zilongwang/ReadingBank huggingface dataset:
How might this affect a character or a plot? The character can go through a medical help and it ends up badly which causes him to lose one of his abilities, (going blind, deaf) In what ways were the Irish accepted or not accepted in Canada? Accepted Not Accepted -Travel to canada was made easy -allowed lots of people to board the boats -improved travels -People were warned about the trip - allowed landlord assisted migrations -limited emigration -many people ended up dying on the ships from disease -Had to deal with dangerous livings on or 6 weeks. -People with disease would die - Find a that confirms any of the above Source: (author, year written/published, URL) Title: Emigration from Central Europe to America Author: Merika Published: 1880 http://muzej-rijeka.hr/merika/exhibition-emigration.html Quote/Image: Interpretation: This imagine shows the crowded ship and how people were pressed which can cause disease to spread quickly. How this affect a character or a plot? A character can be part of this ship and experience lots of people dying from different diseases. Use the space below to start brainstorming a sequence of events that incorporates all of the above into a story. Think about how one character may encounter or interact with all of the above. A about an Irish immigrant coming to Canada because they are not treated well Goes on the boats filled with disease and sees a family member die Makes it safely to Canada on his dangerous trip and meets up with a character whom he shares his story with. Create a sketch or find images that illustrates at least one aspect in #4: Part 3: Describe the push and pull factors of American slaves immigrating to Canada in the 1800s (Horizons – Chapter 2 – pages 60): Push Factors (In America) Pull Factors (Canada) -They were forced to migrate and better life -work -Freedom and no slavery -Underground railways makes them not be hunted by slave hunters
Jennifer Shrader Lawrence (born August 15, 1990) is an American actress. Her major role was as a lead cast member on the sitcom (2007–09). She appeared in the independent dramas (2008) and (2010), for which she received an nomination. Her first commercial success came with the superhero film (2011). Lawrence gained international fame for playing heroine Katniss Everdeen in the (2012–15), established her as the highest-grossing action heroine as of 2015. She starred in 's romantic
57 What is the recommended initial dose of fentanyl (OTFC) in TCCC? a. 50 mg b. 80 mg c. 800 ug d. 650 mg c 58 True or False: Inadequate battlefield analgesia is associated with an increase in PTSD. T 59 Which of the following can make TBI worse? a. Hypovolemic shock b. Hypothermia c. Hypoxia d. All of the above d
66 What is the number one medical treatment priority during Care Under Fire? a. Protect the casualty from hostile fire b. Have the casualty move himself to cover c. Control life-threatening bleeding d. Suppression of fire c 67 True or False: A C.A.T. should be loosened for one minute every 30 minutes to prevent ischemic damage to the limb. F 68 What is the correct treatment for pain caused by a tourniquet that is effectively controlling life-threatening bleeding? a. Ice packs b. Analgesia as recommended in TCCC guidelines c. Periodically loosen the tourniquet to relieve limb ischemia d. Splint the limb to which the tourniquet is applied b
72 The best site to insert a needle to decompress a tension pneumothorax is: a. The second ICS at the MCL b. Just medial to the nipple on the injured side of the c. The 4th or 5th ICS at the AAL d. Both a. and c. are acceptable sites. d 73 What is the best dressing to put over a sucking chest wound? a. A vented chest seal. b. An unvented chest seal. c. Petrolatum gauze. d. A sucking chest wound should not be covered because it may lead to a tension pneumothorax. a 74 Which statement about tourniquets is not true? a. Damage to an arm or a leg is rare if the tourniquet is left on for less than two hours. b. Tourniquets are often left in place for several hours during surgical procedures. c. Training tourniquets can be issued for use on missions if they have been used in training courses for less than six months. d. All unit members should have a tourniquet at a standard location on their battle gear. c
Name______________________________________Pd__________Due Date_____________________________ Distinguished Proficient Apprentice Novice Part A (20 points) Shows complete understanding of how to write an expression from a situation Shows complete understanding of how to simplify an expression Part A (18 points) some understanding of how to write an expression from a situation Shows some understanding of how to simplify an expression Part A (16 points) Shows little understanding of how to write an expression from a situation Shows little understanding of how to simplify an expression Part A (14 points) Shows no understanding of how to write an expression from a situation Shows no understanding of how to simplify an expression Part B (20 points) Shows complete understanding of how to write an expression from a situation Part B (18 points) Shows some understanding of how to write an expression from a situation Part B (16 points) Shows little understanding of how to write an expression from a situation Part B (14 points) Shows no understanding of how to write an expression from a situation Part C (20 points) Shows complete understanding of how to evaluate an expression Part C (18 points) Shows some understanding of how to evaluate an expression Part C (16 points) little understanding of how to evaluate an expression Part C (14 points) Shows no understanding of how to evaluate an expression Part D (30 points) Shows complete understanding of how to create a “Real-World” example Expression included all necessary (numbers, variables and operations) Part D (25 points) Shows some understanding of how to create a “Real-World” example Expression included most of the necessary parts (numbers, variables and operations) Part D (20 points) Shows little understanding of how to create a “Real-World” example Expression included few of the necessary parts (numbers, variables and operations) Part D (15 points) Shows no understanding of how to create a “Real-World” example Expression included none of the necessary parts (numbers, variables and operations) Very neat and organized (10 points) Somewhat neat and organized (8 points) Little organization and neatness (5 points) No organization, sloppy (0 points)
analysis and explanation analysis and explanation logical analysis and explanation logical analysis and explanation /5 Communication of audience and purpose Choice of material shows limited sense of audience and purpose Choice of material shows some sense of audience and purpose Choice of material shows considerable sense of audience and purpose Choice of material shows thorough understanding of audience and purpose /5 -organization Structure shows limited organization Structure shows some organization Structure shows considerable organization Structure is highly organized /10 Application -voice Voice has limited clarity Voice has some clarity Voice has considerable clarity Voice has a high degree of clarity and effectiveness /10 -technical skill (media) Use of media and technology is limited Use of media and technology is somewhat effective Use of media and technology is effective Use of and technology is effective and creative /10 -language conventions (Response Paragraph) Uses grammar and sentence structure with limited accuracy and effectiveness Uses grammar and sentence structure with some accuracy and effectiveness Uses grammar and sentence structure with considerable accuracy and effectiveness Uses grammar and sentence structure with a high degree of accuracy and effectiveness /5
