zilongwang/ReadingBank huggingface dataset:
Res County HH ID HH Type Res Lat Res Long Person ID Age Sex Traveler Type … Revised Traveler Type Trip Type Node 1: Node Type Node 1: County Node 1: Pointer Node 1: Lat Node 1: Long Node 1: School Type/Work Ind/Patr Ind Node 2: Node Type Node 2: County 1 1 0 -74.4608 42 1 5 … 5 5 H 1 -1 39.35789 -74.4608 -1 W 1 1 1 0 -74.4608 13 0 1 … 1 2 H 1 -1 39.35789 -74.4608 -1 S 1 1 1 0 -74.4608 34 0 5 … 5 9 H 1 -1 39.35789 -74.4608 -1 W 1 1 1 0 -74.4608 3 0 0 … 0 0 H 1 -1 39.35789 -74.4608 -1 1 1 0 -74.4608 7 1 1 … 1 10 H 1 -1 39.35789 -74.4608 -1 S 1 1 2 0 -74.4608 29 1 5 … 5 14 H 1 -1 39.35789 -74.4608 -1 W 1 1 2 0 -74.4608 16 1 2 … 6 16 H 1 -1 39.35789 -74.4608 -1 W 1 1 2 0 -74.4608 41 1 6 … 6 9 H 1 -1 -74.4608 -1 O 29 1 2 0 -74.4608 27 1 5 … 5 9 H 1 -1 39.35789 -74.4608 -1 W 1 Figure 13 Sample Output of Module 5.
________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Relative Pronouns Definition- A pronoun used to introduce a subordinate clause. that who whoever whom whomever which whichever whose
Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results Global Awareness: Students will be able to demonstrate knowledge of the interrelatedness of global, international, and intercultural issues, trends, and systems. Assessment Activity/Artifact: Multiple-choice embedded questions within final exam. Evaluation Process: Number of items correct. Minimum Criteria for Success: Students will answer 75% of the embedded test items (15 out of 20 questions) correctly. Sample: All students will be assessed. To be entered after each time course is taught Course Learning Outcome Music of the World Outcome #1 Students will demonstrate knowledge of the interrelatedness of local, global, international, and intercultural musical issues, trends, and systems. Use of Results for Improving Student Learning To be entered after each time course is taught Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results
Global Engagement: Students will be able to demonstrate willingness to engage in local, global, international, and intercultural problem solving. Assessment Activity/Artifact: Case study addressing the problem of actively contextualizing musical performance in a culture outside of the student’s own. Evaluation Process: Rubric with faculty review. Minimum Criteria for Success: Students will achieve a 2 or better on a 3-point rubric. Sample: All students will be assessed. To be entered after each time course is taught Course Learning Outcome Music of the World Outcome #3 Students will engage in intercultural problem solving pertaining to cross-cultural musical issues. Use of Results for Improving Student Learning To be entered after each time course is taught
RESUME MUHAMMED SAFFER Email Id Communication Address: Mussafah flat no 243 shabia 12 Nr The Model School Contact No: 0502899171 Personal Data Father’s Name: AC Muhammed kunhi Mother’s Name : Najuma muhammed Date of Birth : 07-12-1992 Nationality : Indian Languages Speak: English, Malayalam Write:English,Malayalam,Arabic,Hindi Read: English,Malayalam,Arabic,Hindi Strengths Confidence. Hardworking. Team Worker CAREER OBJECTIVE To work in a creative environment and effectively contribute to the success of the organization. ACADEMIC PROFICIENCY MBA ( Logistics & supply chain ) – 2014 to 2016 LONDON COLLEGE OF BUSINESS AND FINANCE In Bharathiar university PGDSCM (Logistics & SCM)2014 to 2015 LONDON COLLEGE OF BUSINESS AND FINANCE In Confederation of Indian Industry BACHELOR OF BUSINESS MANAGEMENT - 2011 to 2014 ADITYA KIRAN COLLEGE OF APPLIED STUDIES ,MATHAMANGALAM,KANNUR KANNUR UNIVERSITY, KERALA HSS – 2009 to 2011 CHMKS GHSS MATTOOL, KANNUR,KERALA, INDIA SSLC – 2009 to 2010 CRESCENT ENGLISH MEDIUM SCHOOL ,MOTTAMBRAM , KANNUR,KERALA ,INDIA WORK EXPERIENCE AMANDA LOGISTICS – COCHIN INTERNATIONAL AIRPORT LIMITED 2 YEARS EXPERIENCE AS SR .CARGO EXECUTIVE IN LOGISTICS DEPARTMENT to 28-02-2018) DUTIES & RESPONSIBILITiES SUPERVISING EXPORT/IMPORT DOCUMENTATION EXPORT/IMPORT CUSTOMS CLEARANCE CARGO & TRANSPORTATION COORDINATION WAREHOUSING
Scoot, T. (1991). In Langer and Lev, “Pension Disclosures under SFAS No.87: Theory and Evidence.” Contemporary Accounting Research 8 (Fall), 1993. Trombley, Mark A. (1989). “Accounting Method Choice in the Software Industry: Characteristics of Firms Electing Early Adoption of SFAS No.86.” The Accounting Review. LXIV, No.3. Undang-undang Nomor 13 Tahun 2003 Tentang Ketenagakerjaan. Wardhani, Ratna. (2009). “Pengaruh Proteksi Bagi Investor, Konvergensi Standar Akuntansi, Implementasi Corporate Governance dan Kualitas Audit terhadap Kualitas Laba: Analisis Lintas Negara di Asia.” Disertasi Program Studi Ilmu Akuntansi Pascasarjana Fakultas Ekonomi Universitas Indonesia. Weele, Marjolein L. van der. (2011). “Restatement Announcements: The Effects of Audit Quality on The Market Reaction.” Master Thesis, Tilburg University. Zehri, Fatma & Jamel Chouaibi. (2013). “Adoption determinants of the International Accounting Standards IAS/IFRS by the developing countries.” Journal of Economics, Finance and Administrative Science, 18.
