zilongwang/ReadingBank huggingface dataset:
ACT I EXT. ALYSON'S HOUSE – DAY It is a typical house in a typical suburb in northern Georgia just north of Atlanta. The sun is shining and birds are chirping - it is an overall beautiful August day. ALYSON’S MOM (O.S.) Alyson hurry up or you're gonna be late! ALYSON (O.S.) Coming! INT. ALYSON'S BEDROOM Her room is clean with maybe a few items scattered about. She herself is a quiet girl who is very vulnerable. She’s been through a lot leading up to her junior year – this year. We see ALYSON with one shoe on. She’s sitting on her bed struggling to get the other one on fast. Once she manages to get it on, she stands up searches for her phone and iPod, grabs them, and runs out of her room. ALYSON Bye mom. See you later. EXT. SIDEWALK – CONTINUOUS Alyson leaves her house to meet her best friend EMMA. Emma is the perfect friend. She’s always there for Alyson and always has her best interests in mind. Emma is more outgoing than Alyson, though. She holds a lot of interests and is the perfect complement to Alyson. ALYSON Emma! EMMA
We didn’t really appreciate getting ditched today. ALYSON I’m sorry. Trevor wanted to talk to me. Alyson tries to leave past Michelle but she blocks Alyson’s path. MICHELLE Do you know how much it hurt to get ditched by you? ALYSON I think I can imagine. Now can I please go? Emma is waiting for me. KELSEY Alyson, I don’t think you understand. The way Trevor talked to Michelle was unacceptable. ALYSON Okay, what do you want me to do about it? MICHELLE Fix it. ALYSON Okay. Can I go now? Alyson finally pushes her way past Michelle and walks fast to get away from them. INT. HALLWAY Alyson is headed to her locker and she sees Trevor waiting nearby. She smiles subtly to herself. TREVOR Hey, Alyson.
EXT. SERIES RECORD COMPANY INT. ALEX’S OFFICE Alyson and Bridget are sitting in Alex's office. ALEX Okay so I have gotten a lot of grief from the big guys upstairs over the fair fiasco. BRIDGET Oh my gosh we are so sorry. We didn't know that Kelsey was gonna do that. And we didn't want it to happen anymore than you did. ALEX I know. But the guys upstairs have a lot of concern over your image now -- how you're being portrayed. ALYSON That was her plan all along. To ruin our chance -- take it away. She just wanted to destroy us. ALEX Okay. You know what? We'll issue a press release stating that the things that were said do not reflect the personalities of you two. ALYSON How many people do you think are gonna believe that? BRIDGET It's worth a shot Aly. ALYSON
exceptional circumstances. Appendix: 2 Detailed Summary of Delivery Mechanisms Option Title Description A Procurement of the Lifeline helpline service Under this option the regional Lifeline helpline service would be taken forward through a procurement process, seeking tenders from non HSC organisations with adjudication and the award of contract in line with procurement regulations. B Commissioning of the Lifeline helpline from an existing HSC Trust Under this option the regional Lifeline helpline would be directly commissioned from one HSC Trust, to facilitate referral and immediate ‘hand over’ in those instances where a caller is actively suicidal and where immediate intervention is required to prevent death or serious physical harm. The NI Ambulance Service (NIAS) is the only Trust to be considered as it is a regional Trust and has existing crisis telephony infrastructure and expertise. C Procurement of support services Under this option the evidence based/informed services would be taken forward through a procurement process, seeking tenders from non HSC organisations, with adjudication and the award of contract in line with procurement regulations. D Commission support services directly from HSC Trusts Under this option the support services would be directly commissioned from HSC Trusts.
Appendix 5 Glossary of Terms Care pathway – a route to help a person to move through the different services they may need. Commissioning – the term used for the process of planning and buying services from a health and social care Trust, rather than going to public procurement through a tendering process. Community Based Psychological Therapies (CBPT) – also known as talking therapies. These are recognised psychological methods used to help a person develop skills in how to change their thoughts, feelings and emotions. They have been shown to help people with conditions like anxiety, depression, and phobias. Complementary therapies – these are services that are complementary to treatment services to help people engage in treatment. These include reflexology, aromatherapy and body massage. ‘Alternative therapies’ including acupuncture, herbal remedies, homeopathy etc are not included. De-escalation – the process of talking to a person to calm them and reduce their acute distress. Enablement and empowerment – enablement is an assertive approach to help a person take more control of their own feelings and actions. It reduces the sense of lack of control and helplessness, and dependency on services that users have developed after long-term interactions with the mental health system. Empowerment includes the ability to act as an independent agent, a willingness to step outside safe routines, and a willingness to take responsibility for a person’s own actions. Evidence-based practice – these are interventions that have been shown through research to improve outcomes for patients/clients.
