zilongwang/ReadingBank huggingface dataset:
Any teacher who is of an incident in which a person is believed to have committed an act that if committed by an adult would be first, second or third degree assault, sexual assault or deviate sexual assault against a student or school employee, while on school property, buses or at school activities shall immediately report such incident to the principal. The teacher shall also inform the principal if a student is discovered to possess a controlled substance or weapon in violation of the district’s policy. Confidentiality Any information received by a school district employee relating to the conduct of a student shall be received in confidence and used for the limited purpose of assuring that good order and discipline is maintained in the schools. Reporting Abuse/Neglect The Board of Education requires its staff members to comply with the state child abuse and neglect laws and the mandatory reporting of suspected neglect and/or abuse. Any school official or employee acting in his or her official capacity who knows or has reasonable cause to suspect that a child has been subjected to abuse or neglect, or who observes the child being subjected to conditions or circumstances which would reasonably result in abuse or neglect, will immediately report or cause a report to be made to the building principal, or his or her designee, including any report of excessive absences that may indicate educational neglect. The principal or designee will then become responsible for making a report via the Child Abuse Hotline to CD, as required by law. This policy does not preclude any employee from directly reporting abuse or neglect to CD. However, the school official or employee must notify the building principal or designee immediately after making a report.
PLANNING THE EXCAVATION WORK Excavation work should be carefully planned before work starts so it can be carried out safely. Planning involves identifying the hazards, assessing the risks and determining appropriate control measures in consultation with all relevant persons involved in the work including the principal contractor, excavation contractor, designers and mobile plant operators. Structural or geotechnical engineers may also need to be consulted at this stage. Consultation should include discussions on the: nature and/or condition of the ground and/or working environment weather conditions nature of the work and other activities that may affect health and safety static and dynamic loads near the excavation interaction with other trades site access SWMS management of surrounding vehicular traffic and ground vibration type of equipment used for excavation work public safety existing services and location the length of time the excavation is to remain open provision of adequate facilities, and procedures to deal with emergencies. Further information on amenities and emergencies is available in the Code of Practice: Managing the work environment and facilities. Principal contractor the value of construction work is $250 000 or more, the construction work is considered a ‘construction project’ for which additional duties apply to the principal contractor. There can only be one principal contractor for a construction project and this will be either the person commissioning the construction work or a person appointed as the principal contractor by the person commissioning the construction work. The principal contractor has a range of duties in relation to a construction project including: preparing and reviewing a WHS management plan obtaining SWMS before any high risk construction work commences putting in place arrangements to manage the work environment including falls, facilities, first aid, an emergency plan and traffic management installing signs showing the principal contactor’s name, contact details and location of any site office, and securing the construction workplace.
there is clear and significant change in clinical status (for example lung function or functional status) or an intervening treatment that may affect ventilation in the period since the third study to which item 12210 applied for the patient, and repeat study is therefore required to determine the need for or the adequacy of respiratory support Applicable only once in the same 12 period to which item 12210 applies Fee: $701.85 Benefit: 75% = $526.40 85% = $620.15 12217 Amended Overnight paediatric investigation for a period of at least 8 hours in duration for a patient aged at least 12 years but less than 18 years, if: the patient is referred by a medical practitioner; and the necessity for the investigation is determined by a qualified sleep medicine practitioner before the investigation; and there is continuous monitoring of oxygen saturation and breathing using a multichannel polygraph, and recordings of the following are made, in accordance with current professional guidelines: airflow; continuous EMG; ECG; EEG (with a minimum of 4 EEG leads or, in selected investigations, a minimum of 6 EEG leads); EOG; oxygen saturation; movement of rib and abdomen (whether movement of rib is recorded separately from, or together with, movement of abdomen); measurement of carbon dioxide (either endtidal or transcutaneous); and a technician, or registered nurse with sleep technology training, is in continuous attendance under the supervision of a qualified sleep medicine practitioner; and polygraphic records are: analysed (for assessment of sleep stage, and maturation of sleep indices, arousals, respiratory events and assessment of clinically significant alterations in heart rate and body movement) with manual scoring, or manual correction of computerised scoring in epochs of not more than 1 minute; and stored for interpretation and preparation of report; and interpretation and report are provided by a qualified sleep medicine practitioner based on reviewing the direct original recording of polygraphic data from the patient; and a further investigation is indicated in the same 12 period to which item 12213 applies to a service for the patient, for a patient using Continuous Positive Airway Pressure (CPAP) or noninvasive or invasive ventilation, or supplemental oxygen, in either or both of the following circumstances: there is ongoing hypoxia or hypoventilation on the third study to which item 12213 applied for the patient, and further titration is needed to optimise therapy;