CAIR-Dallas: (Dallas Morning News) Already, the local CAIR chapter saw a jump in reports of hate crimes or aggression toward Muslims from 30 new cases in October to 70 new cases in December. More than half the cases in December involved a government encounter, said Alia Salem, the executive director of the CAIR chapter. CAIR The Maryland Outreach Department of the Council on American-Islamic Relations today released its annual Maryland Highlights newsletter, summarizing some of the Muslim civil rights and advocacy organization's key priorities and accomplishments in Maryland during 2016. CAIR: (NY Times) "We've never said that people don't have real fears about international or domestic incidents and national security," said Ibrahim Hooper, a spokesman for the Council on American-Islamic Relations in Washington. "But you want to take actions that are actually based on reality, not on wild conspiracy theories of Muslims about to overthrow the Constitution, or institute Shariah law.". . . Mr. Hooper said that many Americans had a distorted view of even the most basic facts about Muslims, one that often exaggerates their influence. He cited a recent study that found that on average Americans guess that Muslims are 17 percent of the population, when the real number is between 1 or 2 percent. And unlike in some places in Europe, in the United States Muslims are remarkably well integrated into society. He said anti-Muslim incidents had spiked since the election. He got a call recently from a man who was disparaging Islam. When he asked if the man was threatening him, he replied: "I don't have to. My president will take care of you for me." Racist Fliers CA: CAIR-Sacramento
I. Introduction II. Description of Community Served by the Hospital III. The Assessment Process a. Community Economic and Health Profile b. Hospital Survey Results IV. Identified Needs V. Supplemental Material Description of Community Served by the Health Department Muhlenberg County was founded in 1798 and formed from the neighboring counties of Logan and Christian. Muhlenberg County was named after General John Peter Gabriel Muhlenberg, a clergyman, a soldier, and a politician of the Colonial, Revolutionary, and Post-Revolutionary eras. Built in 1907, the courthouse was and still is the focal point of downtown Greenville, the county seat. The two primary aquatic features of Muhlenberg County are the Green River and Lake Malone. The northern portion of the county is typically gently rolling hills, river flatlands, and some sizeable bald cypress swamps along Cypress Creek and its tributaries. The southern portion consists of rolling hills with higher relief. This area is also known for many sandstone formations and some small limestone caves, of which only two known limestone caves are thought to be in the county, both in the far southern region.
digital rectal exam 6.03% prostate specific antigen test 5.71% of the following best describes your smoking status? Smoking Status Total Respondents Never 191 Former Smoker 65 Current Smoker 42 Current Smoker and Trying to Quit 16 Do you use any of the following tobacco products? Tobacco Product Percent of Respondents Cigarettes 15.56% Pipes 0.00% Cigars 0.63% Smokeless Tobacco 0.95% Electronic Cigarette 3.17%
Simon, M. K. (2011). Assumptions, Limitations, and Delimitations. Dissertation and scholarly research: Recipes for Success. Seattle, WA, Dissertation Success, LLC. 14 November 2013. www.dissertationrecipes.com Trancik, R. (1986). Finding Lost Theories of Urban Design. New York. Van Nostrand Reinhold. United Nations Human Settlements Programme (UN-HABITAT). (2009). Planning Sustainable Cities - Global Report on Human Settlements 2009. Earthscan UK & USA. United Nations Human Settlements Programme (UN-HABITAT). (2010). State of African Cities 2010. UNON Publishing Section, Nairobi. United Nations Children’s Education Fund (UNICEF). (2011). Kenya Statistics - Demographic Indicators. October 2013. http://www.unicef.org/infobycountry/kenya_statistics.html
Appendix A Name space Package or Application Version Patch Cert MU Functionality Alpha Beta Nati’ly Released Release Date* Comments/Notes AG Patient Registration 7.1 8&9 x X Patient Registration MPI 7.2 x X C32 1.0 1.0 x X LR Lab Patch 5.2 1027 x X Control release BQI iCare 2.1 x X for national release BJPC PCC Suite 2.0 5&6 x 6 5 APCL PCC Mgmt Reporting/ Export/HL7 3.0 26 x X 11/10/11 27 released on 11/10/10 and installed on MUMAS AND WOCRT BYIM Immunization Exchange Message 2.0 01 x X EHR Electronic Health Record 1.1 8 x X 4/15/11 Waiting for beta files Pharmacy MOD - ePrescribing 7.0 1010 x X Waiting for beta VanDyke/IPSEC x PHR 1.0 x X Waiting for beta files
BGP CRS 11.0 2 x ambulatory X SQA helped installing alpha on MUMAS CRS – Clinical Reporting System 11.0 3 x x 15 hospital measure X 4/29/11 CRS – Clinical Reporting System 11.0 2 x x 9 EP measures 4/4/11 CRS – Clinical Reporting System 11.1 x 35 EP measures X 6/20/11 WinHasher x x BMC RCIS – Referred Care Information System 4.0 7 t1 x X BRN ROI – Release of Information 2.0 3 x X SQA helped installing alpha on MUMAS
Overview of Establishment 3 Year of Improvement Plan Priorities Sessions: 2018-2019 National Improvement Framework Key Priorities Improvement in attainment, particularly in literacy and numeracy; Closing the attainment gap between the most and disadvantaged children; Improvement in children and young people’s health and wellbeing; and Improvement in employability skills and sustained positive school leaver destinations for all young people. National Improvement Framework Key Drivers 4 and Early Learning and Childcare Indicators SLC Education Resources Themes School leadership Teacher professionalism Parental engagement Assessment of children’s progress School improvement Performance information 1.1 Self Evaluation for self-improvement 1.2 Leadership for learning 1.3 Leadership of change 1.4 Leadership and management of staff 1.5 Management of resources to promote equity 2.1 Safeguarding and child protection 2.2 Curriculum 2.3 Learning teaching and assessment 2.4 Personalised support 2.5 Family learning 2.6 Transitions 2.7 Partnership 3.1 Ensuring wellbeing, equality and inclusion 3.2 Raising attainment and achievement/Securing children’s progress 3.3 Increasing creativity and employability/ Developing creativity and skills for life and learning Transforming Learning and Teaching Implementing Curriculum for Excellence Meeting the Needs of all Learners’, GIRFEC and Statutory Duties Skills for Learning, Life and Work Professional Learning Leadership (Change and Improvement) Strategic Priorities 3 Year Cycle Year 1 Raise attainment in literacy (HORS and Writing) Build active teaching and learning approaches (Introduce challenge start) Ensure Health and Wellbeing by introducing the Muiredge Mile Close the Gap – Introduce learning buddies across the school for reading and numeracy Year 2 Raise attainment in Numeracy (Introduce Big Maths approach and revise planning) Implement our new literacy strategy across the school and nursery Ensure Health and Wellbeing by evaluation updating our HWB programme Close the Gap – Develop nurture provision within the school/ learning support/ revisit ASN Year 3 attainment in literacy and numeracy (evaluate current practice) active teaching and learning approaches (Pupil led learning) Build active teaching and learning approaches (outdoor learning, science and use of technologies) Embed new Health and Wellbeing programme. Close the Gap – Homework club and parental workshops Develop skills for life, learning and work.