Collective Bargaining Agreement between Local 509 SEIU and LifeLinks, Inc. July 1, 2017 – June 30, 2020 Table of Contents Page Preamble ……………………………………………………………….. 3 Article 1 Purpose of Agreement ……………………………………... 3 Article 2 General Conditions …………………………………………. 3 Article 3 Recognition ………………………………………………….. 4
Appendix A Call-In Procedure for Unplanned Sick Time and Emergency use of Personal Time Personal time may be used (without notice/approval) for emergency situations provided the employee follows call-in procedure below and the emergency can be verified. Community Center Developmental Specialists/LPNs/Direct Support Staff Group Homes Notice 1 hour in advance 3 hours in advance Mandatory Information for Message First and last name Reason for absence When expected to return to work First and last name Reason for absence When expected to return to work Procedure One Procedure: One Procedure: Staff calls the call-in line (978.349.3070) and leaves mandatory message. Staff then calls immediate supervisor’s extension and leaves mandatory message for immediate supervisor. Supervisor’s Extensions: Rooms 1 & 2 978.349.3071 Rooms 3 & 4 978.349.3074 Room 5 & 9/Floats/PTI 978.349.3075 Rooms 6 & 7 978.349.3078 LPNs: 978.349.3083 Call immediate supervisor on supervisor’s agency cell phone. If immediate supervisor does not answer or return the call within 10 minutes, call immediate supervisor one more time and leave the mandatory message. If immediate supervisor does not return second call, call the Director of Group Homes. If no answer, leave the mandatory message - 37 -
b. Middle years and Young People (e.g. late Primary school, Secondary schools, alternative school settings, community groups (sports, recreation, arts etc), applied learning, languages, leadership, libraries, youth services, work experience, casual employment, career advice, intergenerational learning opportunities, further education) c. Adults (e.g. further education and training, Adult, Community and Further Education, workplaces, industry networks, skilled migration support, Recognition of Prior Learning (RPL and overseas qualifications, social enterprise, business incubators/hubs, learning hubs in shopping centres, libraries as community information portals, volunteering, social connection, retraining, health and wellbeing, intergenerational learning, libraries, seniors) d. Community groups and networks (e.g. Governance, decision making, participation, volunteers, training, leadership) This action is an opportunity to strengthen knowledge and relationships with existing providers and agencies. It can also involve looking at models and programs from other local governments to begin to formulate future focussed strategies and initiatives. For example the provision of higher education and training opportunities in the northern growth corridor is an identified need that requires collaborative thinking and partnership across levels of government and across municipal borders. 6. Establish clear guidelines for Council owned or run facilities to maximise potential for learning outcomes(based on preferred models Provider a. Develop ‘good practice’ guidelines to inform design and planning of new facilities. Guidelines might cover: Types of learning environments suitable for different learning models, methods, styles Options for governance and shared use of facilities, Provision and use of technology Engagement strategies that facilitate learning Priority of access in Council’s facilities that promote learning such as playgroups, 2014-2015
34. 8% had no compensation in time from the workplace. The remainders got compensation in time by having some days free from work around exams and delivery of assignments or one day off a week, an agreed amount of hours free, spread through out the study period. One informant indicates having to cheat to find time during work time, “I had the time I succeeded in cheating to get, for instance work on FC [First Class – the IT-communication program] and photocopy during work time” Another says, “It was possible for me to organize my work, so that I could gather days, but without reduction in work time” Motives for studying 90.4% of the informants indicate that the most important reason for entering the program was a personal desire and initiative, and 78.9% indicate that the main reason for entering the program was a desire for personal development. 31.6% indicate that finally the time had come for them to obtain an academic education. 28.1% further indicate that they wanted to achieve a new job profile and 28.1% saw an opportunity to advance their career. 64.9% indicate a need for improving knowledge and skills related to job functions at the time. Only 14.0% indicate that higher salary was a driving factor for starting in the master program. Only 10.5% indicate requirements from employers as an indication for entering the program. 42.1% indicate that a possibility for new job functions might be a consequence of going through the master program. These findings correspond with findings in the evaluation done by Krogh in 2003 and the investigation, done by Sørensen and Nøhr in 2004). Question 1.12. What was the reason for you to start the master study? (multiple markings) Cross referenced with Question 1.1. Gender Male Female Total Wish for career advancement 30.4% 27.5% 28.1% Wish for job change 17.4% 20.9% 20.2% Wish for personal development 91.3% 75.8% 78.9% The possibility of taking an academic education was not present till now 26.1% 33.0% 31.6%
Lifelong Learning Taster Day Saturday 16th September 2017 10.00 – 16.00 Programme Time Session 1 Session 2 Session 3 Session 4 Meet the Tutors (Café) Exhibition 10.00 – 11.00 Japanese (Chieko Fry) German Beginners (Heather Meyer) Dutch Beginners (Elisabeth Ruggles) Environment Sustainable Transport Informal meetings with tutors of: Japanese German Arabic Mandarin French Italian Polish Creative Writing Sustainable Transport Find out more about other Lifelong Learning Courses such as: Greek Language Greek Drama Greek Mythology Italian Natural Wines Reflective Art in Practice 11.00 – 12.00 Chinese Beginners (Xiaohan Gunter) French Beginners (Rada Getova) Archaeology Classical Art and Archaeology (Diana Blumberg) Medicine Understanding Dementia (Sara Yaghmour) 12.00 – 13.00 Japanese Beginners (Asuka Tsuchiya) Italian Beginners (Maria Mckenna) Polish Beginners (Barbara Frankowska) Creative writing Poetry (Alice Stinetorf) 13.00 – 14.00 German Beginners (Martina Forroova- Schneider) Portuguese Beginners (Karin Sisti) French Intermediate (Lucie Vowles) Archaeology Disability through time (Stephanie Evelyn Wright) Informal meetings with tutors of: German Portuguese
