zilongwang/ReadingBank huggingface dataset:
Type your inputs for the SWOT analysis in the fields below Strengths (internal) Weaknesses (internal) You as an example categorize your internal strengths in themes like: Capabilities and competitive advantages (price, value/quality) Resources, assets (data) and people (experience/knowledge) Financial reserves, returns Innovative aspects and marketing reach Location, geographical and global/local reach Processes, systems, it, communications You can as an example categorize your internal weaknesses in themes like: Lack of capabilities and gap in competitive strengths Reputation, presence and reach (effects on core activities) Timescales, deadlines and suppliers (supply chain) Financials and cash flow, cash drain Reliability of data, plan and project Management cover and succession Opportunities (external) Threats (external) You can as an example categorize your external opportunities in themes like: Market and business/product developments Industry of life style/target trends Innovation and technology development Global influences and market developments Geographical import, export Major contracts, tactics and surprises You can as an example categorize your external threats in themes like: Political and economic effects Legislative and environmental effects Competitive intentions and market demands Innovation in technologies, services and deals New contracts/partners and economic conditions
9. Expected outcome of the activity? 10. Specification of expenses (travel meeting costs, running expenses, etc.) Expenses A Applied amount (NOK) B Self-financing (NOK), if any Sum Total sum (A + B)
Extended Learning Noncredit Course Proposal Worksheet Please note that these are talking points intended to facilitate the course development process. Working Title: To which Fredonia academic program(s) does this most closely relate? Brief Description: Course Outcomes (Upon completion of this course, participants will be able to…): Program Length: Total contact hours:___ Number of sessions:___ Contact hours/session:___ Rationale: Scheduling: □ Weekdays □ Weeknights □ Weekends Rationale: Are there any seasonality or calendar issues that might influence enrollment in this course? (please explain) Frequency of Delivery: □ One time only □ Once per semester (Academic year) □ Summer Sessions only □ Other: Target Audience Definition (please provide as much detail as possible): Reason(s) for enrolling in this course (please check all that apply): □ Personal enrichment □ Obtain professional license, certification, designation, etc. □ Maintain professional license, certification, designation, etc. Prerequisite Knowledge or Skills (if any):
□ Career advancement □ Other: Support Materials: □ Textbook(s): □ Workbook(s): □ Handout(s): □ Video(s): □ Other: Assessment Tools: □ Objective testing: □ Skills demonstration: □ Other: Delivery Method: □ Classroom □ Online □ Hybrid Size: Minimum number of participants:___ Maximum number of participants:___ Ideal number of participants:___ Are there any funding sources available for course development and/or delivery? (please explain) Are there any existing or potential partnership opportunities for this course? (please explain) Are courses in this subject offered in Chautauqua and/or ? If so, by what institution(s)? How did you determine the need for this course? (please explain) □ Marketing research: □ Request from target audience: □ Intuition: □ Other: How do your credentials lend themselves to developing/teaching this course? (please attach CV) Do you have practical experience in developing noncredit curriculum? (please explain) Please complete this document prior to meeting with Extended Learning as part of the proposal process.
Repair Record 1978 5 5 5 Headroom (in.) 0 6 Trunk space (cu. ft.) 0 Weight (lbs.) 0 8 Length (in.) 0 9 Turn Circle (ft.) 0 Displacement (cu. in.) 0 Gear Ratio 0
Directions: Use this rubric to determine each student’s degree of mastery of course SLO’s. Consider using any combination of applicable assessments including those listed below: Assessments Performance indicators P (Pass-Promote) SP (sufficient progress) NP (No pass) DR (drop) Teacher observation Casas score Civics AAPs Writing assessment LAP T-made tests (including portfolio) End of chapter tests Oral/aural assessments (SOLOM, formal, informal) Participation Pattern of progress Effort Student mastery of SLO’s Casas reading score falls in range of subsequent level Passing score on Civics AAPs and other assessments Meets or exceeds standard on Writing Assessment rubric (see handbook) Exceeds or meets standard for active participation and effort (class work, homework, oral participation) General pattern of making progress but all SLO’s not met (rate of progress may vary based on previous education of st’s) Active participation in activities but results are below standard. Makes effort (class work, homework, oral participation) but performance does not meet standard. Insufficient work/too little information to evaluate Little or no evidence of improvement Little or no participation Fewer than 8 hours or no show Teacher Observation of st performance in class implies informal assessment, including may include interactions, following directions, language use in class, group work, quality of class work. Criteria for assessment: Include in document: SLO’s, Casas ranges, situations and progress report.