Wednesday 9/20/2017 Slope intercept Form pg 228-230 IXL Y5-13 as a class and we will work on mini boards. Each student will work on mini boards while each team is working on problem. What we do not finish the students must complete by week 9 Thursday 9/21/2017 IXL as a class and we will work on mini boards. Each student will work on mini boards while each team is working on problem. What we do not finish the students must complete by week 9 Friday-9/22/2017 IXL as a class and we will work on mini boards. Each student will work on mini boards while each team is working on problem. What we do not finish the students must complete by week 9
High dose antipsychotic monitoring form Test No 1 No 2 No 3 No 4 No 5 No 6 ECG (QTc) (before treatment, within first week, every 1 to 3 months during early stages, then annually) Date Result Urea & Electrolytes ( if ok) (before treatment, at 1 month, at 3 months, and when indicated) Date Result BP (before treatment and as clinically indicated) Date Result Temperature (before treatment and as clinically indicated) Date Result (before treatment and as clinically indicated) Date Result Full blood count (before treatment and as clinically indicated) Date Result LFTs (before treatment, at 1 month, at 3 months, and when indicated) Date Result Abnormal results – Please provide details Test / result Date Comment Action
museum in a different way. Images of how artists have worked/been used in historic settings and museums GO/SEE 1 Manchester TBC or LIverpool Visits to artists in studios e.g. Rogue TBC Visit to venue/speak with curator e.g. Castlefield Gallery TBC, Islington Mill, Salford TBC Standard, Liverpool TBC, METAL TBC WORKSHOP 2 Strategic programming and the stages of an arts commission - Identifying the opportunity- what narrative be highlighted/told in a different way/revealed? Writing a brief for a contemporary art commission – who is it for? Artist presentation regarding briefs they look for. How to find an artist – different methodologies. Identifying/working with potential partners – arts organisations, artist collectives, commercial galleries Working out a budget and other practical details - payments, insurance, consents, contracts, partners GO/SEE 2 Yorkshire/Leeds TBC Visits to artist’s studios Visit to venues (museum) and speak with curator
eTable 1 ICD diagnostic ICD-8 ICD-9 ICD-10 Schizophrenia 295 295 F20 Bipolar disorder 296.0-296.3 [excl. 296.2], 296.8, 296.9 296A-296E [excl. 296B], 296W, 296X F30-F31 Alcohol and disorders 291-292, 303-304 291-292, 303-304, 305A, 305X F10-F12, F14-16, F19
Supplementary Figure 4. Manhattan of Epigenome-wide Association of Alcohol as a Categorical Phenotype in European Ancestry Whole Blood samples. A, Light drinkers (>0 g per day ≤28 in men and ≤14 in women, n=5,539) versus non-drinkers (n=3,334); B. At-risk drinkers (>28 g per day<42 in men and >14, n=1,005) versus non-drinkers; and C. Heavy drinkers (g per day ≥42 in men and ≥28 in women, n=694) versus non-drinkers.
Hippocampal Subfield Volumes in Mood Disorders S1. Hippocampal subfield volume difference of bipolar I and II disorders vs. healthy subjects Abbreviations: BD-I, bipolar I disorder; BD-II, bipolar II disorder; HC, healthy controls; CA, cornu ammonis; GCL, granule cell layer; ML, molecular layer; Presub, presubiculum; Sub, subiculum and Tail, hippocampal tail. S2. Hippocampal subfield volume association with number of mood episodes in BD-I Abbreviations: BD-I, bipolar I disorder; CA, cornu ammonis; GCL, granule cell layer; ML, molecular layer; Presub, presubiculum; Sub, subiculum and Tail, hippocampal tail. Potential effect of lithium, anti-convulsants, psychosis history, anti-psychotics, and alcohol abuse We compared BD patients with vs. without lithium exposure and found that only left molecular layer (p=0.038) and left subiculum (p=0.004) had significantly larger volume in patients with lithium than those without lithium. However, neither would survive the multiple comparison correction. Although these results were preliminary, because we only had eight patients with lithium, all the regions showed higher volumes due to lithium, which was consistent to the literature. In line with these observations, most the main results got slightly more significant if we took the patients with lithium out from the analysis, e.g., left CA1, CA3,
differences between the no SI (a score of 0) and the high SI (a score of 2 and above) visits, using a powerful within-participant design, then an across-participants summation (Figure 1). We analyzed the data in two ways: an Absent-Present (AP) approach, and a differential expression (DE) approach, as in previous work by us on suicide biomarkers. The AP approach may capture turning on and off of genes, and the DE approach may capture gradual changes in expression. Analyses were performed as previously described, , and as described in detail in Supplementary Information. Gene Symbol for the probesets were identified using NetAffyx (Affymetrix) for Affymetrix HG-U133 Plus 2.0 GeneChips, followed by GeneCards to confirm the primary gene symbol. In addition, for those probesets that were not assigned a gene symbol by NetAffyx, we used GeneAnnot () to obtain gene symbol for these uncharacterized probesets, followed by GeneCard. Genes were then scored using our manually curated CFG databases as described below (Figure 1E). Step 2: Prioritization Convergent Functional Genomics (CFG) Databases. We have established in our laboratory (Laboratory of Neurophenomics, ) manually curated databases of the human gene expression/protein expression studies (postmortem brain, peripheral tissue/fluids: CSF, blood and cell cultures), human genetic studies (association, copy number variations and linkage), and animal model gene expression and genetic studies, published to date on psychiatric disorders. Only findings deemed significant in the primary publication, by the study authors, using their particular experimental design and thresholds, are included in our databases. Our databases include only primary literature data and do not include review papers or other secondary data integration analyses to avoid redundancy and circularity. These large and constantly updated databases have been used in our CFG cross validation and prioritization platform (Figure 1E). For this study, data from 454 papers on suicide were present in the databases at the time of the CFG analyses (Summer 2016) (genetic studies-170, brain studies-197, peripheral fluids- 87). Analyses were performed as previously described, , and as described in detail in Supplementary Information.
