zilongwang/ReadingBank huggingface dataset:
Generate Monthly Copy Post Summary Journals Accounting Entries Inquiries and Reports Account Inquiry Accounts Overview YTD Budget Report General Ledger Report Template Last Year Budgetary Report Historical Actuals Comparisons Flexible Period Reporting Major Fund Report Munis Cube Reporting GL Account Central Session Wrap-up Review of day’s accomplishments, tasks assigned and any open items requiring by the Implementation Consultant or decisions pending with the client. Your Implementation Consultant will use the last 15 minutes of the training session to document the day’s activities and any open issues that need follow-up on the site report.
SOWK and 80 Introduction to Aging Services, and compressed video to Casper Fall, 2010 3 17 SOWK 5960 Research Application (Thesis) Fall, 2010 2 1 SOWK 5100 Philosophy and Principles of Social Work Fall, 2010 2 13 SOWK and -80 Research Proposal Preparation, online Summer, 2010 1 25 SOWK 5210 Human Behavior in the Social Environment II, large systems Spring, 2010 3 17 SOWK Applied Research Project, UW/CC Spring, 2010 3 11 SOWK 5750 Research Application Spring, 2010 1-2 5 SOWK 5960 Research Application (Thesis) Fall, 2009 2 1 SOWK and -80 Research Application Fall, 2009 1-2 6 SOWK 5715 Advanced Practice with Groups Fall, 2009 2 13 SOWK and -50 Introduction to Aging Services, and compressed video to Casper Fall, 2009 3 12 SOWK Human Behavior in the Social Environment I Fall, 2009 3 28 SOWK 5960 Research Application (thesis) Summer, 2009 2 1 SOWK 5750 Research Application (non-thesis) Summer, 2009 1-2 2 SOWK 5795 Rural Health Care Seminar: Health and Medical Social Work (online); WICHE course Summer, 2009 3 9 SOWK and -80 Research Proposal Preparation, online Summer, 2009 1 18 SOWK 5960 Research Application (thesis) Spring, 2009 2 1 SOWK 5750 Research Application (non-thesis) Spring, 2009 1-2 5 SOWK -80 Advanced Practice with Groups Spring, 2009 2 12 SOWK Applied Research Project Spring, 2009 3 12 SOWK Research Methods, UW/CC Fall, 2008 3 11 SOWK Introduction to Aging Services Fall, 2008 3 9
SOWK and -80 Advanced Practice with Groups Fall, 2008 2 30 SOWK and -80 Research Proposal Preparation, online Fall, 2008 1 2 SOWK and -80 Research Application Fall, 2008 1-2 5 SOWK 5960 Research Application (Thesis) Fall, 2008 2 1 SOWK and -80 Research Proposal Preparation, online Summer, 2008 1 20 SOWK Research Application (Thesis) Spring, 2008 2 1 SOWK 4980 Independent Study: Death and Dying Spring, 2008 3 2 SOWK Health Care Seminar: Health and Medical Social Work (online) Spring, 2008 3 1 SOWK (Casper) Methods III: Practice with Large Systems Fall 2007 3 21 SOWK 5750 Research Application (Non-Thesis) Fall, 2007 1-2 5 SOWK 5740 Research Proposal Preparation, online Summer, 2007 1 17 SOWK 4570 Research Project, compressed video Spring 2007 3 35 SOWK 5750 Research Application (Non-Thesis) Spring 2007 1-2 8 SOWK 3650 Methods III: Practice with Large Systems Fall 2006 3 20 SOWK 5200 Human Behavior in the Social Environment I, online and face to face Fall 2006 3 16 SOWK 5750 Research Application (Non-Thesis) Fall 2006 1-2 5 SOWK 5740 Proposal Preparation Course, online Summer 2006 1 15 SOWK 3640 Methods II, Practice with Groups Spring 2006 3 12 SOWK 5210 Behavior in the Social Environment II-larger systems, online Spring 2006 3 10 SOWK 5750 Research Application Spring 2006 1-2 6 SOWK 5200 Human Behavior in the Social Environment I, online and face to face Fall 2005 3 12 SOWK 4780 Seminar: Spirituality and Aging Fall 05 3 6 SOWK 5750 Research Application Fall 2005 1-2 3 SOWK 4980/5980 Independent Study: Diversity Summer 2005 3 3 SOWK 3640-50 Methods II, Practice with Groups Spring 2005 3 15
3a. Please outline why you believe this option is preferred, or why you selected "No response": 4. The Department has valued greenhouse gas emissions reductions attributed to the VEET scheme by adopting a carbon valuation series that was produced by the Federal Climate Change Authority as part of its 2014 Targets and Progress Review.Please outline whether you think this approach is appropriate for valuing greenhouse gas emissions reductions over the period 2016 to 2050? The modelling has likely underestimated the benefits of reducing greenhouse gas emissions to Victoria, by using a ‘cost of abatement’ value (what it costs to reduce one tonne of greenhouse gas emissions) instead of a ‘social cost of carbon’ value in the calculations. The social cost of carbon is defined as the costs imposed on the wider economy by greenhouse gas emissions (most commonly carbon dioxide). These economic damages can take various forms including decreased agricultural yields, harm to human health, property damages from increased flood risk and lower worker productivity. The United States uses a value of $37 per ton of greenhouse gas abatement to guide energy policy decision‐making. This is significantly higher than the 2015 values for carbon abatement which have been used in the VEET modelling (starting at AU$5.49 per tCO2‐e for 2015). Because the likely benefits of greenhouse gas emission reductions have been underestimated, we can be very confident that the 6.9 Mt/yr CO2‐e target will deliver at least the predicted benefits, and that higher targets could also deliver positive benefits if a more realistic value is used. 5. Is there a case to exclude any business sector(s) from participation in the VEET scheme? No 5a. Please outline why this is your preferred option, and comment on how this should be implemented: 5b. Please outline why this is your preferred option: There is ample evidence that significant opportunities exist for business and industry to improve energy efficiency at low or negative cost, and that such efficiency and productivity improvements would deliver benefits to individual businesses and to the wider Victorian economy. I support the inclusion of large energy users (industry, hospitals, universities etc.) in the VEET scheme. However, I do not support these businesses receiving benefits under the scheme for retrospective investment decisions. Investments in energy efficiency made prior to inclusion in the scheme were presumably based on sound economic and business rationales, and hence meet the
scheme. Please outline why you believe these changes should be a priority. efficiency measures for each house. Consideration should be given to encouraging providers to deliver ‘deeper’ comprehensive household retrofits, for example by allowing for the bundling of complementary measures (e.g. ceiling insulation and down light covers).
