zilongwang/ReadingBank huggingface dataset:
Skills and techniques demonstrate ICT, portfolio development and communication skills client and market research techniques client presentation techniques photography – ongoing record of progress and processes used and final product documenting presentations and evaluations develop context appropriate drawings and relevant technical information to produce the final product sketching rapid concept developments 3D presentation drawings multi-colour rendering techniques 2D working drawings or using templates inspiration/concept or storyboard development and presentation design and making specification sheets use workroom/studio terminology appropriate to context select appropriate materials and calculate the correct amount required to order and purchase materials to complete the project operate machinery and tools appropriate to context identify, remove and report blunt, dull or damaged tools and machinery appropriate to context conduct assessment and maintenance of tools and machinery, including cleaning and care processes appropriate to context Safety correctly use personal protective equipment (PPE) where applicable conduct risk assessment for using specific tools/machinery demonstrate occupational safety and health practices appropriate to tasks being undertaken in workshops apply risk management strategies in the workshop/studio recognise need and purpose of materials safety data (MSD) with regard to storage and handling of hazardous substances and hazardous operations appropriate to situation Production management manage a production plan maintain a detailed production plan maintain time management while using tools, equipment and machinery to complete production adhere to sequential instructions apply safety and risk management record changes to materials lists or costing record regular journal/diary entries use ongoing evaluation techniques: diary, journal or portfolio notes and use of photography to record ongoing progress/decision changes made to the project
Case Study – Part 4: Materials, Supplies, and Equipment List Luis C. Silva – Project Manager Task Materials Needed Quantity Available/Procure Approximate Cost 1. RFID tags and readers (Purchaser) RFID tags (products) RFID (Storage) RFID (gates) 4000 5000 4 Procure Procure Procure $20,000 $5,000 $60,000 2. Middleware and servers (Purchaser w/IT lead) Software Server 1 1 Procure Procure $1,100 $5,000 3. Network Infrastructure (Purchaser w/IT lead) Connect outside vendors & Clients. Integration software 1 Procure $3,500 4. Upgrade forklift fleet (Certified Technician) LCD’s Readers Transmitters 6 6 6 Procure Procure Procure $5,000 $10,000 $15,000 5. Vendor Approval (Account Manager) - Operational contracts -RFID product Information 100 100 Available Procure $1,000 $250 6. Design training modules (Company Trainer) - RFID operational instructions - Vendor integration guides 5 5 Procure Procure NA NA 7. Floorplan layout (Engineer W/ Functional managers) Dimensions for current/new equipment, facility 1 Available In-house 8. Installation of RFID gates and storage components (IT Specialists) RFID equipment 1 Available after equipment is delivered. Ordered in previous task In-house 9. Inventory Review (department employees w/ functional Product lists Inventory forms 15 Available In-house
managers) 10. Install RFID product and storage tags (Functional managers and department employees) RFID tags 9000 Available after equipment is delivered. (Ordered in previous task) In-house 11. Integrate RFID system with warehouse management software (Computer programmer / IT) RFID software Network server Inventory count 1 1 1 Available (completed in previous task) In-house 12. System testing (IT specialists, functional managers, project manager) Functional RFID equipment and reporting software 1 Available (completed in previous task) In-house 13. Train employees for use (Company Trainer) Developed Training modules 5 Available (completed in previous task) In-house 14. Adjust based on feedback (General employees, managers, project manager, IT) Reviews, feedback, suggestions NA Procure In-house
IN WITNESS WHEREOF: These presents typewritten on this and he preceding five pages are signed as Follows: For and on behalf of………………………………….: At [ ] on the [ ] day of [ ] Two thousand and Seventeen _________________________ __________________________ Signed Witness Signature _________________________ __________________________ Name of Signatory Witness Name _________________________ __________________________ Designation Witness Address For and on behalf of Cairn Housing Association: At [ ] on the [ ] day of [ ] Two thousand and Sixteen _________________________ __________________________ Signed Witness Signature _________________________ __________________________ Name of Signatory Witness Name _________________________ __________________________ Designation Witness Address
School of Graduate Studies Graduate Studies brochure Graduate Degree Programs MALS, MBA, MHA, MAS, MAT English, MAT Math, MSN, MSP 8.5 x 11 flyer, duplex Graduate Degree Programs Bi-fold brochure MBA Post Cards, bookmarks, MBA concentrations Enrollment Management Recruitment and Admissions Basic Recruitment Piece Follow Up Piece Freshman Follow Up Piece Transfer Follow Up Piece Non-Traditional Checklist Financial Aid Brochure Posters
Housing and Residence Life Flyers, Posters, Brochures, Post Cards Student Conduct BACCHUS Peer Mediation Tri-fold brochure Recreation and Wellness Intramural Sports Outdoor Adventure Fitness Center Flyers, Calendar, Post cards, Tri-fold brochures University Health Services Promotional items UHS Brochure International Student Services Office Brand Message Materials Matrix – Business & Operations / OITS Division/ Academic Unit/ Department Type of Brochure or Material Business & Operations Auxiliary Services Post Cards, Info Cards Loch Shop Laker Card Center Dining Services Budget and Finance Bursar
