restricted access 18 RIGHTS 2 RIGHTS AND RESPONSIBILITIES 2 S safe handling 3, 6, 27, 47 SCOPE AND APPLICATION 4 16, 22, 26, 31, 51 shower 15, 23, 42, 43, 56 SOPs 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 35, 36, 37, 38, 39 SPECIAL HAZARDS 9 SPECIAL PRECAUTIONS 23 standard operating procedures i, 4, 5, 8, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 35, 36, 37, 38, 39, 80 students 5, 45, 47, 66 T teratogen 55 TERATOGEN 74 55, 73 THRESHOLD LIMIT VALUE 74 TLV 8, 13, 34, 52, 64, 72, 73, 74, 88 toxic agent 34 toxic agents 54, 68 Toxicity 12, 37, 38, 39, 52, 53, 57 toxicological testing 8 TRANSPORTATION 40, 41 V vacuum 16, 38, 39, 44 vacuum line 44 66, 68, 70 W WASTE DISPOSAL 41 Water-reactive 22
which is however only temporary and relative, while is basic. Of the two contradictory aspects, one must be principal and the other secondary. The principal aspect is the one playing the leading role in the contradiction. The nature of a thing is determined mainly by the principal aspect of a contradiction, the aspect which has gained the dominant position. But this situation is not static; the principal and the aspects of a contradiction transform themselves into each other and the nature of the thing changes accordingly. In a given process or at a given stage in the development of a contradiction, A is the principal aspect and B is the non-principal aspect; at another stage or in another process the roles are reversed – a change by the extent of the increase or decrease in the force of each aspect in its struggle against the other in the course of the of a thing. We often speak of “the new superseding the old”. The of the old by the new is a general, eternal and inviolable law of the universe. The transformation of one thing into another, through leaps of different forms in accordance with its essence and external conditions – this is the process of the new superseding the old. In each thing there is contradiction between its new and its old aspects, and this gives rise to a series of struggles with many twists and turns. As a result of these struggles, the new aspect changes from being minor to being major and rises to predominance, while the old aspect changes from being major to being minor and gradually dies out. And the moment the new aspect gains dominance over the old, the old thing changes qualitatively into a new thing. It can thus be seen that the nature of a thing is mainly determined by the principal aspect of the contradiction, the aspect which has gained When the principal aspect which has gained predominance changes, the nature of a thing changes accordingly. In capitalist society, capitalism has changed its position from being a subordinate force in the old feudal era to being the dominant force, and the nature of society has accordingly changed from to capitalist. In the new, capitalist era, the feudal forces changed from their former dominant position to a subordinate one, gradually dying out. Such was the case, for example, in Britain and France. With the development of the productive forces, the bourgeoisie changes from being a new class playing a progressive role to being an old class playing a reactionary role, until it is finally overthrown
Wyndham has the largest population of residents with Maori ancestry in Victoria. Some 15.6% of Victorians with Maori ancestry were living in Wyndham in 2016. From 2011, the population has increased by almost 50%. At the 2016 Census, there were 3,270 Wyndham residents with Maori ancestry. Approximately 72% of these individuals (2,358 people) were born in New Zealand, and 26% (856) in Australia. The Wyndham Maori community is young overall. Over 75% of this population are 39 years or younger, while less than 2.5% are over 60. The largest proportion of the Maori community are aged 0-4 years old (12%). There are also large proportions of individuals aged 5-9 (11%), 25-29 (11%) and 15-19 (10%). There are no Maori residents over 80 years of age. The majority of Maori residents speak English at home (88%), and 9% speak Maori. 41% of Maori residents over 15 years of age had completed year 12 or equivalent in 2016, compared to 59% of Wyndham residents over 15. There was also a much smaller proportion of residents with Maori ancestry (over 15 years of age) who had completed a Bachelor degree or higher, compared to the whole of Wyndham (4% and 24.4%, respectively). In addition, five people in the Maori community over 15 years of age had obtained a postgraduate qualification in the 2016 Census. Machinery Operators and Drivers was the most common occupation in 2016 and around 7.1% of residents were employed in professional or management occupations. Level of education obtained is reflected in the occupations held by residents with Maori ancestry. Less than half of the Maori community of Wyndham reported having a Christian faith (40%), lower than for the whole of Wyndham (46%). The majority of Maori residents held no religious affiliation (53%), more than twice the proportion as the whole of Wyndham (23%). Very few belonged to non-Christian religions (1%).