Description of Use: A garden tool with an electric motor that reduces off-cuts of trees and shrubbery into smaller useable mulching material suitable for reducing weeds and providing organic material for plant growth. Summary of Key Risks: (refer to appropriate subsections) Entanglement Impact and cutting Electricity Other (dust) Plant and Equipment Risk Management Form
Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level IMPACT AND CUTTING INJURIES Can anyone be crushed/cut/struck etc. due to: The exposed moving parts present a risk to an operator’s hands and body parts Branches, wood splinters etc. may be ejected during operation. Blades do not stop immediately post operation but will continue to spin slowly until they stop. Mulcher may move on uneven ground. Inappropriate tools may be used to feed the mulcher. Ensure operator’s hands and body parts are kept clear of moving parts during operation and maintenance. Ensure mulcher is only operated on an even surface and has been appropriately secured to prevent movement. Ensure only the manufacturer’s recommended tool is used to feed the mulcher. Ensure operator has been trained in the safe work practices and appropriate PPE is worn (e.g. eye protection, gloves etc.). Ensure the equipment is appropriately maintained and serviced regularly in accordance with manufacturer’s instructions. Material falling off the plant? Y N Moderate Possible Medium Uncontrolled/unexpected movement of plant/load? Y N Major Possible High Lack of capacity to slow, stop or immobilise Y N Major Unlikely Medium The plant tipping or rolling over? Y N Unlikely Medium Parts of the plant disintegrating or collapsing? Y N Contact with moving parts during testing, inspection, operation, maintenance, cleaning or repair? Y N Major Unlikely Medium thrown off or under the plant? Y N Contact with sharp or flying objects? (e.g. work pieces being ejected) Y N Moderate Likely High The mobility of the plant? Y N Moderate Possible Medium Inappropriate parts and accessories being used? Y N Major Unlikely Medium Other Y N
Can anyone be injured by explosion of gases, vapours, liquids, dusts, or other substances? Y N TEMPERATURE/MOISTURE Can anyone come into contact with objects at high or low temperatures? Y N Can anyone suffer ill-health due to exposure to high or low temperatures? Y N Can anyone be injured or suffer ill-health due to exposure to moisture? Y N OTHER Can anyone be injured or suffer ill-health from exposure to: The operation of the mulcher may produce wood dust. Ensure equipment is used in a well-ventilated area. Chemicals? Y N gases or vapours? Y N Fumes/Dusts? Y N Possible Medium Other? (please specify) Y N 4. Risk Assessment Signoff Authorised By: Signature: Date:
Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level IMPACT AND CUTTING INJURIES Can anyone be crushed/cut/struck etc. due to: The exposed moving parts present a risk to an operator’s hands and body parts. Branches, wood splinters etc. may be ejected during operation. Blades do not stop immediately post operation but will continue to spin slowly until they stop. Mulcher may move on uneven ground. Inappropriate tools may be used to feed the mulcher. Ensure operator’s hands and body parts are kept clear of moving parts during operation and maintenance. Ensure mulcher is only operated on an even surface and has been appropriately secured to prevent movement. Ensure only the manufacturer’s recommended tool is used to feed the mulcher. Ensure operator has been trained in the safe work practices and appropriate PPE is worn (e.g. eye protection, gloves etc.). Ensure the equipment is appropriately maintained and serviced regularly in accordance with manufacturer’s instructions. Material falling off the plant? Y N Moderate Possible Medium Uncontrolled/unexpected movement of Y N Major Possible High Lack of capacity to slow, stop or immobilise plant? Y N Major Unlikely Medium The plant tipping or rolling over? Y N Major Rare Medium Parts of the plant disintegrating or collapsing? Y N Contact with moving parts during testing, inspection, operation, maintenance, cleaning or repair? Y N Major Unlikely Medium Being thrown off or under the plant? Y N Contact with or flying objects? (e.g. work pieces being ejected) Y N Moderate Likely High The mobility of the plant? Y N Moderate Possible Medium Inappropriate parts and accessories being used? Y N Major Unlikely Medium Other Y N
may pose a risk of fire and explosion to the operator. sources in a locked storage area). Ensure refuelling is conducted in a safe manner (e.g. equipment is switched off, away from ignition sources etc.). Can anyone be injured by explosion of gases, vapours, liquids, dusts, or other substances? Y N Severe Rare Medium TEMPERATURE/MOISTURE Can anyone come into contact with objects at high or low temperatures? Y N Can anyone suffer ill-health due to exposure to high or low temperatures? Y N Can anyone be injured or suffer ill-health due to exposure to moisture? Y N OTHER Can anyone be injured or suffer ill-health from exposure to: The operation of the mulcher may produce wood dust. Ensure equipment is used in a well-ventilated area. Refuel only in a well-ventilated area. Chemicals? Y N Minor Unlikely Low Toxic gases or vapours? Y N Fumes/Dusts? Y N Minor Possible Medium Other? (please specify) Y N 4. Risk Assessment Signoff Authorised By: Signature: Date:
Total Bid Price for Standard Machine: $ ____________________ (Total Bid Price for Standard Machine Includes Freight Preparation, Delivery and Standard Warranty Costs)* Freight Preparation and Delivery: $_____________________ (Included in Standard Machine Bid Price) Manufacturer’s Suggested Retail Price for Standard Machine: $ ____________ Equipment Model #: _____________________________________ Description: ____________________________________________ Signature of company representative submitting bid: ___________________________________ Title: _____________________________________ * NOTE: Award will be made based on the total cost of the Standard Machine. The total cost of the standard machine is to include the freight preparation, delivery and standard warranty cost. Freight preparation, delivery will be excluded from the total bid price of the standard machine in determining the percentage discount for any available options.