Hero/Villain Poster Rubric 2 1 0 The poster focuses on your character as either a or The poster has a clear title and all illustrations and written evidence focuses on the assigned topic There is some confusion on the main focus of the board, either in illustrations or written evidence The poster is confusing to the eye and the focus is unclear The poster has neat, colorful illustrations The required illustrations are neat and colorful, adding to the focus of the board The required illustrations are sloppy or do not display adequate color There are no illustrations, or they are not done neatly or colorfully The poster has written evidence to support the group’s focus (at least two reasons) There are two written reasons, strongly supported with evidence to support the main focus of the board There is only one reason shown, or the written responses are short and inadequate There are no written responses or they are poorly done and confusing Hero/Villain Poster Rubric 2 1 0 The poster focuses on your character as either a or The poster has a clear title and all illustrations and written evidence focuses on the assigned topic There is some confusion on the main focus of the board, either in illustrations or written evidence The poster is confusing to the eye and the focus is unclear The poster has neat, colorful illustrations The required illustrations are neat and colorful, adding to the focus of the board The required illustrations are sloppy or do not display adequate color There are no illustrations, or they are not done neatly or colorfully The poster has written evidence to support the group’s focus (at least two reasons) There are two written reasons, strongly supported with evidence to support the main focus of the There is only one reason shown, or the written responses are short and inadequate There are no written responses or they are poorly done and confusing
Where no joint ownership agreement has yet been concluded, each of the joint owners shall be entitled to use the joint Foreground for internal research and teaching purposes on a non-transferable basis. Unless otherwise agreed, the joint owners may only use the jointly owned Foreground for commercial purposes or grant licenses to third parties under the following conditions: - the other joint owner must give its prior written consent, which shall not be unreasonably withheld; and - fair and reasonable compensation must be provided to the other joint owner(s), to be negotiated in good faith. In the event that the Parties want to secure Intellectual property rights, the Parties shall agree on the specifics in good faith. The specifics concerning securing Intellectual property rights, the commercial purpose and the compensation shall be regulated in a separate inter-institutional agreement. OUH will involve its technology transfer office in such a process. The Ownership of the Background shall not be affected by this Agreement. In case that another Party's Background is needed for exploitation of the Foreground, the Parties concerned may, when necessary, agree on conditions on which User Rights to the Background shall be granted. A Party shall not be obliged to grant rights to its Background to the other Parties. 4 CONFIDENTIALITY Each Party shall keep Confidential Information disclosed or communicated to it, directly or indirectly, from the other Parties in strict confidence and shall not use Confidential Information for any other purpose than specially stipulated in this Agreement. The obligation for confidentiality shall not apply to the Confidential Information which a Party can show that: a) was at the time of receipt published or otherwise generally available to the public; b) has after receipt by the receiving Party been published or become generally available to the public otherwise than through any act or omission on the part of the receiving Party; c) was already in the possession of the receiving Party at the time of receipt without any restriction on disclosure; d) was rightfully acquired from a third party without any undertaking of confidentiality; e) was developed independently by the receiving Party without any connection to the Research Project; or f) is required to be disclosed by applicable law or court order. 5 PUBLICATION The Parties shall secure openness regarding the Research Project. All research results from the study shall be sought published, regardless of whether they are favourable or unfavourable to a research hypothesis or theory. The Parties may agree upon making a plan for publication based upon the criteria set by the latest version of the Vancouver convention on co-authorship on scientific publications.
Metals as Materials Achievement Objectives Achieved Merit Excellence Naming different materials. carrying out a range reactions to observe physical and chemical properties of selected metals. describe reactivity with oxygen, water and acids. describe the properties and uses of metals. using chemistry vocabulary, symbols. completing word equations. gathering primary data about rusting of iron. Practical Skills Using a triple-beam balance. using a measuring cylinder. Linking the properties of metals and their uses. order metals in a series based on their reactivity. linking the uses of metals to their reactivity with oxygen, water, and other chemicals. using a range of chemistry vocabulary and symbols. writing word equations. gathering quality primary data, processing and interpreting primary data about rusting of iron. Discuss the use of selected metals in everyday life. linking the occurrence of metals to their reactivity. writing balanced symbol equations. processign and interpreting primary or secondary data about conditions that affect usefulness of metals. Metals as Materials Achievement Objectives Achieved Merit Excellence Naming different materials. carrying out a range reactions to observe physical and chemical properties of selected metals. describe reactivity with oxygen, water and acids. describe the properties and uses of metals. using chemistry vocabulary, symbols. completing word equations. gathering primary data about rusting of iron. Practical Skills Using a triple-beam balance. using a measuring cylinder. Linking the properties of metals and their uses. order metals in a series based on their reactivity. linking the uses of metals to their reactivity with oxygen, water, and other chemicals. using a range of chemistry vocabulary and symbols. writing word equations. gathering quality primary data, processing and interpreting primary data about rusting of iron. Discuss the use of selected metals in everyday life. linking the occurrence of metals to their reactivity. writing balanced symbol equations. processign and interpreting primary or secondary data about conditions that affect usefulness of metals.