Also other events, workshops and Study Days which will be running throughout 2017/18 French Italian French Russian Spanish Latin Creative writing Archaeology 14.00 – 15.00 Italian post (Bianca Belgiorno French Club (Advanced) (Lucie Vowles) Russian Beginners (Tanya Nousinova) Creative writing Take one idea (Alison Daniell) 15.00 – 16.00 German Club (Advanced)? (Martina Spanish Beginners (Sonia Perello) Bilingualism Language development in bilingual/multilingual children (Anna Papanikolau) Classics Latin in the Landscape (Lena
Attachment E, LPS UM Plan 10-2016 Request to Appeal Denial of Authorization Date of Denial____________ Request Date_______________ Decision Date______________ Name of Individual Requesting/Receiving Services Record # Provider Name Requested Service(s)
PCN Information Item G: Engagement Activities: Short-term planned activities with the youth and caregiver to develop treatment alliance and rapport. Activities include, but are not limited to: enhancing the youth and/or caregiver’s motivation to participate in services, explaining recommended services, and providing education regarding value of services. Adherence to the recommended LOC and its importance in recovery are also explained. This service should not be provided in a group, and should be provided in accordance with confidentiality requirements. Family Partner Supports: Peer mentoring and support provided by Certified Family Partners to the primary caregivers of a child who is receiving mental health community services. This may include introducing the family to the treatment process; modeling self-advocacy skills; providing information, making referrals; providing non-clinical skills training; assisting in the identification of and community supports. Family Partners are the parent or LAR of a child or youth with a serious emotional disturbance and have at least one year of experience navigating a child-serving system (e.g. mental health, juvenile justice, social security, special education) as the LAR to that child or youth. (TAC Title 25 Part 1 Chapter 412 Subchapter G Division 1) Parent Support Group: Routinely scheduled support and informational meetings for the individual’s primary caregivers. Family Training: Training provided to the individual’s primary caregivers to assist the caregivers in coping and managing with the individual’s emotional disturbance. This includes instruction on basic parenting skills and other forms of guidance that cannot be considered rehabilitative skills training. Concurrent rehabilitative training should be identified as a separate encounter with the appropriate rehabilitative service code. Target: 10% or more of children and youth authorized to receive LOC 2, 3, 4 and YC shall receive Family Partner support services each client month, as defined by Engagement (H0025HATS), Family Partner (H0038HA), and Parent Support Group (H0025HAHQ) procedure codes, or other services identified by SERVER_TYPE_CD = K Note: For Medicaid clients, the “Non-Covered Medicaid TRR Services Form” must be completed and submitted to the LifePath UM Department for authorization of Family Partner Services.
Characters Name Role in the story Significance Adjectives Here, include about 5 characters, unless you think there need to be more. ▫ Role in the story includes simple character descriptions. King Claudius was Hamlet’s step-father and uncle who killed Hamlet’s father to gain the throne and the marriage of Queen Gertrude. ▫ His significance is that he was a central character who secretly struggled with hidden guilt and sin and that he served as a foil for Hamlet since he acted on his desires instead of simply just thinking about them. ▫ Adjectives to describe him might include: conniving, guilty, shameless, evil.
First Class rank requirements 9a through 9c 9a Tell what precautions should be taken for a safe trip afloat. . 9b Successfully complete the BSA swimmer test: 9c With a helper and a practice victim, show a line rescue both as tender and as rescuer. (The practice victim should be approximately 30 feet from shore in deep water.) b. Swim continuously for 400 yards using each of the following strokes in a strong manner for at least 50 continuous yards: front crawl, sidestroke, breaststroke, and elementary backstroke. 2. Explain the following: a. Common drowning situations and how to prevent them. b. How to identify persons in the water who need assistance.
Slides Flowers - slides Educoot.org Scroll down to Level 3 Container Gardening Information sheet Best uses for fresh herbs Kidspot.com.au Worksheets Worksheets that include twig identification and leaf identification Slides Identifying common trees – photos and information Parks Trust, UK - Rob Riekie Teacher notes, few worksheets School resource on trees (but can be adapted and some sheets can be used ‘as is’ – includes Irish links) Kerry Earth Education Project Gardening tools and equipment Worksheets Gardening tools worksheet (can right click save and print) English Worksheets Web page Gardening tools - notes Garden.ie Web page with slide show Types of Garden Tools and Equipment HGTV
CHARITABLE GIFTS % 10–15% SAVING % 5–10% HOUSING % 25–35% UTILITIES % 5–10% FOOD % 5–15% TRANSPORTATION % 10–15% CLOTHING % 2–7% MEDICAL/HEALTH % 5–10% PERSONAL % 5–10% RECREATION % 5–10% DEBTS % 5–10% Compiled from several sources, this table shows guidelines for suggested spending percentages. However, these are only recommended percentages and can change dramatically based on your actual income. The lower the income, the higher the necessities percentages will be. “FOUR WALLS” BUDGETING
Oversee the arrangement for regular appraisal of individual volunteer performance and the program as a whole Oversee ensuring that volunteers are reimbursed for their approved out of pocket expenses Establish and oversee Volunteer Recognition events Ensure volunteers are recognised for their efforts at a local level Oversee the development and review of policies, communication structures, information systems and management procedures to ensure volunteers work productively and harmoniously with paid employees, with consideration for the interests of all stakeholders involved Oversee the maintenance of records of services provided and hours contributed by volunteers Provide regular reports to the Executive Director Residential Aged Care Services on the Volunteer Program including recommendations for future developments or improvements Leadership Training and mentoring of Lifestyle Coordinators staff and volunteers in the Mercy Place Model of Care service delivery and building skills associated with conducted positive living services Management of the lifestyle and volunteer workforce including sourcing, recruiting, orientation, development and supervision Assist in the formulation and delivery of education and training via employee Undertake Recruitment & Selection Training to ensure effective recruitment and selection of volunteers at Residential Aged Care Services facilities Evidence of a schedule for ongoing education and training Evidence of attendance at internal and external meetings, committee membership, internal and external professional development attendance and active
