zilongwang/ReadingBank huggingface dataset:
(Land) property is the fundament of a free market society and thus clear and indisputable private ownership over the means of production, especially over land, is a key pre-requisite for the functioning of the system. The state should thus promote land titling activities and the recognition and defense of private property. should fulfill its social purpose, that is, promoting the welfare of society by providing abundant and nutritious food for everyone. The state and society must ensure that it does so by means of (and when necessary redistributing) land and property according to this function. Land reform Is dismissed, like most of redistributive measures, unless is market-oriented like MLAR. The efficient allocation of resources is best achieved through market-led mechanism and the same aplies for land like in real estate transactions. The market would take care of the distribution of land in ways much more efficient than state-led mechanisms. Redistributive land reform is the principal mechanism through which land is made to contribute to its social function. Its a key policy in ensuring access to land to those that work it. The treatment of land as mere commodity is rejected since its social purpose goes way beyond capital accumulation and economic growth; it is also a fundament of culture and a way of life to millions of peasants. Peasants Are deemed as remnants, backward, inefficient and must be dragged into Are fundamental parts of a transition to a more humane mode of production.
modernity by capitalism’s superior mode of production, ‘freeing’ them from the drudgery of rural life and made to contribute, instead, to the ‘industrial reserve army’ of laborers. Peasantry is also considered a way of life that must be respected and dignified. They constitute the essential component of any effort to reduce poverty and achieve a more just society. Production and distribution Production and distribution of food are the tasks of private businesses and corporations. The concern is to achieve greater efficiency and productivity. Production thus tends to be mechanized, highly dependent on industrial and chemical inputs. The production and distribution networks must be democratized since the private businesses tend to concentrate it leading to marginal gains for producers and high prices for consumers. The idea is that the distancing between production and consumption needs to be shortened and widened. Credit Private are in charge of offering credits and financing to the agricultural sector. Credit policies are dictated by market forces. Development banks, usually state-owned, are in charge of providing ‘soft’ credits to foster production. Food Its treated as a commodity and the market is allowed to determine food production and distribution. Hunger is caused by lack of Food is an inherent of people. Everyone should have access to food at all times and the central state and social movements
Sign-off Mentor Information To meet the NMC (2008) Standards to support learning and assessment in practice, every NMC recognised sign-off mentor is required to demonstrate they meet the standards to be a sign-off mentor and mentor. Please note any sign-off mentor or mentor supporting a student’s learning and assessment in practice is required to complete the following information: - Sign-off / mentor (print name) Specimen signature Placement area Date of annual mentor update Date of triennial review Sign-off mentor Sign-off Mentor Information To meet the NMC (2008) Standards to support learning and assessment in practice, every NMC recognised sign-off mentor is required to demonstrate they meet the standards to be a sign-off mentor and mentor. Please note any sign-off mentor or mentor supporting a student’s learning and assessment in practice is required to complete the following information: -
P) ESC 3/5 Is confident in preparing any necessary equipment and monitoring of maternal and fetal wellbeing. Q) ESC 3/5 Critically appraises and justifies the use of any intervention such as artificial rupture of membranes, continuous electronic fetal monitoring, urinary catheterisation, in order to facilitate a spontaneous birth. R) ESC 3/6 Initiates emergency measures if required such as episiotomy. S) ESC 3/6 Assesses and monitors the woman’s condition throughout the third stage of labour facilitating safe birth of the placenta and membranes by physiological and active management. T) 8MC Actively participates in assessing the signs of the newborn at birth, including physical examination, adaptation to extra uterine life and in the administration of Vitamin K if required. U) 8MC ESC 3/7 Actively participates in the provision of care immediately post birth, including early identification and security, initiation of skin to skin, maternal infant attachment, assessing accurately the health and wellbeing of the baby. Support feeding and delay any unnecessary separation, avoiding early routine procedures such as weighing. Initiates emergency measures if required. V) ESC 3/10 4/10 CPE 15 Actively participates in the recording of information that is accurate, legible and continuous which includes planning, implementation and evaluation of care, interventions and findings
Orientation to Practice Area of Learning to the end of the first shift the sign-off mentor and student should normally complete the orientation to the practice area. To promote health and safety please ensure you are aware of the following policies and procedures. Please note the following list is not exhaustive and there may be individual area specific orientation issues that will be discussed at the discretion of the sign-off mentor. A. Introduction to the practice area B. Policies and procedures related to practice area Introduction to team, outlining roles and responsibilities Trust policies and procedures Layout of practice environment/locality & lines of communication Practice specific policies and procedures Fire equipment, exits, alarm points and procedure(s) Complaints procedures Resuscitation equipment procedure(s) Moving & handling policy Personal safety including procedure(s) in case of accident and injury Confidentiality Personal safety whilst in and away from the practice environment Vulnerable adults/safeguarding children Procedure(s) for student absences or illness Infection control Emergency contact information and ‘bleep’ system Call bell system (if appropriate) C. Additional issues relevant to practice placement: Please specify the Yorkshire& Humber SHA practice placement profile (If applicable) Please specify placement. e.g. Community Student Sign name Sign-off mentor Sign name Date Orientation to Practice Area of Learning
Preliminary interview Placement area Date of placement From: ___/___/___ to: ___/___/___ Date Name of assessing sign-off mentor Name of liaison / link lecturer Number of practice hours to achieve during placement (where appropriate) The section ‘identify learning needs’ will be completed by the student prior to the preliminary interview. The student should consider how they could develop in the placement and what they need to learn in order to progress towards meeting the identified competencies/skills/behaviour/learning outcomes. As these will be underpinned with theoretical knowledge it is important to consider the evidence needed to demonstrate knowledge and understanding. At the preliminary interview, the mentor will discuss the learning opportunities with the student and together they will explore how the learning identified can be achieved and agree a development plan. If there are any areas of concern identified, they should be documented and a plan agreed as to how these will be managed. The liaison/link lecturer may be contacted for support and guidance where relevant. Learning agreement / contract Identify learning (student reviews the descriptors for each of the competencies within this document, reflects on their current level of knowledge and skills and identifies their current learning needs) Learning opportunities (the student and mentor discuss the learning opportunities that are available in the placement area that will provide the student with the experience to meet their identified learning needs) Development plan (the student and mentor a plan that will enable the student to match the learning opportunities with their learning
DRAW YOUR SIGNATURE USING YOUR MOUSE. ONCE FINISHED, CLICK “APPLY”, THEN CLICK “SAVE”. YOU CAN NOW SEE THE TWO SIGNATURE OPTIONS IN THE “APPEARANCE” DROPDOWN MENU. TO SIGN THE FORM, SELECT THE SIGNATURE YOU LIKE TO USE, THEN CLICK “SIGN”.