PHYSICAL PROPERTIES METAL NON-METAL Appearance Shiny when freshly cut Dull State Solid at room temperature. Except ______. Gas (or liquid like bromine) Colour Silvery white Except ______ and _____ Density High * _____ and ____ are light metals. Low Malleability Malleable Can be _____ into different shapes without breaking. Brittle. Break or shatter when hammered. Ductile Ductile Can be drawn out into ____. Not ductile Thermal (heat) conductivity Good Poor Electrical conductivity good Poor Except ____ Homework Pg86 Q4: The word puzzle
Tin Silver Gold Iron Metal Symbol Uses Property Involved Copper Cu Pipes, Wires, Cooking pots Unreactive with air and water Excellent electrical conductor Good thermal conductor Aluminium Al Aircraft frames, wires Strong, light/weight / unreactive Good conductor / ductile Mercury Hg Thermometres Expands regularly with heat Lead Pb Roof flashing, fishing sinkers Soft/ very malleable Very dense Zinc Zn Galvanising (coating with Zn) Forms a protective coating
Have you obtained and reviewed formal written information from the supplier regarding any risks associated with this material? Yes ☐ No ☐ If no, contact the supplier to obtain this information 2 FACILITIES and EMERGENCY MANAGEMENT Would the material be hazardous to the environment or landfill? (e.g. emissions into the atmosphere, dust, contaminated animal carcasses, glassware, sharps, PCB’s, rock samples or asbestos) Yes ☐ No ☐ If yes, please outline how the material/s will be disposed of Is the area in which the material is to be handled appropriate? (e.g. restricted access, adequate ventilation, biosafety cabinet, laminar flow). Yes ☐ No ☐ If no, contact the Laboratory Manager Are there appropriate emergency procedures and equipment in place to manage any incident associated with the material? (e.g. safety showers, eye wash, spill kits, fire extinguishers, first aid) Yes ☐ No ☐ If no, contact the Laboratory Manager 3 RISK ASSESSMENT and SAFE WORK PROCEDURES Have the required risk assessments for the use of the material been undertaken and approved? (this will include, elimination, substitution, isolation, engineering, administration and PPE requirements) Yes ☐ No ☐ If no, complete the risk assessments and forward to your Manager/Supervisor for approval Is area monitoring or health surveillance required? Yes ☐ No ☐ If yes, provide details 4 TRAINING Is any particular training on the handling and storage of the material required? (e.g. Radioactive Material, Biological Substances or Hazardous Substances and Dangerous Goods). Yes ☐ No ☐ If yes, provide course details and booking or evidence of completion Manager/Supervisor Acknowledgement: All hazards have been identified and adequately controlled and all appropriate documentation is in place prior to purchase of the material/s. Name: Signature: Role: Date: Comments: Record Keeping: It is the responsibility of the Faculty to store all relevant records regarding the purchase of all material/s.
RECIPIENT INVESTIGATOR Read and Understood: _________________________________________ _______________ Signature Date Recipient's Investigator’s Mailing Address: Name: Title: Address: Email: Phone: NATIONAL CANCER INSTITUTE _________________________________________ ______________ Sherry Ansher, Ph.D. Date Associate Chief, Agreement Coordination Group _________________________________________ ____________ Jason Cristofaro, J.D., Ph.D. Date CTEP Alternate Technology Development Coordinator Please email all correspondence related to this agreement to Anna Amar at:
Materials: 4 Winkler bottle samples 125 mL Erlenmeyer flask 1 x 10 mL syringe Pipette dropper Safety goggles Plastic tote Manganous Sulfate solution in a dropper bottle Potassium Iodide solution in dropper bottle Sulfamic Acid and scoop Starch indicator solution Sodium Thiosulfate solution Procedure Pour 100 ml of water from the Winkler bottle to be tested into the 125 ml flask. Pour gently to avoid adding oxygen to your sample. Add 8 drops Manganous Sulfate solution, then 8 drops Potassium Iodide solution. Gently swirl the flask to mix. A cloudy precipitate should form. Let sit for 5. Add 1 g of Sulfamic Acid (using 1 g scoop) to the flask. Swirl to mix. Make sure all of the Sulfamic Acid dissolved. This may take several minutes of swirling Add three drops of starch indicator solution. Swirl to mix. Solution should turn dark blue/brown. Fill 10 ml syringe with sodium thiosulfate. This is your titrating solution. While gently swirling the flask, slowly add the sodium thiosulfate until the water becomes colorless. Go slowly! The number of ml of sodium thiosulfate solution added to your flask equals the ppm of oxygen present in your sample.
Clinical staff looking after MCC unit should have suitable training, maintained CPD, allocated time in their job plans and work with the rest of the hospitals CC Service. Recognise variations in local models nationally but underline the need for standards to be met. Current Evidence MCC Unit models ‘Critical care without walls’ CC patients should receive same standard of treatment no matter where they are in the hospital. Unfortunately funding and initiatives for CC training was not taken up by obstetrics many hospitals Maternity units often function as a separate site within the hospital with their own guidelines managing majority of MCC cases Many models of different sizes depending on size of unit, some transfer all MCC patients others manage certain cases especially pre-eclampsia and massive haemorrhaging Often larger units manage CC patients in their own units Auditing Standards: A pilot scheme in Yorkshire CC networks in 27 regions around the country Since 2010 Yorkshire CC has supported a MCC group that meets 4 times a year – this group along with Y&H Networks carried out benchmarking against a number of factors from PECCM An audit was carried out in 15 trusts and as a result an action plan of recommendations was developed including: Improved education around sepsis Ensure early warning scores and protocols for escalation are in place and regular audit of obstetric areas to encourage compliance Encourage obstetric staff to attend a course with ABCDE approach to recognise acutely ill patients e.g. ALERT, AIM, PROMPT, REACTS Promote links between obstetrics departments and critical care/outreach
High dependency care in an obstetric setting in the UK Anaesthesia. Anaesthesia 2008 Saravanakumar K et al Our objective was to establish the utilisation and pattern of high dependency care in a tertiary referral obstetric unit. Data of pregnant or recently pregnant women admitted to the obstetric high dependency unit from 1984 to 2007 were included to evaluate the admission rate. Four years’ information of an ongoing prospective audit was collated to identify the indications for admission, maternal monitoring, transfers to intensive care unit, and location of the baby. The overall high dependency unit admission rate is 2.67%, but increased to 5.01% in the most recent 4 years. Massive obstetric haemorrhage is now the most common reason for admission. Invasive monitoring was undertaken in 30% of women. Two-thirds of neonates (66.3%) stayed with their critically ill mothers in the high dependency unit. Transfer to the intensive care unit was needed in 1.4 per 1000 deliveries conducted. We conclude that obstetric high dependency care provides holistic care from midwives, obstetricians and anaesthetists while retaining the opportunity of early bonding with babies for critically ill mothers Postnatal care up to 8 weeks after birth 2006 NICE This clinical guideline offers evidence-based advice on the care of women and their babies in the first 6–8 weeks after birth. Recommendations on co-sleeping and sudden infant death syndrome were updated in 2014 and cover the first year of an infant's life.