Specific Criteria Please outline your DHBs highest incident local ASH conditions and their underlying factors/causes. Please be sure to highlight the equity differences between population groups i.e. Māori. Please identify activities that aim to improve these ASH conditions with a focus on improving health equity for Māori. The activities can be a mix of condition-specific actions to improve care (for those conditions which account for large numbers of ASH events), and activities that more broadly impact equitable access/utilisation of healthcare services, and access to the social determinants of health. Monitoring the processes and utilisation of services by ethnicity will also ensure these activities have been tailored for the most effective prevention of ASH conditions specific to each DHB and priority population group. Please outline how you plan to do this for Māori and by when. Please note that ASH conditions and preventative activity may differ between each DHB due to a mix of demographic/environmental/system influences. It is the expectation that the highest incident ASH conditions should have similar focus in regard to preventative activity and actions within the primary care and community setting. Linkages For 2016/17 reduced asthma admission rates for Māori children is an indicator to support Whānau Ora. The performance of this indicator is also reported in System Integration S15: Delivery of Whānau Ora of the Annual Plan. It requires a heightened focus to achieve accelerated progress towards Whānau Ora and health equity, as agreed by the Whānau Ora Partnership Group. Rationale: ASH is a proxy measure for avoidable hospitalisations, and unmet healthcare need in a community based setting. There are significant differences in ASH rates for different population groups and a key focus on activities to reduce ASH must address the current inequities Child Health (Breastfeeding) Definition Exclusive or fully breastfed at LMC discharge (4-6 weeks) Exclusive or fully breastfed at 3 months Receiving breast milk at 6 months Target 75% exclusive or fully breastfed at LMC discharge 60% exclusive or fully breastfed at 3 months 65% receiving breast milk at 6 months
Labourer and Helper 34.4% (10/29) Not employed 13.8% (4/29) Family income level (%) Low income 82.7% (24/29) Middle income 17.2% (5/29) Abbreviations: CA, contour advance; CI, cochlear implant; HA, Hearing Aids, SD, standard deviation; ST, Straight; Notes: a. ‘Total Communication’, defined as a combination of visual cues, audition, and cued speech. Decision tree model Figure 1 Decision tree for comparison of CI versus no CI from the healthcare payer plus patient perspective. Abbreviations: CI, cochlear implantation; HA, hearing aid; QALY, quality-adjusted life years; SNHL, sensorineural hearing loss. Note: The ‘no CI’ comparator group includes patients who sought no treatment for bilateral SNHL (55%) or used HAs
1.50% 135,441 122,583 111,000 100,561 82,656 68,068 61,814 42,231 29,059 20,132 2.50% 164,781 149,137 135,045 122,345 100,561 82,813 75,204 51,380 35,353 24,494 3.50% 200,095 181,099 163,987 148,565 122,112 100,561 91,321 62,391 42,930 29,743 4.00% 220,342 199,423 180,580 163,597 134,468 110,736 100,561 68,704 47,274 32,752 6.00% 322,513 291,895 264,314 239,457 196,820 162,084 147,191 100,561 69,195 47,940 8.00% 468,711 424,213 384,130 348,004 286,041 235,558 213,914 146,146 100,561 69,671 10.00% 676,525 612,298 554,442 502,300 412,864 339,998 308,757 210,944 145,147 100,561 Healthcare payer perspective From the perspective of the healthcare payer only, increasing or decreasing frequency of CI or HA replacements had no impact on the ICER, as all costs related to these events were borne by the families of children implanted. As expected, favourable ICERs were observed for CI when higher discount rates were applied for costs than QALYs. Duration between replacements (HAs)
Budget 10 Points The budget should be for the project start date through the designated end date. This should be a project specific budget, NOT the budget for your entire organization. Provide a detailed cost breakdown for the project and identify all sources of funding for the project. Clearly identify which project costs will be covered with grant funds and enter these in Column A; all other project costs should be entered in Column B. Use the budget narrative tab to explain in greater detail how funds will be used. Innovation and Planning and Implementation grant funds may not be used to purchase and/or lease vehicles or pay down existing mortgages and/or other loans or debt. For MAP Funding (Only): Complete only the following statement on the Budget Narrative tab in the separate Excel Document. Line 36 - “Approximately____ (enter number) MAP encounters x $100 per encounter = $____ [TOTAL AMOUNT OF AWARD]” This is the only Budget requirement for the MAP program.