From 2003 to 2008, Muro was the director of the cemetery administration’s Office of Field Programs. During that period, he twice led that VA administration in achieving the unprecedented American Customer Satisfaction Index (ACSI) score of 95 percent. In October 2008, Muro received the Presidential Rank Award as a Meritorious Executive. Awarded to fewer than five percent of senior federal executives, the award recognizes exceptional leadership, accomplishments and service over an extended time period. Also in October 2008, he was named the Deputy Under Secretary for Memorial Affairs. He was named Acting Under Secretary for Memorial Affairs on Jan. 21, 2009. Muro is a U.S. Navy Veteran who served two tours in Vietnam, including tours on board the destroyer USS Benjamin Stoddert (DDG22) and a tour with a mobile construction Seabee battalion. In the midst of the largest expansion since the Civil War, VA operates 131 national cemeteries in 39 states and Puerto Rico and 33 soldiers' lots and monument sites. More than 3.5 million Americans, including Veterans of every war and conflict, are buried in VA’s national cemeteries on more than 19,000 acres of land. VA’s National Cemetery Administration has consistently received a top rating in the American Customer Satisfaction Index (ACSI), an independent survey of customer satisfaction. In 2010, it achieved a customer satisfaction index of 94. Veterans with a discharge issued under conditions other than dishonorable, their spouses and eligible dependent children can be buried in a VA national cemetery. Also eligible are military personnel who die on active duty, their spouses and eligible dependents. Other burial benefits available for Veterans, regardless of whether they are buried in a national cemetery or a private cemetery, include a burial flag, a Presidential Memorial Certificate and a government headstone or marker. Families of eligible decedents may also order a memorial headstone or marker when remains are not available for interment. - More - Muro Swearing In 3/3/3/3
Tulane Medical School (Feb 25 2013), LSU Emergency Room Residents (Feb 6 2013), Tulane Nursing (Jan 28 2013). “Modern Slavery 101” Bethany United Methodist Church. New Orleans, LA. January 12, 2013. Loyola On-Campus Invited Lectures and Presentations “The Border Crisis” Students for Engagement. Loyola University New Orleans. September 2014. “From PhD to MTV” Delta Sigma Theta Sorority May Week. Loyola University New Orleans. April 2014. “Scholars With and For Others: Research” The Center for Engaged Learning, Teaching, and Scholarship. Loyola University. April 2014. “Modern Slavery and Student Abolitionists” Louisiana School for Math, Science, and the Arts. Natchitoches, LA. March 2014. “Survivors of Slavery Book Talk” Women’s Resource Center Brown Bag Lunch. Loyola University New Orleans. March 2014. “Africana Studies: In the Academy and Beyond.” African and African American Studies. Loyola University New Orleans. February 2014. “Corporate Social Responsibility and Human Trafficking” Alpha Kappa Psi Business Fraternity. Loyola University New Orleans. April 2013. “Modern Slavery and the New Student Abolitionists” Students Advocating for Gender Equality Meeting. Loyola University New Orleans. March 2013. Alpha Kappa Alpha Sorority. Loyola University New Orleans. February 2013. “First in the Pack: Being a First Generation College Student” First in the Pack program. January 2013. “Modern Slavery 101” Guest Lecture for International Human Rights course. Prof. Ken Keuhlman. Feb 2012, Feb 2013. Guest Lecture for Crisis Intervention course. Prof. Rae Taylor November 2012. Lecture for Comparative Criminal Justice course. Prof. Enzo Sainato. April 2012. “First Do No Harm: Good Intentions and Bad Results in Activism” Roundtable Panel. Annual Peace Conference. Loyola University New Orleans. April 2012. Media Appearances Trafficking Survivor Works to Rescue Children from Same Fate.” Fox 8 News. October 6, 2014. “Human Trafficking” The Jim Engster Show. WRKF/NPR-affiliate. April 22, 2014. Profiles of Survivors of Slavery: Modern Day Slave Narratives on Free the Slaves, mtvU, Columbia University Press, and Community Digital News. March/April 2014. http://www.againstourwill.org/activity-feed?page=5
{Logo: University of Concordia} {Logo: CRIR – Centre de recherche interdisciplinaire en réadaptation du Montréal métropolitain} {Logo: École d'optométrie – Université de Montréal} {Logo: Centre intégré de santé et de services sociaux de la Montérégie-Centre} Infrastructure support provided by: {Logo: Réseau de recherche en santé de la vision} Scan the code to view the database {Illustration not reproduced}
Acknowledgements Olga Overbury, PhD Jocelyn Faubert, PhD Michaels, BA Nguyen-Tri, PhD Volunteers Participants {Logos: Hôpital général juif – Jewish General Hospital; universitaire de santé McGill – McGillUniversity Health Centre; École d'optométrie / Université de Montréal.}
maintain taster and non-taster alleles in humans conferring an advantage to heterozygotes perhaps by increasing the repertoire of bitter toxins that can be detected through the diverse receptors (Wooding et al., 2004). Experimental Overview Your ability to taste thiourea-containing compounds will be evaluated by examining both your phenotype and genotype. First, using your self-knowledge of the foods you like and dislike, you will form a testable hypothesis (Taster or Non-taster). Once you have your hypothesis you will determine your genotype by; isolating your genomic DNA (Day 1), PCR amplifying the genetic area of interest using the dCAPs method (Day 2), and using two different methods (restriction enzyme digestion and Sanger sequencing) to generate data for analysis and interpretation (Day 3). You will also directly test your phenotype using PTC taste paper (Day 3). The genotypic