5.1.2 Solutions When working with potential, pregnant and new mothers’ health professionals should follow the usual principles of person centred care124. Good communication between health professional and patient is essential, it should be supported by evidence based written information, such as the NICE recommendations provided in Appendix 2. 5.2 Education and Communication 5.2.1 Issues The provision and communication of information is not always straightforward as studies have found the absence of information or the contradictory nature of information available to women regarding weight management during their pregnancy. Where advice was given it addressed healthy eating rather than weight management issues and information when given was contradictory and confusing120,122,126,127. Women report that information and advice comes from three main sources during their pregnancy: family and friends, the media and health professionals. Advice about healthy dietary patterns and physical activity behaviours in pregnancy appeared to be strongly influenced by the views of the peer support structures around women during pregnancy. This exerts a powerful influence and may serve to undermine the messages of health professionals126. A study in 2011 found that women understood that eating and activity were related to weight and health; however they lacked confidence about intake requirements, food safety and appropriate levels and types of exercise in pregnancy. This confusion was exacerbated by what they perceived as ever-changing media messages and a lack of nutritional
MEDICATIONS COMMONLY USED IN OB NURSERY (BABIES): LABOR & DELIVERY: POSTPARTUM: Erythromycin eye ointment Vitamin K (AquaMephyton) Hepatitis B vaccine Ampicillin IV (for +GBBS) Gentamicin 24% sucrose (Sweetease) Acetaminophen (80mg/2.5ml) Apresoline Betamethasone/Celestone Bicitra Butorphanol tartrate (Stadol) Calcium Gluconate Fentanyl (Sufenta) Hydralazine Hydroxyzine/Vistaril Labetalol Magnesium Sulfate Morphine intrathecal (Duramorph) Morphine Sulfate IV (via PCA) Nalbuphane (Nubain) Naloxone (Narcan) Nifedipine Oxytocin/Pitocin Terbutaline (Brethine) Acetaminophen c Codeine ASA c Codeine Benzocaine topical spray Americaine or Dermoplast Spray Bisocodyl Suppository Dulcolax Suppository. Dibucaine topical Nupercainal Ointment Docusate Sodium Colace/ Dialose/Surfak Docusate Sodium AND Senna Dialose Plus/ Pericolace Fentanyl/ Sufenta Ferrous Sulfate/ Ferrous Fumarate/Ferro-sequels Halcion Hydrocodone 5mg acetaminophen 500mg (Vicodin) Hydrocodone 5mg Acetaminophen 325 (Norco) Hydrocortisone topical (Anusol HC) Ibuprofen 600-800mg Ketoralac (Toradol) Lansinoh Cream (Purelan Cream) Methylergonovine Maleate Methergine Morphine intrathecal (Duramorph) Morphine Sulfate IV (via PCA) Oxycodone 5/Acetaminophen 325 Percocet/Tylox Rho-immune globulin (Rhogam)
presentation. Lots of energy in the OHS around new components of their preventative services including new perinatal oral health program - based on the “Into the Mouths of Babes”…OHS will be piloting “Into the Mouths of Moms”. At the March meeting, Dr. Tomlinson will present the National Consensus Statement (attached) as the Oral Health Practice Guidelines for NC.