DAY 1 10:00 – 10:30 Welcome & Introductions 10:30 – 10:45 Review of Pre-Training Materials 10:45 – 11:15 The National Diabetes Prevention Program: Background and Rationale Program Goals & Structure 11:15-12:30 Curriculum Overview and Use of Tracking Resources Resources and Logs Months 1-6/Lessons 1-16 12:30-1:00 Lunch 1:00 – 1:30 What Does It Mean to be a Lifestyle Coach? Roles of the Lifestyle Coach Ground Rules 1:30 – 2:15 Group Facilitation Facilitation Basics Facilitation Techniques Challenges with Groups 2:15 – 3:45 Group Activity with Group Facilitation and Action Planning 3:45 – 4:45 Review and Feedback on Food Records 4:45 – 5:00 Homework Assignments & Wrap-Up DAY 2 8:30 – 8:45 Morning Refreshments 8:45 – 9:00 Follow-up with Food Records 9:00 – 12:30 Session Facilitation Practice by coach trainees 12:30 – 1:00 Lunch 1:00 – 2:00 Curriculum Overview Months 7-12, Participant Challenges and Engagement 2:00 – 3:15 Planning for your first lifestyle change program Capacity Assessment, Program Recognition Data Reporting, Technical Assistance 3:15 – 3:30 Final Discussion & Wrap-up
3.) Month/Year of Injury: _____/_____ Injury: Treatment: Current Status: 4.) Month/Year of Injury: _____/_____ Injury: Treatment: Current Status: 5.) Month/Year of Injury: _____/_____ Injury: Treatment: Current Status:
GRAPHICS TRANSCRIPT Centers for Disease Control & Prevention National Diabetes Prevention Program What It Means to Be a Lifestyle Coach: Program Components Recruitment [MUSIC] HOST: The main goal of the National DPP lifestyle change program is to help participants make and keep new healthy habits that will help them prevent or delay type 2 diabetes. When recruiting eligible participants it is important for you to convey the risks associated with prediabetes and type 2 diabetes, and how the program can help them overcome their risk. Diabetes Prevention Recognition Program (DPRP) eligibility 18 years or older BMI ≥25 kg/m2 (≥23 kg/m2, if Asian-American) Not diagnosed with type 1 or type 2 diabetes Identified with prediabetes by one of the following: Recent blood glucose test History of gestational diabetes mellitus (GDM) Positive screening for prediabetes based on CDC or ADA risk test DPRP Standards: However, meeting some of the eligibility requirements of the Diabetes Prevention Recognition Program, or DPRP, can be challenging, such as identifying participants with prediabetes. Participants must have a recent blood-based test indicating prediabetes, a history of gestational diabetes mellitus, GDM, or a positive screening for prediabetes based on the CDC or American Diabetes Association risk test. Participant recruitment Health care provider referrals Existing employer relationships Community engagement You can recruit participants for your program by getting referrals from health care providers, leveraging existing relationships with employers who cover the lifestyle change
DPRP Standards: program as a health benefit, and engaging your community. There are many ways to recruit. Linda Vaughn, Lifestyle Coach for a CDC-recognized National DPP Organization LINDA: The methods that are used typically are web inquiries that we have on the webpage. Participant recruitment methods Web inquiries Physician groups Businesses Local health fairs Posters, brochures, fliers Secondly, we have recommendations that come from physician groups. Thirdly, corporations may already have in place that they would like to bring the program there. So that's a natural opportunity. In our 18 full-service facilities we have posters and signage and brochures so when people call from the public, we're able to send a brochure immediately to them digitally about what the program is about. Lifestyle Coaches can also accompany the Program Coordinator to local health fairs. They can also accompany them to giving speeches and presentations at corporations who are asking about this topic. And so but definitely they go to health fairs. And we have brochures. We have fliers, posters, everything there for them to be able to distribute to anyone who walks by. Recruitment strategies Identify champions Alumni HOST: You should also identify champions for your program, like alumni and health care providers.
Think Tank Gaston Community Center (10:00 am-3:00 pm) 10:00-10:30 Welcome 10:30-11:00 Opening Activity: Brainstorming Session: LIFE logo/tagline Facilitators: Dr. Gregory Washington & Dr. Joy Clay Objectives: Introductions & Agenda Review Who are L.I.F.E. and its partners? Overview of L.I.F.E. Facilitators: Jennifer Crenshaw and LIFE Project Assistants Objectives: Review info on why branding is important Discuss logo concepts Vote on favorite 11:00-1:00 Nurturing Parent/Mindful Communication Overview 1:00-1:45 Power Lunch Facilitators: Michelle Miller Objectives: NPP content Learn what it means to be an advocate Community Asset Mapping . Facilitators: LIFE Project Assistants Objectives: Eat delicious food Networking Submit any questions, comments, or requests to staff 1:45 - 2:45 Advocacy Exercise, Self-Care, and Discussion 2:45-3:00 pm Wrap Up Facilitators: Gregory Washington, Christy Peterson, and LIFE project assistants Objectives: Learn what it means to be an empowered advocate & Community Asset Mapping intro Review connection bw identifying assets and providing better self-care Self-Care Activity Facilitators: Dr. Joy Clay and Dr. Gregory Washington Objectives: Next Think Tank Upcoming opportunities Asset Mapping Session Next steps