data from the class will then be used to perform Hardy-Weinberg Principle analysis to determine if the genetic variation within the class meets expected allelic ratios. (See the Experimental Flow Chart on the following page). Laboratory Safety: These labs require students to work with proteinase K, ethidium bromide and UV light. Care should also be taken, using sterile techniques, to avoid contamination of the samples. Use of significantly reduces the exposure to ethidium bromide. The E-gel waste (ethidium bromide) should be disposed of properly. Cell waste should be disposed of properly. Students should wear lab coats, gloves, and eye protection during these experiments. UV protective shields must be in place when visualizing gels with a UV transilluminator. Concern about the safety of the PTC tasting strips has been questioned by Texley et al., 2004, however further evaluation by Merrit et al., 2008 compares the toxicity of PTC to common table salt and they state “We calculate that the 230 mg of NaCl (salt) in a vending machine bag of potato chips is about 100 times more toxic than the .007 mg of PTC in a taste paper.” There has been 75 years of PTC research without any evidence of toxicity associated with PTC taste paper (Merritt et al., 2008; Wooding, 2006).
Chapter 1 The Road to Broken Plummet Min min Fusty Chapter 2 Outside-inside Gruff Estuary Dollop Seared Remote Chapter 3 Wombat Shuffle Hygienic Vixen Potpourri Crotchety Crevice Chapter 4 Walking Through Walls Shimmer Radiated Abruptly Smattering Chapter 5 Another Avendale Reeled Canter Fandangle Gingerly Tack Prance Chapter 6 Empire Pulpit Makeshift Rummage Empire Glade Pledge Myth Sacred Chapter 7 Water Sprites and Wattle Paddock Dungarees Sprites Doppelganger Coax Graze Dappled Flecks Chapter 8 A Broken Wing Vivid Astride Inferno Piffle Conjured Grief Contraption Jetty Craggy Bush Bashing Fissures Chapter 9 Cooee! Wicker sofa Evacuate Unnerving Figments Alert Cooee Chapter 10 Lady Godivas Wilted Scorched Straggly Cosmos Flared Pang Bounty Impenetrable Banshee Lures Ravine Brumbies Halo Tucker
Chapter 11 River Kids Bonza Champ Arty-farty Synchronicity Destined Chapter 12 Black Friday Tethered Hessian Authoritative Precious Skiff Instinct Chapter 13 The More Things Change Sodden Thermos Easel Receding Chapter 14 The Painted Frail Precariously Flailed Manoeuvred Palette Billy Chapter 15 Fractured Dreams Scowling Chapter 16 Rising Waters Wafting Drooping Squelching Swollen Moored Chapter 17 Fluke Eddies Clarity Rapids Capsized Plunging Churning Diagonally Chapter 18 A Little Night Music Sludgy Debris Banter Chapter 19 Crossing the of Time Reassure Bedraggled Rutted Pixelated Devastated Chapter 20 Breaking Promises Swathe Raggedy Cobber Chapter 21 A Wing and a Prayer Tethered Speckled Trudging Chapter 22 Into the Inferno Inferno Neutral Aligned Embers Escarpment Chapter 23 The Best News Evacuated Trestle Chapter 24 The about Tom Billowed Acrid Corrugated Charred Chapter 25 Christmas Hauled Grille Vaulted Nave Terraces Captured
Self-evaluation Summary - 2018 Murrayville Community College (5433) FISO Improvement Model Dimensions The 6 High-impact Improvement Initiatives are highlighted below in red. Self-evaluation Level Excellence in teaching and learning Building practice excellence Emerging moving towards Evolving Curriculum planning and assessment Emerging Evidence-based high-impact teaching strategies Emerging moving towards Evolving Evaluating impact on learning Emerging Professional leadership Building leadership teams Emerging Instructional and shared leadership Emerging Strategic resource management Emerging moving towards Evolving Vision, values and culture Emerging moving towards Evolving Positive climate for learning Empowering students and building school pride Emerging moving towards Evolving Setting expectations and promoting inclusion Emerging Health and wellbeing Emerging Intellectual engagement and self-awareness Emerging Community engagement in learning Building communities Emerging Global citizenship Emerging Networks with schools, services and agencies Emerging Parents and carers as partners Emerging Enter your reflective comments na
School Strategic Plan for Murrayville Community College 5433 2015-2018 Endorsements Endorsement by School Principal Signed………………………………………. Name…………………………………………. Date…………………………………………… Endorsement by School Council Signed………………………………………. Name…………………………………………. Date…………………………………………… School Council President’s endorsement represents endorsement of School Strategic Plan by School Council Endorsement by the delegate of the Secretary Signed………………………………………. Name…………………………………………. Date……………………………………………
If a student’s combined Listening and Speaking Raw Score is less than 19: Language support services are required. Inform parents of eligibility and begin providing services (unless the parent waives services). If a student’s combined Listening and Speaking Raw Score is between 19-30: Continue with the administration of the Reading and Writing tests. If a student’s Reading Raw Score is less than 11 or the student’s Writing Raw Score is less than 12: Language support services are required. Inform parents of eligibility, complete required documentation, begin providing services (unless a Parental Waiver is completed). If a student’s Reading Raw Score is 11 or higher and the student’s Writing Raw Score is 12 or higher: The student is not eligible for services. The W-APT should be filed in the student’s permanent record. Once eligibility has been determined, the following procedures will be implemented: ESOL Procedures and Record Keeping What goes in all ESOL students’ permanent ELL record folder and teacher file? Cumulative Profile (kept in perm and updated yearly) keep a copy in Data folder and update yearly as well. Move to teacher file once student exits the monitoring process. If still in ESOL when student moves to middle school put the extra copy in teacher file for middle school teacher’s record. Folder Checklist (be sure to sign off at bottom as you verify documents are in file, beginning and end of year) date and initial Green Sheet from Enrollment Ctr. (fill out if present and put it in ESOL perm folder if student qualifies for services, if not leave in Perm but put does not qualify) KEEP Green Card in Perm HLS: Home Language Survey (on enrollment form when initially enrolls) W-APT (when initially screened) (Scan and email to Stacey even if student does not qualify) Initial ESOL Referral Form (new for 2016, kindergarten, when initially this year forward) Parent Notification (added yearly) TPC (testing accommodation forms updated yearly) ACCESS Reports (added yearly, until exits) Exit Letter (When applicable)