CUSSOU301A Provide reinforcement 40 CUSSOU302A Record and mix a basic music demo 40 CUESOU07B Apply a general knowledge of audio to work activities 40 CUESOU08B Select and manage microphone and other audio input sources 30 CUSSOU303A Set up and disassemble audio equipment 40 Allocation of nominal hours: 80 40 70 Notes: You need to select three tasks to cover all units of competency. Reading down the columns, the ticks indicate which task each unit of competency has been assigned to. You may select two tasks of the same type, but not three. For example, a student could complete two Work Projects but could not do a third Work Project. The assessment of a unit of competency cannot be split between two tasks. Decide on task allocation after considering the units of competency and the scoring criteria for each task. This will help you to choose the task type that gives students most scope for demonstrating their achievement of the units of competency. The allocation of nominal hours across tasks should be as equally weighted as possible. No task for VCE VET Music (Technical Production) may account for more than 110 total nominal hours in the student’s Units 3 and 4 sequence. A task accounting for more than 110 hours will not be acceptable. The VASS data number appears on the VASS screen where the Assessment Plan is entered. These numbers help identify the task against which the results are to be entered. Refer to the current program structure for VCE VET Music (Technical Production) for the release numbers associated with the examinable units of competency in VCE VET Music (Technical Production). This is available on the VCAA website.
Poem Features Poem Purpose of poem Identify the theme, message or topic. (Remember there is a difference between the topic and the theme.) Does it have a beginning, problem, solution, and ending? If yes, describe each of parts. Structural features (e.g. What do you see in the way that this poem has been built?) Language features Show examples! What effect do you think the language features have on the reader? Can you identify a pattern? If yes, what is it? Mulga Bill’s Bicycle To entertain and to draw readers into the background history of bicycles. (The introduction of safety cycles gave rise to a bicycling boom with millions manufactured in the decade They were very popular in the Australian , widely used by and itinerant workers at the time that Paterson wrote this poem) Topic: bicycles Pride in one’s riding skill can cause one to ride and crash a bicycle. Beginning – The poem begins by introducing Mulga Bill, from Eaglehawk and describes the new bicycle craze. Body – The narrator describes Mulga’s prideful approach to wanting to purchase, and ride a bicycle. Problem – the narrator describes Mulga not being able to ride the bike well at all. Climax – Mulga falls off his bike and lands the bike in the creek. Conclusion – Mulga concludes that a bicycle ride is the worst ride he has ever had and will therefore return to using his horse as a form of transport. There are 3 stanzas (verses) The poem is a ballad, which means it can be accompanied with music Each line has fourteen syllables. It has 38 lines Every 2 lines rhyme together Personification: – the bike “bolted” away, or “whistled” through the air. Similes: -“Mulga Bill was as white as chalk” Irony – Readers were told that Mulga was great at cycling, however the opposite was quite true, i.e. Mulga actually couldn’t ride at all. Imagery – the poem uses a lot of visual description to get a picture into the reader’s mind about what is happening to Mulga and the bike, i.e. “He dressed himself in cycling clothes, resplendent to be seen”… The visual imagery really helps the reader to picture Mulga’s (unsuccessful) bikeride, by describing events of the ride and how it has impacted even the wallaroos and wombats! PP-QQ-RR-SS
Chair Creelman Interim Locality Manager Lorraine Paterson Clinical Director (OLI) Dr Richard Wilson Clinical Director A&B CHP Dr Michael Hall Clinical Services Manager Caroline Henderson Senior Charge Nurse/Wards Karen Thwaites-Jones Team Lead Community Nursing Margaret Fitzsimmons Head of Finance George Morrison Head of Planning Contracting and Performance Patient Focused Public Involvement (PFPI) Representatives identified by Locality Public Partnership Forum (OLI PPF) Fiona Brown Community Council Membership Advisor to the Community council Mary Jean – Argyll & Bute Councillor W (Billy McClymont) – MCC/Chair Bowman Court Implementation Plan) Fiona Brown Colin Morgan Argyll & Bute Council Peter McLaren Davidson Head of Service (SAS) Quinn Head of Community Resilience (SAS) Kenny Freeburn Local GP (3) –Salen, Bunessan, Tobermory Dr Frank Tennuise, Dr Clare Lavery, TBI NHS 24 Billy Togneri Planning & Public Involvement Manager Caroline Cecil Clinical Services Manager, OOH Clare Rumgay Minutes Locality Managers Office In Attendance Primary Care Manager Joyce Robinson Communications Manager Ritchie Scottish Health Council Alison McCrossan Frequency of meetings: Monthly To receive minutes All of the above Minutes to be with the for amendments/approval within 1 week of the meeting and distributed within 2 weeks. Quoracy 50% of membership to include members from both the NHS and Public Representatives. (50% from NHS & 50% from Public Representatives) Review Date
