zilongwang/ReadingBank huggingface dataset:
NAME TITLE ORGANIZATION EMAIL PHONE NUMBER Adriana Deputy Director, ORM ORA/ORM (301) 796-4354 Ann Marie Montemurro SCSO ORA/OO/OMPTO/DMPTPO (301) 796-5521 Annie R. Rice Deputy Laboratory Director ORA/SWR/KAN-LAB (913) 752-2174 Anthony C. Taube SCSO / Division Director ORA/OO/OFFO/DFDT (571) 468-1489 Arduino Frankovic SCSO ORA/NER/NYK-DO/IB (718) 662-5664 Barbara Cassens Director ORA/OP Brian Lee Baker Supervisor Phy Sci (Dir WEAC) ORA/NER/WEAC (781) 756-9701 Brian Putz SCSO ORA/CER/DET-DO/IB Brian.Putz@fda.hhs.gov (313) 393-8237 Celia Gabrel Branch Chief, Work Planning Branch, DPEM, OPRM ORA/OPRM/DPEM/WPB (301) 796-3304 Cheryl A. Bigham Deputy District Director ORA/CER/MIN-DO (612) 758-7179 Cheryl L. Flurer Organic Branch Director ORA/CER/FCC/ICB Cheryl.flurer@fda.hhs.gov (513) 679-2700 X 2214 Christopher Bastedo SCSO ORA/CER/PHI-DO/IB (215) 717-3741 Cynthia Ramirez Supervisory Administrative Management Specialist ORA/SWR/DEN-DO (303) 236-3031 Diana Ramirez SCSO (305) 994-3059 Donna Williams-Hill Microbiology Branch Director (949) 608-3496 Doug Stearn Director, Office of Enforcement and Import Operations ORA/OO/OEIO (301) 796-3668
Resolving RMAN-06059, ORA-19625, ORA-17503, ORA-15173 errors I was trying to take a full backup of a database that had not been previously backed up. I issued the commands: rman <<EOF >> $LogFile connect target / connect catalog rman11gr2/Remote_catalog_password@REMOTECAT run { sql 'ALTER SYSTEM SWITCH LOGFILE'; ALLOCATE CHANNEL DEVICE TYPE DISK FORMAT '/dbbackup02/PRODDB/backups/%d_db_%T_%U.bus'; ALLOCATE CHANNEL disk2 DEVICE TYPE DISK FORMAT '/dbbackup02/PRODDB/backups/%d_db_%T_%U.bus'; ALLOCATE CHANNEL disk3 DEVICE TYPE DISK FORMAT '/dbbackup02/PRODDB/backups/%d_db_%T_%U.bus'; backup AS COMPRESSED backupset tag = "$Tag" filesperset 3 database include current controlfile plus archivelog filesperset 3 delete input; release channel release channel disk2; release channel disk3; crosscheck backup; delete noprompt expired backup; delete noprompt obsolete; } report need backup; list backup summary; list backup; resync catalog; exit; EOF The output with an error was: Copyright (c) 1982, 2011, Oracle and/or its affiliates. All rights reserved. RMAN> connected to target database: PRODDB (DBID=408587896) RMAN> connected to recovery catalog database RMAN> 2> 3> 4> 5> 6> 7> 8> 9> 10> 11> 12> 13> 14> 15> 16> 17> 18> 19> 20> 21> 22> 23> 24> sql statement: ALTER SYSTEM SWITCH LOGFILE allocated channel: disk1 channel SID=1062 instance=PRODDB2 device type=DISK allocated channel: disk2 channel disk2: SID=1348 instance=PRODDB2 device type=DISK allocated channel: channel disk3: SID=1444 instance=PRODDB2 device type=DISK Starting backup at 06-JAN-17 current log archived
Overview: This Oracle BI 12c: Create Analyses and Dashboards course for Release 12.2.1 provides step-by-step instructions for creating Oracle BI analyses and dashboards in business intelligence applications. You’ll begin by building basic analyses to include in dashboards, with more complexity as the course progresses. Target Audience: The course is intended for – End Users, Application Developers, Business Analysts, Developer, Technical Consultant, Functional Implementer, Business Intelligence Developer, Technical Administrator Module 1: Working with Oracle Business Intelligence Analyses Lessons: Introduction to Oracle BI Analysis Editor Oracle BI column types Working with analyses in Oracle BI Adding basic formatting Setting analysis properties Using Advanced formatting Module 2: Filtering Data for Analyses Lessons: Introduction to filters and selections Creating, editing, and grouping filters Adding prompts to analyses Dynamic filtering Using saved analyses as filters Module 3: Filtering Data for Analyses Lessons: Introduction to filters and selections Creating, editing and grouping filters Adding prompts to analyses Dynamic filtering Using saved analyses as filters Module 4: Advance Visualisation in Analysis Lessons: Introduction to views, graphs and editors Working with in Compound Layouts Creating and editing graphs Performing common view tasks Module 5: Showing Results with Pivot Tables Lessons: Creating, arranging and formatting a table Using hierarchical columns Sorting in pivot tables Setting aggregation and using totals Showing an item’s relative value Building calculations and displaying running sums Module 6: Working with Additional View in Analyses Lessons: Creating simple and advanced trellis views Creating performance tile views Working other view types like Treemap and Heat Matrix Linking master-detail views Module 7: Visualising Data on Maps Lessons: Oracle spatial components Managing map data Creating and editing Map views Interacting with map views Other applications and points of integration for map views Module 8: Creating Oracle Business Intelligence Dashboards Lessons: Creating and editing dashboards Using the Dashboard Builder Exploring dashboard object properties and options Publishing dashboard pages Creating personal customisations and other page options Module 9: Configuring Oracle Business Intelligence Dashboards Lessons: Exploring types of dashboard content Embedding content in dashboards Module 10: Creating Dashboard Prompts and Variables
to add new languages in oracle apps:---- 5635729 Description Changes were made to incorporate a new extension attribute for the Translation Sync patches and also to ensure we do not verify the US version of the patch being applied for Translation Sync Patches SQL> select BUG_NUMBER from ad_bugs where BUG_NUMBER='5635729'; BUG_NUMBER ------------------------------ 5635729 5635729 5837664 Description This patch contains an update to the AD script that generates a file manifest for Translation Synchronization Patch. With this update, translatable files of all active languages will be included in one manifest. See MetaLink Doc id 252422.1 for the latest update to Translation Synchronization patch and see if this update is required for your system. SQL> select BUG_NUMBER from ad_bugs BUG_NUMBER='5837664'; BUG_NUMBER ------------------------------ 5837664