Murray X DOB 1/21/11 Sire Ch Warden’s Shall We Dance Sire Ch Bastion’s Rocket’s Red Sire Ch Bastion’s Cookie Cutter Dam Ch Bastion’s Ivystone Ms Scarlett Dam Ch Ironbulls Miss USA at Warden Sire Ch Bastion’s Louisville Slugger Dam Ch Merlgwen & Ironbulls Cactus Ch Xtreme Fidelis Caribou Barbie BISS Ch Newcastles Semper Fidelis Samson BIS BISS Ch Tondra's Heres The Beef Ch Blazin's Princess Borghesse BISS CH Xtreme's Miss Conduct BISS Ch Ashlock's Zam B Z Zinger Ch Xtreme's Dancin Diva Of Eloc
Create a final version of this list prior to running Print Checks. Budget This option determines whether the check run contains current or next year budget information. Cash Account Balance This list allows you to control from which source the program selects to print the cash account balance at the end of the detail invoice list. Print Cash Balance Warning This check box, if selected, directs the program to print the following message on the Full (132-column) report if the cash account balance is less than the check run total: “WARNING - INSUFFICIENT CASH BALANCE” This check box is accessible when the Print Cash Account Balance check box is selected. Certification Page This check box, if selected, directs the program to print the certification page with the report. If certification text exists, it is defined in Accounts Payable Settings by clicking Text. If there is no text in Accounts Payable Settings, the program displays the following message: "Certification text has not been defined." When this check box is selected, certification text is automatically included in the preliminary and nonpreliminary reports. Vendor Receipts Due This box, if selected, indicates to the program to cross-check accounts payable to accounts receivable to delinquent vendors. When this check box is selected, the report includes the vendor, customer, amount owed, AR category/code, bill due date, and bill number. Include Credit When this check box is selected, the program examines each invoice in the check run with an associated purchase order for credit memos with a blank warrant number. The program includes these credit memos in the check run. The program does not process credit memos that a user cannot access due to entity code restrictions. If this situation
Murrieta Valley Unified School District CONTRACTOR: By: Typed or Printed Name By: __________________________ Purchasing and Contracts Director Dated: ______________________________ Title ______________________________________ Signature Type or Printed Name Title (Authorized Officers or Agents) ______________________________________ Signature (CORPORATE SEAL)
STEM – Air Powered Rockets Students learn about: Students to: Teaching strategies QT Sig (4.3.2, SC4-6WS) Occupational Health & Safety risk management strategies responsible behaviour in working environments Occupational Health and Safety practices the safe and responsible use of materials, and techniques in each design project use tools, materials and techniques in a responsible and safe manner in each design project. maintain tools and equipment including computer equipment Students will be conducted into the correct and safe use of all materials and tools and equipment. Demonstrations are to be given to ensure that students maintain a safe environment. 1.5 2.3 3.1 (4.3.1) Tools & Equipment specific relating to air rocket technologies the function, selection and correct use of a range of contemporary tools used for construction of rocket and launch system select and correctly use appropriate hand and machine for a design project Demonstrations during practical lessons. Students manufacture a rocket using various tools they are competent with. Each rocket may require different tools to be used. 1.5 1.2 2.1 4.2.1, 4.1.1, SC4-5WS, SC4-8WS, MA4-2WM) Workplace Communication Skills methods used to generate creative design ideas including mind mapping storming sketching and drawing
(4.2.1., 4.1.1, SC4-%WS, SC$-8WS, MA4-2WM) Workplace Communication Skills Methods used to generate creative design ideas including Mind mapping Brain storming Sketching and drawing (4.6.1,SC4-10PW) use of design folio to record and reflect on design ideas and decisions communication methods including drawings, sketches and models written reports use a variety of methods to generate creative design ideas for each design project use a design folio to record and reflect on design ideas and decisions sketch, draw and model to aid design development communicate information appropriate to specified audiences Students will develop the folio of their STEM projects. Students will participate in class activities that allow them to explore different ways of communicating information. Students watch YouTube clips of Air Rockets to gather ideas Students are involved in construction of the launching system in small groups Working through project folio will cover propulsion theory, rocket parts, rocket science, and mathematical calculations in relation to height, speed and trajectory. 1.4 1.2 1.5 3.3