Very FUN and always among highest rated speakers on multiple-speakers events! .: Miha’s Background An exceptional virtuoso, both on the musical stage as well as on the management platform. He is the creative force behind cultural and diplomatic missions; his music is medium for his thoughts and his vision development. Because of amb. Pogacnik’s active engagement in cultural, business and political spheres as well as academia and civil society, his vision led him to explore influence of formative principles of Art on evolution of society. It is his practical insight that creative environments need to be developed, where on a raised resonance platform Art forces attract, “compose” and bind together different social fields. However, one can not overlook the fact that humanity today equals economic society, hence his strategy to work primarily in the business sphere through his method of interdisciplinary transfer from musical masterpieces to leadership development, inspiring scores of global brands companies like Shell, Novartis, ING, Porsche, Nike and Microsoft, leading business schools, UN agencies and gatherings like Alpbach and World Economic Forum. His integration intentions are reflected in the European regional development project Parzival with his innovative Macro Violin principle leading to development of Polyphonic European Identity and through it to co.creation of the New European Leadership Style. Prior to this Miha Pogacnik developed unique IDRIART movement in 80’s and 90’s, exploring the power of Art in creation of over 200 intercultural festivals in crises areas of the world. He introduced a social innovation where international audiences travelled with artists and actively participated in upheavals and transformations on all continents. This movement originated in the first Chartres Festival d’Ete initiated by Miha Pogacnik in 1981. Miha Pogacnik was born in Slovenia, studied in Ljubljana and Cologne, Germany. His international concert career started in 1973 after completing his studies as Fulbright scholar in the United States. He holds the position of Adjunct Professor at IEDC Bled - School of Management, is CIO (Chief Inspiration Officer) of Idriart, Managing Director of Ecoculture and President of Gandin Foundation. Find out more at
F) ESC 4/5 Works actively with other healthcare professionals and external agencies. Shares information about National and Local agencies and networks available to support women in the continuation of breastfeeding such as NCT, La Leche League and Lactation Consultant breastfeeding co-ordinators and understands community support to women who breastfeed and as a resource for healthcare professionals. G) ESC 4/5 4/6 Works confidently and collaboratively and in partnership with women to identify the limited situations in which exclusive breastfeeding is not possible. Participates in supporting women to partially breastfeed or artificially feed (BFI) and is sensitive to the needs of women and their partners. H) ESC 4/3 Recognise and manage common complications of breastfeeding, how these arise and demonstrate how women may be helped to avoid them (BFI) I) T5 Engages with the multi disciplinary team to support infant feeding J) ESC 4/1 T1 Confidently and sensitively communicates the importance of breastfeeding, in terms of health outcomes (BFI) K) ESC 4/2 Reflects on own thoughts and feelings about infant feeding in order to facilitate information sharing to be ethical and non-judgemental L) ESC 4/3 Confidently explains to women the importance of baby-led feeding in relation to the establishment and maintenance of breastfeeding (BFI) M) ESC 4/3 Can recognise and appropriate knowledge to assist effective positioning, attachment, suckling and milk transfer during breastfeeding N) ESC 4/3 Teaches mothers the necessary skills to enable them to effectively position and attach their baby for breastfeeding (BFI) O) ES C 4/3 Explains the importance of their baby rooming-in with them and baby holding in the postnatal period as a means to facilitate breastfeeding (BFI) P) ESC 4/3 Teaches women how to hand express their breast milk and how to store, freeze and warm it with consideration to aspects of infection control (BFI) Q) T2 Assist mothers to breastfeed for as long as they want to 4 Performance and skills outcomes (continued) Sign-off mentor Signature & date R) T5 Effectively communicates in a sensitive way and initiate mother centred conversations around infant feeding choices S) T3 Supports women who are formula feeding T) T3 Educates on the sterilisation of equipment and safe preparation of formula milk
Dimitrova, Anelia (1998). “From Proletariat to People: The Public Relations Metamorphosis of the Bulgarian Communist Party its Politcal Tribune before the First Free Multi-part Elections in 1990.” East European Quarterly, Vol 32(2). Gamson, William (1975). “Defining Movement Success” from The Strategy of Social Protest. Emil, Giatzidis (2002). Introduction to Post-Communist Bulgaria: Political, Economic and Social Transformations. Manchester University Press. Jenkins, Craig and Perrow, Charles (1977). “Insurgency of the Powerless: Farm Workers Movements (1946-1972).” American Sociological Review Lutzkanova-Vassileva, Albena (2009). “Spoken Revolutions: Discursive Resistance in Bulgarian Late Communist Culture.” Poetics Today, Vol 30(1) Marhsall, M and Jaggers, K (2010). Polity IV Country Reports. Center for Systemic Peace. Retrieved from McCarthy, John and Zald, Mayer (1977). “Resource Mobilization and Social Movements: A Partial Theory.” American Journal of Sociology, Vol 82(6) David (2003). “How Social Movements Matter.” Contexts Magazine 2(4):30-35, American Sociological Association. Rogers, J and Wright, O (2010). “American society: how it actually works.” W.W Norton and Company.