3. Questioning (Formative and Summative Assessment) Questioning and research skills. At the end of each lesson in workbooks. 10 4. Workbook (Formative and Summative Assessment) Understanding of topic, questioning and research skills, writing skills, direction and purpose of topic, knowledge. Marking the workbooks as they are used. 20 5. Participation in ICT learning. (Formative Assessment) ICT skills, research skills, knowledge. Weekly – observations. 10 6. Presentations (Part 1 assessment) and Journal Submission (Part 2 Assessment) – Oral, graphic, written, digital technologies, creativity. (Summative Assessment with assessment rubric to be used). Knowledge, appropriateness of task and presentation, identification of learning journey, demonstrate historical understanding and knowledge, overall participation and presentation, relevance of task. On completion of unit and presentations (both parts 1 and 2). 40 Opportunities for integrating and cross-curriculum links Cross-curriculum priorities: Sustainability Aboriginal and Torres Strait Islander histories and culture General Capabilities: Literacy Numeracy ICT learning Critical and Creative Thinking Cross-curriculum learning areas: Mathematics English/Literacy ICT Geography Art and Design REFERENCES: Australian Curriculum, Assessment and Reporting Authority. (2014). Foundation to year 10 curriculum. Retrieved December 20, 2015, from .
Curriculum Vitae Isis Kanevsky Mullarky, Ph.D. Department of Dairy Science (0315) Virginia Polytechnic Institute and State University 2050 Litton Reaves Hall Blacksburg, VA 24061 Work: (540) 231-2410 Fax: (540) 231-5014 Email: Website: Education: Ph.D. The Pennsylvania University University Park, PA Ph.D. in Pathobiology, August 2003. MS University of Vermont Burlington, VT Master of Science in Animal Sciences, August 1998. BS University of Vermont Burlington, VT Bachelor of Science with a double major in Animal and Biological Sciences, May 1996. Professional Experience: Aug. 2006-present Assistant Professor Blacksburg, VA Virginia Polytechnic Institute and University Aug. 2003-June 2006 Postdoctoral Research Associate Saranac Lake, NY The Trudeau Institute Sept. 1998-Aug. 2003 Research Assistant State College, PA The Center for Mastitis Research Sept. 1994-1998 Research Assistant Burlington, VT Quality Milk Research Laboratory Competitive Grants: 2011-2014 Agriculture and Food Research Initiative Program (USDA-NIFA/AFRI) Foundational Program: Animal Health and Production: Animal Health. Defining the role of Th17+ T cells in mucosal immunity against Staphylococcus aureus mastitis. 2010-2012 Biodesign and Bioprocessing Research Center Grant. Use of novel proteomic and genomic technologies to develop a Staphylococcus aureus vaccine and improve food quality and safety 2010-2012 Virginia Ag Council. Enhancing disease resistance by improving colostrum products – raising healthier calves. 2009-2011 Prince Agri Products, Inc Nutritional counter-regulation of gene expression during immunosuppression. 2008-2009 Virginia Bioinformatics Institute Polymicrobial immune analysis: Coronavirus and bacterial infections. 2007-2009 Jeffress Memorial Grant Mechanisms of Immune Evasion by Intracellular Staphylococcus aureus. 2006 NIH F32 HL083758-01 Fellowship, Mechanism of infection-induced anemia, fellowship declined due to accepted position at V.A. Tech. 2003-2006 NIH Institutional Training Grant, Trudeau Institute
Our School Anti-Bullying Plan Our School Anti-Bullying Plan This plan outlines the processes for preventing and responding to student bullying in our school and reflects the Bullying: Preventing and Responding to Student Bullying in Schools Policy of the New South Wales Department of Education and Communities. In 2010, all students, parents and teachers were given the opportunity to participate in an online survey relating to bullying and racism within our school. Further consultation with representation from all elements of school community, including the P&C executive, SRC and the Learning Support Team committee, was undertaken in developing this policy. Statement of Purpose Mullaway Primary School is committed to providing a safe environment and addressing bullying issues when they occur in accordance to school and Department of Education and Communities’ policy. Protection Bullying is repeated verbal, physical, social or psychological behaviour that is harmful and involves the misuse of by an individual or group towards one or more persons. Cyber bullying refers to bullying through information and communication technologies. All students, parents, caregivers and teachers share the responsibility in preventing and responding to bullying behaviour. The Mullaway Code of Conduct’s rights include: I have the right to feel happy, safe and secure in our school environment, and; I have the to be respected and treated fairly The responsibilities that come with these rights include: It is my responsibility to help and care for others, It is my responsibility to act in a non-violent and peaceful way, and; It is my responsibility to respect myself, others and our differences Bullying issues will be dealt with in neutral, fair and unbiased way. Allegations and incidents will be investigated in a timely manner and decisions will be based upon the information and evidence gathered through investigation. Consequences will be consistent with our school discipline policy and in persistent or serious incidents, with the DEC’s suspension procedures at the discretion of the principal. Prevention The strategies and programs Mullaway Primary School will implement for bullying prevention include; The Code of Conduct, Peer Support and Kindy Buddies. Anti-Bullying information will be distributed to the school community via the newsletter and school website.