Curriculum Vitae Personal: Name: Murtadha Jawad Bakir Nationality: Iraqi Academic Qualifications: Ph.D. Linguistics: (1979) M.A. Linguistics: (1979) M.A. English as a second Language: (1971) B.A. English, (1964) Academic Experience: 2015 - …… Professor of Linguistics: . 2011- 2015 Professor of Linguistics: University of Jordan. 2009-2011 Professor of Linguistics: . 2003-2009Professor of Linguistics and English: . 2001-2003 Professor of Linguistics and English: Applied . 1997-2001 Professor of Linguistics and English: . Professor of Linguistics and English: Mu’ta University. Professor of Linguistics and English: /. Assistant (Associate) Professor of Linguistics and English: /. Assistant (Associate) Professor of Linguistics and English: . Lecturer (Assistant .Prof) of Linguistics and English: . Assistant Instructor of Arabic: . Assistant Lecturer of English and linguistics; . Secondary school teacher of English in . Administrative Appointments: -Head of the Department of Foreign Languages, of and University: 2005- 2008 -Head of the Department of English, of , : 1998-2001. -Head of the Department of English, Women’s of , 1990-1992. -Head of the Department of English, of , : 1981-1984. -Director of Postgraduate program, Dept of English, of , 1980-1984. Courses Taught: -Various undergraduate courses in English language skills: pronunciation, reading and listening comprehension, writing, general and English linguistics, English syntax and phonetics, general linguistics, generative grammar, history of English, applied and socio-linguistics. - Graduate courses (MA and PhD) in Linguistic theory, Syntactic theory, General syntax, Morphology, English Syntax , Lexicology and Lexicography, Psycholinguistics, and Translation at , , and . - Special courses of Arabic as a foreign language. Dissertation Supervision: Several M.A. theses in ELT, Contrastive analysis and socio-linguistic variation. Academic Fields of Interest: General Syntax, Syntax of Arabic, Language Comparison, Translation, Socio-linguistic Variation, and Language Contact.
MUS 152 – Music Theory II Syllabus Course Overview: Credits: 4 Location/Day/Time/Dates: Bert Walker Hall, Room 216/Ruth Day Theater Monday/Wednesday 3:00 p.m. -5:18 p.m. (1/15-5/2, 2018) Instructor: Dan Bickel, Lead Faculty for Music Contact info: Office Hours: Monday: 12:30 p.m. to 3:00 p.m. (Bert Walker 241) 5:25 p.m. to 5:55 p.m. (Bert Walker 241) Tuesday: 4:30 to 7:00 p.m. (Bert Walker 241/Ruth Day Wednesday: 1:00 p.m. to 3:00 p.m. (Bert Walker 241) 5:25 p.m. to 5:55 p.m. (Bert Walker, 241/Ruth Day Lobby) And by appointment Description: Continued study of scales, key signatures, chord structure, intervals, chord progression, and non-harmonic tones. This course includes sight-singing, keyboard harmony, and ear-training. Course Goals: To equip students with tools to appreciate and analyze music, and to comprehend musical form, style, and other musical concepts more deeply. Additionally, the class will to begin or enhance students’ musical creations. Textbook/Materials: “The Musician’s Guide to Theory and Analysis, third edition” Clendinning and Marvin Or the ebook digitally at Please set up a user account at this link, and add yourself to student set 42699 “Music for Sight Singing, ninth edition” Book for ear training portion, or visit Class Expectations: Classroom Behavior: Students are expected to be considerate and respectful to others. Cell phones are to be turned off unless otherwise indicated, and other devices may only be used for
§ 170.210(d) – The date, time, patient identification, user identification, and a description of the disclosure must be recorded for disclosures for treatment, payment, and health care operations, as these terms are defined at 45 CFR 164.501. Optional– Accounting of disclosures. Record disclosures made for treatment, payment, and health care operations in accordance with the standard specified in §170.210(d). CORE * EPs: Provide patients the ability to view online, download, and transmit their health information within 4 business days of the information being available to the EP. 1. More than 50% of all unique patients seen by the EP during the EHR reporting period are provided timely (within 4 business days after the information is available to the EP) online access to their health information subject to the EP's discretion to withhold certain information. 2. More than 5% of all unique patients seen by the EP during the EHR reporting period (or their authorized representatives) view, download, or transmit to a third party their health information. *Exclusions apply: see CMS rule for details View, download, and transmit to 3rd (i) EHR technology must provide representatives) with an online a 3rd party the data specified below. be through a secure channel that integrity-protected in accordance hashing algorithms specified at § (A) View. Electronically view in § 170.204(a), at a minimum, (1) The Common MU Data Set** non-coded) representation if they (2) Ambulatory setting only. information. (3) Inpatient setting only. locations; discharge (B) Download. (1) Electronically download an summary (as applicable to the certification is requested) in according to the standard includes, at a minimum, the readable version, should be in associate with a (i) Ambulatory setting only. All of (e)(1)(i)(A)(1) and
MaLAR4 LARDs AC186955.1 M. acuminate 4318 GTATT* 607/611 47077-51394 3′-5′ MbLAR5 FN396604.1 M. balbisiana 4449 ATAC 382/382 28462-32910 5′-3′ MbLAR6 LARDs FN396605.1 M. balbisiana 4449 GGAG 382/382 36620-41068 5′-3′ MaLAR7 LARDs AC186951.1 M. acuminate 4571 ATAT 446/446 3′-5′ MaLAR8 LARDs AC186753.1 M. acuminate 4550 GTAG 434/437 15832-20381 5′-3′ MbLAR9 LARDs AC186754.1 M. balbisiana 7712 626/635 72565-80276 3′-5′ MaLAR10 AC226051.1 M. acuminate 4005 TTTC* 974/984 129126-133076 5′-3′