Dr. Kumar Purkait Professor Chemical Engineering Department, IIT Guwahati Few membranes related publications are shown below P Mandal, M K Purkait, Effect of polyethylene glycol methyl ether blend humic acid on poly (vinylidene fluoride-co-hexafluropropylene) PVDF-HFP membranes: pH responsiveness and antifouling behavior with optimization approach, Polymer Testing (accepted, May, 2017) R Singh, M K Purkait, Role of poly(2-acrylamido-2-methyl-1-propanesulfonic acid) in the modification of polysulfone membranes for ultrafiltration J. Appl. Pol. Sci. (accepted, May, 2017) N. Sharma, M.K. Purkait, Impact of synthesized alcohol plasticizer on the morphology and hydrophilicity of polysulfone ultrafiltration membrane, J. Member Sci. 15 (2017) 202–215. Nilay Sharma and M. K. Purkait, Enantiomeric and racemic effect of tartaric acid on polysulfone membrane during crystal violet dye removal by MEUF process, J. Water Proc. Engg. 10 (2016) 104–112. M K and M. K. Purkait, Use of CS-PAA nanoparticle as alternative of metal oxide nanoparticle and its effect on fouling mitigation of PSF ultrafiltration membrane, RSC Advances, 5 (2015) 66109 –66121. M K Sinha and M. K. Purkait, Preparation of novel thermo responsive PSF membrane, with cross linked PVCL-co-PSF copolymer for protein separation and easy cleaning, RSC Advances, 5 (2015) 22609-22619. N. Sharma and M. K. Purkait, Preparation of hydrophilic polysulfone membrane using polyacrylic acid with polyvinyl pyrrolidone. J Appl. Poly. Sci, 132 (2015), 41964, doi: 10.1002/app.41964.
Students must take all of the following: MWY 2101 Wider Context of Midwifery 30 credits MWY2102 Care of mother and baby with complex needs 30 credits MWY 2203 Research module 30 credits MWY 2103 Midwifery Practice Module 3 (3yr programme) 30 credits Not applicable In order to progress on the programme students are required to successfully complete all theoretical and practical modules at Grade 16 or above. All outstanding written assessments must be completed and all clinical practice assessments must normally be passed before progression to the next year Students also need to have met the attendance requirements for both theory and practice outlined in the attendance policy for the programme Level 6 (3) COMPULSORY OPTIONAL PROGRESSION REQUIREMENTS Students must take all of the following: MWY 3101 Towards Autonomous Midwifery Practice 30 credits PHC 3330 Dissertation 30 credits MWY 3102 Midwifery Practice Module 4 (3yr programme) 30 credits MWY 3103 Midwifery Practice Module 5 (3yr programme) 30 credits Not applicable In order to progress on the programme students are required to successfully complete all theoretical and practical modules at Grade 16 or above. All outstanding written assessments must be completed and all clinical practice assessments must be passed in the year. Students also need to have met the attendance requirements for both theory and practice outlined in the attendance policy for the programme. 12.3 Non-compensatable modules (note statement in 12.2 regarding FHEQ levels) Module level Module code 13. A curriculum map relating learning outcomes to modules
MEDICAID HEALTH PLANS Maternal and Infant Health Program (MIHP) Contact Person Sheridan Mixon-Kemp MIHP Liaison Blue Cross Complete of Michigan 600 East Lafayette Mail Code 1508 Detroit, MI 48226 248-663-7352 Fax: 248-663-7352 E-Mail:smixonkemp1@mibluecrosscomplete.com Benita Green-Tucker Complex Case Manager Aetna Better Health of Michigan 1333 Gratiot, Suite 400 Detroit, MI 48207 313-465-1543 Fax: 855-789-5314 Email: bgtucker@aetna.com Graham Smith MIHP Liaison HealthPlus Partners, Inc. 2050 S. Linden Road P.O. Box 1700 Flint, MI 48501-1700 810-230-2768 Fax: 810-733-1958 E-Mail: gsmith@healthplus.org Jillian Howard MIHP Liaison Meridian Health Plan of Michigan, Inc. 777 Woodward Avenue, Suite 600 Detroit, MI 48226 313 324-9031 Fax: 313 324-9032 E-Mail: jillian.howard@mhplan.com MaryLynn Park, RN MIHP Liaison McLaren Health Plan G 3245 Beecher Road, Suite 200 Flint, MI 48532 810-733-9642 Fax: 810-733-9645 E-Mail: marylynn.clark@mclaren.org Andrea Van Goethem, MSA Director, Health Management HAP Midwest Health Plan 4700 Schaefer Road, Suite 340 Dearborn, MI 48126 313-586-6071 Fax: 248-443-1272 E-Mail: avangoethem@midwesthealthplan.com Patricia Fenn, RN MIHP Liaison Molina Healthcare of Michigan 100 W. Big Beaver Road, Suite 600 Troy, MI 48084 866-449-6828 ext. 155428 Fax: 248-925-1732 E-Mail: Patricia.Fenn@molinahealthcare.com Karen Wrzesinski RN, BSN MIHP Liaison Sparrow PHP P.O. Box Lansing, MI 48909-7877 517-364-8485 Fax: 517-364-8412
E-Mail: karen.wrzesinski@phpmm.org Stacey Arambula MIHP Coordinator Priority Health Choice 1231 E. Beltline NE Grand Rapids, MI 49525-4501 Phone: 616-464-8334 Fax: 616-464-8905 E-Mail: stacey.arambula@priorityhealth.com Denise Doede MIHP Liaison Harbor Health Plan 3956 Mt. Elliott Detroit, MI 48207 313-578-3749 FAX: 313-578-3749 E-Mail: ddoede@dmc.org Stephanie Esters MIHP Liaison UnitedHealthCare Community Plan 26957 Northwestern Hwy., Suite 400 Southfield, MI 48033 248-331-4369 Fax: 248-331-4519 E-Mail: sesters@uhc.com Anne Levandoski MIHP Liaison Upper Peninsula Health Plan 228 W. Washington St. Marquette, MI 49855 906-225-7723 Fax: 906-225-8761 E-Mail: ablevandoski@uphp.com Kyra Lawrence MIHP Liaison Total Health Care 3011 W. Grand Blvd., Suite 1600 Detroit, MI 48202 313-871-7815 Fax: 313-748-1368 E-Mail: klawrence@thcmi.com
MEDICAID HEALTH Maternal and Infant Health Program (MIHP) Contact Person Jacquelyn Redding MIHP Liaison Blue Cross Complete of Michigan 20500 Civic Mail Code C336 Southfield, MI 48076 313-225-0610 Fax: 866-597-8387 E-Mail: Mary Washington Complex Case Manager Coventry Cares 1333 Gratiot, Suite 400 Detroit, MI 48207 313-465-1542 Fax: 866-889-7597 Email: Cheryl D. Gallon Director of Medicaid Services HealthPlus Partners, Inc. Flint, MI 48501-1700 810-230-2158 Fax: 810-733-1958 E-Mail: cgallon@healthplus.org Julia Pulver MIHP Liaison Meridan Health Plan of Michigan, Inc. Detroit, MI 313-394-1567 Fax: 313-394-1568 E-Mail: Parke, RN, CCM MIHP Liaison McLaren Health Plan G Flint, MI 48532 810-733-9722 Fax: 810-733-9645 E-Mail: Andrea Fogarty Health Outreach Manager Health Plan 313-586-6071 Fax: 313-827-5694 E-Mail: Patricia Fenn, RN MIHP Liaison Molina Healthcare of 100 W. Big , Troy, MI 48084 866-449-6828 ext. 155428 Fax: 248-925-1732 E-Mail: Delaina Bennett MIHP Liaison PHP-MM Family Care 517-364-8234 Fax: 517-364-8234 E-Mail:
Stacey Arambula MIHP Coordinator Priority Health Choice 1231 NE 616-464-8334 Fax: 616-464-8905 E-Mail: Joan Valentine, RN MIHP Liaison ProCare 3956 Mt. Elliott Detroit, MI 48207 248-281-6093 Fax: 248-262-7760 E-Mail: Kyra Lawrence Stephanie Esters MIHP Liaison UnitedHealthCare Community Plan 26957 Northwestern Hwy., 248-331-4369 Fax: 248-331-4519 E-Mail: Anne Levandoski MIHP Liaison Upper Peninsula Health Plan 228 . Marquette, MI 49855 906-225-7723 Fax: 906-225-7720 E-Mail: MIHP Liaison Health Care 3011 W. Grand Blvd., Suite 1600 Detroit, MI 48202 313-871-7815 Fax: 313-748-1368 E-Mail:
MEDICAID HEALTH PLANS Maternal and Infant Health Program (MIHP) Contact Person Jacquelyn Redding MIHP Liaison Blue Complete of Michigan 20500 Civic Mail Code C336 313-225-0610 Fax: 866-597-8387 E-Mail: Mary Washington Complex Case Manager Coventry Cares 1333 Gratiot, Suite 400 Detroit, MI 48207 313-465-1542 Fax: 866-889-7597 Email: mewashington@cvty.com Cheryl D. Gallon Director of Medicaid Services HealthPlus Partners, Inc. Flint, MI 48501-1700 810-230-2158 Fax: 810-733-1958 E-Mail: cgallon@healthplus.org Julia Pulver MIHP Liaison Meridan Health Plan of Michigan, Inc. 313-394-1567 Fax: 313-394-1568 E-Mail: Julia.Pulver@mhplan.com Susan Parke, RN, CCM MIHP Liaison McLaren Health Plan G 810-733-9722 Fax: 810-733-9645 E-Mail: susanpa@mclaren.org Andrea Fogarty Health Outreach Manager Health Plan 313-586-6071 Fax: 313-827-5694 E-Mail: afogarty@midwesthealthplan.com Patricia Fenn, RN MIHP Liaison Molina Healthcare of 100 W. Big , 866-449-6828 ext. 155428 Fax: 248-925-1732 E-Mail: Patricia.Fenn@molinahealthcare.com Delaina Bennett MIHP Liaison PHP-MM Family Care 517-364-8234 Fax: 517-364-8234 E-Mail: delaina.bennett@phpmm.org
Stacey Arambula MIHP Coordinator Priority Health Choice 1231 NE 616-464-8334 Fax: 616-464-8905 E-Mail: stacey.arambula@priority-health.com Joan Valentine, RN MIHP Liaison ProCare 3956 Mt. Elliott Detroit, MI 48207 248-281-6093 FAX: 248-262-7760 E-Mail: jvalenti2@dmc.org Kyra Lawrence Stephanie Esters MIHP Liaison UnitedHealthCare Community Plan Northwestern Hwy., 248-331-4369 Fax: 248-331-4519 E-Mail: sesters@uhc.com Anne Levandoski MIHP Liaison Peninsula Health Plan 228 . Marquette, MI 49855 906-225-7723 Fax: 906-225-7720 E-Mail: ablevandoski@uphp.com MIHP Liaison Total Health Care 3011 W. Grand Blvd., Suite 1600 Detroit, MI 313-871-7815 Fax: 313-748-1368 E-Mail: klawrence@thcmi.com
agrees to execute this form of Contract Documents. Provisions in a Response that conflict with, and/or exceptions to, and/or requests for changes in, MIHS’s contract terms, General Conditions, Special Conditions, Exhibits and/or other Contract Documents may result in a Response being considered nonresponsive and rejected. By submitting a Response, a Respondent also acknowledges its understanding and agreement that MIHS may make changes in the standard form of contract documents and that therefore the form of contract documents presented to the successful Respondent may be different from the form of contract documents referenced above, in which case the successful Respondent will be given the opportunity to review the changes. Contract Documents: The Contract Documents may include, without limitation, this RFQ, any addenda to this RFQ issued by MIHS, the SOQ of the successful Respondent, and such other terms as MIHS determines are in its best interest and appropriate for the Project. Prior Contracts Not Applicable: Any previous agreements, contracts, or other documents, which have been executed between the Respondent and MIHS, if any, are not applicable to this RFQ or any resultant contract. RESPONDENTS’ PRE-SUBMITTAL OBLIGATIONS AND REPRESENTATIONS Respondent’s Obligations: It is the responsibility of each Respondent before submitting an SOQ to: Examine and carefully the RFQ, and any data and reference items identified in the Solicitation Document and, posted on the MIHS Website including Contracts, General Conditions, BIM requirements, MAG specifications and MAG standard details; Become familiar with and satisfy itself as to all Laws and Regulations that may affect cost, progress, and performance of the Work; Become of the general nature of the CMAR Services to be performed by Respondent and others on the Project that relates to the CMAR Services as indicated in the RFQ; Promptly give the IPMO written notice of all conflicts, errors, ambiguities, or discrepancies that Respondent discovers in the RFQ and confirm that the written resolution thereof by MIHS is acceptable to Respondent; and Determine that the RFQ are generally sufficient to indicate and convey understanding of all terms and conditions for the performance and furnishing of the Work. Respondent’s Representations: By signing and submitting its SOQ, Respondent represents, certifies and agrees that: Respondent has complied with every requirement of this Instruction and the RFQ;
Department students and some graduates as well as some other subjects in another university. They were asked how many of the loanwords they meet in Japanese newspapers, magazines and on TV do they understand. Also they were asked if the media uses too many loanwords, or the right amount of loanwords, or doesn’t use enough loanwords. These days there are a lot of loanwords but it is not clear what people think about that. I also asked whether we should reduce the number of loanwords and Japlish a little or protect or accept and how Japanese language will change in the future. The subjects were given a space to write and were asked to write because their feelings and thoughts as there are a lot of opinions. 2) Test design The words in the experiment were chosen from three kinds of articles, three business articles and three each on the economy and politics. General words were selected from the articles and were not specialized words and not too difficult. The test was designed to examine different aspects of word knowledge such as whether they have ever seen them, or have ever used them, and they had to write the meaning of Japanese to validate their knowledge. For example, write this when people see the word, they may not understand but they could guess the meaning and display their partial knowledge by writing their own sentences. Moreover, we can know if they have seen the word, or if they can’t use it or if they don’t understand the word. The test also finds out if they mostly understand the word’s meaning. The following questions were also in a questionnaire How much of the loanwords that you meet in Japanese newspapers, magazines and on TV do you understand? 20% 40% 60% 80% 100% Which opinion is closest to yours?
by the District conduct investigations of its infrastructure to ascertain its condition. Once this is known, prioritized improvements can to take place harden the infrastructure. This can also be phased in with other capital improvement projects. Vulnerability/risk assessments. To assist in the effort to providing water to critical customers following a natural disaster, it is important to understand where the vulnerabilities to the infrastructure and risks to the overall system exist. This can be done both at specific facilities or more globally as the District has done through GIS with soils hazard maps prepared by DOGAMI. Using this information along with attributes of the District’s pipeline infrastructure in GIS, a fragility analysis of its system was conducted recently as part of its Water Master Plan work using procedures established by the American Lifelines Alliance (ALA). The results of these type of analyses can be used in conjunction with identified critical customers and critical infrastructure to help better focus prioritization of projects. The Oregon Resiliency Plan state that “Oregon needs to mobilize on vulnerability assessments of pre-disaster inventories and systems” (ORP, 2013, p. 163). Resource planning. This element includes identification of critical resources needed for the District to meet its of service goals following a natural disaster or other emergency event. These resources include staff and other critical human capital; required critical inventory of materials, parts, equipment, and fuel. This element also includes the planning and implementation related to stockpiling materials at critical locations within the District as well as addressing security and public safety issues. Sub-elements are described below. Human capital. For the agency to respond to natural disasters, adequate staff and other human resources with the requisite skill sets are required. For the District, this requires staff
Monthly meetings with identified Hospital Administrators, practice managers, and mentor as identified in plan. Develop and feedback on practice development and discuss problems or any other topics relevant to the situation. Monthly meetings with identified VPs, practice manager and mentor as identified in plan. Develop and offer feedback on practice development and discuss problems or any other topics relevant to their situation. Marketing of practice or outreach needs to be incorporated into the process. As information becomes available, patient volume, and revenue and expenses. After three months schedule quarterly meetings for the remainder of the first year (15-minute meetings). Recruiter meets with physician after two months to see if expectations have met reality. The retention process does not end three years. It is a continuous activity where the facility “Checks in” and asks the question, “How are we doing?” Virginia Department of Health Retention Plan Action Step Lead Person Deadline Create retention committee Meet with new provider on monthly to assess integration progress Meet with spouse on monthly basis to assess spouse and family integration progress Have quarterly social for medical and spouses Conduct retention questionnaire with medical staff Meet with all providers on quarterly basis to discuss retention issues and address concerns Develop medical staff development and retention plans
LOCKDOWN Weapons/Armed Intruder Abduction/Unauthorized Removal Intruder/Trespasser Suicide Attempt (involving a weapon where there is a threat or imminent danger to others) Sexual Assault (if the perpetrator is not in custody and may still be on school grounds) Animal in/near School EVACUATION (or Early Dismissal) Fire Hazardous Materials/Chemical Natural Gas Leak Bomb Threat Explosion Earthquake Flooding Severe Weather Winter Storm Watch High Wind Advisory Thunderstorm Watch Long-term Utility Outage – Early Dismissal Nuclear (within 50 mile radius; based on scientific and medical recommendations, e.g. response to release reported at nuclear power plant) SHELTER-IN PLACE (or Delayed Dismissal) Hazardous Materials/Chemical Short-term Utility Outage Tornado Warning Severe Thunderstorm Warning Nuclear (outside 50 mile radius; based on scientific and medical recommendations)
students, postdoctoral researchers and lecturers from around Europe. Versions of this course have also been delivered by me in two other countries and I have also given courses on sentiment analysis to PhD students at summer schools in Spain, Russia and China. Part 1b: Academic age calculation Information [delete this and/or replace with extra academic age explanations] Start date of PhD: September 1986 Date of PhD defence: July 1989 Number of children raised after PhD defence: 0 Special allowances (describe below): 0 Academic Age = Number of full-time years worked (count % of full time for part-time years) since PhD defence – Number of children raised – special allowances = 24.5 years (min. 1 year) The academic age calculation helps the evaluator to mentally adjust their expectations based upon someone's academic age. The minimum permitted Academic Age is 1 in all cases, even for those without a PhD. Part 2: Expertise sub-portfolio Expertise Sub-factor Claim and evidence [delete the help text in most cases and replace it with your text] Scientific/ scholarly expertise Theoretical I do not conduct theory-driven research but use a wide range of theories to drive research questions and help explain the results. I have helped to develop two theoretical contributions, one for link analysis and one for big data "information-centred" research, as cited below.
Developed Patient Satisfaction Application and quality control software Mercy Healthcare Network, Oklahoma City, OK Billing/IT Consultant Automation and analysis for adjusted CPT charges involving ten medical clinics Community Care HMO, Oklahoma City, OK Billing/IT Consultant Application development for the HMO department Business Analysis of sales activity and analysis of HMO membership
runtimes for the Apple iOS and Android platforms using Adobe Flash Builder 4.6 (Flex) and Adobe Air 3.Designed and led the development of the Imprint Learning Management Framework, a customizable Learning Management System. Imprint consists of a back-end host that provides low-level access to machine services and a client specific front-end management application that uses the back-end services through a custom application programming interface (API). Imprint was created for environments where a traditional web-based LMS is impractical, including locations with limited or no Internet connectivity, where existing materials cannot be easily modified to interface with a web-hosted system, and where support resources are limited. May 2007 StarMedia/FPMI Solutions Software Development Manager Oversaw development staff responsible for the design, development, and support of e-learning courseware products developed under contract for a variety of customers. Products developed were written in a number of different programming and markup languages, including Visual Basic .NET, Visual Basic 6, Flash (versions 5 through 8), Authorware, Director, Toolbook, and DHTML/CSS with both VBScript and JavaScript. Worked with project managers and programmers to develop and proposals, product feature sets, and implementation schedules. Briefed personnel on the design and implementation details of Management System (LMS) communication using both the AICC and SCORM standards. Interviewed and hired personnel as needed, released personnel when necessary. Created the architecture for, and implemented major portions of, the Impression Learning Content Framework system. This system, now released as a commercial product, separates development of courseware content from its implementation and allows instructional designers to use a semi-WYSIWYG storyboarding tool for content creation without regard to the final runtime environment. A series of ActionScript 2.0-based playback classes allows rapid customization and deployment of software while maximizing reuse of the existing code base. By June 2007, Impression had been successfully used on over a dozen projects requiring both local and web deployment of content and interfacing with AICC and SCORM-compliant LMS systems. Mar 2007 [various] Software/Management Consultant Jun
Spey fishing, Steelhead Clinic 12/3/2016 – Mike Spurlock I am not an expert, largely self-taught, my casting sucks but spey is my favorite way to fish for steelhead. Have to admit, I don’t fish the Russian very much. What spey is used for: Rivers vs lakes Uncommon = surf (overhead casting with lots of stripping) Wading vs boat Swing vs indicator Good when little room to back cast Can cast farther and cover more water Can mend better (longer rod) Steelhead, Chinook, Atlantic salmon Landing fish is hard without a partner, need to tail them, no net w/o a guide. Typically catch fewer fish than indicator fishing, so why do it? To feel that tight line grab! Fun to cast. For the challenge. Cover more water. To not have to watch the fxxx-ing indicator, watch the scenery instead. To avoid having to fish in a line-up (can’t fish in a lineup). Rods: Spey weight is different from single hand standards. Examples: 6 wt 7 wt 8 wt 9 wt Spey gr wt 420 + tip 470 + tip 530 + tip 600 + tip Single hand shooting heads 250 300 360 430 Single hand gr wt 160 185 210 240 Typical rod lengths 12-15 ft, switch rod is a hybrid Traditional rod is slower and easier to learn on vs fast action. Bamboo is slower yet. My rods: 7136 Sage or 6126 Echo. I use for steelhead on Russian, Gualala, Garcia, Klamath, Trinity and smaller rivers in BC or Alaska. Fly Shop Signature 2 H2O 8 wt 13 ft. I use for BC steelhead. 9150 Sage for BC for big steelhead and for chinook. Lines: Confusing. Use Rio or Airflow website line selector to match lines to your rod. Skagit
(People in Figure 1a are as follows: professor, work place boss, grand parents, parents, elder sister, brother, elder person, stranger, friend, a person who has more experience than you and younger person.) Figure 1a us that the most superior person for Japanese people is “work place boss” and it is 100%. The second superior person for them is “elder person” and it is 96%. The third superior person for them is “professor” and it is 72%. Figure 1b: The data of English subject’s superior (People in Figure 1b are the same as in Figure 1a) Figure 1b us that the most superior person for English speaker is “professor”, “work place boss” and “grand parents”. These are all 88.9%. The fourth superior person for them is “parents” and it is 77.8%. Q2. Who do use polite expressions to? Please choose. Figure 2a: The data for people that Japanese subjects use polite expressions (People in Figure 2a are as follows: professor, work place boss, grand parents, parents, elder sister, brother, elder person, stranger, friend, a person who has more experience than you and younger person.) Figure 2a shows us that Japanese people often use polite expressions to “professor”, “work place boss”, “elder person” and “stranger”. Professor and
References Carreira Matsuzaki J. undated How can we enhance EFL learners listening fluency ? Teaching connected speech to Japanese university students using songs. Carter, R. & Nunan, D. 2001. Teaching English to Speakers of Other Language. Cambridge: Cambridge University Press. Celce-Murcia (2001) Teaching English as a second or foreign language (3rd ed.). Boston: Heinle & Heinle Lado, R. 1965. Memory Span as a Factor in Second Language Learning Leonitiev, A. 1981. Psychology and the Language Learning Process. Oxford: Pergamon Press Ltd. Nunan, D. 1999 Second language teaching and learning. Boston: Heinle and Heinle Rivers and Temperley. 1978. A Practical Guide to The Teaching of English as a Second or Foreign Language: Oxford University Press Rubin, J. and I Thompson. 1994. How to be a more successful language learner: toward learner autonomy. Heinle, Boston Rost. M. 1991. Listening in Action: Activities for Developing Listening in Language Teaching. United Kingdom: Prentice Hall International Ltd. Rost, M. 2002. Teaching and Researching Listening. Pearson Education JACET SLA workshop. 2005. Kakita, N. and Yoshida K.1984. A. 2002.
INTERIM CHANGES: OMISSION OF MARKINGS ON EXTERIOR SHIPPING CONTAINERS OF ITEMS IN THE DLA TROOP SUPPORT CLOTHING AND TEXTILE (C&T) DIRECTORATE: THE NOMENCLATURE AND MANUFACTURER'S NAME (WHEN THE NAME IDENTIFIES THE MATERIAL) SHALL BE OMITTED FROM ALL EXTERIOR SHIPPING CONTAINERS OF DLA TROOP SUPPORT C&T ITEMS, REGARDLESS OF MODE OF SHIPMENT. IF THE MANUFACTURER'S NAME DOES NOT IDENTIFY THE MATERIAL AS CLOTHING, IT MAY REMAIN. NSNS SHALL BE SHOWN ON ALL SHIPPING CONTAINERS OF C&T ITEMS, THE PACKING LIST SHALL BE PLACED INSIDE THE LAST CONTAINER TO BE LOADED FOR EACH SHIPMENT. THE WORDS "PACKING LIST HERE" SHALL BE STENCILED, NOT HAND LETTERED, ON THE CONTAINER. 252.211-7006 - FREQUENCY IDENTIFICATION (RFI) Required (ref. T8379; Nov. 08, 2006) Packaging examination. The fully packaged end item shall be examined for the defects listed below. The lot size shall be expressed in units of shipping containers. The sample unit shall be one shipping container fully packaged. The Inspection level shall be S-2 and the AQL, expressed in terms of defects per hundred units, shall be 2.5. Examine Defect Marking Omitted; incorrect; illegible, of (exterior) improper size, location, sequence & Unit Pack, or method of application.
UWA Law Masters Master of International Law Sample Study Plan (full-time study) 2017 Unit Name Credit Points Dates Things I need to know Action CORE UNIT LAWS5224 Foundations of Public International Law 6 28 Feb, 2, and 3 March (3 day intensive) This starts the first week of Semester 1. Postgraduate Orientation is Wednesday, 22 Feb 2017. No action required, this is a mandatory unit for However, if you have been awarded an LLB or JD you need to select an option unit to replace this one. CORE UNIT LAWS5225 Theory, Method & Contemporary Issues of International Law 6 Semester based unit, Semester 1, Wednesday evenings, 5-8pm. View the Legal Resources Unit on LMS Blackboard. No action required, this is a mandatory unit for all students. Option LAWS5175 Heritage Governance: from Global to Local 6 12,13,19,20 & 26 May 17 (5 day intensive) 2 x Fri and Sat blocks, plus one Fri Choose your unit of choice from the list of options. Option LAWS5226 International Human Rights 6 15,16,18,19,22,23 May (6 day intensive) Choose your unit of choice from the list of options. Option LAWS5219 International Criminal Law 6 18-21 April (4 day intensive) Study break Choose your unit of choice from the list of options. Option LAWS5229 Law Relating to Conflict 6 26-29 Sept (4 day intensive) Study Break Choose your unit of choice from the list of options . Option LAWS5179 Law of the Sea 6 31 Aug, 1, 7, 8 Sept (4 day intensive) 2 x Thur and Fri blocks No action required, this is a mandatory unit for all students.
prioritizing math standards within grade levels to support the rigor of instruction and the alignment of lessons. 3. Year 1 - Provide training in the Understanding by Design (UbD) framework (backwards planning.) 4. Site-based Professional Development through content experts/teacher leaders in standards-based instruction. admin. and peer coaches/mentor teachers. -Implementation and feedback. -Unit and lesson plans. 2. Time and opportunities for collaborative planning to implement standards-based lessons. 1. Provide time for planning and collaboration (utilize district PD days, as well as other days in lieu of a faculty meeting.) 2. Use resources such as VIPs, CPALMS, Teaching Channel to view and discuss rigorous lessons with students engaged in high levels of complexity. Administration, Teacher Leaders, Literacy Coach, ELA and Math Team, Peer Coaches, Mentor Teachers August-May $0 -Feedback -Support from teacher leaders -Formative Assessments 3. Progress Monitoring to ensure fidelity 1. Student progress will be monitored through district assessments, FAIR-FS, running records and other assessments aligned with the standards. 2. Student data will be addressed at regularly scheduled data team meetings and intervention Administration, Teacher Leaders, Literacy Coach, MTSS Team and Classroom Teachers $0 -Student Achievement Data (FAIR, RR, FSA, District Assessments, Istation) -Tier 2 and Tier 3 Data
John Scheaur: Had a request to apply Bio waste to a farm. The P/C is having a hearing on October 24th to change TRO to AG1.This would allow existing houses rebuild if needed. Deputy Clerk Heath: I don’t agree with the 10% cusion for the Fire Dept. Who controls what it is used for? Fire Department held an open house but yet the Township was Not notified of when it was. We own part of the Fire Dept so we should be included in what happens there. We need more communication from them. Public comment: None Adjournment: 8:40pm. Supervisor Heath made a motion to adjourn. 2nd by Clerk Collins. Motion Carried. Respectfully submitted by: Kevin Heath-Deputy Clerk per/ Barbara Collins-Clerk
including developments in Subtitling and Clear Speech, with panel discussions taking place in each section allowing questions from the audience which will be chaired by Lilian Greenwood MP, Andrea Saks (ITU) and Patricia Hodgson (Chair, Ofcom) Confirmed Keynote: Jim Fitzpatrick MP, Chair of the APPG on deafness Other Conference Speakers already confirmed: Craig Crowley, Chair UK Council on Deafness Mark Hudson, Significan’t Johanna Taylor, Action on Hearing Loss Marianne Mathews, SKY Cathy Taylor, Ofcom Pablo Romero-Fresco, University of Roehampton Agnieszka Szarkowska, UCL Nigel Megitt, BBC R&D Lauren Ward & Ben Shirley, University of Salford Christopher Jones, Chair, Deaf Access to Communications Places are limited and will be sold on a first come first serve basis. or for further information or assistance with registration contact Clare Long at . Glasgow event - BSL interpretation Glasgow Meet the Charity Regulator wants to give you a heads up as this is our first fully interpreted event. Please share the link with your community/members: Also, if you or a colleague like to come and bring a stand or some information then you are most welcome! For more information please contact Paula Duncan at EHRC Scotland Committee Open Days We are hosting a couple of open day sessions on the following dates: DUNDEE Monday 4 September from 11.30 to 2.00 at Tayside Deaf Hub, The Old Mill, 23 Brown Street, Dundee GLASGOW Wednesday 6 September from 4.00 to 6.30 at The Studio, 67 Hope Street, Glasgow – Aspire Room, 8th Floor
Consultants, Managers and Star Managers (including DIQ) Canada Sales Aids & Samples to Support the Mid-August Brochure: Brochure dates August 10 - September 13, 2013 Product Samples Available for Sales Forces Members to order during July 25 - Aug 28, 2013 #58584 Quick Shake #58586 Impressions 5 pc. Bowls with FREE Chip n Dip #58585 Microwave Luncheon Plates PWP #58587 Flatouts 2 pc set #58589 Forget Me Nots Set #58588 Spin and Save Salad Spinner Sales Credit $11.50 Sample Cost $7.48 Sales Credit $79.00 Sample Cost $51.35 Sales Credit $18.00 Sample Cost $18.00 Sales Credit $13.50 Sample Cost $8.78 Sales Credit $11.00 Sample Cost $7.15 Credit $34.00 Sample Cost $22.10 #58592 Open House Gallon Pitcher #58591 Open House 18 oz Tumblers Lemon Keeper #58597 Measure Cups with FREE Spoons Dessert Blend Combo Chocolate/Simply Vanilla #58595 Petite Dessert Dishes Sales Credit $24.00 Sample Cost $15.60 Credit $12.50 Sample Cost $8.13 Sales Credit $7.00 Sample Cost $4.55 Sales Credit $18.00 Sample Cost $11.70 Sales Credit $15.00 Sample Cost $9.75 #58596 Dining Trays (2) #58598 1L Square Eco with Flip Cap #58599 Monday - Friday Sample Set: 5 x Sandwich Keepers, 5 x Classic Sheer Midgets, 5 x Snack Cups and 5 x 16 oz Tumblers Sales Credit $16.00 Sample Cost $10.40 Sales Credit $8.50 Sample Cost $5.53 Sales Credit $67.50 Sample Cost $43.88 Below are "blind" samples for the new host gift. We won't see what they are until after Jubilee in August. You can order them now but make sure you read the info in red.
modifying our program as necessary to continue to meet the needs of the community we are dedicated to serving. Figure 9: Formative Evaluation Summative Evaluation “is any combination of measurements and judgments that permit conclusions to be about impact, outcome, or benefits of a program method. It is done at the conclusion of a program to provide a conclusive statement regarding program effects” (McKenzie et al., 2013). 10: Summative Evaluation Table Program Objective Data Indicators / Measures Data Collection Tool(s) Data Analysis Measurement Timelines Alternative ways in which to educate rural community members within Jinja, Africa during June 2014 Literature review models Record keeping of progress Focus groups Needs assessment Statistical Starting four months prior to departure for Africa With the assistance of local community health workers and local community leaders we will develop and implement an Assessment and evaluation Evaluation of outcomes Public survey Pre and post Written tests Lasting four months after program ends