Under colonial Japanese rule, Pyongyang Silk Factory laborers worked in unsanitary conditions. When Korea gained independence, conditions were gradually modernized and improved. The present-day factory is clean and well lit, with water coolers throughout. The 1,600 workers work eight-hour shifts, with financial incentives to those who exceed their quotas. A nursery provides childcare, and unmarried women have accommodation on site, with a cafeteria and sports and leisure areas. Fruit stand seen in Pyongyang. Small stands this size also sell snack food, sweets, water, sodas, beer, and ice cream. A revolving bar and restaurant at the top of Yanggakdo Hotel overlooks a modern, rebuilt city. The DPRK receives tourists from around the world — especially China and Japan, but also South Koreans — and is continually opening up areas for tourism. The potential for more American tourism was recently stymied with the September 1, 2017 U.S. travel ban. At Panmunjom, near the Demilitarized Zone (DMZ), one learns the North Korean side of history, including the over 8,400 ceasefire violations by the United States. One of many notable such violations was the espionage vessel, the USS Pueblo, now on display outside Pyongyang’s war museum. North Koreans on several occasions proposed to have peace treaty talks, with “no positive response from the U.S. side.” This is something former U.S. President Jimmy Carter, who has visited the DPRK three times, he had met with Kim Il-Sung in 1994 “in a time of crisis, when he agreed to put all their nuclear programs under strict supervision of the International Atomic Energy Agency and to seek mutual agreement with the United States on a permanent peace treaty, to have summit talks with the president of South Korea.” Carter maintained Kim Jong-Il pledged he would honor these promises. In a hall near the DMZ, photos depict 2000 and 2007 meetings between North and South discussing reunification, as well as the support of the people in both South and North. Our guide at Panmunjom noted: “On July 7, 1994, the day before he died, President Kim Il-Sung was looking through documents regarding reunification. He devoted his whole life to this.”
Title Full-time Part-time Hourly Rate/Salary Reason for Leaving Employment History (Continued) Employer Telephone Number Job Duties Address Dates of Employment Title Full-time Part-time Hourly Rate/Salary Reason for Leaving Employment History (Continued) Employer Telephone Number Job Duties Address Dates of Employment Title Full-time Part-time Hourly Rate/Salary Reason for Leaving May we contact your current employer? Yes No Skills, Awards, Certificates or Professional Activities References Please list three references, other than relatives, who can provide information verifying qualifications, character, or work experience. Name and Title Address Phone Number Family Relationship For the purposes of disclosure, relative includes any person related within the fourth degree of affinity or consanguinity to any job, position, or office of profit with state or with any of its agencies. Are you a relative of any employee in the Alabama Community College system, including (name of college), or any member of the Alabama Community College System Board of Trustees? Yes No If yes, list the name(s), relationship, and employer/position of relative(s): Felony Conviction(s) Have you ever been convicted of or pled no contest or guilty to any felony or any crime involving theft, dishonesty, violence, or sexual misconduct? Yes No If yes, explain
Begin with baccalaureate or other initial professional education and include postdoctoral training. Research and Professional Experience Concluding with present position, list in chronological order previous employment, experience, and honors. Include present membership on any advisory committee. Honors and Awards Bibliography Publications: List in chronological order the titles, all authors, and complete references of all publications in the last three years and representative earlier publications pertinent to this application. If the list of publications exceeds two pages, select the most pertinent publications.
AACSB: Reflective Thinking AICPA BB: Critical Thinking AICPA FN: Measurement Blooms: Remember Learning Objective: 02-05 Prepare income statements for a merchandising company using the traditional and contribution formats. Level: 1 Easy 21. In a contribution format income statement, sales minus cost of goods sold equals the gross margin. FALSE AACSB: Reflective Thinking AICPA BB: Critical Thinking AICPA FN: Measurement Blooms: Remember Learning Objective: 02-05 Prepare income statements for a merchandising company using the traditional and contribution formats. Level: 1 Easy 22. In a traditional format income statement for a merchandising company, the cost of goods sold reports the product costs attached to the merchandise sold during the period. TRUE AACSB: Reflective Thinking AICPA BB: Critical Thinking AICPA FN: Measurement Blooms: Remember Learning Objective: 02-05 Prepare income statements for a merchandising company using the traditional and contribution formats. Level: 1 Easy 23. Although the contribution format income statement is useful for external reporting purposes, it has serious limitations when used for internal purposes because it does not distinguish between fixed and variable costs. FALSE Reflective Thinking AICPA BB: Critical Thinking AICPA FN: Measurement Blooms: Remember Learning Objective: 02-05 Prepare income statements for a merchandising company using the traditional and contribution formats. Level: 1 Easy 24. In a contribution format income statement for a merchandising company, cost of goods sold is a variable cost that gets included in the "Variable expenses" portion of the income statement. TRUE
The Chair introduced Sue Spooner who had undertaken a major piece of work in 2005 to look at the provision of palliative care in Norfolk and published a subsequent report. Ms Spooner thanked the Chair for the invitation to talk about what was a difficult subject and explained that Chris Coath (Head of Locality Commissioning South for NCC Adult Community Services and South Norfolk Clinical Commissioning Group ([CCG]) had worked with her on the report. Ms Spooner said that the recommendations from the report included the need for more services providing palliative care in the county. people had been interviewed in compiling the report (many were carers of relatives who were dying) and the need for better communication and information by all health care professionals was identified. Ms Spooner said that problems with the out of hours medical services and emergency services were identified with regards to palliative care. Ms Spooner said that palliative care was made more complex because on occasions, Doctors caring for a terminally ill patient did not communicate with each Also, transport issues were identified as a major concern for the terminally ill and also the quality of waiting rooms in hospitals and clinics was not deemed to be of an acceptable level for patients who were often in pain and distress. Ms Spooner referred to statistics around ageing in the county: By the year 2016, the population aged 65 years and over will increase by 33% across Norfolk. Projections for the whole of Norfolk showed that there will be 127,300 single person households in 2016 and 142,400 in 2026. Ms Spooner said that statistics showed that the overwhelming majority (62%) of people in Norfolk wanted to die at home but only 24% people in Norfolk did so (and 23% in Great Yarmouth and Waveney). Ms Spooner referred to the Liverpool Care Pathway (LCP) and said that it was recommended in the report, however it was only as effective as the staff who implemented it. Ms Spooner talked about the initiatives currently in place in Norfolk: an element of silo thinking around palliative care resulting in a postcode lottery with regards to the provision of services. It was still early days with regards to how CCGs would tackle the challenge of palliative care. Still no equitable access based on care needs. Still no 24/7, 7/7 response.