Attendance Policy: Include the overall attendance policy of the college. Instructors may want to add additional information in individual syllabi to meet the needs of their courses. General Policies: Instructors’ policy on the use of things such as beepers and cell phones and/or hand held programmable calculators should be covered in this section. Cheating and Plagiarism: This must be included in all syllabi and should include the penalties for incidents in a given class. Students should have a clear idea of what constitutes cheating in a given course. Safety Concerns: In some programs this may be a major issue. For example, “No student will be allowed in the safety lab without safety glasses.” General statements such as, “Items that may be harmful to one’s self or others should not be brought to class.” Library/ Learning Resources: Since the development of the total person is part of our mission, assignments in the library and/or the Learning Resources Center should be included to assist students in enhancing skills and in using resources. Students should be encouraged to use the library for reading enjoyment as part of lifelong learning. Expanded Course Outline:
Rouge Community College Academic Affairs Master Syllabus Date Approved: 28 June 2016 Course Name: Registrar: 0-2-1 Lec-Lab-Credit: BRCC Course Rubric: Common Course Rubric: 2016: Prior to 2016: CIP Code Lecture: Lab: Course: Contact Hrs/Wk: Contact Hrs/Wk: Contact Hrs/Term Credit Hours: Credit Hours: Credit Course Description: Prerequisites: Co-requisites: Suggested Enrollment Cap: Learning Outcomes: Upon successful completion of this course, the students will be able to: 1. 2. 3. 4. Assessment Measures: Assessment of all learning outcomes will be measured using the following methods: 1. 2. 3. 4. Information to be included on the Instructor’s Course Syllabi: Disability Statement: Baton Rouge Community College seeks to meet the needs of its students in many ways. See the Office of Disability Services to receive suggestions for disability statements that should be included in each syllabus.
segments to filter general ledger accounts to be included in the projection. Exclude Temporary Budget Amendments This check box, if selected, directs the program to omit amendments identified as temporary in the Budget Transfers and Amendments program. If you select this check box and create a new projection, the program uses the whole revised budget, less any temporary budget amounts, as the original budget amount. This check box is only accessible when the Budget Amounts to Use field is Current Year Revised. Budgetary Type This list allows you to select whether to include only budgetary accounts, only non-budgetary accounts, or both as defined on the Account Master screen. The default value is Budgetary. Only accounts for which you are entering a budget should be defined as budgetary in the Account Master program. After year- end processing has been completed, your organization should make an effort to not define any budgetary multiyear fund accounts for which you have posted a budget. This will ensure that these accounts are excluded from future projections. Budget Amounts Budget Amounts to Use This group of fields allows you to select budget amounts to use in starting budget request calculations. Each amount can be added to, subtracted from, or averaged with the next budget amount to generate the starting amounts for next year budget. The Additional Percentage box indicates a percentage amount that is added to the result of the selected budget calculation. You can type a negative number to subtract a percentage. Note that the Prior Yr Actual selection pulls amounts from the year prior to the current year (as indicated in the General Ledger Settings screen), not prior to the budget preparation year.
4x200 Time PL PT TO Wood 4’ 10” 7 2 163 K. Arthofer 26.8 Basala 27.1 Shot Put Distance PL PT TO Neal 27.1 Lindmark 30’ 4” 10 A. Arthofer 26.7 Perez-Johnson 34’ 0” 2 8 171 TEAM 1:47.94 1 10 72 Discus Distance PL PT TO Perez-Johnson 91’ 1” 5 4 175 Peterson 80’ 7” 7 2 177
Is This a 1-time Expenditure or Revenue This check box, if selected, indicates that this detail record as a one-time expense or revenue budget request. Priority Item This check box, if selected, indicates that this detail record needs to be considered immediately. Request This list identifies the requesting code for this budget item. These codes are established in the Budget Miscellaneous Codes program by a budget administrator. User-Defined This list identifies user-defined codes. These are established in the Budget Miscellaneous Codes program by a budget administrator. Approval Status This list indicates the approval status of this detail record: Approved, Denied, or Quantity This box contains the projected quantity. Unit Cost This box contains the unit cost. Total This box displays the total amount for the projected quantity at the projected unit cost. The program calculates this value, and this field is not accessible. Any changes must be made in Quantity or Unit Cost to be reflected in the total. Requested Description This box contains a description of the detail budget item. Justification This box contains a justification, or reason, for the budget request. Vendor/Commodity Vendor Identifies the specific Munis vendor number to which the detail line applies. Commodity Indicates a specific commodity code for the budget detail. Item Contains an item number to which the budget detail applies. UOM Displays the unit of measure for the item. Freight Pct Defines the freight percentage for the item. Bid Identifies a specific bid number to which the budget detail applies. Asset to be Replaced Contains the fixed asset number to be replaced by the budget detail line item. Position Job Indicates the job class code.