Excerpted from: Richardson, J. D. & Dalton, S. G. (2015). Main concepts for three different discourse tasks in a large non-clinical sample. Aphasiology, 30(1), 45-73. Cinderella Essential information is italicized and bolded. Each essential segment is numbered (superscript), with alternative productions (if any were produced) listed by number below. These alternative productions are not intended to be an exhaustive list, but represent some of the more common productions of the normative sample and are included to aid in scoring. Additional, but non-essential, information often spoken to complete the main concept is in normal font. 1Dad 2remarried 3a woman with two daughters. Daddy/Father Got married to, got remarried, married again A lady 1Cinderella 2lives with 3stepmother/stepsisters. 1. She* 2. Is left with, moves in with, grows up with, has 3. Stepfamily, new family, the women, they If they do not mention the word “step”, there must be a clear indication that the stepmother and stepsisters (the lady and her two daughters, the mean woman and her beautiful daughters) are a unit separate from Cinderella. Note 1: After Cinderella has been introduced into the story “she” is an acceptable alternative as long as there is a clear pronoun referent. Note 2: After the stepmother and stepsisters have been introduced into the story “they” is an acceptable alternative as long as there is a clear pronoun referent. 1Stepmother/stepsisters 2were mean 3to Cinderella. See 2.3 Were cruel, were wicked, treated Cinderella poorly, were awful, hated 1Cinderella 2was 3a servant to the stepmother and stepsisters. 1. She 2. Was forced to be, had to be 3. Maid, slave, domestic Note: If they say the sentence in another way that expresses servitude, for example “had to wait on”, they must include stepmother and/or stepsisters, because the verb requires an object. This would be the only time they are essential for this concept. 1Cinderella 2has to do 3the housework. 1. She 2. Is forced to do, must do, has to take care of 3. Chores, cleaning, taking care of the house, everything
Math for College Readiness Pace Chart Semester 1 Instructor: Tina Wooles Email: Appointments: Phone: 813-364-2437 (texting available) ✓ Week Assignments Due 1 01.00 Expressions and Equations ALEKS Pie (first half) 2 01.00 Expressions and Equations ALEKS Pie (second half) 3 01.00 Expressions and Equations Test 01.01 Assessment 01.02 Collaboration 4 02.00 Numbers and Quantities ALEKS Pie (first half) 5 02.00 Numbers and Quantities ALEKS Pie (second half) 6 02.00 Numbers and Quantities Test 7 03.00 Arithmetic with Polynomials and Rational Expressions ALEKS Pie (first half)
8 03.00 Arithmetic with Polynomials and Rational Expressions ALEKS Pie (second half) 9 03.00 Arithmetic with Polynomials and Rational Expressions Test 03.01 Assessment 10 04.00 Creating Equations ALEKS Pie (first half) 11 04.00 Creating Equations ALEKS Pie (second half) 12 04.00 Creating Equations Test 13 05.00 Reasoning with Equations ALEKS Pie (first half) 14 05.00 Reasoning with Equations ALEKS Pie (second half) 15 05.00 Reasoning with Equations Test 05.01 Assessment 16 05.02 Segment One Exam
more than 3 seconds, either a mechanism is available to pause or stop the audio, or a mechanism is available to control audio volume independently from the overall system volume level. The web page/content provider would need to provide the feature. Content that plays in the platform provided media player will have this option. 1.4.3 Contrast (Minimum): The visual presentation of text and images of text has a contrast ratio of at least 4.5:1, except for situations listed in . Supported with exceptions The text shown when configuring a VPN connection in Settings for the option to remember the user's information may not meet minimum contrast requirements for the default accent color configured for the user's PC. The user can improve the contrast by choosing a different accent color or by enabling high contrast mode. 1.4.4 Resize text: Except for captions and images of text, text can be resized without assistive technology up to 200 percent without loss of content or functionality. Supported 1.4.5 Images of Text: If the technologies being used can achieve the visual presentation, text is used to convey information rather than images of text except for the following: • Customizable: The image of text can be visually customized to the user's requirements; • Essential: A particular presentation of text is essential to the information conveyed. Supported Principle 2: Operable User interface components and navigation must be operable. Guideline 2.1 Keyboard Accessible Make all functionality available from a keyboard. Criteria Supporting Feature Remarks and Explanations 2.1.1 Keyboard: All functionality of the content is operable through a keyboard interface without requiring Supported with exceptions In the user configuration set up wizard shown at first login, keyboard focus does not get set to the Ease of
Danish Ilyas Address: House No 207/A-1, humayun road,near APS(girls), Tel No (L): 051-5796655 Tel No (M): 0313-7823960 E-Mail: ACADEMIC QUALIFICATION 2012 BE Electrical Engineering (Telecommunications) Institution: of Signals, of Sciences & Technology CGPA 3.4/4.0 UP To 7th Semester 2008 HSSC: Institution: Kharian Cantt 892/1100 Grade A+ 2006 SSC: Institution: Kharian 861/1050 Grade A+ TECHNICAL EXPERIENCE WORK EXPERIENCE 6 Weeks Internship at Supernet Limited FINAL YEAR PROJECT Communication System for UAV SEMESTER PROJECTS Digital Thermometer generating output suitable for interfacing with computer. Traffic Signal along with signal time and clock display. Data transmission between two computers LASER. Embedded Calculator using Microcontroller. A.M. Transmission and reception. Multiband Audio Equalizer with GUI using MATLAB. Bethe Hole Coupler Design on HFSS. Near Vertical Incidence Skywave Antenna performance analysis. TECHNICAL SKILLS Microsoft Office, Web designing with page, C, C++, Python GNUradio, MATLAB, HFSS, USRP. ACHIEVEMENTS / CURRICULAR ACTIVITIES Awarded full semester tuition fee waiver scholarship for 175th merit position in N.U.S.T. entrance test. Awarded financial assistance scholarship for achieving 3.71 G.P.A. in 3rd semester. Participation as an actor in onstage acting and Video clips in university events. Headed a team of delegates for NUST Model United Nations (NUMUN) 2010. Member of IEEE Society.