14. Accomplishments in the Current Fiscal Year Describe project progress in the current fiscal year. Emphasize measurable outcomes and project benefit to the community. Fiscal Year 2017 Objectives Fiscal Year 2017 Accomplishments to Date # of Units # of Clients # of Proposed Objectives and Outcomes: Fiscal Year 2018 Objectives Fiscal Year 2018 Outcomes # of Units # of Clients # of Other Fiscal Year 2019 Objectives Fiscal Year 2019 Outcomes # of Units # of Clients # of Other
By the time Simon is at the end of year 6 he will be able to follow instructions containing 4 key words in a small group situation to enable him to become independent in his learning. Simon will be able to constantly follow instructions at a 2 word level by the end of term Programme developed and monitored by the speech and language therapist termly. Delivered by teaching 3 times per week for 20 minutes. Breaking down instructions into small parts, asking them to repeat the instruction, use of visual aids e.g. objects, symbols and photos
Please comment on whether staff received support from other sources to take their degree in the new/revised programmes supported by NORHED during the project period: 4.6 Ratio of qualified academic staff (Master/PhD) to students by relevant unit (institute/faculty/department) supported by NORHED: This indicator is to be reported on only for the first and the final year of the project. The first year’s reporting will constitute a baseline, and the purpose is to measure change by the end of the project (and possibly beyond, if the project continues). 4.7 Tracing NORHED scholarship/fellowship holders Please complete the below table for NORHED scholarship/fellowship holders from project onset and keep updated so records are available for future NORHED evaluations. Please also include candidates that receive partial NORHED scholarships/fellowships/research support (fieldwork, data collection, publication costs etc.) in order to complete their degree. By informing whether and when the person has left the institution, this tracing table will also provide information on retention rates of qualified academic staff (standard indicator 7). Please note: If the table becomes very long, it can also be included as an attachment. Institution and unit (institute/department/faculty) Name of scholarship/fellowship holder Gender (F/M) Degree type PhD/ Other) Degree title Year enrolled Year Employment year at institution (when relevant) If left when? Other employer type (public/private university/NGO etc.) and country (when relevant) Comments Please add rows if needed Pleasewspm om vi skal be om Totalabellane meir omfattande...ne det ut manuelt sjølv. in employed direct NORHED support no not.
de Vries, L., Gensler, S., & Leeflang, P. (2012). Popularity of brand posts on brand fan pages: An investigation of the effects of social media marketing. Journal of Interactive Marketing (26)2, 83-91.
Cancer prevention Boosts immune response Lactobacillus acidophilus Prevents diarrhea Produce lactase Lactobacillus plantarum Prevents soy allergies Prevents yeast infection Saccharomyces boulardii Boosts intestinal health
Na = 0.1932 N 5. 2.084x10-3 eq/0.3187 L = 0.006542 N 6. 0.1369 g Na2CO3 X (1 mol/105.99g) X (2 eq/1 mol) = .583 X 10-3 eq 2.583 X 10-3 eq/0.2118 L = 0.01220 N 7. 43.17 mL X (1 L/1000 mL) X (0.0132 eq/1 L) = 5.76972 X 10-4 eq eq wt = g/eq = 0.2131 g/5.76972 X 10-4 eq = 369 g/eq 8. 20.07 mL X (1 L/1000 mL) X (0.1100 eq/1 L) X (173.8/1eq) = 0.3837 g acid (0.3837 g/0.7231 g) X 100 = 53.06%
PlayerProfile Table Game Table PlayerId(PK) PlayerUsername 01 MrReaper 02 WidowKiller GameID(PK) GameDescription 14 Underwatch 15 PlanetCraft Server Table ServerId(PK) ServerName S01 E01AppServer S02 W02AppServer
Tuesday 20 Feb الطالب من صفحة 23 إلى صفحة 59+اوراق العمل الخاصة بالاختبار Non – Arabs Study worksheet Wednesday 21 الاجتماعيات كتاب الطالب ص11-27 + أوراق العمل مهمة
The first distribution pictured above has a smaller standard deviation, and so more of the data are heavily concentrated around the mean than in the second distribution. Also, in the first distribution, there are fewer data values at the extremes than in the second distribution. Because the second distribution has a larger standard deviation, the data are spread farther from the mean value, with more of the data appearing in the tails. Technology Note: Investigating the Normal Distribution on a TI-83/84 Graphing Calculator We can graph a normal curve for a probability distribution on the TI-83/84 calculator. To do so, first press [Y=] . To create a normal distribution, we will draw an idealized curve using something called a density function. The command is called 'normalpdf(', and it is found by pressing [2nd][DISTR][1] . Enter an X to represent the random variable, followed by the mean and the standard deviation, all separated by commas. For this example, choose a mean of 5 and a standard deviation of 1. Adjust your window to match the following settings and press [GRAPH] . Press [2ND][QUIT] to go to the home screen. We can draw a vertical line at the mean to show it is in the center of the distribution by pressing [2ND][DRAW]and choosing 'Vertical'. Enter the mean, which is 5, and press [ENTER] . Remember that even though the graph appears to touch the -axis, it is actually just very close to it. In your Y= Menu, enter the following to graph 3 different normal distributions, each with a different standard deviation: This makes it easy to see the change in spread when the standard deviation changes.