Cited Works Breton, André. The First Surrealist Manifesto. 1925. Surrealism. Waldberg, Patrick. New York: McGraw-Hill, 1971. 66-75. Print. Cézanne, Paul. “Leda au Cygne.” 1880 – 82. Oil on Canvas. Lincoln University, Philadelphia. Dalí, Salvador. “The Metamorphosis of Narcissus.” 1937. Oil on Canvas. Tate Modern, London. Da Vinci, Leonardo. “Sketches from Leda.” c.1500. Charcoal on Paper. Museo Nazionale della Scienza e della Tecnica, Milan. De Sesto, Cesare. “Leda and the Swan.” c.1515. Oil on Canvas. Wilton House, Salisbury. Fisher, Tim. “Leda.” 1996. Oil on Canvas. GVSU, Grand Rapids. Fisher, Tim. Personal interview. 16 Oct. 2009. Penrose, Roland. Winged Domino (Portrait of Valentine). 1935. Oil on Canvas. Farley Farm, East Sussex. Raynal, Maurice. A History of Painting: From Picasso to Surrealism: 174 - 77. Geneve: Albert Skera, c.1950. Print. Wilson, Simon. Surrealist Painting: 31 - 42. Oxford: Phaidon, 1976. Print. Yeats, William Butler. “Leda and the Swan.” A Vision: Collected Works of W.B. Yeats. Ed. Catherine E. Paul and Margaret Mills Harper. New York: Scribner, 2008. 179. Print.
Unit 2 Lesson 2 Should We Allow a Market for Transplant Organs? Subject: Economics-equilibrium, price ceilings, shortages AP Microeconomics Time: 90 minutes Lesson Estimate: 90 minutes AP Standards: II. The Nature and Functions of Product Markets The study of the nature and functions of product markets falls into four broad areas: supply and demand models, consumer choice, production and costs, and theory of the firm. A well-planned AP course requires an analysis of the determinants of supply and demand and the ways in which changes in these determinants affect equilibrium price and output. In particular, the course helps students make the important distinction between movements along the curves and shifts in the curves. The course also emphasizes the impact of government policies, such as price floors and ceilings, excise taxes, tariffs, and quotas on the free-market price and quantity exchanged Content Summary: The lesson plan describes the free market solution to eradicate kidney transplant shortages. The students analyze four policies for dealing with the shortage of kidneys to transplant and debate the ethical strengths and weaknesses of the market solution. Students will learn relevant vocabulary and concepts such as equilibrium, price ceilings, inefficiency, efficiency, and shortages. The agenda will consist of a brief lecture and then a culminating student activity. After this activity is complete, a class discussion will ensue. Rational: This lesson is a valuable contribution to secondary social studies education because it demonstrates how ethical and political diversity can be embodied in economics. The students that there is a shortage of transplant organs in the United States. They explore ways to reduce the shortage, particularly by increasing the supply. First the students use supply and demand to analyze a market for kidneys. Then they learn how different ethical theories can help us evaluate economic policies for procuring organs to transplant. Finally, the students must decide which of four organ-transplant policy options they would support. This decision making process becomes an exercise in public policy. As a result, students are then introduced to the foundation of public-policy analysis, which usually involves both ethical reasoning and economic analysis. Objectives: Students will know: Equilibrium Price Ceiling Shortages How a free market is more efficient from an economic perspective as opposed to having a government regulated economy with government imposed price ceilings. Students will understand: Different methods can be used to allocate and services.
Maths Talent Quest 2018 Student Information The Maths Talent Quest is an open-ended mathematical investigation with your choice of topic. You should aim to choose an original and novel concept. Real world problems are often most interesting. Think about how you are going to gain information, collect data and analyse your results. You can work as an individual, a member of a group (maximum of six students) or as part of a class (maximum of 32 students). Your project must have a title and all references and assistance (including teachers and parents) must be acknowledged. Keeping a journal can assist you to keep records of the mathematical investigation process and assists in the judging process You should aim to interest your audience. Remember primary and/or secondary teachers will be judging your investigation using the rubric.
What Type Of Project Can I Choose? PROJECTS CAN BE ALL PROJECTS MUST INCLUDE An Investigation (All entries should be investigations) An abstract (a brief description of what you did and what you achieved); mathematical aims; observations and results; discussion on relevance of results; conclusion; references, bibliography and acknowledgements. Creative writing (essay, story, collections of poems or letters, script for a play) Mathematical aims; a list of key mathematical ideas; an evaluation (how well did you achieve your aim?); references, bibliography and acknowledgements. Media or technology such as: computer program, website, video, audio or multimedia presentation outlining mathematical aims, rules, the process of the investigation and conclusions; script and indexed commentary; operating instructions; references, bibliography and acknowledgements. Maximum running time is 15 minutes. Videos should be in DVD format. Computer programs must be submitted in Windows and Mac formats. Must not require any installation of software. Programs must be accompanied by a hard copy. A poster presenting information in a sequence with a indication of the mathematics involved outlining mathematical aims, rules, the process of the investigation and conclusions; references, bibliography and acknowledgements. Poster dimensions must be no larger than a standard A1 sheet (approximately 60cm x 85cm) and must be able to be rolled into a Post Pack Cylinder.