Problem: Not able to create the Budget revision template and no error is given. Even when using Firefox for Oracle. Solution: Update your internet settings to “allow status bar updates script”. Go enable this setting by following these steps: Open internet Explorer 11 browser window. on Tools Menu. When the Tools menu appears click “Internet Options” at the bottom of the Tools menu. Click on the security tab. When the security page appears, click the “Internet” icon in the “Select a zone” box and then click the “Custom Level….” button. When the “Security Settings” dialog box appears, scroll down to “Scripting” on the menu and enable “-Allow status bar updates script”, select OK. You may receive a warning message, select “Yes”. Finally click OK to close the Internet Options dialog box. Close the browser window so that new settings can be used. is not working properly with Oracle Problem: Oracle website I am using is not on the list of Java security Solution: Add the website you are using to the exception site list for Java Go to Windows Start icon in the lower left hand corner of screen, then to Control Panel. C. Make sure your “View by:” is set to either large or small icons and find the Java icon.
Oracle Hyperion Financial Data Quality Management, Enterprise Edition - Performance May 2017 Author: Mike Casey Oracle Corporation Headquarters 500 Oracle Parkway Redwood Shores, CA 94065 U.S.A. Worldwide Inquiries: Phone: +1.650.506.7000 Fax: +1.650.506.7200 oracle.com Copyright © 2017, Oracle and/or its affiliates. All rights reserved. This document is provided for information purposes only, and the contents hereof are subject to change without notice. This document is not warranted to be error-free, nor subject to any other warranties or conditions, whether expressed orally or implied in law, including implied warranties and conditions of merchantability or fitness for a particular purpose. We specifically disclaim any liability with respect to this document, and no contractual obligations are formed either directly or indirectly by this document. This document may not be reproduced or transmitted in any form or by any means, electronic or mechanical, for any purpose, without our prior written permission. Oracle and Java are registered trademarks of Oracle and/or its affiliates. Other names may be trademarks of their respective owners. Intel and Intel Xeon are trademarks or registered trademarks of Intel Corporation. All SPARC trademarks are used under license and are trademarks or registered trademarks of SPARC International, Inc. AMD, Opteron, the AMD logo, and the AMD Opteron logo are trademarks or registered trademarks of Advanced Micro Devices. UNIX is a registered trademark of The Open Group. 0114
Date completed:___________________________ Variables Resident room # Resident room # Resident room # Resident room # Resident room # Resident room # Oral health care card present Toothpaste present Toothpaste labelled Mouth wash present wash labelled Cup for rinsing the Cup labelled Cup is clean Lip moisturizer Lip moisturizer labelled *Use N/A if not applicable Oral health care card present: ______% Toothpaste present: ______% Toothpaste labelled: ______% (divide number in total column with the number that are present) Mouth wash present: ______% Mouth wash labelled: ______% (divide number in total column with the number that are present) Cup for rinsing present: ______% Cup for rinsing labelled: ______% (divide number in column with the number that are present) Cup for rinsing is clean: ______% (divide number in total column with the number that are present) Lip moisturizer present: ______% Lip moisturizer labelled: ______% (divide number in total column with the number that are present) Oral care practices
Tongue – coated, dry, other:_____ Saliva – ropey or absent, other:____ Teeth – cracked, cavity Dentures – cracked, warped, poor fit, not labelled, Debris in the oral cavity – plaque, food Gums and mucous membranes – inflamed, bleeding Bad breath Oral pain Resident requires dentures, are they in place (Yes or No) Unhealthy: Lips ______% Tongue ______% Saliva ______% Problems with ______% Problems with dentures ______% Debris in oral cavity ______% Gums and mucous membranes ______% Bad breath ______% Oral pain: ______% Dentures in mouth: ______% Admission Process (√ for all that apply) – audit all new admission in the last quarter or a portion of new admissions Date completed:_____ Condition Resident room # Resident room # Resident room # Resident room # Resident room # Resident room # Total Oral health assessment completed Oral health dental history completed
services if used by the home. The home will document the evaluation process, including evaluation date and participants, summary of changes made and the date that changes were implemented. Staff training and education: All registered staff and personal support workers will receive education on oral health including assessments required and oral care cleaning techniques. Staff education on oral health will be conducted annually and as required. References: Long-Term Care Homes Act, 2007 – Ontario Regulations 79/10, Section 34. Retrieved from Perry, A., & Potter, P. (2006). Clinical nursing skills and techniques. (6th ed.). Elsevier Mosby: St. Louis, Missouri. Registered Nurses’ Association of Ontario (2008). Oral Health: Nursing assessment and interventions. Retrieved from: Bertone, M., Wener, M., Yakiwchuk, C. (2010). (Fact Sheet). Basic Mouth Care: Caring for those with dentures/false teeth/no teeth. Faculty of Dentistry. School of Dental Hygiene. Centre for Community Oral Health. Bertone, M., Wener, M., Yakiwchuk, C. (2010). (Fact Sheet). Basic Mouth Care: Caring for those with natural teeth. Faculty of Dentistry. School of Dental Hygiene. Centre for Community Oral Health.