Please note that the deadline to make an application for Individual Protection 2014 through HMRC was 5 April 2017. We will still provide Individual Protection valuations for members who submit this form on or after this date but please be aware the charge will still apply even if you are unable to use this valuation to apply for HMRC protection These charges are reviewed annually. Section 3 - Declaration I have referred to the NHS Pensions Schedule of Charges and I agree to pay the applicable charge for provision of the information specified at Part 2 of this form. Signature Name (please print) Date / / Section 4 - Payment Please confirm which of the following payment methods you have chosen: Bank transfer payment The bank account details for electronic payments are as follows: Sort code: 60-70-80 Account number: 10021205 Your reference must include the National Insurance number of the member followed by their surname. Your request cannot be processed without this information. You need to email a copy of this form to or use the following postal address: NHS Pensions PO Box 2269 Bolton BL6 9JS Cheque The cheque should be made payable to ‘NHS Business Services Authority’, enclosed with this form and posted to: NHS Pensions PO Box 2269 Bolton BL6 9JS All charges include VAT at the standard rate of 20% How we use your information The NHS Business Services Authority – NHS Pensions will use the information provided for administering your NHS Pension Scheme membership and processing payment of your NHS pension benefits. We may share your information to administer and pay your NHS pension, enable us to prevent and detect fraud and mistakes, for debt collection purposes, or as required by law. For more information about who we share your information with and how long we keep your personal data and your rights, please visit our website at
Revision of primary THR illustrated in section 1; 5 and 10 year values in table 2 (main text) Probability of two stage revision Exp/(1+exp) where  = -0.938 + 0.538*Male +0.0052*Age – 0.0017*Time-2 – 0.0298*Time2 – 0.786*Cemless – 0.296*Hybrid Failure in year of revision 1-exp(-exp)) where  = -2.932 + 0.139*Male – 0.0281*Age Revision of revised THR after first year 1-exp(-exp)) where  = -4.520 + 0.139*Male – 0.0580*Age – 0.0017*Age2 30d mortality after primary THR 1/(1+exp) where  = –7.523 + 0.727*Male + 0.1007*Age + 0.0012*Age2 Death in year of revision surgery 1/(1+exp) where  = -2.932 + 0.258*Male + 0.1140*Age + 0.0011*Age2 Death in other years ONS value multiplied by (0.803 + 0.004*Male + 0.0259*Age – 0.0159*Age2 + 0.702*Time – 0.0711*Time*Age Cost of Primary THR Values tabulated in Table 2 (main text) *Age is patient age, Male is 1 for male, 0 for female, Time is time in years after surgery, LoS is length of stay in days, Cemless indicates a cementless prosthesis, Hybrid indicates a hybrid prosthesis. Table 1A Markov model parameters
2.5 Implement systems to facilitate identification of patients with undiagnosed hypertension and people with prediabetes 2.6 Increase engagement of CHWs to promote linkages between health systems and community resources for adults with high blood pressure and adults with prediabetes or at high risk for type 2 diabetes 1. Vision y Compromiso Conferences Date: August 31, 2018 8:00AM-2:00PM Location: Orange County, CA Register here! Date: September 15, 2018 8:00AM-3:00PM Location: Berkeley Adult School Date: October 4th – 6th, 2018 Location: Ontario, CA & The conferences are packed with exciting activities and always provide opportunity for experiencing new training, sharing information and enjoying networking with new people and old friends. There are great opportunities to exhibit and show your support through sponsorship. HEALTH EDUCATION MANUALS – National Heart, Lung, and Blood Institute – Community Health Worker Manuals The NHLBI has designed heart health manuals for minority and underserved communities in need. Each 12-session manual, including those created for the , , , and communities, contains culturally appropriate and user-friendly information on cardiovascular disease risk factors (high blood pressure, high blood cholesterol, overweight/obesity, diabetes, and physical inactivity) and lifestyle choices for healthy living. HEALTH EDUCATION MATERIALS – National Heart, Lung, and Blood Institute – The cornerstone of the Community Health Worker Health Disparities Initiative is a set of health education tools. The tools for community health worker (CHW) include manuals, picture card flip charts, recipe books, risk factor booklets tailored for several different ethnic communities. BRIEF – Center for Healthcare Research and Transformation – Community Health Workers (CHWs) strive to bridge gaps between traditional healthcare providers and the communities they serve, but the community health worker profession faces several challenges to realizing its full potential. The Center for Healthcare Research and Transformation (CHRT) that focused on the ways State
societies, with some welfare support from their clubs/unions/players’ associations as well as (albeit declining) state welfare provision. In societies like Fiji that rely on an alternative cultural support mechanism, such risks and responsibility are transferred almost entirely to kin and community groups. Whilst the underlying principles are the same in all societies penetrated by commercial sports and hence the athlete exploitation discussed here is far from unique, the case of Fiji and other peripheral societies that supply elite rugby labour is significant for at least three reasons. Firstly, it is not only individual athletes but larger communities that are integrated into, and indeed subsidise, the existing professional rugby system by absorbing risks incurred by injury, etc. and by bearing (almost all) the cost of elite player production. This means that a substantial part of the population in Fiji subsidises commercial rugby by absorbing the deficits of the rugby ‘muscle trade’. Secondly, with the collective safety-net mechanism weakening as a result of intensifying globalising influences, the (especially material) well-being of the former, current and future athletes faces bleak prospects. In the event of further disintegration of the informal support system, athletes in these peripheral societies, without recourse to formal social protection, would arguably suffer even greater material deprivation and consequential psychological distress. Thirdly, the athletes and their communities are subjected to a double structure of unequal exchange. Whilst the exploitation of peripheral athletic labour by the ‘global athletic system’ has attracted considerable scholarly attention, our interviewees’ accounts call equal attention to the internal, national sport structures. Although those may not be driven to the same extent by the corporate capitalist imperatives of metropolitan clubs, they too capitalise on the athletes’ self-sacrifice and community support in response to the pressures from the ‘competitive reward structures’ of the international rugby system and the corporate world that distribute resources according to performance hierarchy, competition and market values. Connor notes: the ‘exploitation of the athlete does not need to be a result of the individual, calculated activities of a single actor within sport’; it is rather a manifestation of the ‘consumer focused, capital driven, spectacularised, corporatised and marketed sport.’ Our data demonstrate that professional rugby exemplifies such power dynamics of sport neoliberalisation, which, compounded by the historical, politico-economic inequity between core/metropolitan and peripheral societies,