Sardar Asfand Yar Address: House No 519 Tel No (L): 042-35312513 Tel No (M): 0324-5002040 E-Mail: ACADEMIC QUALIFICATION 2012 BE Electrical Engineering (Telecommunications) Institution: of Signals, of Sciences & Technology CGPA 2.58/4.0 UP To 7th Semester 2008 HSSC: Institution: (GCU) Score 903/1100 A+ 2006 SSC: Institution: System CSC Lahore Score 6 A’s , 1 B , 1 C Grade NA TECHNICAL EXPERIENCE WORK EXPERIENCE • Internship at RF planning at Ufone FINAL YEAR PROJECT Implementation of LTE on National Instruments Hardware SEMESTER PROJECTS Remotely logged in to Windows 7 Metasploit framework. Designed Bar Code reader in MATLAB Simulated and analyzed TCP and UDP protocols on ns-2. Designed FM transmitter and receiver. Made solar tracker using servo motor. Designed 12 GHz cavity resonator on HFSS TECHNICAL SKILLS Labview, MATLAB, PCB, C, C++ Strong Information security auditing skills. Proteus, HFSS, AUTOCAD, Webdesigning skills ACHIEVEMENTS / EXTRA CURRICULAR ACTIVITIES Phtography,Sketching. Active member of debating society at GCU President of Science society at school Good photoshop and video editing skills
scanf("%lu", &deposit); amount = amount + deposit; printf("YOUR BALANCE IS %lu", amount); break; case 4: default: } printf("\n THANK U USING ATM"); break; printf("\n INVALID CHOICE"); k = 1; printf("\n\n\n DO U WISH TO HAVE ANOTHER TRANSCATION?(y/n): \n"); fflush(stdin); scanf("%c", &transaction); if (transaction == 'n'|| transaction == 'N') } while (!k); printf("\n\n THANKS FOR OUT ATM SERVICE"); } Output: ENTER YOUR SECRET PIN NUMBER:1520 ********Welcome to ATM Service************** Balance Withdraw Cash Deposit Cash Quit ******************?**************************?* Enter your choice: 1 YOUR BALANCE IN Rs : 1000 DO U WISH TO HAVE ANOTHER TRANSCATION?(y/n): ********Welcome to ATM Service************** Balance Withdraw Cash Deposit Cash Quit ******************?**************************?* Enter your choice: 2 ENTER THE AMOUNT TO WITHDRAW: 200 PLEASE COLLECT CASH YOUR CURRENT BALANCE IS800
APPENDIX C – EXAMPLE OF CONTENTS FOR A FIRST AID KITS For most workplaces, a first aid kit should include the following items: Item Kit contents Quantity Instructions for providing first aid – including Cardio-Pulmonary Resuscitation (CPR) flow chart 1 Note book and pen 1 Resuscitation face mask or face shield 1 Disposable nitrile examination gloves 5 Gauze pieces 7.5 x 7.5 cm, sterile (3 per pack) 5 packs Saline (15 ml) 8 Wound cleaning wipe (single 1% Cetrimide BP) 10 Adhesive dressing strips – plastic or fabric (packet of 50) 1 Splinter probes (single use, disposable) 10 Tweezers/forceps 1 Antiseptic liquid/spray (50 ml) 1 Non-adherent wound dressing/pad 5 x 5 cm (small) 6 Non-adherent wound dressing/pad 7.5 x 10 cm (medium) 3 Non-adherent dressing/pad 10 x 10 cm (large) 1 Conforming cotton bandage, 5 cm width 3 Conforming cotton bandage, 7.5 cm width 3 bandage 10 cm (for serious bleeding and pressure application) 1 Scissors 1 Non-stretch, hypoallergenic adhesive tape – 2.5 cm wide roll 1 Safety pins (packet of 6) 1 BPC wound dressings No. 14, medium 1 BPC wound dressings No. 15, large 1 Dressing – Combine Pad 9 x 20 cm 1 Plastic bags - clip seal 1 Triangular bandage (calico or cotton minimum width 90 cm) 2 Emergency rescue blanket (for shock or hypothermia) 1 Eye pad (single use) 4 Access to 20 minutes of clean running water or (if this is not available) hydro gel (3.5 gm sachets) 5 Instant ice pack (e.g. for treatment of soft tissue injuries and some stings). 1 Medication, including analgesics such as paracetamol and aspirin, should not be included in
MCS for Cognition & Learning Needs Universal Support Level Whole school response. Quality first teaching Targeted Support Level Some CYP receiving targeted support will be identified as receiving SEN Support Universal level plus the following: Personalised / Individualised Pupils will be identified as receiving SEN Support or may have an EHCP School may be in receipt of HNF Universal and targeted levels plus the following: Systems and Whole school planning All staff should have an understanding and knowledge of the needs of children with Moderate Learning Difficulty (MLD) and Specific Learning Difficulty (SpLD). They should then apply this in their teaching to ensure all children are able to access learning. Special arrangements applied for internal/external learning assessments. Planning ensures optimum conditions to all school activities for pupils with C&L difficulties, e.g. flexibility of the timetable and curriculum. The school ethos promotes a positive regard for individual difference in the way that CYP learn and socialise including those with a learning difficulty and/or disability. Careful consideration of the requirements of homework activities. School utilises a of assessment tools to identify areas of strength and Systems and school planning Teaching and learning styles incorporate a school approach to support the full range of learning difficulties. Whole staff training to support targeted interventions. Pupil centred planning to ensure optimum engagement in learning through developing and supporting social and independence skills e.g. giving consideration to reducing exam subjects. School provision planning identifies appropriate interventions with national recognition for effectiveness. School identifies targeted members of staff for enhanced training and supports this through school development planning. School maintains up to date knowledge of research and national guidance on the implementation of Systems and Whole school planning Planning ensures access to activities and events for all pupils School identifies members of staff to complete enhanced and/or accredited training and supports this through school development planning. Personalised plan/ individual provision plans developed through an ‘Assess, Plan, Do, Review’ cycle with the full involvement of parents/carers and, where possible, the CYP.