Dental services (2) 1 - - 51 - Dental services (1) code14 Clinical pharmacology 1 17 - - - - Community dentistry 1 17 - - - - Health education methods and technologies 1 - - 51 - - Nutrition in oral health 1 17 - - - - Theoretical oral health (1) 2 34 - - - - Theoretical oral health (2) 2 34 - - - Theoretical oral health (1) code20 Practical caries prevention (1) 2 - 68 - - Oral Anatomy code 05, Oral health pre clinic code12 Practical caries prevention (2) 2 - 68 - - Patient safety code08, Practical caries prevention (1) code 22, Infection control code 27 Practical periodontal diseases prevention (1) 2 - 68 - - Oral Anatomy code 05, Pre clinic oral health code 12 Practical periodontal diseases prevention (2) 2 - 68 - - Patient safety code 08, Practical periodontal diseases prevention
Oral Interpretation Scoring Rubric Name _______________________ Date _____________ Piece____________________________ Category (4) Excellent (3) Very Good (2) Okay (1) Unacceptable Pronunciation/ Enunciation Precise, easily understandable Some words and phrases unclear Words run together Can not understand Vocal Variety Reflects message of the speech Moments of enthusiasm Tones inappropriate for message Monotone Volume Easily heard by entire audience Decreasing volume at end of sentences Significant periods of low volume Can't hear Pace Conversational, easy to listen to Moments of speeding or long Speeding most of the time run together Introduction Attention getting, previews, gives reason to listen Attention getting or previews Announces None Poise No signs of nervousness Occasional nervous habits Some notable nervous habits Constant fidgeting Eye Contact Always looks at entire audience Looks at entire audience most of the time Occasionally looks at a few people Eyes always on script Cutting Edited for time, dialogue, and effect Edited for time limits Editing seems confused Minimal editing Body Posture Posture reflects moods, action, and characters Some attempt at physicalization Posture is neutral Posture shows some nervousness Facial Expressions Expressive and reflects moods, characters, action of scene Reflects moods Minimal attempts at variation Neutral Vocal Characterization Characters distinguished by vocal differences Characters attempted vocally Inconsistent vocal characterization Reading with minimal vocal variety Time Limit Within limits Too long Too short Did not complete Total Comments:
Presentation Mechanics etc.) 0 Points Delivery not smooth and audience attention often lost. Presentation lacked appropriate voice volume (and eye contact if applicable). Numerous errors in spelling or grammar, sentence structure. 19 Points Delivery not smooth, but able to maintain interest of the audience most of the time. Presentation lacked appropriate voice volume (and/or eye contact if applicable). More than 3 misspellings and/or grammatical errors, sentence structure errors. 20 Points Rehearsed with fairly smooth delivery that holds audience attention most of the time. Presentation was completed within time limit. Three or fewer misspellings and/or mechanical errors. 22 Points Well-rehearsed with smooth delivery. Presenter used appropriate voice volume (and/or eye contact if applicable). Presentation was completed within time limit. Minimal errors detected. 25 Points Well-rehearsed with smooth, creative delivery that engages the audience. Presenter used appropriate voice volume, (and/or eye contact if applicable), gestures, and visual aids. No errors detected.
In part three, I am going to show... In the last part I would like/want to give a practical example... Body of report _________ is a …… _______’s are …. This is…. are…. Can be found….. For example For instance An example of this can be found… In other words… That is to say… What is important to remember… I’d like to emphasise…. I like to stress the importance of… I would like to highlight…. As I have already said earlier… As previously stated…. In the words of…. According to…. Here I’d like to to…. There is a famous quotation that goes…. As you may well know…. As you are probably already aware….. Conclusion Thank you for listening I hope you enjoyed my report Thank you for your attention To summarise…. In conclusion…. I'd like to summarize/sum up Let me summarise by saying… So that concludes my …. At this stage I would like to run through/over the main points... So, as we have seen today.... As I have tried to explain .... In conclusion I would like to say that... My comments concern... I would like to finish by reminding everyone that...
NSP 4546 Substance Effects on Health, Family, Profession OCCR NUR 3076 Communication in Health Care OCCR PHY 3091 Communication in Physics OCCR REL 4044 What is Religion? SIP OCCR SMT 4664 Project-Based Instruction OCCR SOW 3350 Interviewing & Documentation (3) OCCR SPC 1017 Fundamantals of Speech OCCR SPC 2067 Communication for Arts and Design OCCR SPC 2608 Public Speaking OCCR SPC 4620 Strategic Speech OCCR THE 2020 Introduction to Theatre for Majors OCCR CRITERIA FOR COURSES SATISFYING THE ORAL COMMUNICATION COMPETENCY REQUIREMENT SCOPE Competence in oral communication is indicated by an individual demonstrating the ability to clearly transmit ideas and information orally in a way that is appropriate to the topic, purpose, and audience. It also involves demonstrating the ability to discuss ideas clearly with others, to hear and respond to questions, and to assess critical response appropriately. Competence in oral communication cannot be accomplished through a single speaking experience but requires multiple occasions spread out through the course of the term. The specific types of oral skill (for example: debates, speeches, or lectures) may vary from discipline to discipline, though a minimal level of oral competence is required. Courses satisfying the oral communication competency requirement must enable the student to develop the requisite skills through application of theoretical concepts and analytical structures basic to successful oral communication. Thus, instruction in the theory and practice of oral communication must be an intrinsic part of the course, as evidenced in course objectives, course readings, activities, and evaluation. SPECIFIC CRITERIA While the precise method of instruction and examination is the prerogative of the instructor, approved courses must contain the following elements: The course must contain course readings and/or lectures related to instruction in the theory and practice of oral communication. The student must demonstrate competence in the following: generation of an original oral message clearly presents ideas and/or information; making effective use of both vocal and physical delivery in the presentation; adapting the presentation to the particular audience; and, being receptive to questions and/or criticism.