in cars. 2002 Interviewed by Boston for an article on mental health impacts of marriage for women and for men. 2002 Interviewed by PsychologyToday.com for an article on handling family conflict at holiday gatherings. 2002 Interviewed by Washington Times for an article on ways of reducing stress and conflict in holiday family gatherings. 2004 Interviewed by Los Angeles Times for article on holidays and family stress. 2004-2009 Member of Marriage Institute Advisory Board, Redbook magazine. 2004 Interviewed by Redbook for an article on changes in couples’ expectations of marriage. 2004 Interviewed by Los Angeles Times for article on negative responses to a spouse’s physical illness. 2004 Interviewed by Redbook for an article on communication in couple relationships. 2005 Interviewed by Philadelphia Inquirer for article on spouse similarities and longitudinal marital satisfaction 2005 Interviewed by Redbook for article on members of couples who have different parenting styles. 2005 Interviewed by Baltimore Sun for article on infidelity. 2005 Interviewed by Redbook for article on resolving couple conflicts in stepfamilies. 2005 Interviewed by Redbook for article on reducing stresses of parenting multiple children. 2005 Interviewed by Washington Post for article on couples who choose to sleep apart 2006 Interviewed by Wall Street Journal for article on negative impact on children of parents’ frequent involvement with portable devices 2007 Interviewed by Redbook for article on reducing marital conflict over performance of home maintenance tasks. 2009 Presented keynote address “Families: Their Crucial Roles in Physical and Mental Health” at the annual meeting of the Prince George’s County Mental Health Association, Largo, MD, May 2.
___________________________________________________________________________ Reasons why people rebelled. Colour code to do with rich people and poor Revenge. Some, such as Gytha the mother of King Harold, were desperate to avenge loved ones lost in the battle at Hastings. Pride. Others hated having foreigners rule over them. There were regular attacks on Normans if they dared to walk or ride alone at night. Dispossession. Loss of land was a powerful motive. Some had lost right to the family land if their father or husband had died fighting the Normans. Others who had rebelled and survived lost their land as a punishment. Disrespect for new lords. French lords who took over land from the English thegns often did not know or follow English ways so were not respected. Distance. The fringes of the country were far harder to control than the south-east. People in the north and the west were less aware of the Norman takeover at first but when it did hit them they reacted with anger. Loss of status. such as Edwin and Morcar retained their titles, but lost large parts of their land to Norman knights or favoured Englishmen, therefore reducing their status. Numbers. The English far outnumbered their new Norman masters. Taxation. William imposed too tax demands on the English in his first two years as king. William FitzOsbern: Edric the Wild: Gytha: Earl Edwin: Earl Morcar: Edgar Atheling: Ealdred, Archbishop of York: Robert of Comines: Archbishop Stigand Hereward the Wake II
3._________________________________________________________________________ 4._________________________________________________________________________ 5._________________________________________________________________________ Argument 1: The Normans built castles mainly for military reasons Argument 2: The Normans built castles mainly for status and prestige The gatehouse at Exeter castle into the city. Many Norman castles were built on the sites of existing fortifications. Most castles featured a ditch, ramparts and/or a palisade. More than 80% of castles were built in the countryside and were not well defended. The densest concentration of castles was along the Welsh border. Norman lords added deer parks and encouraged the building of monasteries near their castles. At Hen castle, there were no luxury goods found, suggesting it was occupied by soldiers Many castles featured large towers and gave views over nearby rivers and roads. Many lords built very impressive castles on their estates. 5: The impact of the Norman Conquest on English society to 1087 William ordered a survey to record every piece of land and property in England. It was later called ‘Domesday’ meaning day of judgement. Questions were asked, such as; what is the name of the manor; how much land is there? How many mills and ploughs are there? How much is it worth and how much was it worth when King Edward died? They collected this information on two different dates to ensure that people were not lying.