Name: Muscular System Packet o’ Knowledge Muscles to know: Frontalis Occipitalis Trapezius Deltoid Triceps Flexor digitorum Masseter Orbicularis oculi Orbicularis oris Deltoid Pectoralis major Pectoralis minor Biceps brachii Serratus anterior Rectus abdominus Tensor fascia latae Gracilis Latissimus dorsi Gluteus maximus Sartorius Biceps femoris Tibialis anterior Soleus Vastus medialis Vastus lateralis Rectus femoris Adductor group Teres group Epimysium Bone Tendon Perimysium Fascicle Blood vessel Endomysium Muscle ** Terms do not necessarily correspond with a number on the image Actin (thin) Myosin (thick) Z disc H zone I band A band Sarcomere M line Isotonic:
Muscles Workbook Types of muscles Complete the paragraphs below using the terms in the word bank above. 1) ……………………….muscle: This muscle contracts without ……………………….control. It is found in the walls of our internal ……………………….This muscle is positioned in the diaphragm, eyes, blood vessels, stomach, ……………………….bladder and in the uterus of females. It is also sometimes called ’ ……………………….muscle’ because it lacks the stripes which are visible in striated muscle. Another example is when this type of muscle lines the walls of the ……………………….to push blood back to the heart from the lower body. This is necessary because the blood has to move against ………………………. 2) ……………………….muscle: This is a special type of ……………………….muscle that is found only in the walls of the ……………………….It contracts the heart to pump blood through it. It is different from other involuntary muscles as it contracts rhythmically and never tires. It can be trained like any other muscle which is why we take part in ……………………….exercise. 3) ……………………….muscle: This muscle is found all of the body and is responsible for movement through ……………………….thought. When a footballer kicks a ball he is using this type of muscle in order to ……………………….the leg and make contact. It is this type of muscle which we use to generate the ……………………….that we use in sport. Functions of muscles Outline 4 functions of muscles 1. 2.
Muscle Chart You will be responsible for identifying the following muscles on a (diagram, picture, or illustration) as well as learning each muscles origin, insertion, and action Muscles of the Head: Muscle Origin Insertion Action Frontalis Occipital Bone Skin & Muscle around eyes Draws scalp forwards, wrinkles forehead Occipitalis Occipital Bone Skin & Muscle around eyes Draws scalp forwards, wrinkles forehead Orbicularis oculi Maxillary and frontal bone Skin around eye Closes eye as in blinking Orbicularis oris Muscle near the mouth Skin around lips Closes lip, protrudes lips as for kissing Buccinator Maxilla and mandible Orbicularis oris Compresses cheeks inward as when blowing air Platysma Fascia in upper chest Lower border of mandible Pouting/ frowning Zygomaticus Zygomatic Bone Orbicularis oris Raises corner of mouth as when smiling Masseter Zygomatic arch Mandible Elevates mandible Temporalis Temporal bone Coronoid process and mandible Elevates mandible Medial pterygoid Sphenoid, palatine, and maxillary bones Medial surface of mandible Elevates and moves mandible side to side Lateral pterygoid Sphenoid bone Mandibular condyle Depresses and protracts mandible Sternocleidomastoid Sternum and clavical Temporal bone Pulls head to one side or another and down Muscles of the Pectoral Girdle: Muscle Origin Insertion Action Trapezius Occipital bone and cervical and thoracic vertebrae Clavicle and scapula Rotates scapula Rhomboideus Cervical and Thoracic vertebrae Scapula Retracts, elevates, and rotates scapula Levator scapulae Cervical vertebrae Scapula Elevates scapula Serratus anterior Upper ribs Scapula Pulls scapula anteriorly and downward Pectoralis minor Upper Ribs Scapula Pulls scapula forward/downward or raises ribs Pectoralis major Clavicle, sternum, and costal cartilage of upper ribs Humerus Flexes, adducts, and rotates arm medially
Human Muscles – Lab Guide of What Muscles to Know Head and Neck: Frontalis Occipitalis Orbicularis Oculi Orbicularis Oris Bucinator Zygomaticus Platysma Masseter Temporalis Sternocleidomastoid Splenius Capitis Semispinalis Capitis Shoulders and Chest: Trapezius Rhomboideus Major Levator Scapulae Serratus Anterior Pectoralis Major Pectoralis Minor Teres Major Teres Minor Latissimus Dorsi Supraspinatus Infraspinatus Deltoid Abdomen: Rectus Abdominis External Oblique Internal Oblique Transversus Abdominis Arms: Biceps Brachii Brachialis Triceps Brachii Brachioradialis Flexor Carpi Radialis Flexor Carpi Ulnaris Extensor Carpi Radialis Extensor Carpi Ulnaris Extensor Digitorum Thighs and Hips: Rectus Femoris Vastus Medialis Vastus Lateralis Sartorius Gracilis Adductor Longus Gluteus Maximus Gluteus Medius Tensor Fasciae Latae Biceps Femoris Semitendinosus Semimembranosus Lower Leg: Gastrocnemius Tibialis Anterior Soleus
______________________________ – movement of a limb away from the midline of the body. _____________________________ – movement of a limb towards the midline of the body ______________________________ – movement of a bone raround its longitudinal axis ______________________________ – the proximal end of a limb is stationary while the distal end moves in a circle _____________________________– lifting the foot so that its superior surface approaches the shin _____________________________ – pointing the toes _____________________________ – turning sole medially _____________________________ – turning sole laterally ______________________________ – turning the palm so that it faces anteriorly mnemonic: cupping a bowl of soup in your palm ______________________________– turning the palm so that it faces posteriorly Examples Work with a partner to come up with 5 ways to do each of the following movements: Flexion Extension Hyperextension Abduction Adduction circumduction Types of Muscles Name Definition Example
Semimembranosus Back of the thigh Flexes lower leg and extends thigh Ischium and and fibula Trapezius Triangular muscles at top of back Elevates and depresses scapula Base of cranium Scapula and clavicle Teres major Between scapula and humerus Rotates and abducts humerus Scapula Humerus Latissimus dorsi Muscles covering back of lower ribs Adducts arm Vertebral column and iliac crest Humerus Erector spinae Long muscles running down either side of the spine Extension of the spine sacrum Rib cage, cranium and vertebral Bicep femoris Semitendinosus Back of Flexes lower leg Ischium and femur Tibia and fibula Gastrocnemius Posterior of lower leg Planter flexion and flexion of the knee Femur Calcaneus Soleus Back of lower leg (below gastrocnemius) Planter flexion Tibia and fibula Calcaneus