Supplementary Table 1. CFC and control lines used in the present study. Subject Age at biopsy Sex Ethnicity Genotype Diagnosis HS1-11 4 M African American BRAF +/+ Control RMK0165D 12 F Vietnamese BRAF +/+ Control RMK0162D 15 F Caucasian (3/4), Japanese (1/4) BRAF +/+ Control RMK0134C 2 M Caucasian BRAF Q257R/+ CFC RMK0104C 4 F Caucasian BRAF Q257R/+ CFC RMK0056C 15 F Not recorded BRAF Q257R/+ CFC RMK0138C 16 F Caucasian BRAF Q257R/+ CFC Supplementary Table 2. Neuropsychiatric and neuroimaging phenotype of the CFC patients. We had no access to the medical records of patient RMK0104C; “No information available”: not assessed or not described in the medical records. Subject RMK0134C RMK0104C RMK0056C RMK0138C Sex M F F F Age at Biopsy 2 4 15 16 Neuropsychiatric Clinical Characteristics Relative Macrocephaly Yes No information available No information available Yes Hypotonia Yes No information available Yes Yes Global Developmental Delay Yes (Started walking at age 3.5, first words at age 2) No information available Yes (Started walking at age 3, first words at age 3) Yes (IQ of 68 at age 6; IQ of 60 at age 10)
Seizures Complex partial seizures with generalization, controlled with Oxcarbazepine. Intermittent focal slowing of left frontal region No information available Complex partial seizures, controlled with Diazepam. Complex partial seizures, controlled with Lamotrigine. Right posterior anomalies on EEG at age 9 Irritability No information available No information available Yes No information available Attention Deficit short attention span No information available ADHD ADHD Obsessive or Aggressive Behavior No information available No information available Yes No information available Autism Spectrum Disorder Yes No information available No information available No information available Neuroimaging Findings Age at brain Imaging MRI, at 5 No information available MRI, at 16 MRI, at age 9 and 14 Ventriculomegaly Normal ventricles No information available Borderline ventriculomegaly No information available Cortical Atrophy No information available No information available Mild diffuse cerebral atrophy No information available Prominent Virchow Spaces Yes No information available Yes, at age 11 on CT No information available Structural Anomalies Left posterior arachnoid cyst No information available No focal lesion No focal lesion Corpus Callosum Abnormalities Mildly thinned corpus callosum No information available No information available No information available Supplementary Table 3. Subclones of each cell line used in the experiments described in this manuscript and the number of independent differentiations of each cell clone for each protocol. Subject Subclone ID NPC differentiation Neural differentiation Wortmannin SC79 Glutamatergic differentiation GABAergic differentiation HS1-11 11 3 3 3 3 3 3 RMK0162D 1 3 3 3 3 3 3 3 3 3 3 3 3 3 RMK0165D 3 3 3 3 3 3 3 5 3 3 3 3 3 3 RMK0056C 1 3 3 3 3 3 3 12 3 3 3 3 3 3
GFAP Hs00909233_m1 GUSB Hs00939627_m1 MAP2 Hs00258900_m1 S100B Hs00902901_m1 SATB2 Hs00392652_m1 TBR1 Hs00232429_m1
Power analysis The statistical power for each comparison was calculated for each test in using the matlab function sampsizepwr.m by assuming a t or a chi-square distribution where appropriate, and assuming comparisons between two independent samples using two-tailed tests. These power analyses were used to estimate human and animal sample sizes.