Week 3 15th August 10.00am iPads & Saebo Rejoyce 50p 10.30am Seated Exercise £2 11.00am Pottery £3 11.00am Genealogy 50p 1.00pm Everyday Aphasia - Offsite FREE Trip to Bromsgrove Town Shops Open to All – Meet at LASC 17th August 11.00am Wednesday Wheels (2 hrs) Sanders Park £2 Bromsgrove B61 7JP 18th August 10.00am No Communication Group 10.30am Canvas Painting 50p 11.00am Coffee and Kurling 50p 12.00pm Lunch (£2.20) 1.00pm Community Dance £2 Saturday 20th August Young Stroke Group Summer BBQ 1pm at LASC Week 4 22nd August 10.00am iPads & Saebo Rejoyce 50p 10.30am Seated Exercise £2 11.00am Pottery £3 11.00am Genealogy 50p 1.00pm Everyday Aphasia - Offsite FREE Trip to Longbridge M&S Open to All – Meet at LASC 24th August 11.00am Wednesday Wheels (2 hrs) Sanders Park £2 Bromsgrove B61 7JP 25th August 10.00am North East Worcestershire Stroke Group 12.00pm Lunch (£2.20) 1.00pm Summer Trip To Be Confirmed Week 5 29th August Centre Closed for BANK HOLIDAY 31st August 11.00am Wednesday Wheels (2 hrs) Sanders Park £2 Bromsgrove B61 7JP 1st September 10.00am Communication Group 50p 10.30am Canvas Painting 50p 11.00am Coffee and Kurling 50p 12.00pm Lunch (£2.20) 1.00pm Singing Group - Offsite St. Cassians Church, Chaddesley Corbett
1 What are the pillars made of in the “Pillars of Creation?” dust and hydrogen gas 2 What is the most important force in astronomy? gravity 3 What is the early phase of the star called once the gas and dust begin to coalesce? nebula 4 At what stage in star development does a star spend most of its life?...its ‘happy’ state… main sequence 5 What characteristic indicates how hot a star is? color 6 Small, cool red stars are called …. red dwarfs 7 Large, blue stars are how much larger than the sun? 20 times the Sun’s mass 8 Which star lives the longest, the star with the higher mass or the star with the lower mass? the star with the lower mass 9 What will happen to our star once all of the hydrogen has been fused? eventually nuclear fusion stops, it dies 10 What is the phase of a star called where it simply cools and fades away? white dwarf 11 Why do most stars not necessarily die in the time we would normally expect them to? they begin to fuse into heavier elements 12 What is the result of the collapse of the iron core? it explodes and blows the star apart 13 From where did the elements in our bodies originate? the explosions of stars 14 About how big (or small) are neutron stars? 10 miles across 15 What would happen to our sun if a dense white dwarf collided with it? Sun would distort (egg shape) and it would explode the Sun…in about 1 hour 16 To what does the show compare a globular cluster? a demolition derby
Send Timothy back to Thessalonica. Travel to Berea Paul is escorted to Berea by the Thessalonian brethren. Acts 17:10-12 And the brethren immediately sent Paul and Silas away by night to Berea; and when they arrived, they went into the synagogue of the Jews. 11 Now these were more than those in Thessalonica, for they received the word with great eagerness, examining the Scriptures daily, to see whether these things were so. 12 Many of them therefore believed, along with a number of prominent Greek women and men. (NASB) More developed form of team ministry. Paul was assisted in establishing the church throughout Macedonia and Achaia. Berea was left in the care of Silas with Timothy as a helper. Aquilla & Pricilla sent from Corinth to Ephesus, or Epaphroditus from Philippi, or Aristarchus from Thessalonica. Trip to Athens Paul is escorted to Athens by Berean brethren. Paul is left in Athens, however, and the brethren that took him brought back word for Silas and Timothy to come to him there. Possible reasons for Paul's trip to Athens: 1) 2) 3)
L Annual “Net Profit Goal” (Row K from previous section) M Projected Net Profit Percentage N Annual Revenue Required (Divide Row L by Row M) O Projected Revenue from Recurring Services (%) What percentage of revenue will come from recurring services? P Annual “Recurring Services Goal” (Multiply Row N by Row O) Q 3 Year MRR Target (Divide Row P by 12) This is the MRR you want to achieve at the end of 3 years. R Current MRR This is the amount of Monthly Recurring Revenue you have. S Net MRR Sales Goal (Subtract Row R from Row Q) This is the amount of Monthly Recurring Revenue you need to add over the next 3 years.
client. Divide your total MRR by the number of client agreements. AISP This is the price you charge on average per seat. Divide your total MRR by the number of end users you support. Net Profit (%) Recurring Services Revenue (%) Service Revenue / Employee This is the amount of total revenue per employee. Divide your total service revenue by your number of employees. Service Revenue / Tech This is the amount of total revenue per technician. Divide your total service revenue by your number of technicians. 12 1
*Though this is not a specific step in the problem-solving process, always remember to praise your Mentee for hard work and for the effort he or she is making. Most Mentors choose to mentor because they want to make a positive difference in the life of a young person. There are times when it is easy to see the impact you are having. For example, your Mentee might do well on a test or project on which you provided help. get a job after responding to an ad you helped find. successfully resolve a long-standing problem. talk with you more freely. ask you more questions. be clearer about what he or she wants or needs from you. acknowledge something about you. However, sometimes it is hard to tell if you really are making a difference. Click on the following link to see the thoughts two Mentees shared about how their e-mentors made a difference. Making a Difference Congratulations - you've learned a lot about how to sustain your relationship in this section! You now know how to assess the health of your relationship with your Mentee. give constructive feedback - feedback that the recipient can receive without defensiveness and can put into action. apply a problem-solving model to issues or concerns facing your Mentee.