to identify regulatory guidance that should be (1) incorporated into the safety regulations to promote clear, consistent and enforceable rules; (2) eliminated because it appears to be inconsistent with the intent of the safety regulations or makes enforcement of key safety requirements difficult; or 3) retained because it is more appropriate as guidance rather than regulatory text. The sets of regulatory guidance are presented in the table below: As the meetings are open to the general public, the Committee should consider any information identified by individuals making remarks during the meeting. IV. Estimated Time to Complete Task The MCSAC should begin developing their recommendations to the Agency on Task at the June 2016 meeting and submit a letter report to the Administrator following the fall 2016 meeting. V. FMCSA Technical Representatives Larry Minor, Associate Administrator for Policy, FMCSA, (202) 366-2551 Shannon Watson, Senior Policy Advisor, FMCSA, (202) 385-2395 Attachment: Compilation of Current Regulatory Guidance
Other risk control measures to prevent the release of airborne asbestos fibres from the area where asbestos removal is undertaken Yes Yes Yes Yes Decontamination Detailed procedures for workplace decontamination, the decontamination of tools and equipment, personal decontamination and the decontamination of non-disposable PPE and RPE Yes Yes Yes Yes Waste Disposal Method of disposing of asbestos wastes, including details on: the disposal of protective clothing Yes Yes Yes Yes the structures used to enclose the removal area Yes No Yes Yes Clearance and air monitoring Name of the independent licensed asbestos assessor or competent person engaged to conduct air monitoring (if any) Yes No Yes No Consultation Consult with any people who may be affected by the removal work, including neighbours Yes Yes Yes Yes
Work Procedure Required respirator Filter type Simple enclosure erection for containing undamaged asbestos materials to prevent damage – no direct handling but possible disturbance of asbestos Disposable, half-face particulate respirators OR Half-face, particulate filter (cartridge) respirator P1 or P2 Inspection of the condition of any installed friable asbestos, which appears in poor condition or has been disturbed Disposable, half-face particulate respirators OR Half-face, particulate filter (cartridge) respirator P1 or P2 Sampling material for the purpose of identifying asbestos Disposable, half-face particulate respirators OR Half-face, particulate filter (cartridge) respirator P1 or P2 Removal of non-friable asbestos (e.g. asbestos cement sheets, ceiling and vinyl tiles) Disposable, half-face particulate respirators OR Half-face, particulate filter (cartridge) respirator P1 or P2 Extensive sample operations on friable asbestos Full-face, particulate, filter (cartridge) respirator P3 Maintenance work involving the removal of small quantities of friable asbestos (e.g. replacement of friable asbestos gaskets and insulation) Full-face, particulate, filter (cartridge) respirator P3 Certain forms of wet stripping in which wetting is prolonged and effective, and certain small-scale dry stripping operations Full-face, powered air-purifying particulate respirator OR Full-face, positive pressure demand air-line respirator P3 Certain of dry stripping and ineffective wet stripping (light wetting, no time given to saturate) Full-face, powered air-purifying particulate respirator OR Full-face, positive pressure demand air-line respirator No lesser respirator will suffice P3 Dry stripping in confined areas Full suit or hood, positive pressure demand continuous flow air-line respirator No lesser respirator will suffice P3 only as a backup Fit testing of face pieces
9:15 – 9:20 AM Call to Order/Introductions John Lannen, MCSAC Chairman Larry Minor, Designated Federal Officer (DFO), FMCSA 9:20 – 9:25 AM Introductory Remarks Hutchinson, Chief Counsel, FMCSA 9:25 – 9:30 AM A Message from the Deputy Administrator Daphne Jefferson, Deputy Administrator, FMCSA 9:30 – 10 AM Presentation – FMCSA Strategic Plan Robert W. Miller, Director Office of Policy, Strategic Planning, and Regulation, FMCSA 10 – 10:30 AM Task 17-2 Discussion Leslie Stahl, Facilitator 10:30 – 10:45 AM Break 10:45 AM – 12 PM Development of Task 17-2 Strategic Plan Recommendations Leslie Stahl, Facilitator 12 PM – 1:30 PM Lunch [on your own] 1:30 – 2:15 PM Presentation – President’s Executive Order on Regulations Robert W. Miller, FMCSA 2:15 – 2:30 PM 2: 30 –3:30 PM Task 17-3 Executive Discussion Leslie Facilitator 3:30 – 4:30 PM Presentation on Detention Time and Discussion Robert W. Miller, FMCSA
Tuesday, June 13, 2017, 9:15 AM – 4:30 PM 9:15 – 9:20 AM Call to Order John Lannen, MCSAC Chairman 9:20 – 9:35 AM Highly Automated Commercial Vehicles (HACVs) Initiative Jack Van Steenburg Assistant Administrator and Chief Safety Officer, FMCSA 9:35 – 9:50 AM Presentation on Highly Automated Commercial Vehicles (HACVs) Amina Fisher, Luke Loy, Brian Routhier, FMCSA 9:50 – 10:30 AM Presentation - Supplier Perspectives on Policies Impacting Advanced Vehicle Safety Technology Catherine Boland, Vice President, Legislative Affairs Leigh Merino, Senior Director, Regulatory Affairs Motor & Equipment Manufacturers Association (MEMA) 10:30 –10:45 AM Break 10:45 – 11:30 AM Presentation - Connectivity, Driver Assistance, and Automated Driving: Enabling Technologies, Trends, & Transition S. William (Bill) Gouse, Director, Federal Program Development SAE INTERNATIONAL 11:30 AM – 1 PM Lunch [on your own] 1 – 2:30 PM Discussion on Task 17-1, HACVs Leslie Stahl, Facilitator 2:30 – 2:45 PM Break 2:45 – 4:20 PM Continuation of HACV Discussion Leslie Stahl, Facilitator 4:20 – 4:30 PM Closing Remarks John Lannen, Chairman