9:00 – 9:15 Welcoming Remarks – Lesley March, Assistant Attorney General, Office of the Attorney General, Chief of Victims’ Services Unit 9:15 – 9:45 Brief overview of the Lethality Assessment Study 9:45 – 10:30 Determining dominant aggressor and on-scene guidelines for implementing the protocol 10:30 – 10:45 Break 10:45 – 11:30 The role of the advocate and safety planning 11:30 – 12:00 Trauma
To, All Heads of Departments/ Centers having QIP Candidates. Sub: Norms regarding granting extension to QIP PhD candidates. Dear Colleagues, The following Note is towards clarifying certain issues regarding Norms for granting extension beyond 3 years and for allowing QIP PhD candidates to continue with PhD at the end of 3 years. Study Leave is granted to a QIP Scholar from his/her institution only for 3 years. There is an official agreement between IITG and candidate’s institution. Duration beyond 3 years is the responsibility of the candidate. A further period of 6 months extension beyond 3 years is considered & provided for in the AICTE‐QIP Rules depending upon recommendation of Supervisor/ Department. Payment of reduced rate of Living Allowances is considered on case basis and depending upon AICTE QIP Fund availability. There is NO provision in the ordinances of IITG or QIP to convert QIP into Part Time or any other category. Supervisors are requested not to forward/endorse/recommend letters put up by QIP scholars to them which are addressed to candidates’ Institution Heads. All communications to QIP scholars’ parent institution will be done by Coordinator‐QIP‐IITG. QIP scholars should approach QIP Coordinator for extension of Study Leave. Supervisors and Departments are requested to note that issues of Release Certificates, Dates of absence, Bonds, Employment terms, Salary, Leave, Promotion and seniority etc are entangled with the ‘3 years Study Leave’ undertaking between AICTE‐IITG QIP‐ Candidates & their parent Institution. This is a legal document that goes into the candidates Personal Records in his/her institution. A release certificate is issued to the candidate indicating handing over of the candidate to parent institution. Hence it is requested that any clarification that are required by Supervisors may be sought from the Coordinator QIP/ Deputy Registrar‐ CET (HOSQIP). All QIP candidates seeking extension beyond 3 years are invariably granted and the maximum duration of their PhD program is like regular candidates. However beyond 3 years maters like Leave, salary, etc are matters between Candidates and their employing institutions. IITG has no role to play beyond informing that an extension has been requested and that the candidate’s registration continues as recommended by the Supervisors/ Departments. All other Academic matters are as per DOAA norms & instructions which are applicable to all PhD scholars in IITG.
Are International Human Rights Conventions Democratically Legitimate?: Political Constitutionalism and the Hirst Case 07/12/2011 Prof. Cecelia Lynch, PhD University of California at Irvine Christianity, Sovereignty and Universalism in International Relations 14/12/2011 Prof. Dr. Christoph Möllers Humboldt Universität Berlin How to know where Rule and Reason are? The Concept of Normativity in Empirical Research 18/01/2012 Prof. Neil Walker, PhD University of Edinburgh Constitutionalism and Publicness in the new Global order: A Shifting Relationship 25/01/2012 Prof. Richard Ned Lebow, PhD Darthmouth College (USA) Identity, Justice and Globalization
NORMS Term 1 Term 2 Term 3 Term 4 6 Joins in choruses in after repeated readings e.g. , ‘Whoosh, whoosh goes the wind!’ Joins in after repeated readings. Joins in after repeated readings Joins in after repeated readings 7 Dramatise Acts out the story using some of the dialogue Acts out the story using some of the dialogue Acts out the story using some of the dialogue Acts out the story using some of the dialogue 8 a picture capturing the main idea of the story capturing the main idea of the capturing the main idea of the story capturing the main idea of the story or non-fiction text Writing: Shared Writing Term 1 Term 2 Term 3 Term 4 1 Handwriting skills Uses skills already taught in HL Uses skills already taught in HL Uses skills already taught in HL Uses skills already taught in HL 2 Captions With the help of the teacher writes a caption for drawing and reads back what is written. With the help of the teacher writes a caption for drawing and back what is written. With the help of the teacher writes a caption for drawing and reads back what is written. With the help of the teacher writes a caption for drawing and reads back what is written. 3 Simple lists With the help of the teacher, writes simple lists with headings e.g. ‘Animals: dog, cat, cow’ ‘Fruit: apple, banana’ With the help of the teacher, writes simple lists with headings, e.g. ‘Things that can fly: bird, bat, butterfly, bee’
Language Structure and Use (to be learned in context) NORMS Term 1 Term 2 Term 3 Term 4 17 Conceptual oral vocabulary Builds vocabulary on, e.g. ‘Animals : physical appearance, habitat’ Builds vocabulary on e.g. ‘describing processes: life cycle’ Builds vocabulary on e.g. ‘describing processes: making things’ Builds vocabulary on e.g. comparing 18 Simple language structures Develop understanding and ability to use: countable and uncountable nouns e.g. ‘elephants’ / ‘water’ articles e.g. ‘a’ and ‘the’ present tense, e.g. ‘My skin is rough.’ past tense, e.g. ‘I saw a giraffe.’ Develop understanding and ability to use: countable and uncountable nouns e.g. ‘seed’/ ‘water’’ articles e.g. ‘a’ and ‘the’ prepositions, e.g. ‘in’/ ‘on’’ Develop understanding and ability to use: past tense countable and uncountable nouns e.g. ‘masks’ / ‘paper’’ articles e.g. ‘a’ and ‘the’ prepositions, e.g. ‘in’/ ‘on’’ demonstrative pronouns, e.g. ‘Please give me that.’ Develop understanding and ability to use: present and past tense countable and uncountable nouns e.g. ‘cars’/ ‘transport’ articles e.g. ‘a’ and ‘the’ prepositions, e.g. ‘in’/ ‘on’’ comparatives, e.g. ‘fast, faster, fastest
Trial Master File Other Training Study staff Trial subjects rights and safety Informed consent Safety In-/exclusion criteria Withdrawal / drop out Concomitant medication Contraindicated medication Degree of intervention Data Data protection Data capture Recording data Data validation Database lock Other Protocol procedures Main endpoints / variables Protocol specified procedures (complexity) Research biobank
Sponsor: [Name of sponsor] Nordic Trial Coordinater (NTC): [If applicable] National Coordinating investigator (NCI): [All the involved NCI in the Nordic countries] GCP Units [All other GCP Units involved will be listed here] The Communication Plan (CP) defines the regular communication activities that take place during the course of a clinical trial. The main purpose is to ensure that sponsor/national coordinating investigator or principal investigators and GCP monitors receive the information they need in a timely manner. This CP will not be applicable in the clinical trials where a sufficient Communication Plan is made by the sponsor. It is not a requirement to use the CP but a recommendation in the relevant cases. The CP is completed before the initiation of the clinical trial. The sponsor/national coordinating investigator is the owner of the document and is responsible for creating the document and updating the document during the trial whenever needed. The CP is distributed by the sponsor/national coordinating investigator to all the stakeholders as mentioned in the CP. The CP is placed in the sponsor and/or national coordinating investigators Trial Master File. The CP defines where documents should be filed during the course of the clinical trial in order to enable access to the trial documents for GCP monitors and investigators participating in the trial. The CP describes who is responsible for communicating particular information to whom and in what form. The CP defines an effective form of transferring information. The original plan is distributed to all stakeholders as mentioned in the CP. Additional persons should be considered. Updates are distributed to all concerned parties as mentioned in the CP.