About the Oral Health Integration in Primary Care Project Organized, Evidence-Based Care Supplement: Oral Health Integration joins the Safety Net Medical Home Initiative Implementation Guide Series. The goal of the Oral Health Integration in Primary Care Project was to prepare primary care teams to address oral health and to improve referrals to dentistry through the development and testing of a framework and toolset. The project was administered by Qualis Health and built upon the learnings from 19 field-testing sites in Washington, Oregon, Kansas, Missouri, and Massachusetts, who received implementation support from their primary care association. built upon the Oral Health Delivery Framework published in Oral Health: An Essential Component of Primary Care, and was informed by the field-testing sites’ work, experiences, and feedback. Field-testing sites in Kansas, Massachusetts, and Oregon also received technical assistance from their state’s primary care association. The Oral Health Integration in Primary Care Project was sponsored by the National Interprofessional Initiative on Oral Health, a consortium of funders and health professionals who share a vision that dental disease can be eradicated, and funded by the DentaQuest Foundation, the REACH Healthcare Foundation, and the Washington Dental Service Foundation. For more information about the project sponsors and funders, refer to: National Interprofessional Initiative on Oral Health: . DentaQuest Foundation: . REACH Healthcare Foundation: . Washington Dental Service Foundation: www.deltadentalwa.com/foundation.
Oral Heartworm Preventatives Medications Species Flavoring Labelled Uses Heartgard Plus Ivermectin, Pyrantel Dog Beef Heartworm/Roundworm/ Hookworm Heartgard Ivermectin Cat Beef Heartworm/Hookworm Tri-Heart Plus Ivermectin, Pyrantel Dog Beef Heartworm/Roundworm/ Hookworm Iverhart Plus Ivermectin, Pyrantel Dog Pork Heartworm/Roundworm/ Hookworm Iverhart Max Ivermectin, Pyrantel, Praziquantel Dog Artificial beef Pork liver Heartworm/Roundworm/ Hookworm/ Tapeworm Sentinel Milbemycin oxime, Lufenuron Dog Artificial Beef Pork/soy Flea eggs/ Heartworm/ Roundworm/Hookworm/ Whipworm Sentinel Spectrum Milbemycin Oxime, Lufenuron, Praziquantel Dog Beef Flea egg/Heartworm/ Roundworm/Hookworm/ Whipworm/ Tapeworm Trifexis Spinosad, Milbemycin Oxime Dog Artificial Beef Pork liver/ hydrolyzed soy Flea/ Heartworm/ Roundworm/Hookworm/ Whipworm Interceptor Flavor Tabs Milbemycin Oxime Dog Beef Heartworm/Roundworm/ Hookworm Interceptor Plus Milbemycin Oxime, Praziquantel Dog Chicken Heartworm/Roundworm/ Hookworm/ Whipworm/ Tapeworm Oral Flea Preventatives Medications Species Flavoring Labelled Uses NexGard Afoxolaner Dog Beef Flea/Tick Comfortis Spinosad Dog/Cat Beef Fleas Trifexis Spinosad, Milbemycin Dog Artificial Beef Pork liver/ hydrolyzed soy Flea/ Heartworm/ Roundworm/ Hookworm/ Whipworms Bravecto Fluralaner Dog Pork Flea/ Tick Sentinel Milbemycin oxime, Lufenuron Dog Artificial Beef Pork/soy Flea eggs/ Heartworm/ Roundworm/ Hookworm/ Whipworm Sentinel Spectrum Milbemycin Lufenuron, Praziquantel Dog Beef Flea egg/ Heartworm/ Whipworm/ Hookworm/ Roundworm/ Tapeworm Simparica Sarolaner Dog Pork liver Flea/Tick/Scabies Flavored Oral Medications
Medications Species Flavoring Labelled Uses Rimadyl Carprofen Dog Pork Liver NSAID Deramaxx Deracoxib Dog Beef NSAID Baytril Taste Tabs Enrofloxacin Dog/Cat Beef Antibiotics Putney Enrofloxacin Generic Dog/Cat Beef Antibiotics Rilexine Cephalexin Dog Poultry Antibiotics Dasuquin/Dasuquin for Cats Glucosamine, Chondroitin, ASU Dog/Cat Chicken/Tuna (cat) Liver (dog) Joint Supplement Cosequin/Cosequin for Cats Glucosamine, Chondroitin Dog/Cat Chicken/Tuna (cat) Liver (dog) Joint Supplement Denamarin S-Adenosylmethionine, Silybin A+B Dog/Cat Pork Liver Liver support Fortiflora Dog/Cat Animal Digest Proteins (type unknown) Probiotic Anxitane L – Theanine Dog/Cat Chicken Liver Anti-anxiety C.E.T. Toothpaste Dog/Cat Poultry, Beef, Seafood, Vanilla, Malt Toothpaste Tumil-K Potassium Powder Potassium gluconate Dog/Cat Beef Potassium Deficiency UROEZE Powder/Tablets Ammonium chloride Dog/Cat Beef liver Urinary Acidifier Proin Phenylpropanolamine Dog Liver flavor (no beef) Urinary Incontinence Vetadryl Diphenhydramine Dog/Cat Chicken Liver Pruritus (itching)
G Math III (Honors) (23015X0) Precalculus (Honors) (24035X0) AP Calculus AB (25017X0) AP Calculus BC (25027X0) Math Analysis (25005X0B) and/or AP Statistics* *AP Statistics may also be taken in the same year as Precalculus.