Mother studying 24.9 Mother not studying * 23.7 Non English speaking background 21.2 English at home ** 24.2 4 or more children 22.9 Fewer than 4 children** 24.3 Figure 18 shows how the same factors affecting vocabulary scores affect the children’s social and emotional difficulties scores at Wave 3. Social and emotional difficulties scores decrease with increasing maternal age at first birth. Reduced scores are related to children being in good health and maternal education at Year 12 or higher (at the 10 per cent level). Reduced scores are also associated with being older and being a girl (not shown in Figure 18). Major life events did not change scores significantly in the model. Figure 18: Estimated difficulties scores by selected mother and child characteristics (Wave 3 data). **p<0.01; *p<0.05 Tabular version of figure 18 Mother and child characteristic Estimate difficulties score Young mum (18) 12.6 Older mum (26) ** 11.7 Worries about language 14.1 Not worried about language ** 11.6 Parent low social and emotional wellbeing 13.4 Parent high social and emotional wellbeing ** 10.7 Child watches TV three hours or less a day 12.8 Child watches TV more than 3 hours a day 11.9 Parent education Year 12 or greater 11.8 Parent education less than Year 12 ** 12.5 Child is healthy 11.9 Child is not very healthy 13.0 Children whose mothers had low social and emotional wellbeing or were concerned about their child’s speech or understanding had higher social and emotional difficulties scores. Scores were also higher if children watched three or more hours of television a day. Discussion It was hypothesised that the children of mothers who had their first child when they were a teenager would have lower vocabulary scores and increased social and emotional difficulties scores, and this was found to be the case. It was also hypothesised that once other characteristics were taken into consideration, maternal age at first birth would not have a strong
Cardinia Shire Council Maternal and Child Health Service Timetable as at 21 August 2018 For bookings and enquiries call 5943 4250 Centre Location Day Arena Centre Arena Children’s Centre 22 Curran Drive, Officer Tuesday to Thursday Beaconsfield Centre Beaconsfield Community Complex 8 O’Neil Road, Beaconsfield Tuesday to Friday Bridgewood Centre Bridgewood Primary School and Integrated Child and Family Centre 2 Sandy Road, Officer Wednesday Thursday Bunyip Centre Bunyip Kindergarten 2 Nash Road, Bunyip Alternate Tuesday Thursday Cockatoo Centre Cockatoo Community Health Centre 17 Mc Bride Street, Cockatoo Tuesday Wednesday Emerald Centre 327 Belgrave Gembrook Road, Emerald Wednesday Friday Henry Family Centre Henry Family Children’s Centre 145 Henry Road, Pakenham Monday to Friday Hollins Centre Hollins Children’s Centre 10 Atlantic Drive, Pakenham Tuesday to Friday Homegarth Centre Homegarth Community Centre 9A Dunbarton Drive, Pakenham Monday Wednesday Thursday Koo Wee Rup Centre Koo Wee Rup Kindergarten 356 Rossiter Road, Koo Wee Rup Wednesday Thursday Lakeside Centre Lakeside Children’s Centre 2 Olympic Way, Pakenham Tuesday to Friday Lang Lang Centre Lang Lang Community Centre 5 Whitstable Street, Lang Lang Tuesday Nar Nar Goon Centre 13 Main Street, Nar Nar Goon Wednesday (morning) Pakenham Health Centre Pakenham Health Centre Complex Henty Way, Pakenham Tuesday to Thursday Pakenham Springs Centre Pakenham Springs Primary School Livingstone Boulevard, Pakenham Tuesday to Thursday Upper Beaconsfield Centre Upper Beaconsfield Community Centre 10-12 Salisbury Road, Upper Beaconsfield Thursday (alternating)
Agency worker regulations and maternity/paternity entitlements Appendix 1 Flowchart – Maternity leave Appendix 2 Flowchart – Shared Parental Leave Appendix 3 New and expectant mothers initial risk assessment form Appendix 4 New and expectant mothers risk assessment review form Appendix 5 Manager’s maternity/ additional paternity leave checklist Appendix 6 Glossary of terms Appendix 7 Form MP3 Introduction The purpose of this guidance is to take you through the provisions of the maternity and paternity leave and pay provisions, as they apply to Teachers under the Conditions of Service Handbook for Teachers (Burgundy Book) and to Support Staff employed under the terms of the NJC for Local Government Services (Green Book). Open discussion between the employer and the employee is encouraged, thereby ensuring that questions or problems are resolved as quickly as possible. As the provisions are complex, if an employee becomes pregnant, or their partner is pregnant, they should clarify the relevant procedures with you or a member of the Schools’ HR Team to ensure that they are followed correctly. Maternity leave Broadly, all pregnant employees can take up to 26 weeks’ ordinary maternity leave (OML) and up to 26 weeks’ additional maternity leave (AML), making a total of 52 weeks. This is regardless of the number of hours they work or their length of service. Additional maternity leave begins on the day after ordinary maternity leave ends. An employee’s entitlement to pay depends on a number of factors, such as length of service and whether their pay is high enough. The Schools’ HR Team are able to explain what their general entitlements are. If circumstances change, please contact the Schools’ HR Team for further advice. An employee’s rights come partly from statute and partly from their contract of employment. 2.1 Notification of pregnancy The employee is required to give notice that she is pregnant and intends to take maternity leave no later than the 15th week before the Expected Week of Childbirth (EWC).
Road traffic injury* 0.96 No Suicide 1.51 Yes Source: NPHS *Where the ratio is less than one, this means that the most deprived group exhibit a lower level for that particular indicator. For example, the rate ratio of 0.65 for healthy diet means that people living in the most deprived fifth of wards are about a third less likely to have a healthy diet than their counterparts in the least deprived fifth or wards. **The rate ratio is reserved in this case, due to the way in which the SF36 is scored. The rate ratio of 0.95 shows that people living in the most deprived fifth of wards rate their health significantly more poorly than people living in the least deprived fifth of wards. 3.3 Deprivation and maternal/neonatal health There are well documented links between a number of key maternal and neonatal health indicators and deprivation. Research studies have shown that: In Wales stillbirths were increased by 41% in the most deprived enumeration districts compared to the least deprived (Guildea et al 2001). In neonatal deaths were increased by 20% in the most deprived enumeration districts compared to the least deprived (Guildea et al 2001). In Wales Sudden Unexplained Death in Infancy (SUDI) was strongly associated with deprivation, with higher mortality rates in the most deprived enumeration districts compared to the least deprived (Guildea et al 2001). Neonatal unit admission rates in an English district general hospital were associated with levels of deprivation. Admission rates for all indications except jaundice and feeding problems increased with increasing deprivation (Manning et al 2005). The rate of preterm birth in the most deprived fifth was consistently higher than the rate in the least deprived fifth (Paranjothy S et al 2008); see Figure 9. Figure 9: Rates of preterm babies in Wales, in the lowest and the highest fifths of deprivation, 1993-2005 Source: All Wales Perinatal Survey, 2008
Harvard Medical School & Harvard School of Dental Medicine Titles and Employee Classes Maternity/Parental Leave Benefit More Information and Primary Contact for Assistance Senior and Ladder Faculty Titles: (Employee classes F & J) Professors Associate Professors Assistant Professors Paid leave for 12 weeks following the birth of a child. Up to 4 Weeks of Parental leave for Non-birth parents following the birth or adoption of a child. For questions please contact Lynne Bimmler, Leave of Absence Specialist for the Harvard Longwood Campus, 617-432-1024 Non-Faculty Academic Appointment Titles: (Employee class O) Lecturers Instructors Research Associates, Associates Paid leave for 12 weeks following the birth of a child. Up to 4 Weeks of Parental leave for Non-birth parents following the birth or adoption of a child. For questions please contact Lynne Bimmler, Leave of Absence Specialist for the Harvard Longwood Campus, 617-432-1024 Post Doctoral Research Fellows: (Employee Classes Y (salary) or Z (stipend)) Research fellows Post Docs here LESS than 7 years: 75% pay of 8 Weeks Short Term Disability + 4 Weeks Parental Leave at 100% Post Docs here MORE than 7 years: 100 % pay of 8 Weeks Short Term Disability + 4 Weeks Parental Leave For questions please contact Lynne Bimmler, Leave of Absence Specialist for the Harvard Longwood Campus, 617-432-1024 Visiting Fellows and Visiting Students These titles are not benefits eligible positions are therefore not eligible Harvard paid leave of absence Appointees whose pay and benefits do not come from Harvard University need to be in touch with their Affiliate Institutions regarding their parental leave policies. Click on the link below to see benefits information for each institution.