* 1860- 6.2 million * Cities grow because of 1. Immigration 2. Rural to urban migration - People leave the farm due to decreased opportunity - Mechanization of agriculture, more opportunity in cities Cities Problems * African Americans begin to move, not large movement North until after WWI. * Move to the city in response to limited opportunities in rural areas * Mechanization of Agriculture * Overcrowding * Crime * Disease * Poverty * Exploitation * Water-Sanitation * Pollution Immigration First Wave of Immigrants (1820-1860) 1. Irish – 2 million 2. German – 1.5 million 3. British – 750,000 4. Scandinavia * 1825 – 10,000 immigrants * 1845 – 100,000 per year * 1854 – 428,000 Second Wave of Immigrants (1860-1920) * 1865-1890 – 9 million arrive * 1890-1915 – 16 million arrive * 1910 – Half the people of the cities are immigrants
The Lord is close to the brokenhearted (Psalm 34:18) LOVE ONE ANOTHER Fervently love one another from the heart (1 Peter 1:22) If you love one another you abide in the light (1 John 2:10) If you love one another you are born of God because God is love (1 John 4:7-8) LUST Don’t make provision for lust (Romans 13:14) Self-discipline over lust (1 Thessalonians 4:4) Live by the spirit and don’t carry out desires of the flesh (Galatians 5:16-18) Do not let sin reign in your body, do not give your body to sin (Romans 6:12-13) MARRIAGE They will become one flesh (Genesis 2:21-24) He who finds a wife finds what is good (Proverbs 18:22) Christ the head of man, man the head of the woman (1 Corinthians 11:3) It is better to marry than burn with passion (1 Corinthians 7:9) MARITAL PROBLEMS I will walk in my house with a blameless heart (Psalms 101:2) As for me and my house, we will serve the Lord (Joshua 24:15) Get rid of anger, be kind and compassionate to one another (Ephesians 4:31-32) Husbands love your wives as yourself, wives respect your husbands (Ephesians 5:21-33) Wives submit to your husbands as unto the Lord, husbands love your wives as Christ loves the church (Colossians 3:18-19) MATERIALISM / MONEY Be content with food and shelter (1 Timothy 6:8) The love of money is the root of all kinds of evil (1 Timothy 6:10) If you love the world the love of God is not in you (1 John 2:15) If you have the world’s goods and see a brother in need, and do not help, the love of God is not in you (1 John 3;17) Don’t be slaves to money (Matthew 6:24)
5.1 Identify the type of neuron represented in the diagram. (1) 5.2 State ONE function of part B. (1) (2) . Study the section on human endocrine system and homeostasis in humans in the Mind the GAP Study Guide on p.53 – 61 before you answer the following questions. In question one the answers are provided with an explanation (DBE, June 2016, Paper 1) Q1 The diagram below represents parts of the endocrine system in humans. 1.1 Identify gland: (a) A (1) (Hypophysis/ Pituitary gland – study the diagram on p.53 of the Mind the Gap study guide) (b) B (1) (Adrenal gland – gland on top of the kidney) 1.2 Give the LETTER and the NAME of the gland that secretes a hormone responsible for: (a) Starting puberty in males (2) (D – Testis - produces testosterone which is responsible for the development of the secondary sexual male characteristics) (b) Stimulating absorption of glucose by cells (2) (C – Pancreas/Islets of Langerhans – produces insulin which stimulates cells to absorb glucose) (c) Making the kidney tubules permeable to water (2) (A – Hypophysis/Pituitary gland – produces ADH which increases the permeability of the renal tubules so that more water can be re-absorbed into the bloodstream) (8)
Life sciences unit services Central Laboratory, College of Science, King Saud University S. No Type of Analysis Instruments Last user Number of lab. 1 Scanning, Screening, interpretation and photography of Biological and Nano sample Transmission Electron Microscopy (TEM) Dr. Mukhtar Ahmed AB 93 Shaban Roshdy 2 Samples cutting both semi-thin and Ultracut Ultra-microtome Dr. Mukhtar Ahmed AB 87/1 Shaban Roshdy 3 Samples orientation and trimming TEM Tissue Trimer Dr. Mukhtar Ahmed AB 87/1 Shaban Roshdy 4 Making glass knives for both semi-thin and Ultracut Glass knife maker Dr. Mukhtar Ahmed AB 87/1 Shaban Roshdy 5 High speed dispersion for Nano samples Dr. Mukhtar Ahmed AB 87/5 Shaban Roshdy 6 Processed the samples before molding in capsules TEM Tissue Processing Dr. Mukhtar Ahmed AB 98 Shaban Roshdy 7 Staining for Ultracut sections before screening by TEM TEM Strainer Dr. Mukhtar Ahmed AB 98 Shaban Roshdy 8 Cutting ultra-sections for TEM (70 -80 nano meter) Diamond Knife Dr. Mukhtar Ahmed AB 87/1 9 Produces images of a sample by scanning it with a focused beam of electrons. Scanning Electron Microscopy (SEM) Dr. Omar AbdElkader AB 87/4 10 Covering samples with Au and Pt To get good quality images. Gold, Carbon and platinum Spattering Dr. Omar AbdElkader AB 87/4