Example College Majors* AFM Discrete Math Precalculus Accounting Agricultural Business Management Agricultural Science Animal Science Economics Elementary Education (STEM) Environmental Technology and Management Food Science Forest Management Horticultural Science Interdisciplinary Studies Nutrition Science Plant and Soil Sciences-Agribusiness Plant Biology Poultry Science Science, Technology, and Society Sustainable Materials & Technology Technology Education Technology, Engineering & Design Education Turfgrass Science Wood Products These majors do not require more than a Precalculus and/or Elements of Calculus course, but may also include other technical math courses specifically within the major. Africana Studies Anthropology Agricultural Education Environmental Design in Architecture Art & Design Arts Studies Business and Marketing Education Business Administration Communication Criminology Design Studies English Extension Education French Language and Literature German Studies Graphic Design History Industrial Design International Studies Leadership in the Public Sector Middle Grades Educ. – Lang. Arts & Soc. Studies Parks, Recreation and Tourism Management Philosophy Political Science Professional Golf Management Psychology Religious Studies Social Work Sociology Spanish Language & Literature Sport Management Women’s and Gender Studies majors do not require a Precalculus or math course, but may include other technical math courses specifically within the major. Aerospace Engineering Agricultural and Environmental Technology Applied Mathematics Biochemistry Biological Sciences Biomedical Engineering Bioprocessing Science Chemical Engineering Chemistry Civil Engineering Computer Engineering Computer Science Construction Engineering & Management Electrical Engineering Environmental Engineering Environmental Sciences Fashion & Textile Design Fashion & Textile Management Genetics Geology Industrial Engineering Marine Science Materials Science & Engineering Mathematics Mathematics Education (MS & HS) Mechanical Engineering Meteorology Microbiology Nuclear Engineering Physics Polymer and Color Chemistry Science Education Statistics Textile Engineering Textile Technology Zoology
"Why can't I do all the referral process electronically?" It is an ambition to develop an electronic system as soon as possible. One difficulty is the transmission and storage of radiographs. "How should I refer a suspected cancer case?" A suspected cancer case should be referred without delay directly to your nearest hospital. The referral should be faxed and the numbers are on the referral forms. A paper copy or telephone call should follow as a backup. For North Devon and Exeter you should use the Oral and Maxillofacial Surgery Referral Form (Form 1) - Fax number: 01392 402199. For Plymouth use the Plymouth 2WW form (Form 3) – Fax number: 01752 430912 telephone number: 01752 437506. For Cornwall use the Cornwall Hospitals Trust urgent two week wait form (Form 4 or 4a electronic) – Fax number: 01872 252300, if you have any problems please ring 01872 252323. For Torbay book via choose and book if possible, otherwise use the South Devon Healthcare Trust urgent two week wait form (Form 5) and fax to the Patient Access Centre – Fax number: 01803 654981. "How can I improve my extraction skills?" There are opportunities with the postgraduate BUOLD course on oral surgery and if there is demand we will arrange some local training and assisted operating. "What happens if I encounter problems and am unable to complete a surgical procedure?" Firstly you should ask a colleague in your practice to assist but if that is not possible then you can ring your local secondary care oral surgery department or primary care specialist for advice. Royal, Devon and Exeter NHS trust: 01392 411611 to the operator and then ask for the on-call SHO on bleep 476. For North Devon District Hospital: "daytime" ring the secretary on 01271 322477. Derriford Hospital, Plymouth: 01752 202082 and ask for the on call maxillofacial SHO. Plymouth Community Dental Services: 08451558070 Royal Cornwall Hospital, Truro: 01872 250000 - switchboard for on call Oral and Maxillofacial Surgery Resident. Daytime urgent requests can also be to secretarial team: 01872 253986
pronunciation 30 Puetate Huaca Estefania Gabriela I'm afraid travel, Good little grammar 31 Ramos Nenjer Jéssica Liseth I've been travel to I've always wanted to be nurcing, Good hesistation, 32 Muñoz Diego Antonio Miss communication, Not good short A car that 33 Ruiz Maldonado Anita Cristina I'm Otavalo, A little answer, good 34 Salazar Burgos Nuria Alexandra Nurcery carreer A lot of questions, 35 Valencia Artieda Marilyn Estéfany A lot of grammar mistakes, not even undestand some words A lot of questions but 36 Valencia Fernández Geovanny I was travel to other city, grandfathers, I was fail, Good hesitation, 37 Vallejo Pastás Sandy Francisca To travel to Chile for to a Maestry, I will to the Police, Good the 38 Valverde Guevara Adriana Esthefanía Good 39 Vásquez Espinosa Mery Alexandra Pronunciation (cooked), I would like to travel to Chinesse, Good hesitation
9 American Indian or Alaska Native Not Hispanic N 7 Number of American Indian or Alaska Native Not Hispanic transfer students receiving transportation services. WHEN SOURCE = DOR AND FORM SECTION = B AND ROW = 1 or 2 THEN VALID VALUES are: 0–99999 10 Asian Not Hispanic N 7 Number of Asian Not Hispanic transfer students receiving transportation services. See current table row 9 Valid Values field. 11 Pacific Islander Not Hispanic N 7 Number of Pacific Islander Not Hispanic transfer students receiving transportation services. See current table row 9 Valid Values field. 12 Filipino Not Hispanic N 7 Number of Filipino Not Hispanic transfer students receiving transportation services. See current table row 9 Valid Values field. 13 Hispanic or Latino of Any Race N 7 Number of Hispanic or Latino of Any Race transfer students receiving transportation services. See current table row 9 Valid Values field. 14 African American Not Hispanic N 7 Number of African American Not Hispanic transfer students receiving transportation services. See current table row 9 Valid Values field. 15 White Not Hispanic N 7 Number of White Not Hispanic transfer students receiving transportation services. See current table row 9 Valid Values field. 16 Two or More Races Not Hispanic N 7 Number of Two or More Races Not Hispanic transfer students receiving transportation services. See current table row 9 Valid Values field. 17 Level C 1 Level of data: “R” for District of Residence R