REFERENCES: Title 42 CFR Section 438.10(f)(4) Managed Care Organizations to give members written notice of any “significant” changes to information contained in the plan’s directory. DISTRIBUTION: POSITION RESPONSIBLE FOR IMPLEMENTING PROCEDURE: Director of Member Services REVISION Medi-Cal 06/21/00; 02/20/02; 04/12/05; 04/13/06; 06/21/06; 08/12/08; 02/18/09; 03/18/10; 03/07/12; 08/07/13; 11/04/13; 4/20/16; 08/16/17
Policy/Procedure Number: MP 302 Archived 1/2017 Lead Department: Member Services Policy/Procedure Title: Cultural and Linguistic Services External Policy Internal Policy Original Date: 02/26/1999 Next Review Date: 11/16/2017 Last Review Date: 11/16/2016 Applies to: Medi-Cal Healthy Kids Employees Reviewing Entities: IQI P & T QUAC OPerations Executive Compliance Department Approving Entities: BOARD COMPLIANCE FINANCE PAC CEO COO Credentialing DEPT. DIRECTOR/OFFICER Approval Signature: Kevin Spencer and Kelley Sewell Approval Date: 11/16/2016 RELATED POLICIES: IMPACTED DEPTS.: N/A DEFINITIONS: ATTACHMENTS: PURPOSE: To ensure effective communication regarding treatment, diagnosis, medical history and health education by providing cultural, linguistic, and sensory appropriate services to Members, taking into consideration Members’ beliefs, traditions, customs, and individual differences. POLICY / PROCEDURE:
Personal Protection System (MP3S) User Requirements Document Industry Engagement Release 2 Version 1.0 Introduction Purpose of Document This document sets out the user requirements for the Multi-Purpose Personal Protection System (MP3S). This is a consolidated set of requirements that is relevant to the Police, Fire, Health and MoD. All requirements, priorities and measures of effectiveness have been agreed with requirements leads from each organisation. Included within this document is the operational context, the user requirements and a glossary of terms used within the requirements. Priority Definitions Each requirement has been prioritised according to the following definitions: Priority Definition Mandatory Legislative requirements. Key These are the top requirements which define the purpose and main aims of the protection system. These cannot be traded out under any circumstances as without these, the protection system is not fit for purpose and the project will
Glossary of Terms Term Definition Contaminated Environment Any environment in which a hazardous material is present. Decontaminate The process by a person or object has contamination removed. Disrobe The term used to describe the removal of the protection system from the user when the protection system is not contaminated. Don The term used to describe the user putting on the protection system. Donning Process The process by which the user puts on the protection system including any time taken to remove from packaging and prepare for wear. Emergency Disrobe The term used to describe a faster removal of the protection system from the user when the user is in discomfort and at risk. Ensemble Within the MP3S complete system it is envisaged that will be components which when worn together will form an ensemble to provide the appropriate protection for the threat level. Fully dressed This is the user is wearing the full ensemble appropriate for the threat level. Protected The term used to describe the user when in the full dress state of the protection system appropriate for the threat level. Individual Recognition Insignia These vary across the agencies but typically identify the agency, force, rank and identification of the individual user. MP3S Matrix This is a reference to the activities required to be undertaken by the users whilst in the protection system and within the relevant environments. MP3S Equipment List This is a reference to the equipment to be used by whilst in the protection system. Normal Work wear This will vary across the agencies. Objective Desired measurement of effectiveness. Protected State The term used to describe the full dress state of the protection system. Protection Equipment This covers all equipment that have for protection over and above the protection system.
MP4 Kindergarten Reading Pacing Weeks Process Skills Content SEs 3 TRS Unit 5B and 6B Beginning Reading Skills/Phonological Awareness K.2G, K.2I Beginning Reading Skills/Phonics K.3B, K.3C, K.3D Beginning Reading Skills/Strategies K.4B Reading Comprehension K.Fig19B, K.Fig19D, K.Fig19F. K.Fig19E(R)* Literary Text/Theme and Genre K.6A Identify elements of a story K.6B* Discuss the big idea K.6D* Recognize recurring phrases and characters (fairy tales/lullabies/folktales) Literary and Genre (from Unit 6B) K.6C Recognize sensory details Literary Text/Fiction K.9A Identify the topic Informational Text/Expository K.10A(R)* Identify the topic and details 6 TRS Unit 6A Beginning Reading Skills/Phonics K.3B, K.3C, K.3D Beginning Reading Skills/Strategies K.4B Reading Comprehension K.Fig19B, K.Fig19D(R)*, K.Fig19E(R)* Vocabulary Development K.5D* Use a picture dictionary Literary Text/Culture and History K.9A Identify the topic Informational Text/Expository K.10A(R)* Identify the topic and details K.10B (R)* Retell important facts K.10C(R)* Use titles and illustrations to make predictions 9 TRS Unit 6B Beginning Reading Skills/Phonics K.3B, K.3C, K.3D Reading Comprehension K.Fig19D, K.Fig19E Informational Text/Culture and History K.9A Identify the topic Informational Text/Expository K.10A(R)* Identify the topic and details K.10B (R)* Retell important facts K.10C(R)* Use titles and illustrations to make predictions (R) Readiness standard *SE is aligned with STAAR Assessed Curriculum