Gastrointestinal Illness: Data collection line listing List for: Patients Employees Location: if Symptom(s) Present If Applicable Name Age Sex Room Building/Unit/Wing Onset of Diarrhea or Vomiting Last Episode of Diarrhea or Vomiting Duration Diarrhea Vomiting Abdominal Pain/ Tenderness Nausea Fever Blood in Stool Headache Chills Muscle Ache Hospitalization (Y/N) Hospital Admit Date Death (Y/N), Date Date of Enteric Stool Date of Viral Stool Norovirus Positive (Y/N) Date Time Date Time
Gastrointestinal Illness: Data collection line listing List for: Patients Employees Location: Check if Symptom(s) Present If Applicable Name Age Sex Room Building/Unit/Wing Onset of Diarrhea or Vomiting Last Episode of Diarrhea or Vomiting Duration Diarrhea Vomiting Abdominal Pain/ Tenderness Nausea Fever Blood in Stool Headache Chills Muscle Ache Hospitalization (Y/N) Hospital Admit Date Death (Y/N), Date Date of Enteric Stool Date of Viral Stool Norovirus Positive (Y/N) Date Time Date Time
difficulty breathing or swallowing severe rash yellowing of the skin or eyes irregular heartbeat seizures sore throat, fever, and other signs of infection If you experience a serious side effect, you or your doctor may send a report to the Food and Drug Administration's (FDA) MedWatch Adverse Event Reporting program online [at ] or by phone [1-800-332-1088]. What should I know storage and disposal of this medication? Keep this medication in the container it came in, tightly closed, and out of the reach of children. Store it at room temperature and away from excess heat and moisture (not in the bathroom). Throw away any medication that is outdated or no longer needed. Talk to your pharmacist about the proper disposal of your medication. In case of emergency/overdose In case of overdose, call your local poison control center at 1-800-222-1222. If the victim has collapsed or is not breathing, call local emergency services at 911. Symptoms of overdose may include irregular heartbeat seizures coma (loss of consciousness for a period of time) confusion hallucination (seeing things that do not exist) widened pupils (dark circles in the middle of the eyes) drowsiness agitation fever low body temperature stiff muscles vomiting What other information should I know? Keep all appointments with your doctor. Do not allow anyone else to take your medication. Ask your pharmacist any questions you have about refilling your prescription. It is important for you to keep a written list of all of the prescription and nonprescription (over-the-counter) medicines you are taking, as well as any products such as vitamins, minerals, or other dietary supplements. You should bring this list with you each time you visit a doctor or if you are admitted to a hospital. It is also important information to carry with you in case of emergencies. Brand names Norpramin®
Go to the Map Screen Pull the “TRACK” switch down to “OFF” Goto the “HOME” screen and iPhone press the “ACTIVE TRIP” button press the “CLOSE” button (screen bottom) Android Press the “Stop” button When asked, close the trip Elect a sharing option (you do not need to share) and press “CONTINUE” Your track is now available through the Trimble website with your login Step Five: Making a Map Access your track on a computer in the computer lab Login to Trimbleoutdoors.com Open a web browser (Internet Explorer, Google Chrome, Mozilla Firefox, etc.) Goto: (you can google “trimble outdoors”) At the top right of the page, click the “Login” button and enter your username and password from step 2. Download your track to the computer Once you are logged in, at the top right of the page click “My Dashboard” You will see your track name, date recorded, distance and other information at the top of the page. At the far right click the “Options” menu and choose “Download” Click “KML,” you will notice that the download starts. Click the “Close” button. View a simple map in the web browser From your “Dashboard” click on the link for your track name You will see a simple map in the web browser of Watsonville Highschool Place the map in Microsoft Word With the web browser active (front window), press [ctrl][shift][prnt scrn] (Windows) or [cmd][shift][3] (Mac) all at the same time to copy the screen image to the computer’s memory. Open Microsoft Word and in the new document goto the “Edit” menu and choose “paste.” The map should appear in your document. Click on the image and then select the “Picture Tools/Format” tab in the menu ribbon at the top. Find the “Crop” tool and click it. Black guides will appear on the image. Click and adjust the black guides on the image until you have just the map. Press “Enter” Add a title
I have thee not, and yet I see thee still. Art thou not, fatal vision, sensible To feeling as to sight? or art thou but A dagger of the mind, a false creation, Proceeding from the heat-oppressed brain? I see thee yet, in form as palpable As this which now I draw. Thou marshall'st me the way that I was going; And such an instrument I was to use. Mine eyes are made the fools o' the other senses, Or else worth all the rest; I see thee still, And on thy blade and dudgeon gouts of blood, Which was not so before. There's no such thing: It is the bloody business which informs Thus to mine eyes. Now o'er the one halfworld Nature seems dead, and wicked dreams abuse The curtain'd sleep; witchcraft celebrates Pale Hecate's offerings, and wither'd murder, Alarum'd by his sentinel, the wolf, Whose howl's his watch, thus with his stealthy pace. With Tarquin's ravishing strides, towards his design Moves like a ghost. Thou sure and firm-set earth, Hear not my steps, which way they walk, for fear Thy very stones prate of my whereabout, And take the present horror from the time, Which now suits with it. Whiles I threat, he lives: Words to the heat of deeds too cold breath gives. A bell rings I go, and it is done; the bell invites me. Hear it not, Duncan; for it is a That summons thee to heaven or to hell. Exit SCENE II. The same. Enter LADY MACBETH LADY MACBETH That which hath made them drunk hath made me bold; What hath quench'd them hath given me fire.