Barak Bushland Nillumbik Yarra Valley Parklands NORTH WARRANDYTE Warrandyte Park Warrandyte State Park Yarra Valley Parklands Warrandyte Park Tikalara Park Candlebark Park WARRANDYTE Currawong Bush Reserve TEMPLESTO WARRANDYTE SOUTH Buck Reserve PARK ORCHARDS The 100 Acres Reserve Ruffey Lake Park DONCASTER DON ALE DONCASTER EAST Manningham Mullum Mullum Park RINGWOOD Whitehorse MITCHAM NUNAWADING BLACKB RN Blackburn Lake Sanctuary Maroondah HEATHMONT LEGEND Parks Victoria Parks Shared Trail (prop) MAP 2: MULLUM MULLUM PARK REGIONAL LINKS LGA Boundary Surrounding Open Space EastLink Shared Local Roads Arterial Roads Collector Roads Railway Rivers / Streams 0 1 kilometres Geocentric Datum of Australia (GDA 94) Zone 55. Map produced by Victoria. This map supersedes all previous aditions. Data source acknowledgements: State Digital Mapbase. The State of Victoria and Department of Sustainability and Environment. Disclaimer: Parks Victoria does not guarantee that this data is without flaw of any kind and therefore disclaims all liabitity wich may arise from you relying on this information. M
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From Wikipedia, the free encyclopedia مُظفّرگڑھ City Muzaffargarh مُظفّرگڑھ Location in Pakistan Coordinates: : Country Number of Tehsil 4 Union councils 5 Government • Nazim Area • Total 8,435 km2 (3,257 sq mi) Elevation 122 m (400 ft) Population (2012)[] • Total 38,26,000 ()
Country Foundation of Old City 1474 Foundation of New City 1910 Population • 273,5,680 () • Summer () +6 () 32200 064 Acronym DGK Demonym Derawal, Road to Fort Munro, Dera Ghazi Khan Dera Ghazi Khan (: ڈيره abbreviated as D. G. Khan or traditionally as دیرہ غازی خان in , is a city and capital of , in , Pakistan. It is a mid-country city located at the junction of all four provinces of Pakistan. The city also gives its name to the , which consists of the , , and districts. Contents []
Appendix C – Management Surveys – List of Interviews Conducted EARLY LEARNING RESOURCE UNIT (ELRU) Freda Brock, Ursula Segers, Kaye Foskewt 06.23.2011 MATHS AND SCIENCE EDUCATION PROJECT (MSEP): UNIVERSITY OF CAPE TOWN Prof. Jonathan Clark & Prof. Rudi Langksche 06.24.2011 MATHS AND SCIENCE FOR TEACHERS AND LEARNERS: UNIVERSITY OF STELLENBOSCH, INSTITUTE FOR MATHEMATICS AND SCIENCE TEACHING (IMSTUS) Dr. Kosie Smit 06.27.2011 Andrew Fair 06.27.2011 TEACHING BIOLOGY PROJECT: AFRICA GENOME EDUCATION INSTITUTE AND THE UNIVERSITY OF THE WESTERN CAPE (TBP) Prof. Lorna Holtman, Dr. Emmanuel Mushayika, Dr. Rosemary Raitt, et al 06.29.2011 Cheryl Douglas & Smit 06.15.2011 Dr. Wilmot 06.28.2011 SCIENCE AND INDUSTRIAL LEADERSHIP INITIATIVE (SAILI) Sam Christie 06.23.2011 SCIFEST AFRICA Anya Fourie 06.24.2011 CENTRE FOR MULTIGRADE EDUCATION, CAPE PENNINSULA UNIVERSITY OF TECHNOLOGY (CMGE) Prof. Jurie Joubert, Chris Lombard 06.27.2011 Adam Rogers, Adrienne Van AS, Rene van der Merwe, Jordaan Van As, Cyril Lawless, Sharle Mathews, Priscilla Murugan 07.26.2011 SCHOOLS AS HUBS OF LEARNING, RECREATION, AND SUPPORT: THE EDUCATION PROJECT Johnny Gevisser 07.29.2011 Katendi Kalenji 06.28.2011 Adam Cooper 06.28.2011 10:21a WESTERN CAPE GENERATION OF LEADERS DISCOVERED (GOLD) PEER EDUCATION PROJECT: GOLD PEER EDUCATION DEVELOPMENT AGENCY Susannah Farr, Sharon Rumble 06.28.2011 Ian Walton, Zanele Makombe 06.23.2011 Edwin Brookes, Shane Egypt, Institute of Social Concerns 07.29.2011 SEEDS Project Management Mike Erskine 06.27.2011
INVITATION TO BID Bid no and Description Doc fee Compulsory briefing session Closing date Contact Person CIDB Grading Evaluation Criteria Technical person Technical person from SCM Bid No: RWCLM-5/005/2018/2019 Appointment of service provider to supply and delivery of road marking paints and road traffic signs, as well as road marking service and installation of road traffic signs at identified arears on as and when required basis for a period of 36 months. R500 N/A 80/20 N/A 25 September 2018 at 11H00 am Kgomotso Mthethwa 011 278 3050 Cecilia Mofokeng 011 411 0466 Bid No: RWCLM-5/006/2018/2019 Appointment of service provider to supply and deliver section 56 and section 341 traffic fines books on as and when required basis for a period of 36 months. R500 N/A 80/20 N/A 25 September 2018 at 11H00 am Kgomotso Mthethwa 011 278 3050 Cecilia Mofokeng 011 411 0466 Bid No: RWCLM-5/007/2018/2019 Appointment of service provider to supply, deliver, maintenance and calibration of industrial law enforcement breathalyzers on as and when required basis for a period of 36 months. R500 N/A 80/20 N/A 25 September 2018 at 11H00 am Kenny Mampondo 011 411 0394 Cecilia Mofokeng 011 411 0466 The evaluation criteria will be on the tender document for more information and clarity.