For further information regarding the current flat rate and other details regarding Statutory Maternity Pay and Maternity Allowance, click on the links below: 3. Maternity Leave 3.1 All pregnant employees are entitled to a maximum of 52 weeks’ Maternity Leave. This entitlement applies regardless of the employee's length of service with the University. Her contract of employment continues during this period and she will continue to receive all contractual benefits except normal salary. Information concerning maternity and pension scheme contributions is detailed in the relevant pension website. For academic staff this is () and for Professional Service staff this () 3.2 Maternity leave is a single continuous period and is made up of: 26 weeks’ Ordinary Maternity Leave ("OML") – during which the contract of employment continues, and during which the employee must continue to receive all her contractual benefits except wages or salary (see section 10) with no detriment to the benefits which Edinburgh Napier would provide. And 26 weeks’ Additional Maternity Leave ("AML") – during which the contract of employment continues, the same non-cash benefits as currently apply during OML will also apply throughout AML. i.e. these benefits will be provided throughout the entire 52 weeks that an employee is absent on maternity leave. These rights apply to all employees who fulfil the relevant criteria, regardless of their length of service. AML follows OML and there must be no gap between the two. 3.3 Employees cannot return to work for the University immediately after the baby is born. This period of Compulsory Maternity Leave lasts for: Two weeks from the date of childbirth; or Until a later date, if there exists a statutory requirement (apart from any requirement to suspend the employees from work on maternity grounds under health & safety regulations e.g. if the employee works with hazardous chemicals or dangerous materials) which prohibits her from working due to the fact that she has recently had a baby. After the compulsory 2 week maternity leave the remaining leave may be transferred or shared under the Shared Parental Leave Policy (see section 15 under Transfer of Maternity Leave). 4. Timing of maternity leave
Returning to work following Maternity Leave Not returning/undecided whether to return to work following Maternity Leave 12 months or more continuous service with NHS at the beginning of 25th week of pregnancy OPTION 1 8 weeks at Full Pay including any SMP, MA or equivalent benefits receivable 18 weeks at Half Pay reduced only where half pay plus SMP, MA or equivalent benefits exceeds full pay 13 weeks at SMP (if payable) 13 weeks Unpaid Leave OPTION 2 6 weeks SMP, paid as 90% of Full Pay (of average weekly earnings) 33 weeks at the lesser of standard rate SMP or 90% of average weekly earnings 13 weeks Unpaid Leave More than 26 weeks but less than 12 months continuous service with NHS by the start of 15th week before EWC OPTION 3 6 weeks at 90% Full Pay 33 weeks at the lesser standard rate of SMP or 90% of average weekly earnings 13 weeks Unpaid Leave OPTION 4 6 weeks at 90% Full Pay 33 weeks at the lesser standard rate of SMP or 90% of average weekly earnings 13 weeks Unpaid Leave Less than 26 weeks continuous service with NHS at the beginning of 25th week of pregnancy OPTION 5 52 weeks Unpaid Leave OPTION 6 52 weeks Unpaid Leave
Maternity leave will not be taken into account for the calculation of the period of entitlement to sickness leave. 9. Definitions 9.1 For the purpose of this scheme, a week’s pay shall be treated as the amount payable to the teacher under the current contract of employment. If there are significant variations in the teacher’s salary, the average salary over the 12 weeks preceding the date of absence shall be treated as a week’s salary. 9.2 Confinement means the birth of a living child, or the birth of a child whether living or dead after 24 weeks of pregnancy. 9.3 Nothing in the above provisions shall be construed as providing rights less favourable than statutory rights. 10. Other absences 10.1 If in the early months of pregnancy a teacher is advised by an approved medical practitioner to absent herself from school because of the risk of rubella, she shall be granted leave with full pay, provided that she does not unreasonably refuse to serve in another school where there is no such undue risk. 10.2 Absence on account of illness which is attributable to the pregnancy, including absence on account of miscarriage, and which occurs outside the period of absence for maternity, shall be treated as ordinary absence on sick leave and shall be subject to the conditions normally governing such leave, provided it is covered by a doctor’s statement. 11. Keeping in Touch Days 11.1 Keeping in Touch (KIT) Days are a statutory entitlement where the individual may work for up to 10 days during their maternity leave without the loss of statutory maternity payments for that week, or their maternity leave being terminated. Both parties must be in agreement of any such work – the individual cannot be required to attend a KIT day, nor is the employee entitled to a KIT day if there is no practicable reason for them to attend the workplace i.e. work activities, training, INSET day, etc. A KIT day cannot take place during the first two weeks following the birth of a child (Compulsory Maternity Leave). 11.2 KIT days do not have to be consecutive and can be used for work activities, training or any other activity such as a staff meeting or INSET day, that enables the employee to keep in touch with the workplace. Working for part of a day will count as one day’s work. Employees who attend a KIT day will