11 Analysis of fluorescent labelled samples of mammalian and bacterial cells Confocal Spinning Disk Microscope Dr. Salim Manoharadas AA 63 12 Determine concentration of DNA, RNA and Proteins based on absorbance at 260/280 nm Nano Drop Dr. Salim Manoharadas AA 63 13 Amplifing a single copy or few copies of a piece of DNA. PCR Dr. Shaik Althaf Hussain AA 60 14 Detection of or events of samples in . ELISA Reader Dr. Shaik Althaf Hussain AA 60 15 Provide Liquid Nitrogen Liquid Nitrogen Generator Dr. Shaik Althaf Hussain AA 60 16 Centrifuge with Maximum rotating speed: 50,000 rpm (254,345xg). Ultra-centrifuge Dr. Shaik Althaf Hussain AA 60 17 Preservation of samples at -80 C Freezer -80 C Dr. Shaik Althaf Hussain AA 60 18 Sterilize the laboratory glassware, microbial media, surgical instruments and . Autoclave Dr. Shaik Althaf Hussain AA 60 19 Provide ice cubes Ice Maker Dr. Shaik Althaf Hussain AA 60 20 Analyses blood cell parameters like WBC count, RBC count and Platelet Count. Blood Cell Counter Dr. Shaik Althaf Hussain AA 60 21 Measurement of different chemicals and other characteristics in a number of biological . Chemistry Analyzer BS 200 Dr. Javid Dar AA 60 22 Analyses immunoassays, complex genetic analysis, and enzymatic assays Luminex Dr. Javid Dar AA 60 23 Quantitatively measure the amplification of DNA using fluorescent probes. Real Time PCR Dr. Javid Dar AA 60 24 Fluorescent western blotting, chemiluminescence detection, and general gel documentation applications. Gel Doc/Western blotting appartus Dr. Javid Dar AA 60 25 Centrifuge for small tubes (0.2 ml - 2.0 ml) with up to 12000 Rpm Microcentrifuge Dr. Javid Dar AA 63
5.27: LEAVING CARE, LIFE SKILLS AND TRANSITION TO ADULTHOOD Name of Issuer: Martin Birch Issue Date: 27 October 2015 Review Date: April 2016 Reviewer: Martin Birch Version Number Date for Review Brief Description Amended Section Editor 1 April 2016 Creation None Martin Birch Version Number Date Brief Description of amendments Amended Pages Reviewer Review Due 1 27/10/2015 Creation of Policy All Martin Birch April 2016 Table 1 – Amendment List Register CONTENTS Page Section 1 Aims of the Checklist 3 Section 2 Glossary 5 Section 3 Young Person’s Information Sheet 11 Section 4 Education, Employment and Training 13
25. How would you ensure you and your home are as safe as possible? For example, do you have a safety chain on your door, do you check who your visitors are before opening the door, do you know how to turn off the gas/electric/water and do you have a list of emergency numbers at hand? 26. At what age do you become responsible for paying your rent? 27. What is the Local Housing Allowance? 28. If you have difficulties with your neighbours, who would you complain to? 29. What are the main reasons young people get evicted from their accommodation?
Section B: (Please explain why you think the aims and objectives of this programme, including our focus on patients and service users, will support your development at this stage in your career. Please see the online LIFT brochure for more detail, if needed.) Line Manager Statement in support of application Section C: (We know that line managers have a key role in supporting the application of learning at work. Please explain how you can support the applicant, through and after this LIFT programme, and why you think this programme will be particularly relevant to the applicant.
1-2 – Very Poor; response completely devoid of relevant information 3-4 – Weak answer; some information provided but lacking required detailed 5-6 – Satisfactory answer; but some information lacking 7-8 – Good/full response; most detail provided 9-10 – Excellent response; exemplar answer APPENDIX 2 – Template for Appendices Appendix No. : PQQ Section : Question No. :
Lifting Voices Training Schedule For April - May 2013 Statesville & Surrounding Area To receive DCDEE credit or 1.0 CEU from UNCW at no charge, participants must complete pre and post electronic surveys, attend all sessions (no make up days are offered, choose from time options) and complete assignments between webinars and/or in-person sessions. Applicants must hold a current Early Educator Certification or apply before the training and work or reside in the counties below to participate in this free training opportunity, attend all sessions and complete all assignments to receive CEU credit. If you do not live or work in this region but are interested in future public policy training opportunities, you may sign up on the waiting list available at . Session/Cohort by County(ies) Statesville & Surrounding Counties Session 1 Project Overview 1 hour Webinar - Live Date: 3/26/13 Choose one: 1 or 6 PM Session 2 I Make a Difference 2 hours In person Session Date: 4/9/13 Choose one: 1 or 6 PM Session 3 Early Childhood Systems 1 hour Webinar – Recorded View anytime between 4/10/13 – 4/17/13 Session 4 Nuts & Bolts of Policy Development 1 hour Webinar – Recorded View anytime between 4/18/13 – 4/25/13 Session 5 Putting It All Together 2 hours In Person Session Date: 5/6/13 Choose one: 1 or 6 PM Session 6 Connections 1 hour Webinar – Live Date: 5/14/13 6 PM