Year level: Learning Area: RELEVANT STATEMENTS FROM THE YEAR < > ACHIEVEMENT STANDARD RELEVANT STATEMENTS FROM THE YEAR < > ACHIEVEMENT STANDARD RELEVANT STATEMENTS FROM THE YEAR < > ACHIEVEMENT STANDARD YEAR < > CONTENT ← <YEAR>/<YEAR> → Conceptual YEAR < > CONTENT ← <YEAR>/<YEAR> → Conceptual links YEAR < > CONTENT COMMON UNDERSTANDINGS→ Some suggested common understandings that could be applied across year groups for teaching SUGGESTED LEARNING EXPERIENCES Ensure meaningful learning experiences explore the common understandings SUGGESTED ASSESSMENTS Consider the learning experiences and identify the points of assessment for each year level (against the year level Achievement Standard)
Overview of your agency’s involvement with child(ren)/family Include factors relevant to your service such as:  type of service whether service is well used  Services or care provided  Difficulties  Progress to date  How long have you been involved  Any actions not completed What are you worried about? Include what factors you consider to pose risk of significant harm or increase the risk of harm to the child/children?
Derby Safeguarding Children Boards Multi-agency report for Child in Need (CIN) Review meeting Name/title of professional completing report: Agency: Workplace address, including postcode: Phone number: Email: (Note: minutes will be circulated by secure email) Signature: Date: Date of CYPD involvement Date of meeting: details, including any unborn children Name of child/young person: Nursery/School: EDD/DOB Gender Ethnicity Disabilities Religion Female Male Name of child/young person: Nursery/School: EDD/DOB Gender Ethnicity Disabilities Religion Female Male Name of child/young person: Nursery/School: EDD/DOB Gender Ethnicity Disabilities Religion Female Male Name of child/young person: Nursery/School: EDD/DOB Gender Ethnicity Disabilities Religion Female Male Name of child/young person: Nursery/School: EDD/DOB Gender Ethnicity Disabilities Religion Female Male Family Home address, including postcode: Phone number: Parent/carers details
Washing/bathing 1 2 3 4 Clean, bathed and groomed regularly with clean, weather appropriate clothing Irregular bathing and occasional weather inappropriate clothing Occasionally bathed but seldom groomed. Clothing often dirty and/or unsuitable to weather conditions Concerns that this maybe having an impact on health of low level concern which is responsive to treatment in the community Seldom/never bathed or clean, concern regarding odour. Dirty and/or poor condition of clothing (Maybe wholly unsuitable to weather conditions) Poor health of significant concern such as skin infections, sores, abscesses. Likely to unmanageable within community setting. Medical needs 1 2 3 4 Medical advice sought proactively for all health matters Seeks advice from professionals on matters of genuine and immediate concern. Occasionally fails to keep appointments Only seeks advice when illness becomes moderately severe. to keep some medical appointments and takes only partial medical advice Only seeks help when illness becomes critical (emergencies), this can also be ignored. disregard for own welfare and/or fails to consistently take medication leading to physical ill health and frequent hospital admissions. Significant mental ill health may also be of concern
Home safety 1 2 3 4 Essential safety features, secure doors and windows Safe gas and electrical appliances, smoke alarms, CO2 alarms Home escape plan pertinent to needs of the person Additional appliances/assistive technology pertinent to of the person All doors and windows in use and accessible Possible fire risk - Lacking/insufficient essential safety features, DIY that is not safe, overloaded electrical sockets Lacking an escape plan Limited access to windows and doors Increased fire risk - No essential safety features. Some possible hazards of escape/fire due to disrepair and/or clutter Evidence of smoking Flammable items stored in the home, consider newspapers, stocked piled continence aids, paraffin based medications, irresponsible use of oxygen No escape plan Person is unable to sleep in a bed and must sleep in an alternative place due to clutter or hygiene sleeping while declining all offers of support to reduce significant risk) Risk of entry by intruders – Problems keeping a dwelling secure against unauthorised entry due to disrepair, and the maintenance of defensible space Access/exit via one only or unable to exit unaided due to mobility No essential safety features Significant fire risk - Definite hazard of escape/fire from disrepair or clutter- exposed electric wires and sockets, unsafe electronic items Evidence of cigarette burns to clothes or bedding Evidence of fires or burns Unsafe storage or use of flammable liquids or gases Excessive damp or overgrowth Excess cold in winter with no functioning heating system or hot Person is unable to in a bed and is forced to sleep in uncomfortable and/or insanitary conditions
Problem or Issue Description Changing default calendar permissions. The default permission on a mailbox calendar allows Free/Busy availability to be shown to anyone on the same system who requests it. Recommended Approach It is recommended you change the default permission on a mailbox calendar to not allow the ‘Default’ user any access, but to allow other users within the same tenant to see it. This can be accomplished either with the use of the cmdlet, or by use of a bulk editing tool such as ExFolders. Unsupported Solutions Any method of changing permissions which does not use the built in cmdlets or the ExFolders tool. Additional Comments Mail Enabled Universal Security Groups can be to calendar permission lists, and so your provisioning process should ensure the calendar for any users have only the appropriate permissions applied to only allow access to users from within the same tenant. To avoid issues with converted groups and being unable to use those groups for permissions, it is recommended that you create the group as a mail enabled security group in Exchange. If you create a distribution group and then security-enable it in Windows you may be unable to use it. Problem or Issue Description Creating Organizational Unit hierarchies to support tenants and delegation of administration. Recommended Approach It is recommended that you design and deploy an Organizational Unit hierarchy to enable you to easily manage and segment the tenants you create on the system. If you plan on integrating other applications with Exchange, such as Lync, we recommend you consult that product’s documentation, as they have specific Organizational Unit hierarchy requirements. Be careful of blocking inheritance or removing access to any system accounts, these can cause unexpected results. Rather than extensively manipulate the permissions set on the Organizational Unit hierarchy, aim to use clients that do not see the Organizational Unit structure (any Exchange client using a mailbox on Exchange 2010 uses the Address Book Service and thus ABPs) or search the Active Directory directly. If you are providing access to clients through a Remote Desktop interface, you may also need to enable Active Directory List Object