MP4 Kindergarten Writing Pacing Guide Weeks Process Skills Content SEs 3 TRS Unit 5B Writing/Writing Process K.13A, K.13C, K.13D Oral and Written Conventions/Handwriting, Capitalization, and Punctuation K.17A Oral and Written Conventions/Spelling K.18A, K.18B Writing/Literary Texts K.14A* Dictate or write sentences to tell a story and put the sentences in chronological sequence. 6 TRS Unit 6A Writing/Writing Process K.13A, K.13C, K.13D Oral and Written Conventions/Handwriting, Capitalization, and Punctuation K.17A Oral and Written Conventions/Spelling K.18A, K.18B Listening and Speaking/Teamwork K.23A Writing/Expository and Procedural Texts K.15A(R)* Dictate or information for lists, captions, or invitations. Research/Research Plan K.19A Ask questions topics of class-wide interest K.19B Decide what sources or people in the classroom, school, library, or home can answer these questions Research/Gathering Sources K.20A Gather evidence from provided text sources K.20B Use pictures in conjunction with writing when documenting research 9 TRS Unit 6B Writing/Writing Process K.13A, K.13C, K.13D Oral and Written Conventions/Handwriting, Capitalization, and Punctuation K.17A Oral and Written Conventions/Spelling K.18A, K.18B Writing/Literary Texts K.14A* Dictate or write sentences to tell a story and put the sentences in chronological sequence. (R) Readiness standard *SE is aligned with STAAR Assessed Curriculum
Summative- Student Self - Assessment- 2 Students will- Formative- Summative- Student Self - Assessment- 3 Students will- Formative- Summative- Student Self - Assessment- 4 Students will- Formative- Summative- Student Self - Assessment- 5 Students will- Formative- Summative- Student Self - Assessment- 6 Students will- Formative- Summative- Student Self - Assessment-
Accessibility Plan ~ Moorgate Primary Academy Increasing the extent to which disabled pupils can participate in the curriculum / daily school life Action Success Criteria Lead Person/s Timescale Monitoring Develop the use of ICT to support pupils with a Disability/Special Educational Need *Audit of software/resources *Additional resources purchased *Teachers/Learners utilising ICT to support curriculum access SENCO ICT Leader Ongoing *Lesson observations/Learning walk feedback Support teachers to refine differentiation in PE lessons, to ensure inclusive practise *Disabled learners participate in all PE lessons alongside their more able peers *Planning is adapted to ensure specific needs are met *Seek advice from appropriate outside agencies e.g. Visual Impairment Team *Some teaching staff to work with a PE specialist to enhance their delivery of the PE curriculum. PE Leader Autumn 2017 – Ongoing *Professional Learning Meeting *Lesson observation/Learning walk feedback Regularly consult with/obtain the views of those learners identified on our Disability Register *Ensure learner voice is heard *Use outcomes to inform future planning SENCO SLT Termly *Share outcomes with Inclusion Governor
MPA Ist. List (TABLA) Dated : 09.07.18 DEPARTMENT OF MUSIC & DANCE KURUKSHETRA UNIVERSITY KURUKSHETRA NOTIFICATION The following candidates have been selected provisionally for the admission to Master of Performing Arts (5-year Integrated Course) in Music TABLA I Year for the session 2018-19, subject to verification and submission of the original documents as per requirement. The admission of the candidate will be cancelled, if any misrepresentation/concealment/error/omission/alteration is found any time during the tenure of the Course. The candidate should bring all the original documents/ certificates with them supporting or facilitating or enhancing candidature. The candidates are directed to get the admission slip issued from the Department, and to obtain fee voucher from the Auditorium Shrimad Bhagwat Geeta Sadan Building opposite of Rose Garden, Kurukshetra University, Kurukshetra for depositing the fee and other dues immediately with the State Bank of India, University Branch, Kurukshetra University, Kurukshetra. After depositing the fee, the candidates are requ ired to obtain their Class Roll No. from the Fee Section and submit the same in the Departmental Office for entered in the Departmental Admission Register by 10.07.18 positively, if any candidate fails to do so his/her admission will be treated as cancelled and the seat so vacated will be allotted to the next candidate on waiting list. Their Admission will be PROVISIONAL subject to confirmation of the University:- MPA. I YEAR -TABLA ALL CATEGORY Sr. No. Name of candidate Father’s Name Category M.A.P. 1 MOHIT KUMAR SHER SINGH AIC/SC 82 2 PARGAT SINGH GURCHARAN SINGH AIC/BC(A) 82 HARYANA GENERAL CATEGORY 1 SONU ISHWAR SINGH HOGC/BC(A) 81 2 SOMBIR ISHWAR HOGC/SC 76.2 3 AMAN RAJBIR HOGC/SC 74.4 4 SANGEET SHRICHAND HOGC/SC 72.4 S.C. CATEGORY 1 KUMAR KRISHAN LAL SC 71.4 2 ARUN KUMAR RANDHIR SC 70.8 B.C.(A) CATEGORY 1 KULDEEP SALINDER KUMAR BC(A) 61.6 B.C.(B) CATEGORY 1 USMAAN KHAN KITAB SINGH BC(B)/SC 70.4 CHAIRPERSON FEE SECTION
Course Schedule | Semester One | Spring | of 2018 Monday Tuesday Wednesday Thursday Friday 8:00-9:00 Exam Time 8:00-8:50AM Roper Auditorium 9:00-10:00 5001 Pathophysiology for HP Fantaskey 9:00-11:50AM Roper Auditorium Exam Time 9:00-9:50AM Roper Auditorium Exam Review Time 9:00-9:50AM Roper Auditorium 5001 Pathophysiology for HP Fantaskey 9:30-11:20AM Auditorium 10:00-11:00 Exam Review Time 10:00-10:50AM Roper Auditorium 5142 Psychosocial Elements of Wellness Dempsey 10:00-11:50AM Roper Auditorium 5081 to PA Profession & Business of Medicine Parish | PA Faculty 10:00-11:50AM Roper Auditorium 11:00-12:00 12:00-1:00 LUNCH LUNCH LUNCH LUNCH LUNCH 1:00-2:00 5341 Legal and Ethical Issues in Medicine Wohl 1:00-2:50PM Roper Auditorium 5061 Clinical Anatomy LECTURE Sussman|Goodmurphy|Elzie 1:00-2:50PM Roper Auditorium 5061 Clinical Anatomy LECTURE Sussman|Goodmurphy|Elzie 1:00-2:50PM Auditorium 2:00-3:00 3:00-4:00 5061 Clinical Anatomy LAB Sussman|Goodmurphy Aravich|Elzie 3:00-5:00PM Cadaver Lab 5061 Clinical Anatomy LAB Sussman|Goodmurphy Aravich|Elzie 3:00-5:00PM Cadaver Lab 4:00-5:00