9:15 – 9:20 AM Call to Order/Introductions John Lannen, MCSAC Chairman Larry Minor, Designated Federal Officer (DFO), FMCSA 9:20 – 9:25 AM Greetings from the Deputy Administrator Cathy F. Gautreaux, Deputy Administrator, FMCSA 9:25 – 9:45 AM Automated Driving Systems for Commercial Vehicles Wiley Deck, Director of Governmental Affairs, FMCSA 9:45 – 10:30 AM Review and discuss Task 17-1, Automated Driving Systems for Commercial Vehicles recommendations Laura Black, Facilitator 10:30 – 10:45 AM Break 10:45 AM – 12 PM Continue Task 17-1 Discussion Laura Black, Facilitator 12 PM – 1:30 PM Lunch [on your own] 1:45 – 2 PM A Message from the Administrator Raymond P. Martinez, FMCSA 2 – 2:45 PM Resume Task 17-1 Deliberations Laura Black, Facilitator 2:45 – 3 PM Break 3 – 4:25 PM Complete action on Task 17-1; Finalize Recommendations Laura Black, Facilitator 4:25 – 4:30 PM Closing Remarks John Lannen, Chairman Minor, DFO
There should be check-ins for the drivers who are trying to improve their health and wellness to see if they are feeling happier and healthier. The tone for wellness needs to be set. A policy should be set forward for driver wellness. The expectation may be that the policy will work immediately, but this will take time. The framework needs to be long-term to result in improved culture and wellness outcomes. However, short-term goals are needed. A culture cannot be created through policy. Something to be done to promote exercise in a positive way. If drivers are living paycheck to paycheck, it will be hard to buy certain items for drivers to better themselves. These items should be accessible to all different types of drivers. The subcommittee will meet soon to discuss outcomes further. PRESENTATIONS Presenter Presentation 1 Martin Walker, PhD, Chief, Research Division, FMCSA Driver Health Study Results 2 Pamela Perry, RN, Medical Programs Division, FMCSA FMCSA Wellness Programs for CMV Drivers 3 Brian Morris, MD, AllOne Health CMV Drivers and Wellness Program Development 4 Brandon Buchanan, ABA Ken Presley, UMA The Bus Athlete Program 5 Tom Weakley, OOIDA Wellness Pilot Program and Results 6 Pat Hu, Director, Bureau of Transportation Statistics, Office of the Assistant Secretary for Research and Technology, US DOT Fitness to Operate “Data Jam” ADDITIONAL PUBLIC COMMENTS
design and correct materials are used. The barrier must be erected safely. This may require isolating the electricity supply while the barrier is installed. Engineering controls For example, installing residual current devices to prevent electric shock. Administrative controls Administrative controls involve the use of safe work practices to control the risk, for example the provision of suitable and adequate training, establishing exclusion zones, and use of permits and warning signs. Personal protective equipment (PPE) PPE includes protective eyewear, insulated gloves, hard hats, aprons and breathing protection. The PPE should be rated for the work to be done. If working on or near energised equipment, the PPE must be able to protect the user from the maximum prospective energy available at the work site. Implementing risk control measures In implementing risk controls, you may develop a safe work method statement that: specifies the determined risk controls sets out the steps that need to be taken to implement the risk controls identifies and allocates the resources necessary to implement the measures (i.e. time and expenses) allocates responsibilities and accountabilities (e.g. who does what and when) sets a date for reviewing the risk controls. A safe work method statement must be prepared for construction work that is carried out on or near energised electrical installations or services. Further information about these requirements is available in the Code of Practice: Construction Work. Reviewing risk control measures See Section 2.4 of this Code. TOOLS AND EQUIPMENT Inspection and testing Tools, instruments and equipment that are poorly maintained, inappropriately used or not fit for purpose can cause injuries, for example: inadequately insulated tools and test instruments incorrectly rated instruments. Unrestrained tools may fall into energised switchboards and compromise the integrity (including safety) of the equipment. The use of lanyards around wrists, tool holders and restraints such as tool pouches and baskets may be used to address these risks. The tools, instruments and equipment used by electrical workers often have special design characteristics, for example many are insulated. Inadequate maintenance may lead to serious electrical risks, for example insulating medium might conceal a mechanical defect that could cause an open circuit in a testing device. Insulated tools and equipment must be suitable for the work and be maintained in good working order, including by regular maintenance, inspection and testing. Where any doubt exists that the insulation of tools and equipment might not be adequate they should not be used.
Post-Secondary Data Please summarize your planned of post high school study: Will this be a two-year or four-year program? What are the projected costs to complete your education? How do you plan on financing your education? Academic Data What is your cumulative grade point average (GPA) at the end of the first semester of your senior year? Your class rank currently is out of . What are your ACT scores? Did Not Take Eng Math Science Rdg Writing Comp What was your composite? _____ Did Not Take Verbal Math High School Involvement Activities Grades Participating Special (Such as