LoCSDI MMedSci CertMedEd OOH GP at SDUC Clinical interest Musculoskeletal Medicine Contraceptive and Sexual Health Teaching Commitments West Midlands GP Trainer at Higherlands Surgery Keele University Medical School Tutor at Higherlands Surgery Foundation Year Supervisor (UHNM) at Higherlands Surgery Teach on the Keele University Joint Injection Module Research Interest Relevant MSK and GP research projects through Keele Publication: http://www.rheumatology.org.uk/includes/documents/cm_docs/2009/d/development_ of_a_competency_framework_for_gpsis_in_musculoskeletal_rheumatology_ practice.pdf Highest qualification Karen Spinal ESP Physiotherapist Clinical interest Spinal Pain, Spondyloathropathies and Management of Chronic Pain. Treatment of complex persistent spinal pain. Teaching Commitments Contributes to Spinal element of Physiotherapy IST programme. Teaching on LBP MSK module Nursing/ AHP Masters programme at Keele. Research Interest Spinal and recruitment to BSBR AS/ SpA studies. Involved in HIT OA Study Highest qualification Bsc.(Hons) Physiotherapy Alison Morris Musculoskeletal Extended Scope Practitioner Clinical Interest Evidence Based Practice, Musculoskeletal Pain, Shoulder and knee pain Highest Qualification MSc Neuromusculoskeletal Heath Care 2002 Research Interest Recruitment for Trials Getting research evidence into practice through musculoskeletal research Group Alan Nagington Spinal ESP Physiotherapist Clinical interest
Opportunities for community and DHB physiotherapists to gain further skills and qualifications in advanced musculoskeletal practice to become equivalent of nurse ‘specialists’ or ‘practitioners’. 4.2 Effective triage & assessment of secondary level DHB referrals requires: Expansion and recognition of the value of the expert clinician in the triage role within the DHBs, supported by funding and staffing including expansion of the DHB GP liaison role. The position of GP liaison doctor working between primary and secondary care has shown to be an effective way to achieve change in the GP workforce if there is active support and commitment in the secondary service. (This way of operating does not only apply to musculoskeletal conditions). Develop a workforce of non-operative pediatricians/GPs/physicians interested, and expert, in conservative management of minor musculoskeletal disorders in children or adults but with skills to refer appropriately for expert surgical / rheumatological advice. Integrated access to electronic information across different DHBs, particularly digital radiology, clinician dictations with rationalisation of IT services across different DHBs. Clear agreed regional referral guidelines. 4.3 To enable physiotherapists and nurse specialists to undertake first assessments and early treatments of many patients with musculoskeletal conditions requires: Development and consolidation of advanced scopes of practice for physiotherapists by the Physiotherapy Board and recognized by ACC. Better integration between DHB-funded community physiotherapy services and DHB clinicians. A funding model that incentivises virtual FSAs and use of allied personnel to assess secondary level referrals rather than current model which drives use of consultant specialists to carry out FSAs for patients with minor complaints. Extending musculoskeletal training to clinical nurse specialists, ensuring there is an appropriate career path into this area, developing
Appendix 5 Forecast Orthopaedic First Specialist Assessment Volumes, by Age Group Age Group 2006 2010 2016 2020 2026 Relative Change 2026-2006 00-04 05-09 10-14 15-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65-69 70-74 75-79 80-84 85-89 90-94 95-100 100+ 646 708 665 643 624 607 604 667 630 599 829 783 772 840 787 843 870 796 784 857 704 731 757 705 689 587 605 645 664 598 625 568 582 601 627 602 583 513 526 556 669 639 599 544 560 650 676 638 615 543 653 719 746 710 667 649 663 762 789 742 615 776 837 917 955 605 685 900 920 1059 548 610 747 937 1021 518 519 615 707 931 427 460 478 531 678 204 257 305 323 411 84 102 147 170 202 19 24 38 53 66 43 28 55 89 151 -3% -1% -5% 2% -2% 2% 0% -8% -16% -16% 2% 14% 55% 75% 86% 79% 59% 102% 142% 240% 251%
MUSE MACHINE INFORMATION 2017-2018 In-School Performances: (included in membership) Time Signature Wed., Sept. 20 1:45 PM (per. 8) *all school Space/Time/Energy Wed., Nov. 8 9:15 (per. 3) Traveling Trio Trivia Tues., Jan. 9 9:15 (per. 3) On the Air Tues., Feb. 27 9:15 (per. 3) Out-of-School Performances: (available to members only at the indicated price) Victoria Theatre Association: Thurs., Oct. 5 8:00 p.m. $27.00 In the Heights *Muse Night Out Dayton Philharmonic: Fri., Nov. 3 8:00 p.m. $18.00 The Music of Elton John Dayton Fri., Dec. 15 7:30 p.m. $18.00 Muse Musical: Sat., Jan. 13 3:00 p.m. $15.00 ***Victoria Theatre Association: Wed., April 11 8:00 p.m. $27.00 Phantom of the Opera Become a member, and attend all of the in-school performances for $25.00 by going online to musemachine.com to register and pay by credit card, or completing the paper registration form and turning it in with cash or a check made out to Miami East High School to Mrs. Hurst in Room 218. There is a 3% charge for the credit card payment. Order and pay for your out-of-school tickets online or by completing the out-of-school ticket order form in this packet and turning it in with cash or a check made out to Miami East High School to Mrs. Hurst in Room 218. There is a limited number of tickets we can get for each performance, so it is “first come first served.” The above ticket prices, which are available to Muse Machine members only, are reduced from the box office prices. There is an additional $10.00 transportation fee for each Miami East bus ride to and from a performance in Dayton, with a cap of $25.00 for the year. ***Tickets for Phantom are not yet available. These tickets will be available for purchase separately at a later date.