3. I confirm that I have worked for the University continuously for at least 52 weeks prior to the expected week of childbirth (EWC) Yes [ ] tick box (go to question 4) or No [ ] tick box I do not qualify for the University maternity leave scheme (now go to Part C). 4. I intend to return to work for more than 3 months following my return from maternity leave.* Yes [ ] tick box (go to question 5) or No [ ] tick box I do not qualify for University maternity leave (now go to Part C). 5. You must also meet the weekly lower earnings limit during your qualifying period. If you meet the lower earnings limit you will meet one of the eligibility criteria for SMP, however if you do not meet the lower earnings limit you will not be eligible for SMP. You will be notified of your eligibility upon receipt of the Maternity Leave Plan. 52 HR 3 3 Academic staff may be eligible for the Warwick Academic Returners Fellowship. Further information can be found under ‘W’ at the link below. * 52 HR AVERAGE EARNINGS 2017 2018 £113 8 EWC) STARTING MATERNITY LEAVE 6. The earliest date I can start is 11 weeks from the Sunday that begins my expected week of childbirth. This is Sunday…………………….(date) WORKING DURING PREGNANCY You must obtain your medical adviser’s advice as to whether you are fit to continue START DATE Count back 11 weeks from the Sunday that begins your expected week of childbirth to obtain this date (see question 1). You cannot start it earlier than the Sunday starting the 11th week before your expected week of childbirth. ABSENCE BEFORE START DATE UNIVERSITY UNIVERSITY RETURN WORK STATUTORY PERIOD BACK LEAVE LEAVE RETURN WORK RETURN
3. I confirm that I have worked for the University continuously for at least 52 weeks prior to the expected week of childbirth (EWC) Yes [ ] tick box (go to question 4) or No [ ] tick box I do not qualify for the University maternity leave scheme (now go to Part C). 4. I intend to return to work for more than 3 months following my return from maternity leave.* Yes [ ] tick box (go to question 5) or No [ ] tick box I do not qualify for University maternity leave (now go to Part C). 5. You must also meet the weekly lower earnings limit during your qualifying period. If you meet the lower earnings limit you will meet one of the eligibility criteria for SMP, however if you do not meet the lower earnings limit you will not be eligible for SMP. You will be notified of your eligibility upon receipt of the Maternity Leave Plan. 52 HR 3 3 Academic staff may be eligible for the Warwick Academic Returners Fellowship. Further information can be found under ‘W’ at the link below. * 52 HR AVERAGE EARNINGS 2018 2019 £116 8 EWC) STARTING MATERNITY LEAVE 6. The earliest date I can start is 11 weeks from the Sunday that begins my expected week of childbirth. This is Sunday…………………….(date) WORKING DURING PREGNANCY You must obtain your medical adviser’s advice as to whether you are fit to continue START DATE Count back 11 weeks from the Sunday that begins your expected week of childbirth to obtain this date (see question 1). You cannot start it earlier than the Sunday starting the 11th week before your expected week of childbirth. ABSENCE BEFORE START DATE UNIVERSITY UNIVERSITY RETURN WORK STATUTORY PERIOD BACK LEAVE LEAVE RETURN WORK RETURN
In rapid prototyping processes such as Stereolithography (SLA), it is important to determine the laser beam’s interaction with the prototype resin. Specifically, the distribution of the laser beam’s radiant power at the surface of the resin and below will determine the voxel (volume pixel) geometry. The above equation describes the distribution of beam power at a depth = when the laser beam’s minimum radius coincides with the resin surface, and assumes a Beer-Lambert law of absorption for the resin. TeX format: H_{(r,z)} = H_{(r,0)} exp^{\left(\frac{-z}{D_p}\right)} Laser exposure within resin for SLA = Laser exposure at depth and distance from the beam centre (J.m-2) = Beam power (W) = Effective beam radius (m) = Scan velocity of beam (m.s-1) = Depth below resin surface (m) = Beam penetration depth, (when irradiance has reached 37% that of the surface) (m) = radius from centre of beam (m) In the rapid prototyping process stereolithography (SLA), the resin cures when exposed to energies above a critical exposure. The above equation describes the exposure on the surface of and within the resin for a laser beam of power moving at a velocity . TeX format: E_{(r,z)} = \sqrt{\frac{2}{\pi}} \left [\frac{P_L}{W_0 V_s} \right ] \cdot exp^{-\left \right )}
NOT REPORTABLE HIGH COURT OF NAMIBIA NORTHERN LOCAL DIVISION, OSHAKATI JUDGMENT Case no: CA 51/2013 In the matter between: MWASHEKELE MATEUS APPELLANT and THE STATE RESPONDENT Neutral citation: Mateus v The State (CA 51/2013) [2016] NAHCNLD 41 (20 June 2016) Coram: TOMMASI J Heard: 10 June 2016 Delivered: 20 June 2016 Flynote: Criminal Procedure ― Appeal ― Sentence ― Suspension thereof ― Court could only suspend the portion in excess of the prescribed sentence i.e 1 year ― Suspended sentence not a “lesser sentence” as envisaged by s3(2) of the Combating of Rape Act, 2000 (Act 8 of 2000) ― Substantial and compelling circumstances ― Once found to exist the court has a discretion whether or not to impose a lesser sentence ― It must however be evident from the judgment that the court applied its discretion in a judicious manner.