AMBSC Code –Part 2 Steel Boilers – Issue 4-1995 • • AMBSC Code - Part 3 Sub-Miniature Boilers – Issue 1-2008 • • Code – Part 4 Duplex Boilers – Issue 1-2010 • • Pressure equipment AS/NZS 1200:2000 Pressure Equipment • • • AS 2593:2004 Boilers – Safety management and supervision systems • • AS 2971:2007 Serially produced pressure vessels • • AS/NZS 3788:2006 Boiler and pressure vessels – In service inspection • AS 3873 :2001 Boiler and pressure vessels – Operation and maintenance • AS 3920.1-1993 Assurance of product quality – Pressure equipment manufacture • • ASME I boilers • • ASME II Materials • • ASME V Non-destructive examination • • ASME VIII-1 Pressure vessels • • ASME VIII- 2 Pressure vessels – alternative rules • • ASME VIII-3 Alternative rules for construction of high pressure vessels • • ASME IX Welding and brazing qualifications • • ANSI / NGV-2 Basic requirement of compressed natural gas vehicle fuel containers • • CSA B51 Part 2 High pressure cylinders for the storage of natural gas as a fuel for automotive vehicles • • ISO 11439:2000 High pressure cylinders for the on-board storage of natural gas as a fuel for automotive vehicles • • ISO/EN 13458 (Series) Cryogenic vessels – Static vacuum insulated vessels • • • Pressure piping AS 4041-2006 Pressure piping • • Machinery guarding AS 4024 (Series) Safeguarding of machinery – general principles • • • ISO 12100:2010 Safety of machinery – General principles for design • • • Scaffolding AS/NZS 1576.1:2010 Scaffolding – general requirements • • AS 1577-1993 Scaffold planks • • AS/NZS 4576 Guidelines for scaffolding •
27th Annual Murdock College Science Research Conference “THE POWER OF UNDERGRADUATE RESEARCH: CREATING NEW KNOWLEDGE AND ENHANCING STUDENT LEARNING” November 9 – 10, 2018 Co-host Institution: Linfield College Hosted by: M.J. Murdock Charitable Thursday, November 8 Afternoon through evening – arrival and pick up conference materials at the front lobby of the Hilton Hotel, 301 W 6th St, Vancouver, WA 98660 Friday, November 9 (All rooms TBA) 6:45 – 8:00 a.m. Breakfast 7:00 – 8:00 a.m. Working breakfast for judges 8:00 – 8:30 a.m. Welcome 8:50 – 11:50 a.m. Talks (concurrent life and physical sciences), 16 talks and a break 11:50 a.m. – 1:15 p.m. Lunch for students and guests, fun general science quiz for students, & put up posters 12:00 – 1:00 p.m. Enrichment lunch for faculty and staff, Talks on Goldwater and NSF Graduate Research Fellowships, and Partners in Science* 1:15 – 3:00 p.m. Poster session (Group A) 3:00 – 4:45 p.m. Poster session (Group B) 12:00 – 4:45 p.m. Graduate School and Vendor Fair 4:45 – 5:30 p.m. Free time 5:30 – 8:30 p.m. Banquet: Group picture: 5:30 – 6:00 p.m. Dinner: 6:00 – 7:00 p.m. Awards Ceremony: 7 – 7:30 p.m. Keynote lecture: 7:30 – 8:30 p.m. 8:30 – 10:00 p.m. Time for faculty and staff only for social networking plus celebrate and meet the 2018 Swanson Awardees Saturday, November 10 (All TBA) 6:45 – 8:00 a.m. Breakfast 8:00 – 11:20 a.m. Talks (concurrent life and physical sciences), 18 talks and a break 11:20 – 12:20 a.m. Checkout from hotel and lunch 12:20 – 1:00 p.m. Closing ceremony
Figure 12 Installing ceiling or upper level floor joists 8.3 Guarding openings All stairwells, atriums and voids through which a person could fall must be sturdily guarded, covered with an industrial safety net or sheeted over, regardless of the fall distance from the upper level floor. Guardrailing should be provided in accordance with Section 4.1 of this Code. In particular, toeboards should be fitted to prevent tools and materials from being kicked into the void. Voids and atriums must be guarded as soon as possible after laying sheet flooring, as illustrated in Figure 13. a person working from a stepladder or a working platform such as a trestle scaffold or similar, may fall over the guardrail and through the opening, the opening must be covered with temporary flooring, timber sheeting, an industrial safety net or similar, even if guardrails have been erected around it. Any coverings or temporary floors and their supports must be of robust construction capable of withstanding impact loads from any potential falls. Figure 13 Void at upper level guarded 8.4 Wall framing Once sheet flooring has been laid and openings have been guarded, work on wall framing may commence. Where the potential fall height for persons constructing or erecting wall frames is 2 metres or more, edge protection should be provided. Window or door openings in external wall frames should be fitted with guardrails prior to raising the frame (see Figure 14). All braces and fixings should be prepared prior to raising the frames. Access to the floor should be restricted to those workers erecting the wall frames. Figure 14 Erecting upper level wall frames 8.5 Installing prefabricated roof trusses This section provides guidance on safe working procedures for the installation of prefabricated roof trusses. Preparing for roof erection Where practicable, roof trusses should be placed by crane on the wall top plates at the time of delivery. The truss erector, supplier and transporter should liaise to confirm the order in which the trusses are to be loaded onto the truck. Where possible, the trusses should be able to be unloaded at the site in the order that minimises the amount of handling by the truss erectors. When working at height, the erectors should be able to access the next required truss from the top of the truss stack. Before commencing work, ensure that all work areas have safe paths of access and egress at all times and are free of obstructions.
Basic Theory of Law) Constitutional Law-II Law of Crimes-I 4. 4th semester of 5 yr. BBA, LL.B Course Operations research Financial Management Marketing Management Family Law – 1 Administrative Law Law of Crimes-II 5. 5th semester of 5 yr. BBA, LL.B Course and 1st semester of 3 yr. LL.B Course Legal Language & Legal Writing Law of Contracts-1 Law of Torts Jurisprudence Code of Procedure - I Consumer Protection Law Operations management resource Management Law of Criminal Procedure Family Law –II Consumer Protection Law Law of Evidence 6. 6th semester of 5 yr. BBA, LL.B Course and 2nd semester of 3 yr. LL.B Course Constitutional Law-I Interpretation of Statutes, Principles of Legislation & Legislative Drafting Law of Contracts-II Family Law-I Code of Civil Procedure-II International Law Cost and management Accounting Investment Management Company Law Labour Law-I Civil Procedure Code and Limitation Act Public International Law 7. 