High level aim Improve access to high quality NHS dental services for all those who request and need routine and unscheduled dental care Objective Undertake evidence-led registration campaigns to further improve NHS dental registration and participation rates in Grampian, with particular emphasis on trying to encourage the registration of very young children, older people and vulnerable groups Specific Actions Measurable Deliverable Timescale Network Lead Stakeholders P Further develop registration campaigns to target accordingly Deliver targeted campaign June 2019 OHIG PB / CSG / SCG Evaluate success of targeted approach Evaluate targeted campaign and circulate report October 2019 OHIG PB / CSG / SCG Objective Work with Health Intelligence to develop an interactive database using geographic information system (GIS) for demonstrating NHS dental registration and participation rates patterns Specific Actions Measurable Deliverable Timescale Network Lead Stakeholders P Initiate conversations around various options for database Conversations in progress with preferred option identified March 2019 CDPH PB Objective Ensure the redesign and ‘rebalancing’ of PDS creates increased opportunities for access to NHS dental care and oral health improvement for vulnerable groups Specific Actions Measurable Deliverable Timescale Network Lead Stakeholders P Monitor redesign and rebalancing of PDS in affect on MCN workstreams Updates provided and discussed Ongoing PB ETDG / SCG Escalate issues and/or variation Updates provided and discussed Ongoing PB ETDG / SCG Support and share good practice Updates provided and discussed Ongoing PB ETDG / SCG
Let’s Talk: Oral Health for Kids California Department of Education | The Children’s Partnership September 2018 Why Oral Health Matters Oral health problems can make it hard for children to concentrate in school, leading to low grades or even missed school days. Taking care of your child’s mouth and teeth will help them become a healthy adult. Poor oral health leads to tooth decay, causing pain, infection, and tooth loss. The pain and discomfort of tooth decay make it hard for children to eat and sleep well. Gum disease affects a child’s blood sugar level and contributes to diabetes. Make sure your child: Brushes his or her teeth for two minutes, two times a day Visits the dentist twice a year You can help prevent tooth decay! Did you know? Tooth decay is the most common children’s chronic disease in the U.S. Black, Latino, and American Indian/Alaska-Native children are much more likely to suffer from tooth decay and gum disease than White children. Start Early Clean your baby’s gums by gently wiping them with a soft clean cloth. Visit the dentist once their first tooth appears or by their first birthday – whichever comes first. Once your child has at least two teeth next to one another, teach the basics of flossing. Children usually need help flossing they are 8-10 years old.
Oral Presentation Evaluation Form Directions: Check each section appropriately completed. The student may use notes but is encouraged to present the case largely from memory in a fluid, conversational style that engages the listener and fosters understanding. _____Identifying information/chief complaint (required) _____History of present illness (comprehensive, required): Should include a psychiatric ROS and essential psychosocial history such that a clear understanding of the patient’s current mental health issues and situation is conveyed. NOTE: Only relevant information needs to reviewed in past Hx areas and a comprehensive review of all the information is not required or recommended. To aid in your assessment essential areas are noted below: _____ Past Psychiatric/Social/Substance Hx: as appropriate to inform clinical assessment _____ Family Psych Hx/Medical Hx/Allergies/ROS: as related to current assessment _____Current Rx: indications and compliance should be noted _____PE/labs and tests (as applicable): only pertinent findings and values _____Mental Status Exam (comprehensive, required): should be complete and detailed _____Assessment/DDx/Plan (A/DDx/P, required): The A/DDx/P should be patient focused Overall Performance Rating: _____Fail (Essential information not reviewed and/or A/DDx/P not supported by the HPI) _____Pass (Some key information not reviewed and/or A/DDx/P supported by HPI but superficial/uncritical) _____High Pass (Key information reviewed and A/DDx/P supported by HPI and well organized/critical) _____Honors (Clear, concise presentation and A/DDx/P demonstrates outstanding critical thinking skills)
Article 11 1. The Subcommittee on Prevention shall: (a) the places referred to in article 4 and make recommendations to States Parties concerning the protection of persons deprived of their liberty against torture and other cruel, inhuman or degrading treatment or punishment; (b) In regard to the national preventive mechanisms: (i) Advise and assist States Parties, when necessary, in their establishment; (ii) Maintain direct, and if necessary confidential, contact with the national preventive mechanisms and offer them training and technical assistance with a view to strengthening their capacities; (iii) Advise and assist them in the evaluation of the needs and the means necessary to strengthen the protection of persons deprived of their liberty against torture and other cruel, inhuman or degrading treatment or punishment; (iv) Make recommendations and observations to the States Parties with a view to strengthening the capacity and the mandate of the national preventive mechanisms for the prevention of torture and other cruel, inhuman or degrading treatment or punishment; (c) Cooperate, for the prevention of torture in general, with the relevant United Nations organs and mechanisms as well as with the international, regional and national institutions or organizations working towards the strengthening of the protection of all persons against torture and other cruel, inhuman or degrading treatment or punishment. Article 12 In order to enable the Subcommittee on Prevention to comply with its mandate as laid down in article 11, the States Parties undertake: (a) To receive the Subcommittee on Prevention in their territory and grant it access to the places of detention as defined in article 4 of the present Protocol; (b) To provide all relevant information the Subcommittee on Prevention may request to evaluate the needs and measures that should be adopted to strengthen the protection of persons deprived of their liberty against torture and other cruel, inhuman or degrading treatment or punishment; (c) To encourage and facilitate contacts between the Subcommittee on Prevention and the national preventive mechanisms; (d) To examine the recommendations of the Subcommittee on Prevention and enter into dialogue with it on possible implementation measures. Article 13 1. The Subcommittee on Prevention shall establish, at first by lot, a programme of regular visits to the States Parties in order to fulfil its mandate as established in article 11. 2. After consultations, the Subcommittee on Prevention shall notify the States Parties of its programme in order that they may, without delay, make the necessary practical arrangements for the visits to be conducted.