Necessary Materials for Geology Lesson for Elementary Schools Enough worksheets for the class; approximately 20 pages (example is on a separate page with answers included) Materials for the Earthquake Block Demo: A 5x3x2 in. block of wood 4x17 in. sheet of sand paper and 5x3 in. sheet of sand paper Glue 2 rubber bands A hook for the wood block Materials for the Clock of Time on Earth A circular piece of cardboard with a 12 in. radius A sheet of paper to cover the cardboard Markers to draw the clock and mark the following: Oldest rocks on Earth First signs of life The Cambrian Explosion First dinosaurs First humans Hands for the clock cut from cardboard A large thumbtack or nail for the center A collection of various rocks and fossils The following rocks will be set aside and labeled A through E for the worksheet: sandstone, basalt, granite, schist, fossiliferous limestone
x = -7 x = -16 x = 15 x = 6 x = 36 Yes, it is a function. A 24 gallons 380 600 169.4% 250 lbs. a. b. 23 a. -36 b. -19 -2 24 miles a. (0,1) b. c. d. a. b. No solution (4,-5) 100 child plates and 75 adult plates 1
Monday Tuesday Wednesday Thursday Friday 2/8 2/9 2/10 2/10 2/12 President’s day 2/15 President’s Day 2/16 2/17 2/18 2/19 2/22 2/23 2/24 2/25 2/26 2/29 3/1 Intro + Chapter 1 Review + Chapter 2 Vocabulary 3/2 3/3 2.1-2.3, 2.8 3/4 3/7 3/8 2.4-2.7 3/9 3/10 2.7,3.1,3.5 3/11 3/14 3/15 Rev. Ch 1 & 2 Ch 1 & 2 Test 3/16 3/17 3.2-3.4, 3.6 3/18 3/21 3/22 4.1-4.3, 4.5 3/23 3/24 4.6,4.7 3/25 3/28 3/29 Rev. Ch 3 & 4 Ch 3 & 4 Test 3/30 3/31 Cesar Chavez Day 4/1 Spring Break 4/4 Spring Break 4/5 Spring Break 4/6 Spring Break 4/7 Spring Break 4/8 Spring Break 4/11 4/12 5.1,5.2 4/13 4/14 5.3-5.5 4/15 4/18 4/19 5.6, 5.7 4/20 4/21 Rev. Ch 5 Ch 5 Test 4/22 4/25 4/26 6.1-6.3 4/27 4/28 6.4-6.5 4/29 5/2 5/3 6.5a, 7.1 5/4 5/5 7.2, 7.3, 7.5 5/6 5/9 5/10 Rev. Ch 6 & 7 Ch 6 & 7 Test 5/11 5/12 8.1, 8.3, 8.4 5/13 5/16 5/17 8.4-8.6 5/18 5/19 9.1,9.2 5/20 5/23 5/24 Rev. Ch 8 & 9 Ch 8 & 9 Test 5/25 5/26 Final Review 5/27 Final June 2nd, 2016 5:30 to 7:30pm Room to be Announced
Chapter 1 (Review) 1.1 Functions (optional) 1.2 Graphs and Transformations (optional) 1.3 Quadratic Equations (optional) 1.4 Polynomial and Rational Functions (optional) 1.5 Exponential Functions (optional) 1.6 Logarithmic Functions (optional) Chapter 2 2.1 Introduction to Limits 2.2 Infinite Limits and Limits at Infinity 2.3 Continuity 2.4 The Derivative 2.5 Basic Differentiation Properties 2.6 Differentials (optional) 2.7 Marginal Analysis in Business and Economics Chapter 3 3.1 The Constant e and Continuous Interest 3.2 Derivatives of Exp and Logarithmic Functions 3.3 Derivatives of Products and Quotients 3.4 The Chain Rule 3.5 Implicit Differentiation 3.6 Related Rates 3.7 Elasticity of Demand (optional) Chapter 4 4.1 First Derivative and Graphs 4.2 Second Derivative and Graphs 4.3 L’Hôpital’s Rule (optional) 4.4 Curve Sketching Techniques 4.5 Absolute Maxima and Minima 4.6 Optimization Chapter 5 5.1 Anti‐derivatives and Indefinite Integrals 5.2 Integration by Substitution 5.3 Diff. Equations: Growth and Decay 5.4 The Definite Integral 5.5 The Fundamental Theorem of Calculus Chapter 6 6.1 Area between Curves 6.2 Applications in Business and Economics 6.3 Integration by Parts Chapter 7 7.1 Functions of Several Variables 7.2 Partial Derivatives
GENERAL EDUCATION COMMON ASSIGNMENT FOR MATH 1325 The average temperature in New York can be approximated by the function where T represents the temperature, in degrees Fahrenheit, x = 1 represents the middle of January, x = 2 represents the middle of February, and so on. (Source: ) Assignment: a) Based on the graph, when would you expect the highest temperature to occur in New York? b) Based on the graph, when would you expect the lowest temperature to occur? c) Estimate the points of inflection for the function T(x) using the second derivative. What is the significance of the points of inflection?