7th semester of 5 yr. BBA, LL.B Course and 3rd semester of 3 yr. LL.B Course Constitutional Law-II Law of Crimes-I Family Law-II Company Law Intellectual Property Law Professional Ethics, Accountancy for Lawyers and Relations Advertising and publicity management Principles of Taxation Law Labour Law-II Environmental Law Property Law Drafting, Pleading and Conveyancing 8. 8th semester of 5 yr. BBA, LL.B Course and 4th semester of 3 yr. LL.B Course Environmental Law Law of Crimes-II Administrative Law Law of Criminal Procedure - I Banking Laws Public Interest Lawyering, Aid & Para Legal Services Elective-1 Elective-2 Elective-3 Elective-4 Management Project & viva-voce Professional Ethics & Professional Accounting System 9. 9th semester of 5 yr. BBA, LL.B Course and 5th semester of 3 yr. LL.B Course Law of Evidence Labour Law - I Human Rights Law Law of Criminal Procedure-II Taxation Law - I Drafting, Pleading and Conveyancing Elective-5 Elective-6 Special Elective-1 Special Elective-2 Special Elective-3 Alternative Dispute Resolution
Annex A to ****** ACF MCT Standing Orders Dated ******* MOBILE CLIMBING TOWER SPECIFICATIONS Manufacturer: Mobile Rockwall Company Chassis No.: 4MA-24015 Date of Manufacture: May 2005 Dimensions: Length: 8.25m Width: 2.35m Towing height: 2.80m Raised height: 8.25m including raised belay arms. Towing Weight: Maximum Wind Speed for Safe Operation: Gusts of 30mph – MCT must be lowered Caution must be exercised if winds are gusting 20mph. Maximum Slope Incline: 3º AUTOMATIC BELAY DEVICES North Climbing Wall Descenders, quantity 4: model FP2/5**GDD Maximum working load: 23 stone 8 lbs / 330 lbs (150 kg) Minimum working load: 4 11 lbs / 66 lbs (30 kg)
Annex H to ****** ACF MCT Standing Orders Dated ****** SUPERVISION OF CLIMBING ACTIVITIES Operator and Climbing Supervisor Responsibilities The minimum crew for operating and supervising the Mobile Climbing Tower is TWO consisting of a qualified Operator and at least one climbing supervisor. Crew Member Roles: Crew Member No.1 – Operator Raises and lowers the MCT. Takes donations / collects tickets. Supervises spectators and waiting climbers. Crew Member No 2 – Climbing Supervisor 1 Fit Harnesses to the climbers. Briefs the climbers. Sends climbers to crew member No 3. Crew Member No 3– Climbing Supervisor 2 Double checks harness fitment (tightness, comfort etc) Hooks up the climbers. Supervises climbers on the wall. Unhooks the climbers and sends climbers back to harness area. Advises climbers (acts as the Solves problems with climbing. A correctly fitted harness attached to the ABD In a crew of two the Climbing Supervisor is responsible for the final safety check of the climber. In a crew of three it is Climbing Supervisor 2 who is responsible for the final safety check of the climber. All climbers must be closely supervised in order to ensure that potential problems are spotted early on and the climbers briefed / told to undertake safe normal practice. All Climbing Supervisors must be prepared at very short notice to respond to any problems caused by climbers. The problems include but are not restricted to: Climber frozen on the wall and refusing to dismount correctly. Climber going off route. Climber ‘topping-out’.
To motivate students the mathematics must be accessabile to the students. Below are instructional practices that come from “Motivation Matters and Interest Counts: Fostering Engagement in Mathematics”, p. 121. Analytic scaffolding: Scaffolding mathematical understanding’s development Social scaffolding: Scaffolding the classroom community’s development Scaffolding to promote developing autonomy, self-regulation, and owenership Select optimally challenging tasks – a good match between the tasks’ demands and students’ prior knowledge. Don’t avoid “telling.” Use telling judiciously. Be explicit at times. Give students representational tools to make sense of mathematics. Ask focusing questions to direct students’ attention. Press students to make elaborated, meaningful explanations of their thinking. Give students an appropriate amount of time to work on tasks. View and students’ errors constructively. Talk about talking. Explicitly clearify expectations for working together and talking about mathematics. Reinforce desired behaivior through modeling, including asking clarifying questions and giving elaborated, meaningful explanations. Create a nonthreatiening environment where students feel safe taking intellectual risks. Provide emotional support by mediating frustration and offering encouragement. Model self-monitoring. Explicitly communicate how tasks build on students’ prior knowledge and experience. Give learners choices. Allow students to choose strategies that make sense to them. Transfer to students the responsibility for making of mathematics. Provide meaningful rationales for activities. Give students descriptive feedback and comments on their progress. Mathematical Mindsets: Unleashing Students’ Potential through Crative Math, Inspiring Messages and Innovative Teaching, by Jo Boaler, 2016. Provides reseach on how the brain reacts to mistakes and ways teachers can change the way students view mistakes. I Have Who Has Activity
Period: ___________ ___________ Amplitude: ________ Period: ___________ Range: ___________ Amplitude: ________
Phase shift: ___________________________ Vertical __________________________ Phase shift: ___________________________ Vertical Shift: __________________________ Phase shift: ___________________________ Vertical Shift: __________________________ y = 2cos 2 (x + π) – 2 Phase shift: ___________________________ Vertical Shift: __________________________
#12 What is the vertex of this function? y = x2 + + 12 #13 What is the vertex of this function? y = (x – 7)2 – 3 #14 Factor: x2 – 3x – 18 #15 Factor: 6x2 + 17x + 5 #16 Factor: 9x2 – 25 #17 Solve: (4x – 5)(x + 3) = 0 #18 Solve: -3x2 + 4x + 18 = 0 #19 Solve: x2 – 5 = -3x #20 A car costs $12,500 and decreases in value by 8% per year. How much will the car be worth after 8 years? #21 What should you calculate if the problem asks for the maximum height of a thrown object? #22 If an object is dropped from a height of 64 feet, the function h(t) = -16t2 + 64 gives the height of the object after t seconds. When will the object hit the ground? #23 Domain = ___ Range = ___