(916) 653-3758 Julia Biggar (916) 654-6344 Dillon Miner (916) 653-4287 Eric Wong (916) 654-6839 Quyen Ngo (916) 651-5724 Daniel Meza (916) 653-8699
Transportation Alternatives Eligibilities Activity Eligible Not Eligible Activity #1: Construction, planning and design of on-road and off-road trail facilities for pedestrians, bicyclists and other forms of transportation Trails on and off road New sidewalks Rehabilitating existing sidewalks to comply with ADA standards and to improve pedestrian access Other ADA pedestrian improvements including curb ramps and truncated domes Bicycle lanes Bicycle parking and bus racks Bicycle and pedestrian bridges and underpasses Rails-with-Trails Equestrian trails when built along with a shared use path Sidewalk repair, drainage improvements or other maintenance activities Circular trails / sidewalks Facilities located wholly on one site or property that do not provide a connection to existing trails or sidewalks outside the site or property Trails for equestrian use only Recreational facilities Any non-ADA compliant trail / sidewalk facility Way-finding signage / program as a stand-alone project Preliminary work including feasibility / location studies and master plans Activity #2: Construction, planning and design of infrastructure-related projects and systems that will provide safe routes for including children, older adults and individuals with disabilities to access daily needs Pedestrian and bicycle signals and crosswalks Pedestrian lighting and other safety-related infrastructure Safe connections to public transportation Bicycle and pedestrian safety / educational programs (see SRTS eligibilities for K-8) Lighting fixtures intended for aesthetic purposes only (instances where adequate lighting already exists) Roadway lighting Activity #3: Conversion and use of abandoned railroad corridors for trails for pedestrians, bicyclists or other non-motorized transportation users Rails-to-Trails facilities Projects solely to preserve abandoned railroad right of way Trail facilities for motorized vehicles (ATVs, dirt bikes, snowmobiles, etc) Maintenance and/or upkeep of trails (including the purchase of equipment) Activity #4: Turnouts, overlooks and viewing areas that interpret Interpretation and other amenities installed without
Assessment Criteria – Associate Fellowship D1 Criteria Met Not met Suggestions for improvement Demonstrates understanding of specific aspects of the Dimensions of the UK PSF Please write these TO the participant, using ‘you’ and phrased as developmental feedback. Areas of Activity (specific which selected) K1-K2 minimum V1-V4 Consideration of Dimensions is equally balanced Clear focus on effectiveness in specific aspects of teaching and learning support. Underpinned by scholarship and research in HE learning and teaching relevant to subject pedagogy or specialist service Demonstrates critical reflection on professional practice, own identity, strengths and areas for development Evidence is compelling and evidence of effectiveness is clearly presented Reference statements authenticate and confirm claim
My Core Knowledge You must demonstrate understanding of at least K1 and K2 – please highlight any others you want to provide evidence for. What evidence could I currently provide in support of this area of activity? How might I go about developing further evidence in support of this area of activity? What professional development might I need in support of this area of activity? What scholarship and research relative to my subject or specialism could I draw on to strengthen my claim? K1 The subject material K2 Appropriate methods for teaching and learning in the subject area and at the level of the academic programme K3 How students learn, both generally and within their subject/ disciplinary area(s) K4 The use and value of appropriate learning technologies K5 Methods for evaluating the effectiveness of teaching K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching
Becoming distinctively BSU: Intern Bemidji program renewed with over 75 positions available each year 12 international internships available to BSU students annually 12 teaching slots available for new BSU graduates at Ameri-Can International Academy; expanding annually 50 affordable (less than $1K above cost of staying at BSU) semester abroad slots available each semester Growth in summer credit and non-credit offerings each of the last two years to move BSU to a ‘summer destination’ Becoming internationally competitive: 12 new international partnerships Visiting professor program 2012-13: International visiting professors at BSU: 1 ($32K cost to BSU) 2013-14: 2 ($55K cost to BSU) Program revamped 2014-15: 6 ($52K gross revenue to BSU) 2015:16: 10 expected ($90K gross revenue to BSU) BSU students working abroad 2012-13: 0 BSU students working abroad 2013-14: 6 2014-15: 15 with 2 more going in summer 2015 2015-16: >25 expected to work abroad BSU students education abroad (credit based; not including work abroad) 2011-12: 43 2012-13: 55 2013-14: 90 2014-15: >100 estimated by end of summer 15 International student applications for admission 2012-13: 65 international applicants from 16 countries 2013-14: 70 international applicants from 18 countries 2014-15: 176 international applicants from 48 countries; headed to 200+ (highest all time was 2005-06: 175) New partnership with Ameri-Can International Academy in Weifang provides 12 teaching slots for new BSU graduates and is expanding annually BSU faculty abroad 2012-13: 3 2013-14: 5 2014-15: 8 Designing organizational support for MAP goal areas New regional partnerships
Name Role Address Phone Term Email Address OTHER RPRESENTATIVES Stephanie Hintz 4-H Program Assistant 3001 US Highway 12 E. Menomonie, WI 54751 715-232-1636 - smhintz@co.dunn.wi.us Katie Wantoch Agriculture Agent 3001 US Highway 12 E. Menomonie, WI 54751 715-232-1636 - katie.wantoch@ces.uwex.edu Glenn Knudtson Boyceville FFA Advisor 1003 Tiffany St Boyceville, WI 54725 715-643-3647 x404 - glennk@boyceville.k12.wi.us John Nelson Colfax FFA Advisor 601 University Ave. Colfax, WI 54730 608-797-5753 - nelson@colfax.k12.wi.us Jordan Krutz Durand FFA Advisor 604 7th Avenue East PO Box 190 Durand, WI 54736 715-672-8917 - jkurtz@durand.k12.wi.us Jeremiah Fredrickson Elk Mound FFA Advisor 405 University St Elk Mound, WI 54739 715- 879-5521 x422 - jfredrickson@elkmound.k12.wi.us Jean D'Angelo Menomonie FFA Advisor 1715 5th St W Menomonie, WI 54751 715 232-2609 - jean_dangelo@msd.k12.wi.us Tina Edwards Auction Admin N9305 County Road W, Colfax, WI 54730 715-962-2365 Cell: 715-309-3166 - davetinaedwards@gmail.com Jeff Styer Business Representative N7882 610 St., Colfax, WI 54730 715-440-0032 - jsy@itelligencegroup.com Doug Prochnow Business Representative E6703 Cty Rd E Menomonie, WI 54751 715-235-4594 - amyaprochnow@yahoo.com Jesse Singerhouse Business Representative 715-308-1547 - housej@dunnenergy.com Vacant Business Representative
Aboriginal Interpreter Service Major Aboriginal languages of the Northern Territory BATHURST ISLAND Tiwi MELVILLE ISLAND Iwaidja CROKER ISLAND Maung GOULBURN ISLANDS ELCHO ISLAND WURRUMIYANGA DARWIN MANINGRIDA Kunwinjku MILINGIMBI GALIWIN’KU Burarra RAMINGINING Yolngu Matha YIRRKALA JABIRU GAPUWIYAK Nunggubuyu UMBAKUMBA ANGURUGU WADEYE Murrinh Patha Westside Kriol Eastside Kriol URAPUNGA NUMBULWAR NGUKURR Anindilyakwa GROOTE EYLANDT Ngarinyman Yanyuwa BORROLOOLA Garrwa DAGURAGU Gurindji KALKARINDJI LAJAMANU ELLIOTT Warlpiri TENNANT CREEK Warumungu ALI CURUNG Alyawarr Anmatyerr NYIRRPI YUENDUMU Luritja/Pintupi PAPUNYA LEGEND Western Arrarnta HERMANNSBURG ALICE SPRINGS Eastern/Central Arrernte Tiwi................... LANGUAGE GROUP JABIRU .........TOWN ELLIOTT ............REMOTE TOWN BARUNGA .........COMMUNITY
Safeguarding Board West Sussex Working Together to Safeguard Children Module 1 – 2013 -14 Working Together to Safeguard Children Module 2– 2013 -14 in locality East Sussex Children’s Safeguarding Board Training Directory 1-3 Free to NHS staff in locality Range of training courses available 1-3 Free to NHS staff in locality Surrey Safeguarding Children’s Board Range of training courses available 1-3 Free to NHS staff in locality Royal College of Paediatrics and Child Health A range of resources to support healthcare professionals including and face to face 1-6 For Example - Evenings of Evidence £20.00 Expert Witness in Child Protection – 2 Days - RCPCH members: £325 Non-members: £400 Child and Maternal Health Intelligence Network Knowledge Hub – Safeguarding Safeguarding Children Training Directory 1-6 Free learning