5. Purpose measures alignment and clarity of message with supporting material Central message is compelling and very well developed with supporting material (e.g., precisely stated, appropriately repeated, memorable). Central message is clear and developed with the supporting material. Central message is basically understandable but is insufficiently developed with supporting material (e.g., not often repeated/ memorable). Central message can be deduced, but is not explicitly stated or sufficiently supported.
1 2 3 4 5 6 7 Group ID’d 8 9 10 11 AIMS Science ACT Pre-bubble 5 12:15-12:55 1 1:00 – 1:40 2 1:45 – 2:25 3 2:30 – 3:10 12 13 14 Outline of Presentation 15 16 17 18 ACT 1 1:45- 2:15 6 2:20 -2:45 7 2:50 – 3:15 19 20 21 Research Citations 22 23 24 25 26 27 28 Rough Draft 29 30 May 1 2 3 4 5 FINAL Projects Due by 5pm Turnitin.com 6 Presentations May 9 – 13th In-class ONLY do not be ABSENT! 7 2016
Oral Presentation Rubric 4 3 2 1 Oral Presentation Demonstrates consistent control of eye contact, volume, pronunciation, and body posture. Uses some variation in volume and inflection to emphasize key points. Uses some body movements to enhance articulation. Uses consistently appropriate eye contact, adequate volume, clear pronunciation, and appropriate body posture (calm, confident). Uses mostly appropriate eye contact, adequate volume, clear pronunciation, and appropriate body posture (calm, confident). Attempts to control eye contact, volume, pronunciation, and/or body posture to enhance presentation but may lapse into distracting behaviors at times (too much/not enough eye contact, inappropriate volume, etc…)
Ignorance of how to use technology Inappropriate background for the slides Annoying final slide Presenter Untidily dressed Arrives still eating a sandwich Starts by apologising Reads from slide Unrehearsed – cannot pronounce names Bad timing Eye contact avoided or overdone Mobile should be turned off Does not understand content Does not relate to audience Speaks with his back to the audience Stands in of the projector Speaks too quickly at times Boring Ill-equipped – asks for a tape recorder which is not there Content No background or introduction to talk No or structure Main points not identified Unclear – who or what is he talking about? Inaccurate and uninformed – 17X9 instead of 1789 Pictures may be insulting to French and Russians Wrong flags (not French, but Luxembourgeois. Russian flag not appropriate to the Bolshevik revolution) Informal language Plagiarism and lack of references Handout Irrelevant Non-academic Totally uninformative Untidy Not enough copies
MAIL, PRICE 71 EURO (Single Room) CHOICE 3 Hotel Veritas *** ADDRESS WEBSITE DISTANCE FROM MEETING VENUE TELEPHONE FAX MAIL, PRICE Mogyoródi út 8., 1144 Budapest 900 m (one bus stop) +36-1-273-2233 +36-1-222-4792 13.000 HUF, approx. 44 EURO (Single Room) CHOICE 4 Lions Garden Hotel**** ADDRESS WEBSITE DISTANCE FROM MEETING VENUE TELEPHONE FAX MAIL, PRICE Cházár András utca 4., 1146 Budapest 500 m +36-1-273-2070 +36-1-221-4274 92 EURO (Single Room) CHOICE 5 Richter Hotel Panzió ADDRESS WEBSITE DISTANCE FROM MEETING VENUE TELEPHONE FAX MAIL, PRICE Thökölyút 111., 1146 Budapest 1100m (two bus stops) +36-1-363-3956 +36-1-363-5735 14085 HUF (Double Room), approx. 45 EURO
3-Ingredient Orange Chicken Recipe Ingredients: 1 Cup BBQ Sauce (Sweet Baby Ray’s) 1 Cup Sweet Orange Marmalade (Smucker’s) 2 TBSP Soy Sauce 3-4 Chicken Breasts (We used 3) 1 Cup Cup Cornstarch (You can use both or either/or) 2 Eggs Oil (We used vegetable oil) Directions: In a sauce pan, add the BBQ sauce, marmalade, and soy sauce. Turn the heat on low and let it simmer for 20 minutes, stirring a few times. Meanwhile, cut up your chicken breasts into cubes. In one bowl beat 2 eggs, while the other bowl should mix the dry ingredients. Dip pieces of chicken in the egg and then cover in flour/cornstarch. Set on an extra plate. Add a thin layer of oil to a frying pan and turn your stove on medium/high heat. Once it sizzles, add half the chicken to the pan then cook the other half so they cook evenly. Let it cook for 3-5 minutes each side until it’s brown and cooked on the inside. Set the oily pieces on a paper towel and let drain. Add the chicken to the and toss!