Guideline/Procedure Number: : Guideline/Procedure Title: External Policy Internal Policy Original Date: : : Applies to: ☒ Medi-Cal Employees OPerations Executive Compliance Department BOARD COMPLIANCE FINANCE PAC CEO COO Credentialing DEPT. DIRECTOR/OFFICER : : : MCUP3037 - Appeals/ Expedited Appeals of UM Decisions for Medical Necessity Determination (NonAdministrative) MCUP3041 - TAR Review Process MCUP3124 – Referral to Specialists (RAF) Policy MPUG3045 - Utilization Management Guidelines – Case Management MCUG3058 - Utilization Review Guidelines ICF/DD, ICF/DD-H, ICF/DD-N Facilities MPUP3078 – Second Medical Opinion MCUP3138 – External Independent Medical Review MPUD3001 - Utilization Management Program Description : Health Services Claims Member Services Provider Relations :
: MCUG3032 (previously UG100332) : : External Policy Internal Policy : 02/21/1995 : : Applies to: ☒ Medi-Cal Employees IQI P & T QUAC OPerations Executive Compliance Department BOARD COMPLIANCE FINANCE PAC CEO COO Credentialing DEPT. DIRECTOR/OFFICER : : 10/10/2018 : MCUP3041 - TAR Review Process : Health Services Claims Member Services : N/A N/A : :
Policy/Procedure Number: : Policy/Procedure Title: External Policy Internal Policy Original Date: : : Applies to: ☒ Medi-Cal Employees OPerations Executive Compliance Department BOARD COMPLIANCE FINANCE PAC CEO COO Credentialing DEPT. DIRECTOR/OFFICER : : : MCUP3041 - TAR Review Process MCUP3124 - Referral to Specialists (RAF) Policy MCUP3133 – Wheelchair Mobility, Seating and Positional Components : : DME – Durable Medical Equipment TAR – Treatment Authorization Request RAF – Referral Authorization Request : :
Policy/Procedure Number: : Policy/Procedure Title: External Policy Internal Policy Original Date: : : Medi-Cal Employees OPerations Executive Compliance Department COMPLIANCE FINANCE PAC CEO COO Credentialing DEPT. DIRECTOR/OFFICER : : : MCUP3041 – TAR Review Process MCCP2024 – Whole Child Model for California Children’s Services (CCS) MCUP3104 – Major Organ Transplants MCUP3020 – Hospice Service Guidelines MCUP3103 – Coordination of Care for Members in Foster Care MCUP3033 – Out of Area Emergency Admissions MCUP3051 – Long Term Care Admissions CGA024 – Medi-Cal Member Grievance System : : N/A N/A : :
Policy/Procedure Number: : : (previously Long Term Care Admissions) External Policy Internal Policy Original Date: : : Applies to: ☒ Medi-Cal Employees OPerations Executive Compliance Department BOARD COMPLIANCE FINANCE PAC CEO COO Credentialing DEPT. DIRECTOR/OFFICER : : : MCUG3038 - Long Term Care Facility Review Guidelines MCUP3105 - Coordination of Services for Members Requiring Long Term Care : Health Services Claims : SSI - Supplemental Security Income SSA - Social Security Administration MC171 Form – Medi-Cal Long Term Care Facility Admission and Discharge Notification form N/A : : N/A :
MCUP3052 ATTACHMENT A REFERRAL GUIDELINES FOR CHILDREN / ADOLESCENTS Nutrition Criteria/ ICD-10 Definition of Child/Adolescent Criteria Recommended Number of Visits Diabetes E10.10 – E11.9 Type 1 & Type 2 4 visits over 6 months Eating disorders F50.00 - F50.02 F50.2 Anorexia nervosa or bulimia and being treated by a mental health clinician TAR Requires name of Mental Health Provider 4 visits over 2 months Lead poisoning T56.0X1A – T56.OX4S Blood Lead Level 4 visits over 6 months Obesity and Overweight E66.9, E66.3 Ages 2 – 19 > 85th percentile by weight for height OR by BMI, using the appropriate growth chart for age (NCHS) 8 visits over 1 year Pre-diabetes (impaired glucose tolerance) R73.01 – R73.09 Impaired fasting glucose of > 100 mg/dl, but <125 mg/dl. and/or impaired glucose tolerance (IGT), defined as oral glucose tolerance test value of > 140 mg/dl, but less than 200 mg/dl 2 visits over 6 months Severe anemia D50.0 – D50.9 D53.9 Has received a trial of iron therapy for 2 months and who still has a Hemoglobin less than or to 9.0gm/dl and a hemoglobin electrophoresis which does not indicate hemoglobinopathy 3 visits over 6 months Severe food hypersensitivity L27.2 Diagnosed food hypersensitivity to casein, gluten, or soy TAR Requires Type of Food Allergy 2 visits over 6 months Short Stature R62.0 R62.50 – R62.52 Measurement below the 5th percentile height for age using the appropriate growth chart for age(NCHS) 3 visits over 6 months Underweight, and/or failure to thrive R62.0 R62.50 – R62.52 Measurement below the 5th percentile weight for height using the appropriate growth chart (NCHS) or Dramatic drop on the growth from previous visit by two percentiles 3 visits over 6 months
Policy/Procedure Number: : : External Policy Internal Policy Original Date: : : Medi-Cal Employees OPerations Executive Compliance Department BOARD COMPLIANCE FINANCE PAC CEO COO Credentialing DEPT. DIRECTOR/OFFICER : : : MCUG3024 - Inpatient Utilization Management : : : :
ALCOHOL MISUSE SCREENING AND COUNSELING (AMSC) TRAINING RESOURCES A list of trainings and resources is included below. Additional resources will be available on the DHCS web site. NIAAA Clinician’s Guide Online Training “Video Cases: Helping Patients Who Drink Too Much” Four interactive, 10-minute video cases Implementing Single Question and AUDIT Screening Tools clinical strategies Patients with different levels of severity and readiness to change Free CME/CE credits for physicians and nurses through Medscape® SBIRT Core Training Program: Screening, Brief Interventions, and Referral to Treatment Four hour training: $50 per individual; group rates are available CEUs available https://sbirt.clinicalencounters.com/trainings/core-activity-description/ SAMHSA-HRSA Center for Integrated Health Solutions: Motivational Interviewing 3-Part Pre-Recorded Webinar Series Includes recording, presentation, and transcript Additional resources No certificate available Free