14 State 4-H Dairy Judging Contest and Adult Dairy Judging Training Guilford County Ag Service Center Contest Time 9:30 Adult Training starts at 1pm 704-878-3165 March 21 North Carolina Holstein Show Dixie Classic Fairgrounds Wright 336-382-0735 April 25-26 Atlantic Coast Calf Conference Virginia Tech Brittany Thompson 336-516-8196
May 1 Deadline for State 4-H Quiz Bowl and State 4-H Skillathon Entries and Entry Form and Entry Form 5:00 704-878-3165 704-216-8970 May 2 Northwest Dairy Show Alleghany 336-372-5597 May 9 State 4-H Dairy Quiz Bowl Contest and State 4-H Dairy Skillathon Contest Iredell County Agricultural Center, Statesville, NC 8:00 a.m. 704-878-3165 Thomas Cobb 704-216-8970
June 1 Applications due for National 4-H Dairy Conference University of 704-878-3165 TBA Applications due for Southeast Dairy Youth Retreat Carolina John Gunter 336-629-1673 June 19 Central Carolina District Junior Dairy Show Central Carolina Barn 919-691-3062 June 19 Orange County Junior Show Central Carolina Dairy Barn 919-691-3062 June 20 Central Carolina Black and White Show Central Carolina Barn 919-691-3062
July TBA Southeast Dairy Youth Retreat South Carolina John Gunter 336-629-1673 July 17 Carolina Dairy Foundation Golf Tournament Jason Wright 336-382-0735 July 23-24 Greensboro District Junior Day Show Greensboro Extension Office Dairy Barn 919-691-3062 July 28 Guilford County Junior Dairy Show Greensboro Extension Office Dairy Barn 919-691-3062 July 29 Iredell Jr. Dairy Show Iredell County Fairgrounds Trotman, NC 704-878-3165 July 29 Rowan Jr. Dairy Show Rowan County Fairgrounds Salisbury, NC Thomas Cobb 704-216-8970 July 30-31 Statesville District Junior Show Iredell County Fairgrounds Trotman, NC 704-878-3165 August 29 Haywood County Junior Dairy Show Waynesville, NC 4:00 pm 828-550-7433 September 5 Silk Hope Junior Dairy Show Silk Hope, NC
North Carolina Peer Support Specialist Training Application Overview of Peer Support Specialist Training • The content of Monarch’s Peer Support Specialist Training is a curriculum developed by Cardinal Innovations Healthcare and has been approved by the Behavioral Healthcare Resource Program (BHRP) and North Carolina Division of Mental Health Developmental Disabilities and Substance Abuse Services (NC DMH/DD/SAS). • Peer Support Specialist Training is a 40-hour training. Participants must be present and participate for all scheduled 40 hours to be considered for certification. • Participants are required to participate in the trainings through lectures, group activities, and take-home activities. You will also be required to share your personal recovery story. • Participants who were present for the entire training will be awarded a certificate of completion. • To be able to apply for your state certification, the trainee must pass the exam at the end of the training. The trainee can request another opportunity, within a designated period, to the exam if they do not pass the first time. • Completion of this training does not guarantee that the participant will be hired as a Peer Support Specialist. The participant will be responsible to apply and seek employment with applicable providers within their communities. • Training topics include Role of Peer Support Specialist, Substance Abuse and Co-Occurring Disorders, Recovery Tools, Cultural Diversity, Workplace Skills and Peer Support Code of Ethics. • Maximum size is 11 participants. Qualifications for Peer Support Specialist Training • 18 years or older • Have lived experiences in recovery from a significant mental health or substance use disorder • Have been in recovery for at least 12 consecutive months • Have at least a high school diploma or equivalent Cost of training: $250 Slots are limited so enroll today! take
ACTIVITY NO. 31 Title of Activity UAP District D1 Committee Meeting with Cavanico Management DATE January 9 & 11 , 2018 Total Attendees 7 VENUE Bistro Rosario, Davao City and Island Garden City of Samal, Davao Del Norte Objective of the Activity To prepare and arrange the venue for Conference of Mindanao Architects Type of Activity X Physical Arrangement X Preparation and Discussion Socio-Civic Others: Activity in line with X Profession X Professional X Professional Organization Professional Product Activity in support of the UAP corporate thrust X X Social Responsibility X Excellence JANUARY 9 & 11, 2018 CMA ORCOM MEETING Different committees: Transportation and Event Area Planning (c/o UAP North Davao Chapter), Program (c/o UAP Kadayawan Chapter), Overall Activity In-charge (c/o Mouth Apo Chapter) met with the Cavanico management for the preparation and arrangement of the venue for the Conference of Mindanao Architects. The committee meeting with Cavanico management had a favorable outcome for both parties. ACTIVITY NO. 32 of Activity UAP District D1 CMA Orcom Meeting And Orientation DATE January 25, 2018