Student name: Year group: 8 Subject: English Milestone: (please circle below) 1 2 3 4 5 6 TERM 2A = Mystery and Macabre At the end of KS3, my target in this subject in relation to what is expected in the National Curriculum is: Secure Beyond Secure Excelling Personal Learning Checklist Through my learning this half term I aim to develop the following Knowledge and Skills. Assessment of attainment (circle red, amber or green) Student Student Teacher ORANGE 2- To synthesise information from different parts of a text, starting to evaluate R A G R A G R A G ORANGE 3- To make inferences about layers of meaning in a text R A G R A G R A G ORANGE 4- To comment on language and structural devices in detail, referring to effects R A G R A G R A G ORANGE 5- To use subject terminology confidently and securely, supported by relevant textual references R A G R A G R A G ORANGE 2- To show imaginative and generally successful adaptations of form and structure across a piece of writing R A G R A G R A G ORANGE 3- To craft sentences using a full range of punctuation, to achieve specific effects R A G R A G R A G ORANGE 5- To choose language skilfully to achieve intended purpose ORANGE 6- To plan efficiently and edit thoroughly with confidence ORANGE 7- To spell accurately at most times The assessment boxes below are to be completed at the end of the milestone by your teacher: Overall your progress this half term has been: Slow Steady Good Rapid Overall your attainment this half term has been: Emerging Approaching Secure Secure Beyond Secure Excelling Attitude to learning: 1 2 3 4 WWW: EBI:
Certification and Benefit Issuance FINDINGS IDENTIFIED Details: Three household applications were incorrectly processed. Verification FINDINGS IDENTIFIED Details: Copies of the letters sent to households at the conclusion of verification were not maintained on file. Meal Counting and Claiming FINDINGS IDENTIFIED Details: Meal counts for the Afterschool Snack Program were incorrectly consolidated in the claim for reimbursement. Table 2: Meal Patterns and Nutritional Quality Category Findings Meal Components and Quantities NO FINDINGS Details: Offer versus Serve NO FINDINGS Details: Dietary Specifications and Nutrient Analysis NO FINDINGS Details: Table 3: School Nutrition Environment and Civil Rights Category Findings Food Safety NO FINDINGS Details: Local School Wellness Policy NO FINDINGS Details: Competitive Foods NO FINDINGS
Is Shelter? No GRIEF Six-Week Open Support Groups Altamonte Springs Hospice of the Comforter, 595 Montgomery Rd. DAY: 1st & 3rd Monday of each month Ap 7 & 21, May 5 & 19, Jun 2 & 16. 11:00am– 12:30pm EVENING: 1st & 3rd Wednesday of each month Apr 2 & 16, May 7 & 21, Jun 4 & 18. 5:30–6:45pm. Concurrent with Student Group Winter Park First Congregational Church, Parlor Room 225 S. Interlachen Ave. (2nd Tuesday of each Apr 8, May 13 & Jun 10. 5:00–6:30pm PARKINSONS Dance for Parkinson’s Presented by: Florida Hospital Parkinson Outreach Center and Rollins College School of Based on the Mark Morris Group Dance for PD® Model Classes will be held on the first and third Thursday of each month from 1:00-2:15 pm Florida Hospital Seventh-Day Adventist Church 2800 N Orange Ave, Orlando, FL 32804 Classes run for six months Call the Parkinson Outreach Center for information and tuition 407-303-5295 CHEER>UP creativity, humor, education, encouragement, resilience and greater understanding of Parkinson’s To improve the quality of life for with PD and their caregivers. CHEER>UP group will use creative drama and arts techniques to address disease-specific physi-cal and psycho-social issues. Classes are free! For more information, contact the Parkinson Outreach center Orlando FLORIDA HOSPITAL 4th Thursday / month 10:00 am - 12:30 pm Contact: 407-303-5295
The diagram shows on the left the subjects that you currently take. You can then see where you can go if you think there is an area you particularly excel at or that you’ll need for your future career aspirations. Everyone must also choose one of the EBacc subjects (highlighted in red) to ensure a broad and balanced curriculum. Its important to remember that if you want to choose French or Spanish then it is expected that you have studied these courses in Year 7 and 8. Please note, GCSE Computing will not be available until Year 10 as an option choice. What happens next in the Options process? Careers Support To contact our careers team simply use the address: Weblink: The National Careers Service website provides careers advice and information on a wide range of jobs, training course resources and funding. Other courses of careers support: icould – Includes 1000 films of personal career stories, across all occupations: Careersbox – The national online careers film and video library. Real people, talking about real jobs, to help young people, students, parents, teachers, career professionals, and influencers: Get Smaart – School leaver and student careers and courses advice and information. Career overview section, career fairs and events and a large library of career articles: Best Course 4 Me – bC4me is an independent and free guide which shows the link between what you study, what you earn and the jobs you can get: My Career Springboard – My Career Springboard is the essential FREE careers guidance tool for school & college students: Plotr – Careers advice for 11-24-year-olds, school students and graduates:
ANU (92) 1 Bond(93) 0 Deakin (94) 1 Flinders (95) 1 Griffith (96) 1 James Cook (97) 1 Monash (98) 0 Uni of Adelaide (99) 1 University of Melbourne (100) 1 University of New South Wales (101) 1 University of Newcastle (102) 1 The University of Notre Dame Australia (103) 0 University of Queensland (104) 1 University of Sydney (105) 1 University of Tasmania (106) 0 University of Western Australia (107) 1 University of Western Sydney (108) 0 University of Wollongong (109) 1 n 18 AMA Jurisdiction Sex of president (1 = male, 0 = female) Board Female