STUDENT ADVISING AND PLANNING FORM MASTER OF PUBLIC ADMINISTRATION Student Name: UALR - T# Address/ Zip: Email: Home Phone: Cell Phone: Work Date Admitted: Admission Status: Required Core: 21 Hours Semester/ Year Grade Credits 7301 – Profession of Public Administration (Fall & Spring) 7303 – Public Organization Theory (Fall) 7313 – Human Resource Management in Public Sector (Spring) 7323 – Public Financial Administration (Fall) 7362 – Public Policy Analysis I (Spring) 7363 – Public Policy Analysis II (Fall) 7373 – Sem: in Public Administration (Capstone) (Fall & Spring) Total Core Hours Electives: 15 Hours Semester/ Year Grade Credits 5341 – Seminar in Comparative Public Administration 5353 – Seminar in Public Budgeting 7324 – Nonprofit Financial Management 7326 – Public Organizational Networks for Nonprofits 7330 – Independent Study (specify number of hours) 7331 – Problems in P.A. Topic: 7331 – Problems in P.A. Topic: 7331 – Problems in P.A. Topic: 7332 – Politics & Bureaucracy 7333 – Leadership & Public Management 7334 – Grant Writing & Fundraising 7335 – Urban Management 7336 – Managing the Not-for-Profit Sector 7337 – Public Organizational Change & Development 7338 – Public Personnel Problems & Issues 7339 – State Administration & Reform 7340 – Ethics in Public Administration 7341 – Managing Public Disputes 7342 – Public Revenue Management 7343 – Organizational Partnerships and Collaboration 7345 – Urban Management and Community Change 7346 – Current Issues in Public & Nonprofit Management 7353 – Seminar in Intergovernmental Management 7380 – Public Program Evaluation 7385 – Seminar in Public Policy 7393 – Administrative Law 8300 – Internship in Public Administration Total Elective Hours Transfer Credits with Approval: Semester/ Year Grade Credits Transfer Credits TOTAL CREDIT HOURS Advisor Signature: _________________________Student’s Signature: ______________________Date:____________
Click the down-arrow on the navigation bar And select Tables The tables which were imported are now displayed. Double click any of the tables to open the tables and view the data contained in them. As Tables are double-clicked, they open displaying the data contained. To close, click the “X “in the far right corner when the table is selected (not the “RED” X to close the application): Click the down-arrow on the navigation bar; select Queries, instead of Tables.
JOB TITLE: Moving Parents and Children Together (M-PACT) Project Worker (Sligo /Leitrim) BASE: Sligo RESPONSIBLE TO: Manager Families Matter - Alcohol Forum CONTRACT TYPE: 21 hrs per week. Initially for 12 months. SALARY: €20,599 (€34,332 pro rata.) POSITION SUMMARY: The role of the M-PACT Project Worker is to lead and support the delivery of an innovative whole family programme which aims to improve the physical and psychological health and wellbeing of children/young people affected by problem parental alcohol or other drug use in the Sligo /Leitrim area. As part of the Alcohol Forum team, the M-PACT Project Worker will work closely with partners in the health & social care, education, justice, and community & voluntary sectors. The successful candidate will have: Proven effective leadership skills and excellent communication skills. Proven experience of Interagency/Multi-Agency work. A desire to work with families. A knowledge of contemporary family issues and the impact of alcohol or other drug misuse on the family. Ability to use own initiative. Willingness to work flexible hours. WHO WE ARE: The Alcohol Forum is a charity that provides support, information and services to individuals, families and communities impacted by alcohol harm, while also working at the wider levels to change Ireland’s problematic relationship with alcohol. As a national charity, Alcohol Forum believes real change will only happen by working with communities to address the causes of alcohol harm in Ireland. Our approach is shaped by evidence and is informed by the expressed needs of the people and communities we work with across Ireland. Our work provides the support, resources and expertise needed to reduce and prevent the harmful effects of alcohol on individuals, families and communities. The M-PACT programme. The M-PACT programme is a new programme being delivered in Ireland by the Alcohol Forum in partnership with Action on Addiction UK. The programme offers a whole family approach, working with parents and/or guardians and their children. It supports young people (8-17) experiencing the effects of problem parental
Maghera Businesses B. McNally Car Sales Glitz ‘n’ Gleam Cleaners Kearney’s Electronics Perfect Beauty Salon Tommie McGrath Menswear J.A McKee P. Young & Sons Glenshane Vets The Catalogue Shop Runway Hair The Bar Health & Fitness TM Pharmacy Crilly’s Paints Grapevine Off License McKees Butchers The Laundry Box Precision Hair Salon Kearney’s Bar Maghera Physio The Auction Room Luna Boutique Cassidy’s Taxis Convery Optometrists Chloé’s Beauty Bar Minding Me Psychologists McGrath Footwear Hidden Hair McMasters Bar Refresh Technology Repairs Farrah Boutique Shirley’s Unisex Hair Design The Card Gallery Bracken Windows & Doors Much Publications Tommy McAllister Personal Trainer whatsonNI Eclipse Hair The Hideout Bar Mid Ulster Properties Sammy’s Gym Prim & Penny Harley Quinns Victory Chimp Poochie Mamas Memory Lane Photography Studio McKennas Opticians LMA Fitness & Nutrition Stitchin’ Crew Bowies Chip Shop Justin McGrath Barbering Testimonials “This is the ideal place for a park in Maghera. So many local people can remember Sunday afternoons spent in the grounds. My family and friends had wonderful adventures in all seasons. The mansion was empty but there were no restrictions on locals to wander through the gardens. I’m sure many remember going down the “Plantin”. It was a magical place, there was a well down among the trees and we as children were told it was a fairy well. Create a special place for the children of today so that they too will have lovely memories.” Loreto Bradley “Played there as a child, would so love to play there with my grandchildren.” Terence Regan “I would love to see a bowling green. So many different clubs could form and we could become part of a community group & intermingle. I spend so much time on my own feeling isolated” Marie McGill
Comments on Equipment IV. Miscellaneous Expenses Operating Supplies / Maintenance / Training Costs Cost Share / In-Kind ODNR USE Grant Funds Requested ODNR USE A. Gas gallons @ $ /gal B. Oil quarts @ $ /qt C. Dock Rental months D. Storage months E. Equipment Maintenance/Repair – Specify 1. 2. 3. 4. 5.
Plan for MPA Course Offerings (Odd and Even Years) The following is a 2 year planned course schedule for when core classes and electives are offered. It is intended as a plan to guide students, but could be altered due to new courses, new faculty, or budgets. Fall Odd Spring Even Fall Even Spring Odd Class Faculty Class Faculty Class Faculty Faculty Electives Electives Electives Electives Public Management The Practice of Nonprofit Management TBA Public Management The Nonprofit Sector Environmental Policy State and Local Governance Building Sustainable Communities The Practice of Public Planning Conflict Management Wildcard Elective TBA Core Core Core Core Research Methods Legal Issues Research Methods Legal Issues Public Org Theory Policy Analysis Public Org Theory Policy Analysis Public Personnel Management Budgeting Public Personnel Management Budgeting Public Affairs. Admin. Capstone Public Affairs. Admin. Capstone Capstone Capstone Note on Summer: Summer courses are more flexible, but in general, we expect to offer public relations for public and nonprofit organizations in odd summers and grant-writing in even summers. It is also likely that we will offer at least one other graduate-level elective in the summer.
Prizes Awarded to Essay Winners Following Legislative Luncheon ach year, MPAS sponsors a Disability Advocacy Essay Contest. Writers are asked to compose real, motivating stories about people with disabilities who have successfully advocated for themselves or others and achieved success. Priz- es are awarded to second, and third-place winners during the annual Board of Directors meeting at the Capitol. The MPAS of Directors conducted their quarterly meeting in the Speakers Library following the Legislative Luncheon. Prior to discussing agency business, Scott Spicer read his winning essay that told of how MPAS helped him in his struggle to win a discrimination charge against a former employer. His essay won second place in the contest and netted Scott a $200 award. First-place essay winner Florida Harris and third-place winner Deanna Fooce were unable to attend the meeting and read their essays; however, they each received awards of $300 and $100 respectively. MPAS Website is Getting a Redesign! rogress continues in modernizing the agency website. The goal is to create an attractive, accessible, user-friendly website which will provide valuable content to our clients and online visitors interested in disability topics. Much time and care was taken to determine how we could best serve our clients through a new- ly designed website. A developer has been chosen, the contract signed, and the kickoff meeting has place. We even have a timeline to keep us on the ball and focused on our final goal. We have completed the information architecture which means we have created a plan and a structure for the information that our new website will contain. This includes planning for the menu system, page layouts, and content. The home page is also complete, and we’re in the process of trans- ferring and creating content. Although the countdown to launch has not yet been determined, the website address will remainor look for progress updates in the MPAS newsletter, Ex- change, and on our Facebook page. 16 MPAS 2012 Annual Report
Michigan Protection and Advocacy Service Board of Directors Michelle Huerta, Esq. Ronald D. Bush, II, JD Jane Shank President Livonia West Bloomfield Interlochen Kate Pew Wolters First Vice President Grand Rapids Donna DePalma, LMSW Pinckney Frederick A. Swegles Director Emeritus Port Thomas H. Landry Second Vice President Highland Kathy McGeathy Flint Frederick F. (Rick) Swegles, Esq. Port Huron Pamela Bellamy, Ph.D. Secretary Lansing L. Odgers Traverse City Frank Turnage, MLM, MSA Roscommon John P. McCulloch Treasurer Royal Oak Stoney Polman, LPC St. Ann Manning Clarkston Mark R. Lezotte, Esq. Immediate Past President Detroit Michigan Protection and Advocacy Service PAIMI Advisory Council Jane Shank Chairperson Interlochen Selena Schmidt Vice Shelby Township Jill Busha West Branch Kelly Riegel-Green Clinton Township Richard Osburn Midland Gerald Provencal Clinton Township
Business & Organizational Leadership (9,10,11,12) None 1 Trimester This course covers the concepts and practices of leadership through the examination of the difference between management and leadership, organizational culture, and the leader-follower relationship. Students will have an opportunity to apply the ideas and ideals from several philosophies in developing and expanding their own views of leadership and with their participation in a variety of leadership projects. *This course satisfies the 20 hours of online experience required by the Michigan High School Merit Curriculum. Current Issues & Trends in Business (9,10,11,12) None 1 Trimester This course will take a look at the correlation between historical events and the impact on business in a variety of industries such as music, automotive, restaurant, clothing and textiles, TV/movie, technology and supermarket. Students will examine case studies to explore current issues and trends in business. *This course satisfies the 20 of online experience required by the Michigan High School Merit Curriculum. MT. PLEASANT AREA TECHNICAL CENTER BUSINESS, MANAGEMENT, MARKETING, AND TECHNOLOGY Course Title Level Prerequisite Year Length Content Introduction to Accounting (9,10,11,12) None 1 Trimester This course introduces students to the basic accounting cycle. They will learn to set up an account system, analyze transactions into debits and credits, journalize and post transactions, and report to interested users; such as clients, investors or bankers. Students also will learn to plan adjusting entries on a worksheet and complete end-of-fiscal period work for both proprietorships and partnership. *This course satisfies the 20 hours of online experience required by the Michigan High School Merit Curriculum. Accounting/ Finance I,II,III (10,11,12) None Full Year 1 or 2 Periods Accounting is a career-oriented course designed for students who plan to enter any area of business after graduation or attend college. This curriculum is project based with an emphasis on problem-solving. Topics covered include the accounting cycles of service organizations and merchandisers focusing on the recording of business transactions and the preparation of financial statements. Advanced topics include corporate accounting, managerial accounting, cost accounting, tax accounting, and auditing. Students participate in a number of team building activities, such as auditing and simulating real work experience. Completion of this course will prepare students for job entry and/or articulated course credits at several Michigan colleges. Course Content Introduction to Accounting & Financial Reporting Cost-Volume-Profit Analysis Accounting Information System Accounting for and Inventory Time of Money
All practices in England and Wales that had been using their Egton Medical Information Systems (EMIS) computer system for ≥ a year were included. Two-thirds of practices were randomly allocated to the derivation dataset and the remaining practices were allocated to the validation dataset. An open cohort of patients aged 30–84 years was identified, drawn from patients registered with practices between 1 January 2000 and 30 September 2010. Entry to the cohort was defined as the latest of the study start date (1 January 2000) and 12 months after the patient registered with the practice, ensuring that all patients had ≥ 12 months’ registration prior to study entry. For patients with incident haematuria, appetite loss, weight loss, or abdominal pain, the entry date was the date of the first consultation with the symptom within the study period. The relevant data for the present purposes is only available for the validation cohort, therefore only information pertaining to these patients will be reported. Exclusion criteria: Patients without a postcode-related Townsend score, patients with a history of pancreatic cancer at baseline, and patients with a recorded ‘red-flag’ (see “Definition of symptom” below) symptom in the 12 months prior to the study entry date. Clinical setting: Primary care Are concerns that the included patients and setting do not match the review question? Low concern INDEX TEST A. Risk of bias Index test ‘Red-flag’ symptoms were defined as symptoms that might alarm the patient and also indicate the presence of pancreatic cancer; that is, symptoms of dysphagia, loss of appetite, weight loss, abdominal distension or abdominal pain. Were the index test results interpreted without knowledge of the results of the reference standard? Yes Could the conduct or interpretation of the index test have introduced bias? Low risk B. Concerns regarding applicability Are there concerns that the index test, its conduct, or interpretation differ from the review question? Low concern
The Migration Points Advice Program Section 1 Program Information Introduction to Trades Recognition Australia Trades Recognition Australia (TRA) is a business unit located within the Australian Government Department of Education and Training. For the purposes of the Migration Regulations 1994, it has been specified by the Minister for Home Affairs as the “relevant assessing authority” for approximately 130 technical and trade occupations. TRA operates a number of different skills assessment services, which vary depending on the circumstances of the applicant.
Privacy Contact Officer Department of Education and Training GPO Box 9880 CANBERRA ACT 2601 Email: 5.5 False or misleading information You are responsible for ensuring the accuracy and validity of all information provided to TRA. TRA will take reasonable steps to verify the validity of all information supplied throughout the MSA skills assessment. However, if TRA determines at a later date that information previously supplied is false, misleading, non-factual or simply incorrect, and that in reliance on that information TRA has incorrectly assessed an application as successful, TRA may write to you to advise the assessment is no longer considered successful. TRA will advise the Department of Home Affairs accordingly. TRA may refer such matters to the appropriate authorities for investigation where information provided to support an application is known or believed to be false. Note: Penalties apply under the Crimes Act 1914 and the Criminal Code Act 1995 may apply for making false or misleading statements and providing false or misleading information or documents. 5.6 Relevant legislation TRA is the designated relevant assessing authority for a range of trade and associate professional occupations under the . Under Subregulation 2.26B (2) of the Migration Regulations 1994, TRA sets the standards against which a person’s skills are assessed. Section 6 Contact Details Phone Monday to Friday: 10.00 am – 12.00 pm and 1.00 pm – 4.00 pm Australian Eastern Standard Time, excluding public holidays (GMT +10 hours) Outside Australia: +61 2 6240 8778 Within Australia: 1300 360 992 Email Web Post Trades Recognition Australia Department of Education and Training GPO Box 3022