Prerequisite: Football MATHEMATICS DEPARTMENT Accelerated Algebra w/Trig (T3) Credit: 1 Course Length:2 Semesters Grades: 12 Prerequisite: Teacher Recommendation & Test Score Designed to work with 12th grade students only that have not met college benchmarks in math, this course covers concepts from Algebra I, Geometry, Algebra II and Trigonometry. ACT Subscore of 19-21 Algebra with Trig (T2) Credit: 1 Course Length: 2 Semesters Grades: 12 only Prerequisite: Teacher Recommendation Concepts from Algebra I, Geometry, Algebra II and Trigonometry are covered. ACT Subscore of 17-18 TA Algebra (T1) Credit: 1 Course Length: 2 Semesters Grades: 12 Only Prerequisite: Teacher Recommendation Concepts from Algebra I, Geometry, Algebra II and Trigonometry are covered. ACT Subscore of 15-16 Algebra I Credit: 1 Course Length: 2 Semesters Grades: 9 Prerequisite: Middle School Pre AlG This course covers Algebra topics including rational functions, data & graphs, quadratic equations & functions, systems of linear equations, probability, and measures of central tendency. Algebra I A Credit: 1 Course Length: 2 Semesters Grade: 9 Only Prerequisite: Teacher Recommendation This course will cover topics including Pre Algebra concepts, linear functions; linear equations, probability & measures of central tendency. This class will continue into the 1oth grade year as they take Algebra 1B which is required to receive credit to graduate. Algebra I B Credit: 1 Course Length: 2 Semesters 10 Only Prerequisite: Algebra I A; Teacher Recommendation This course is a continuation of Algebra 1A. It will cover linear systems, quadratic functions, data and their graphs. In order to receive the Algebra 1 credit required by the state for graduation, you must pass Algebra 1A and Algebra 1B. Algebra II Credit: 1 In addition to expanding the mathematical concepts of Algebra I, emphasis will be placed on preparation for study of higher mathematics/abstract thinking skills, the function concept, and
Sat 30th Sept AGM & Licensing Rt Rev Richard Blackburn Bishop of Warrington Cathedral AGM 11 for 11.30 Licensing 3pm Thurs 5th Oct Bring and Share St James 6 30pm Sun 19th Nov Bishop's Diocesan Reader Training Day Conference Rt Rev Martyn Snow Chairperson of Central Readers Council Select Stadium Widnes 9.30-4pm Thurs 7th Dec Advent Meditation Canon Philip Green Area Dean St John Crossens 7.45 for 8 Tues 9th Jan Buddha's Path Eileen Windridge Teacher with Samitha St Simon and St Jude 7.45 for 8 Tues 6th Feb Study Peter Middleton Reader St Peter 7.45 for 8 Thurs 19th April Preaching Rev Canon Dr Rod Garner Diocesan Theologian St Cuthbert 7.45 for 8
5 Team (5 inning games)- One Diamond Game 1 9:00 am 1 vs 2 School responsible to umpire - 3 Game 2 10:00 am 3 vs 4 School responsible to umpire - 2 Game 3 11:00 am 1 vs 5 School responsible to umpire - 4 Game 4 12:00 pm 3 vs 2 School responsible to umpire - 1 Game 5 1:00 pm 4 vs 5 School responsible to umpire - 3 Game 6 2:00 pm Championship Game (1st and 2nd place overall) Umpire is from the eliminated schools Please note; if a team does not show up in your division, the division reverts to a 4 or 3 team division, and is run as such. If only 2 teams come on the day of your tournament, then play a best of 3 with 5 inning games. ***NB***There are no rain dates. The games will only be called if there is a severe weather warning in your area (thunder, lightning, tornado, hail, etc…). Players should come with umbrellas and all other necessary rain gear should it rain on the day of the tournament. TCDSB Softball Rules All rules, unless stated below, shall be the same as those for a regular softball game. ***TEAMS*** A team must have a minimum of 9 players and a maximum of 12. Each team may bat 12 players if they wish, even though some players are not used defensively. Each team must have four outfielders of which one is a rover. The rover must set up on the outfield grass and can come in once the batter makes contact but not before. Defensive players are not permitted to play next to the pitcher when on defense. ***Defensive Alignment*** 4 infielders, 4 outfielders (including the rover), pitcher and catcher You may substitute a player from your starting batting line-up with someone sitting on the that was not in your original line up. This ensures all players on the team are eligible to play in the game. Example: