zilongwang/ReadingBank huggingface dataset:
Story Planning Review Meeting 50 Final Story Project** (FINAL EXAM) 150 Attendance 25 Total Points Possible 1000 Final Exam Project: Your Final Exam is Your Final Story Project/Presentation. This will begin two weeks prior to the end of the term through final exam day. Class Calendar Fall 2016 Week/Dates Class Themes & Topics Assignments Due dates for assignments will be announced in class. Week 1: Aug. 29 – Sept. 2 Orientation to College Introduction to Syllabus Introduction to Blackboard, How Do We Treat Each Other, Advising Explanation Purchase Course Materials Read and Sign Syllabus Agreement. Review advising Course Catalog & quiz. Week 2: Sept. 5 – Sept. 9 September 5, 2016 – **No Class Meet in Bldg. 11-129 Sept. 7 September 5, 2016 – Day LASSI, Email Etiquette, Blackboard overview for assignments. Advising Course Catalog, Time Management Activity Review Time Management module/Reflection. Submit LASSI in Blackboard. One on one meetings Week 3: Sept. 12 – Sept. 16 Meet in Bldg. 11-129 Sept. 12 College Success Skills Critical Thinking Activity Learning Style, Note Taking, Advising: A.A. vs A.S Review note/taking module, upload Reflection in Blackboard Reading activity/take notes. One on one meetings Week 4: Sept. – Sept. 23 Self-Discovery Strengths Quest: Overview Talents/Themes/Strengths The Nature of Strengths Movie Overview/Reflection Read Strengths Quest Chapters 1, 2, & 3 and complete quiz. Complete Strengths Assessment. One on one meetings Week 5: Sept. 26 – Sept. 30 Self-Discovery Advising: Inclusion vs. Exclusion, Emotional Intelligence My Plan Assessment Submit **Co-Curricular Read Strengths Quest Chapters 4 & 5 and complete quiz. One on one meetings Week 6: Oct 3 – Oct. 7 October 6, 2016 – **No Class Career Exploration October 6, 2016 – College Night Advising: Career Planning Holland Activity Career Interview Overview Reviewing Video: Career Planning & Reflection; Read Chapter 10, 11, & 12 Strengths Quest and complete quiz. One on one meetings
If you have any questions or concerns you are more than welcome to contact the Personal Project Coordinator at South Iredell High School, Amber Horn, through e-mail at amber_horn@iss.k12.nc.us or by phone 704-528-4536. By signing this form, you agree to be the student’s Community Mentor and understand the requirements. _________________________________________________ __________________________________________________ ____________________________ Mentor’s Name/Title (Print) Mentor’s Signature Date
Emergency Contacts - Complete all required fields and then Click on Complete Step 3 and Move to Step 4: Additional District Forms to continue. If the box in Step 2 was checked “should this Guardian also be considered an Emergency Contact?” the parents/guardians will already be listed in Step 3. Each student may have up to 5 Emergency Contacts – please keep in mind that only persons listed as an emergency contact have the right to pick up your child and could be contact by the school nurse or discipline officer if parent/guardian cannot be reached. Additional District Forms – Click on each form to complete; all forms must be completed in order to Click on the Complete Step 4 button
Please sign and date and return this sheet to the VA Office. I understand that failure to carry out all of the above may result in suspension of my education benefits and subject me to liability for recovery of overpayment. I, _______________________________________, have reviewed and understand all the items above, have secured answers to my questions and certify that I will comply with all regulations set forth by the Department of Veterans Affairs and Clover Park Technical College. Student Signature: __________________________________________________ Student Identification Number: _________________________________________ Date: ______________________________
Clinical Database / Disease Clinical Research Epidemiology Research Health Economics Health Management Research Health Social Science / Behavioural Research Health System Research Diagnostic Others Therapeutic Area Accident & Emergency Anaesthesiology Cardiology Dermatology Diabetes Mellitus Endocrine / Metabolic ENT Gastroenterology Haematology Hypertension Infectious Disease Medicine Neonatology Nephrology Neurology Neurosurgery Oncology Ophthalmology Primary Care Rheumatology Surgery Transplantation Traumatology Urology Others Disease Area Cancer Haematology disorder Cardiovascular disorder Metabolic / Endocrine disorder Cancer including Leukaemia Anaemia Hypertension Cerebrovascular disorder / Stroke Coronary artery disease Heart Failure Diabetes Mellitus Hyperlipidaemias Obesity Metabolic Syndrome Others: Others: Others:
Psychiatry disorder Rhematological disorder Immunology / Inflammatory disorder Kidney disease Depression Psychotic disorder/ Schizophrenia Osteoarthritis Rheumatoid arthritis SLE Kidney / Organ Transplant ESRD / Dialysis Chronic kidney disease Others: Others: Others: Urological disorder Oral, Gastrointestinal or Liver disorder Respiratory disorder Infectious Disease Benign Prostatic Hypertrophy Erectile dysfunction Acid related / reflux disorder Diarrhoeal disorder/ Gastroenteritis Asthma Chronic Obstructive Airway disorder Dengue Malaria Hepatitis Others: Others: Others: Neurological disorder Reproductive disorder Skin Disorder Epilepsy Infertility Contraception Childbirth & Complication of newborns Congenital Disorder Dermatitis/ Eczema Psoariasis Others: Others: Others: Is this application linked to a previous approved by the UMMC MREC or another current application to the UMMC MREC? Yes, please state the MREC ID Number of the previous study: _________________________ No Has this or a similar application been previously approved by a research ethics committee in Malaysia or another country? Yes, please state the name of the research ethics committee: _________________________ No Has this or a similar application been previously rejected by a research ethics committee in Malaysia or another country? Yes, please state the name of the research ethics committee: _________________________ No
Section F - Environmental Aspects, Impacts & Controls Any activities we carry out that have the opportunity to impact upon the environment need to be assessed and such that adverse environmental events do not occur by using relevant controls. # Environmental Aspect (environmental interaction of activities / products / services) Environmental Impact (changes to the environment caused by Aspects) Wastes Air Quality Water Quality Systems Land / Soils Flora & Fauna Vehicles Humans Natural Resources Other Impacts Associated Rules (Legislation, Laws, Acts, Regulations, Standards etc) Controls (demonstration of compliance with associated rules) Person who will ensure the controls are implemented 1 Erosion of soils and loose surface finishings (bark chip etc). Material may wash into water drains & creeks, impeding flow, causing blockages. EPA, EPR, Council Regulations Sedimentation controls to be put in place where required, silt barriers, absorbent filter socks. Site Manager Material may cause chemical imbalance in ecosystem EPA, EPR, Council Regulations pH neutral materials to be used where possible, restrict wash off as above. Site Manager Material may cause imbalance in desired chemical reactions (e.g. excess material and water would affect water/cement ratios in poured concrete. EPA, EPR, Council Regulations Do not use chemicals that may wash off in rain near freshly poured concrete if rain is expected imminently. Site Manager 2 Traffic / vehicle movements Contribution to increase in greenhouse gas emissions. Council Regulations Other emissions are controlled by vehicle emissions control systems and catalytic converter. Ensure the vehicle is well serviced. Site Manager Noise of vehicle movements Council Regulations Construction work and vehicle use to be restricted to normal working drivers must not use excessive engine speeds. Site Manager
Proposed invitees: All Doncaster schools/academies including special schools and wider specialist provision including White Rose Framework providers and disability support organisations. Charitable organisations. Proposed Format of the event: Background & Context Vision including outcomes Provision specifics (location, number of placements, proposed KPIs) Finance and funding Procurement process: including evaluation against the assessment criteria, written application and competitive interviews for shortlisted proposers. Where appropriate, the panel may choose to visit a school currently run by the proposer group. Respective roles of the DfE, the Local Authority and the Regional Schools Commissioner (RSC) Provider feedback and questions Proposed Speakers Representative from the Community Paediatrics Autism Steering DMBC Head of Service – SEND Parent Representative (Via Doncaster Parent’s Parent in receipt of Short Breaks) Doncaster Clinical Commissioning Group (CCG) Manager DMBC Children’s Commissioning Finance – funding Corporate Procurement Legal Services Section 1 - THE SCHOOL This section lists key details of the school proposed. Your application must be for a school that has these key characteristics. Which local authorities are committed to commissioning places? Doncaster MBC is the principal commissioner of the special free school. Rotherham MBC has expressed support for bid and a strong interest in commissioning places under this category of need. Sheffield City Council has expressed support and acknowledged the need and shortage of such provision in the sub-region. The Doncaster proposal and the Sheffield proposal can both be filled from existing demand and complement each other due to the lack of a shared border and the significant journey time and travel costs that would be involved in moving pupils between the 2 authorities.
The school will also support the education and training outcomes into Post 16 leading to increased opportunities for local improved destinations. Section 5 – PUPIL DATA - TRENDS IN SPECIALIST PROVISION FOR ALL CHILDREN WITH EHC PLANS No. of Settings Please indicate the no. of pupils with an EHC plan living in your authority who are placed within these settings 2012 2017 2020 Resourced provision and units inside LA 2012- 3 2016- 2 (one a secondary academy) (HI resources) 17 12 16 Resourced provision and units outside LA 2012- 2 2016- 4 2 4 2 Special schools (either maintained or academies) inside LA 5 463 407 630 Special schools (either maintained or academies) outside LA 9 (2016) 7 9 8 Independent / special schools inside LA 4 (2 used in 2012) includes 1 ‘Other in 2016 9 24 15 Independent / special schools outside LA 21 (2012) 18 (2016) 38 42 20 Mainstream schools inside LA 120 current 666 573 600 Mainstream schools outside LA 2012- 12 2016- 15 18 17 20 General FE colleges (if relevant) inside LA 2016 only - 1 n/a 165 110 General FE colleges (if relevant) outside LA 2016 only – 10 n/a 39 34
Click on URL below to begin registration Company Details Supplier Name - the full legal name of your company. Tax Country - Enter a country only if you are not a US supplier. Tax Registration Number - All non US suppliers, please provide this information. Taxpayer ID – US suppliers must provide this information. For individuals, this is generally your social security number (SSN). For other entities, it is your employer identification number (EIN). For further instructions, please review the W-9 form. Contact Information Email – Enter your primary company email address. All notifications, including the supplier approval email and any communications related to new opportunities, will be sent to the email address provided. First Name – Enter the first name for your primary contact. Last Name – Enter the last name for your primary contact. Phone Number – Enter the phone number for your primary contact. If you receive an error message that the supplier/Taxpayer Id /contact email already exist, please send an email to to receive a user name and password. Address Book Click the button to enter your company address. Address Line 1 – Enter your street address. Address Line 2- Enter additional street address information if needed. City/Town/Locality – Enter your city. State/Region – Enter your state. Please use the abbreviation TX for Texas. Zip Code/Postal Code – your zip code. Uncheck the ‘RFQ Only Address’ flag. Check the ‘Purchasing Address’ flag to receive Purchase Orders at this address. Check the ‘Payment Address’ flag to receive payments at this address. If you require a separate address for payments, use the button to add an additional address. Minority and Women Owned (M/WBE) Business (M/WBE) Classifications If you are an M/WBE certified business, check the ‘Applicable’ checkbox for all classifications that apply. If Minority Owned, select your Minority Type from the list of values, enter a Certificate Number, select a M/WBE Certifying Agency from the list of values, and enter an Expiration Date for the certificate.
implementation; and (c) Have the authority to accept, expend, or retain any gifts, bequests, contributions, or grants from private persons or private and public agencies to carry out the purpose of this chapter. 74.31.040 Public awareness campaign. In collaboration with the council, the department shall conduct a public awareness campaign that utilizes funding from the traumatic brain injury account to leverage a private advertising campaign to persuade Washington residents to be aware and concerned about the issues facing individuals with traumatic brain injuries through all forms of media including television, radio, and print. 74.31.050 Support group programs — Funding — Recommendations. (1) The department shall provide funding from the traumatic brain injury account established by RCW 74.31.060 to programs that facilitate support groups to individuals with traumatic brain injuries and their families. (2) The department shall use a request for proposal process to select the programs to receive funding. The council shall provide recommendations to the department on the criteria to be used in selecting the programs. 74.31.060 Traumatic brain injury account. The traumatic injury account is created in the state treasury. Two dollars of the fee imposed under RCW 46.63.110(7)(c) must be deposited into the account. Moneys in the account may be spent only after appropriation, and may be used only to support the activities in the statewide traumatic brain injury comprehensive plan, to provide a public awareness campaign and services relating to traumatic brain injury under RCW and , for information and referral services, and for costs of required department staff who are providing support for the council under RCW and . The secretary of the department of social and health services has the authority to administer the funds.
Materials/Equipment Types/variety of materials Amounts of materials needed Types and variety of equipment Appropriate storage and labels Activities in the program Music and movement in classroom activities Development fine motor skills Outdoor play and activities How can I include more physical activity within in the daily schedule? When is a referral appropriate? Child behind in typical developmental sequence(s) Expression of concern by parent or others What can I do to assist children who are not progressing at the same rate as same age peers? Resources: Copple, C. & Bredekamp, S. (eds). (2009). Developmentally appropriate practice in early childhood programs serving children from birth to age 8 (Third Edition). Washington D.C.: National Association for the Education of Young Children. Cheatum, B.A & Hammond, A.A. (2000). Physical activities for improving children’s learning and behavior. Champaign, IL: Human Kinetics. Gronlund, G. (2006). Making learning standards come alive: Connecting your practice and curriculum to state guidelines. Saint Paul, MN: Redleaf Press. Kranowitz, C.S. (2003). The out-of-sync child has run. New York: NY.: The Berkley Publishing Group. Schickedanz, J.A. & Casbergue R.M. 2004. Writing in preschool learning to orchestrate meaning and marks. Newark, DE: International Reading Association. Smith, S.S. (2006). Early childhood mathematics, third edition. New York. New Yord: Pearson Educational, Inc. Vukelich, C., Christie, J., & Enz, B. (2002). Helping young children learn language and literacy. Boston, MA.: Allyn and Bacon. Wellhousen, K. (2001). Outdoor play everyday: Innovative play concepts for early childhood. Clifton Park, NY.: Thomas Delmar Learning. Kentucky Early Childhood Standards as part of the Building a Strong Foundation series Kentucky Academic Standards (Kindergarten through 12)
Teaching assignments 2017/2018 Name Courses Courses Jason Caufield ext. #4006 1.0 FTE Principal RAP Knowledge and Employability Jr/Sr. High Counsellor K&E 9-12 HSC3000 Work Experience 15, 25, 35 Green Certificate Heather Dunsworth ext. #4007 0.8 FTE Social Studies 20-1, 30-1 Social Studies 20-2, 30-2 Science 10, 20, 30 Biology 20, Biology 30 Grade 5 LA & Science Math 8 PE 10, 20, 30 Art 10, 20, 30 Special Projects 10/20/30 Junior High French Nicole Gillies ext. #4016 1.0 FTE Science 14 SS 7,8 LA 7, 8, 9 Science 9 Visual Arts 7, 8 Moodle Administration Forensics 25, 35 Health 7, 8, 9 Chris Watson ext. #4005 0.6 FTE AVAILABLE: Tues, Wed & Thurs Physics 20, 30 Chemistry 20, 30 Math 10C Math 10-3, 20-3, 30-3 Math 20-1, 20-2 Math 30-1, 30-2 Math 31 Science 14 Nick Benoit ext. #4002 0.8 FTE Grade 4 LA & Social Studies Grade 6 English & Science English 10-1, 20-1, 20-2, 30-1 English 30-2 CALM Gen Psy 20 Exp Psy 30 Social Studies 9 Financial Management LLI Testing Agriculture Foods Bradi Baker-Bowen Ext. #4004 1.0 FTE Grade 4 Math & Science Grade 5 Math & Social Grade 6 Math & Social SS 10-1, 10-2 Eng 10-2, Science 7-8 PE 4-9 Design Lisa Vanstone Ext # 4003 0.23 FTE Math 7, 9 Days in Office
Time 8:30-16:30, April 25, 2018 Venue Room 305C+D, BICC Chairman Yin Xingyao, Song Guiqiao Time Promotion Company Speaker Subject 8:30-9:10 BGP Acquisition Technique Center Yao Jingchao Introduction to a leading seismic acquisition software system 9:10-9:50 SINOPEC Geophysical Research Institute Wei Jia The software series of SINOPEC Geophysical Research Institute Tea Break 9:50-10:10 10:10-10:50 PanImaging Software Development Limited Liu Liansheng High efficient and intelligent automatic tomo- statics software package for large data in complex exploration areas—ToModel-V9 10:50-11:30 Dynamic Technologies John Gonzales Running green, high efficient and profitable seismic data acquisition 11:30-12:10 DELL Technologies Ling Weicai Dell EMC HPC Systems Accelerate AI/DL Lunch Break 12:10-13:30 13:30-14:10 Green Century Co., Ltd Cheng Bjoern Ledergerber The EFOY Pro fuel cell generator—Reliable and long-autonomy power wherever & whenever you need it. 14:10-14:50 BGP Southwest Geophysical Company, CNPC Yin Chen The introduction of Geomonitor software for monitoring 14:50-15:30 CNPC Geophysical Software Co., Ltd Research & Development Yue Yubo GeoEast integrated seismic data processing and interpretation system Tea Break 15:30-15:50 15:50-16:30 CNPC Geophysical Software Co., Ltd Research &Development Guo Zhenbo GeoEast integrated seismic data processing and interpretation system
S. No. Name of the Item Toner / Cartridge Approx. Quantity required in 12 Months Rate / in Rs. (inclusive of all taxes) Total Amount in Rs. 1 HP Laserjet 12A ---- Q2612A 35 2 HP Laserjet 35A ---- CB435A 05 3 HP Laserjet 36A ---- CB436A 15 4 HP Laserjet 49A ---- Q5949A 05 5 HP Laserjet 53A ---- Q7553A 40 6 HP Laserjet 78A ---- CE278A 170 7 HP Laserjet 80A ---- CF280A 05 8 HP Laserjet 88A ---- CC388A 140 9 HP COLOR 685 Set Up CZ – 121 CZ – 122 CZ – 123 CZ - 124 02 Set 10 HP CE 310A, CE 311A, CE 312A, CE 313A 02 Set 11 HP Laserjet 312 A --- CF 380A, CF 381A, CF 382A, CF 383A 02 Set 12 HP Colour Toner CE 410AC, CE 411AC, CE412AC & CE 413 AC 02 Set 13 HP Colour Toner 678 set 04 set 14 SAMSUNG MLT – D10435 / XIP 04 15 SAMSUNG SCX 4521D3/XIP 02 16 SAMSUNG Toner / Cartridge MLT – D108S / XIP SAMSUNG ML - 1640 40 17 Samsung MLT – D 1195/XIP 02 18 CANON Cartridge - 319 40 19 CANON Cartridge - 326 50 20 XEROX PHASER 3200 MFP 02 Set 21 XEROX PHASER 6500 (Colour) 02 Set Annexure -II Financial Bid
Small Purchase Authority (SPA) Training Required Certificates Awarded $1,000 Intro to Public Procurement (NIGP) * Intro to Kentucky Public Procurement Professional Service Contracts None $10,000 Training required for $1,000 SPA Advanced Kentucky Public Procurement Kentucky Certified Procurement Analyst (KCPA) $20,000 KCPA certificate Developing and Managing RFP’s (NIGP) * Kentucky Contract Administration Kentucky Certified Procurement Specialist (KCPS) $20,000 + (Exclusive to the Finance & Administration Cabinet & limited agencies) KCPS certificate Successful Negotiations Strategies (NIGP) * 102 – Introduction to Market Research (NASPO) Kentucky Certified Procurement Manager (KCPM) * Or approved equivalent
Course Date Location Intro to Kentucky Public Procurement August 14, 2018 October 30, 2018 November 28, 2018 Capitol Annex Basement Rm T-40 Capitol Annex Basement Rm T-40 Capitol Annex Basement Rm T-40 Advanced Kentucky Public Procurement September 4, 2018 November 15, 2018 Capitol Annex Basement Rm T-40 Capitol Annex Basement Rm T-40 Personal Service Contracts September 13, 2018 October 10, 2018 Capitol Annex Basement Rm T-40 Capitol Annex Basement Rm T-40 Kentucky Contract Administration September 20, 2018 December 13, 2018 Capitol Annex Basement Rm T-40 Capitol Basement Rm T-40 Intro to Public Procurement (NIGP) October 17-19, 2018 Capitol Annex Basement Rm T-40 Developing & Managing RFP’s (NIGP) August 21-23, 2018 Capitol Annex Basement Rm T-40 102 – Introduction to Market Research (NASPO) Webinar Webinar
4.5 A Changed World – 110 Appendices and Bibliography Appendix A – Legislation - 116 Appendix B – Glossary – 121 Appendix C – GSA Forms Submission Form - 124 Research Degrees Schedule - 127 Research Degrees Library Access Form - 128 Bibliography - 130
stance. This stance promoted a concern with reshaping existent culture, with the substitution of more Marxian leftist values disdaining unethical governmental policies, predicated upon Capitalist or bourgeois sensibility. The 1960s were more politically motivated for the previously marginalized who drew inspiration from the American civil rights movement, asserted minoritized validity, and posited a societal organization more Gramscian or inclusive in outlook. The Cockettes made no distinction as to member’s sexuality, ethnicity, or gender orientation, viewing all as valid, and demonstrating a bourgeoning, broader acceptance of difference within American culture. Hippies, largely born before, or during, the Second World War, were the first generation to grow up with the increasing influence of American prosperity, increasing societal inclusivity, and the example of the civil rights movement. Beat dissent may be detected in Hippie countercultural values and was transmuted by later punk movement undertakings. It is currently observed in social movements such as Occupy, with its various franchises or guises promoting a more inclusive demand for populational equity in the face of perceived oppression. Hippies were more media-savvy than their predecessors and maintained events designed to capture media attention such as the frequent ‘Love-ins’ or San Francisco’s ‘Human-be-in’ (1967) that characterized the mid-to-late 1960s, both of which reveal the influence of Funk aesthetics and Bay Area ‘nose-thumbing’ humor. The nature of dissenting countercultures is beyond the scope of this project, however, the continuance of ad hoc social protest demonstrates a continuing dissent regarding perceptions of iniquitous, hierarchical social structuring and insistence that all voices in a culture be heard and valued equally. Such dissent is paralleled globally, in art produced to give voice to non-white identities. The influence of Californian art upon western cultural consciousness may be seen as denying the easy categorization of ignored ethnographic groups. Warhol’s 13 Most Wanted Men (left, created for
possible of such court proceedings so that alternate coverage can be arranged. Labour Conferences and Conventions and Union Training 23.20 Subject to operational requirements, the Employer shall grant a leave of absence without pay to up to five (5) Employees at one time, and a maximum of ten (10) Employees per Academic Year, who may be elected or selected by the Union to attend labour conferences or conventions not to exceed one week in length. At least two (2) weeks’ written notice must be provided to the Employment Supervisor with a copy to Faculty Relations. 23.21 Subject to operational requirements, the Employer shall grant a leave of absence without pay, not to exceed ten (10) hours per Academic Term, to a Union representative who is attending a Union training session. At least two (2) weeks’ written notice must be provided to the Employment Supervisor. Sick Leave 23.22 Employees shall be granted up to ) hours of paid sick leave per Academic Term of an appointment where the number of hours to be paid to the Employee would be based on the number of hours of Scheduled Work that the Employee could not attend work as a result of illness or injury. No additional absences due to medical reasons shall be with pay. 23.23 Where an Employee is unable to perform duties because of illness or injury for a period beyond the period of paid sick leave, the Employee shall be granted sick leave without pay for the period of illness or injury. 23.24 To qualify for either paid or unpaid sick leave, the Employee must notify Employment Supervisor as to the expected duration of the illness or injury. Where required by the Employer, the Employee shall provide an appropriate medical certificate, the cost of which shall be reimbursed by the Employer. Notice of Absence 23.25 An Employee will provide as much notice as possible to Employment Supervisor in the event that will not complete scheduled hours of work due to an absence not addressed in this Article. Employment Supervisor either: a) reassign the hours of work in consultation with the Employee ; or b) note that the absence is without pay and make alternative arrangements for the completion of the work. Academic or Research Conferences
Problem solving and initiative Identify problems, using judgement to suggest solutions proactively, and communicate these and other difficulties to colleagues and lab managers. CV, references and interview Management and teamwork Ability to adapt well to change and service improvements. Ability to contribute to team efficiency by sharing information and constructively supporting others. Ability to work in a small team and execute instructions from and colleagues reliably. CV, references and interview Communicating and influencing Effective written and verbal communication skills, including ability to seek and clarify detail, and to demonstrate technical procedures clearly and concisely. Experience demonstrating technical aspects and own skills to colleagues and/or students. CV, references and interview Other skills and behaviours Positive attitude to colleagues and students. First aider at work certificate or willingness to become trained. CV, references and interview Special requirements Willingness to undertake Health and Safety training specific to role, to comply with basic health and safety procedures. Comply with University policy and procedures in dealing with students and visiting public. CV, references and interview JOB HAZARD ANALYSIS Is this an office-based post? Yes If this post is an office-based job with routine office hazards (e.g.: use of VDU), no further information needs to be supplied. Do not complete the section below. No If this post is not office-based or has some hazards other than routine office (e.g.: more than use of VDU) please complete the analysis below. Hiring managers are asked to complete this section as accurately as possible to ensure the safety of the post-holder. ## - HR will send a full PEHQ to all applicants for this position. Please note, if full health clearance is required for a role, this will apply to all individuals, including existing members of staff. ENVIRONMENTAL EXPOSURES Occasionally (<30% of time) Frequently (30-60% of time) Constantly (> 60% of time) Outside work Extremes of temperature (e.g.: fridge/ furnace) ## Potential for exposure to body fluids - ## (greater than 80 dba - 8 hrs twa) - ## Exposure to hazardous substances (e.g.: solvents, liquids, dust, fumes, biohazards). Specify below: Working in chemistry teaching lab Frequent hand washing
URGENT DIAGNOSES These diagnoses require URGENT provider to provider phone contact. Please, do not leave a voice message or refer by fax alone. Diagnosis Please fax the following records Best Contact [ ] New onset diabetes (any) Fasting BG >125 mg/dl, Random >200 mg/dl, A1C >6.5 [ ] Known type 1 DM with recent DKA / hospitalization most recent Hgb A1C labs if available current medication list latest H&P growth charts Please call our office (OU Schusterman Clinic) at 918-619-4803 or through the Francis Hospital MEDICALL at and ask to speak to the PHYSICIAN ON CALL Please, do not leave a voice message. After speaking to the on-call physician, FAX to 918-619-4801 [ ] Referral form [ ] Insurance info [ ] Demographics [ ] Growth charts Note “URGENT” on the fax cover sheet or in DOC2DOC [ ] New onset diabetes insipidus STAT venous electrolytes [ ] Abnormal newborn screen for adrenal hyperplasia STAT venous electrolytes and 17-OH progesterone, newborn screen results [ ] Confirmed pituitary tumor [ ] Adrenal insufficiency or adrenal mass [ ] Pheochromocytoma [ ] Endocrine hypertension MRI / CT report, labs (if completed), recent office note Urgent thyroid diseases: [ ] Abnormal newborn screen for hypothyroidism [ ] Neonatal hyperthyroidism [ ] New onset hyperthyroidism or Grave’s disease [ ] Confirmed thyroid mass/nodules (goiter) TSH, FT4, growth chart, newborn screen, thyroid imaging reports (if completed) [ ] Neonatal/Congenital hyperinsulinemia with hypoglycemia CMP, insulin level [ ] Prepubertal vaginal bleeding Pelvic ultrasound [ ] Ambiguous genitalia Newborn screen results, stat electrolytes, pelvic ultrasound
LURNEA HIGH SCHOOL Trip Time (one way): 35 minutes 08:41 From: Lurnea High School, Lurnea Walk (about 23 minutes) 09:04 To: Hume Hwy near De Meyrick Ave, Casula 09:04 From: Hume Hwy near De Meyrick Ave, Casula (Stop 2170351) Sydney buses 872 09:16 To: Railway Pde opposite Glenfield Station, Glenfield (Stop 216712)
SIR JOSEPH BANKS HIGH SCHOOL Trip Time (one way): 36 minutes 08:34 From: Sir Joseph Banks High School, Revesby Walk (about 4 minutes) 08:38 To: The River Rd near Turvey St, Revesby 08:38 From: The River Rd near Turvey St, Revesby (Stop 221220) Sydney buses 923 08:45 To: Marco Ave (opposite Revesby Station), Revesby (Stop 221281) 08:56 From: Revesby Station Platform 3, Revesby 09:10 To: Glenfield Station Platform 3, Glenfield
Class Parent name Mobile number St Brigid’s Uniform & Pre Primary Order Form 2018 ITEM SIZE/COLOUR UNIT COST QTY TOTAL All year round GIRLS SPORTS Skort 4 6 8 25.00 BOYS SPORTS Short 4 6 8 20.00 UNISEX SPORTS Polo sports shirt 4 6 8 22.00 Tricot Windcheater with zip 4 6 8 35.00 Tricot Tracksuit pants 4 6 8 25.00 Faction polo shirt Red Blue Yellow Green 4 6 8 22.00 Hat 54cm 58cm 10.00 OPTIONAL EXTRAS Library Bag 10.00 Backpacks 42.00 Beanie 9.00 Scarf 16.00 Office use only: Paid Sent home Collect from office Item on order Awaiting payment Please email or deliver your completed form to the front office.
University, e.g. through divisional funds or an endowed fellowship TAHSN-affiliated hospital-based funding, e.g. through a divisional unrestricted educational fund, practice plan or hospital-based program Sponsored fellowships, e.g. a country or institution funds a fellow to come to Toronto for specific training Fellowships may NOT be funded directly by a pharmaceutical industry partner. If industry partners wish to support fellowship training programs, they may do so by providing unrestricted educational grant to the program/division/hospital. Further, the industry sponsor must adhere to University standards and thus remain at arms-length to the trainee ( ) Fellowship Approval Process Before a fellowship is approved, the must be completed with appropriate sign offs before submission to DoM. 1. Develop a Clear Fellowship Description and complete the New Fellowship Application Educational objectives (as per PGME application), e.g., mastery of a clinical area, completion of a scholarly project, graduate degree, formal course work, etc. Duration of the fellowship (start and end dates) - pre-determined for each fellowship and in alignment with those required for any concurrent Master’s or other graduate course Amount and type of clinical work, including on-call responsibilities if any (this must be consistent with the educational goals of the fellowship) (the ratio of Residents to Fellows on any service cannot be such that the residency program is negatively impacted) Expectations regarding scholarship, e.g. completion of a graduate degree program or scholarly project and if any, % protected time for these activities Teaching expectations – level of trainee, % time Source, method (e.g., T4 income from hospital) and amount of payment (salaries and benefits) must be stated and meet minimum standards (s) Primary fellowship supervisor – name and frequency of contacts with fellow – and responsible Division Director (in general, fellowship supervisors should have no more than 2 fellows at any time) and plan for fellow mentorship Frequency and method of evaluation – see below for details Draft posting and proposed sites for posting of the fellowship opportunity Process of selection of candidates for the fellowship Plan for orientation of VISA sponsor and non-Toronto trained fellows to the University of Toronto Indication of support for the fellowship from relevant senior administrative lead, e.g. hospital PIC or division head 2. Obtain Approval of the Relevant Departmental Divisional
Reserved Speakers Lunch 13:00 - 14:00 14:00 – 14:15 NHP and State Experiences Technology needs and gap – End User’s perspective Shri. Naveen Kapoor, SE, Narora Barrage, UPID on difficulties in modernising the system with SCADA. 14:15 – 14:30 Shri. S. Raja, AEE, NHP, Tamilnadu. Role of Automation – Success and failure. 14:30 – 14:45 Shri. Natkarni. Chief Engineer Goa. in Reservoir control and its challenges. 14:45 – 15:00 Shri. Narendra, Almatti Dam Need of skill in successful running of SCADA at Almatti Dam. 15:00 – 15:15 Shri. Sanjay Doiphode, EE, Maharashtra Flood warning and control challenges a case study. 15:15 – 16:15 Skill Development on hydro-meteorological instrumentation and knowledge partner Mr. Bhattacharya (IASC) Mr. Pankaj Misra (Schneider) CWPRS Public Private Presentation. Also Presentation on QPs/NOSs 16:15 - 17:00 Panel Discussion on “Job Roles, skill requirement and bridging skill gaps” Mr. Nagendra Goel (IASC) Dr. Anju Gaur – (World Bank) Dr. M. K. Sinha – (Executive Member, NCA) Dr. Mrs. V. V. Bhosekar (Dir CWPRS) Dr. S S Srivastava (Chairman Krishna River Management Board, Hyderabad) Prof G S MANI Tea & Exhibition Display 17:00 - 17:30
President/CEO Contact Name: Address: City: State: Zip: Country: Email: Phone: Ext: Fax: Other Contact Name: Address: City: State: Zip: Country: Email: Phone: Ext: Fax: Other Information: By signing this form below, vendor is indicating receipt of an agreement to comply with Tuesday Morning’s Vendor Manual and PO Terms and Conditions, as they may be amended from time to time. The completed form must be signed and emailed back to vendor relations at vendorrelations@tuesdaymorning.com. Authorized Representative signature:_____________________________ Date: Name and Title: Email:
contained in the submitted affidavit, shall be presumed reasonable, subject to evidence to the contrary and Rule 1.5 of the OHIO RULES OF PROFESSIONAL CONDUCT. 17.02 COUNSELING FOR PARENTS WITH CHILDREN When parents of children file a divorce or dissolution, they shall be required to attend a program as designated by the court focusing on children's rights when the marriage is terminated. Upon demonstrating that a party is entitled to relief for good cause shown, the court may waive all or part of the counseling fee or relieve the party of his or her obligation to attend the program on a case-by-case basis. When divorced parties file post-decree motions for change of custody or visitation, the court may require the parties to attend the three-hour counseling program and pay the counseling fee as set forth above. TITLE 18 PARENTING TIME/COMPANIONSHIP/VISITATION SCHEDULES 18.01 PARENTING TIME/COMPANIONSHIP/VISITATION SCHEDULES Liberal visitation is encouraged by the court, taking into account the number of children, their ages, and the geographic proximity of the parties. The visitation schedule, to the extent possible, should encourage periods of visitation of significant duration and minimize frequent shifting of the children back and forth between their parents. The parties are encouraged to upon a schedule of visitation. If they cannot agree, the court will normally order visitation as set forth in the schedule attached to this Rule unless the particular circumstances indicate that such visitation would not be in the best interests of the children. In split custody situations, this Rule shall not apply. When split custody is involved, visitation shall be as ordered by the court, consistent with the philosophy of this Rule and provide, to the extent possible, that siblings shall be together during periods of visitation. Flexibility and cooperation by the parents in handling all aspects of visitation is in the best interests of the children. The parties shall make reasonable efforts to accommodate each other's needs, as well as the needs of the children, in implementing the ordered schedule of visitation. The parties may, from time to time, mutually agree to visitation that varies from the ordered schedule of visitation to accommodate their needs and the needs of the children. Visitation Schedule:
education and nutrition standards. Teachers have adequate materials and resources to provide current nutrition education in the classroom. 2 1 0 N/A Nutrition education opportunities are offered to parents and families. 2 1 0 N/A Parents have the opportunity to volunteer for activities in the school. 2 1 0 N/A “Treat This, Not That” poster is displayed in the school. 2 1 0 N/A School participates in Chef in the Classroom program, teaching students how to cook fresh meals. 2 1 0 N/A School participates in Farmer in the Classroom program, teaching students about where food comes from. 2 1 0 N/A School has a school garden, and students are active participants in the garden. 2 1 0 N/A Total Score: ______/26 = ______% Healthy Eating Opportunities & Practices in Place Partly in Place Not in Place Not Applicable Students have access to healthful food choices in the school cafeteria. 2 1 0 N/A Students have adequate time to eat lunch every day. 2 1 0 N/A Access to vending machines, school stores, and other venues that contain foods of minimal nutritional value are restricted to students during meal periods. 2 1 0 N/A Nutrition information is accessible to students and their parents/guardians concerning the nutritional content 2 1 0 N/A
Elementary & Middle School beverage categories: bottled water, fat-free and low-fat milk, flavored and unflavored; 100% juice without added sweeteners High School beverage categories: also includes zero or low calorie beverages with up to 10 calories/8 oz; other drinks, up to 12 oz servings with no more than 99 calories/ 12 oz; no diet soda or energy drinks Total Score: ______/30 = ______% Physical Activity Fully in Place Partly in Place Not in Place Not Applicable are administered each year to help students determine their own level of fitness and create their own fitness plans. 2 1 0 N/A activities are available that encourage physical activity, such as speakers, recreational demonstrations, and walking clubs. 2 1 0 N/A is promoted in after-school programs, such as intramurals, interscholastic athletics, and physical activity clubs. 2 1 0 N/A According to school schedule, students receive a minimum amount of physical activity minutes (includes, but is not limited to, exercise programs, fitness breaks, recess, field trips that include physical activity, classroom activities that include physical activity, and PE
classes). (Average score if more than one schedule applies) 5 full day: 600 per month 2 1 0 N/A 5 half day: 300 per month 2 1 0 N/A <5 full day: 30 per day 2 1 0 N/A <5 half day: 15 per day 2 1 0 N/A Physical activity opportunities (i.e. recess) are not withheld as a punishment. 2 1 0 N/A Physical activity is never required as a form of punishment. 2 1 0 N/A Full-day students are provided with unstructured opportunities for physical activity, such as recess. 2 1 0 N/A Students receive adequate recess time every day. 2 1 0 N/A Students are active during recess. 2 1 0 N/A
Guinness 9 Cascade Premium Light, Tas 6.5 Little Creatures Pale Ale, WA 9 Stella Artois, Belgium 8.5 Asahi, Japan 8.5 Little River Dark Larger, Tas 8.5 Little River Dorset Larger, Tas 8.5 Willie Smith’s Apple Cider, Tas 9.5 Monteith’s Crushed Pear NZ 8.5 Soft Drinks Ginger Beer, Sparking elderflower 5.5 Lurisia sparking water (750ml) 7.5 Wines by the glass Josef Chromy Relbia,Tas 10 Cloverhill Pipers River, Tas 12 Totara Sav/Blanc ’16 Marlborough, NZ 10 Richlands Pinot Grigio ‘16 Griffith, NSW 9 Mountadam Chardonnay ‘15 Barossa, SA 10 Shaw & Smith M3 Chardonnay ‘14 Adelaide Hills, SA 12.5 Spring Vale Sav/Blanc ‘17 Frecycinet, Tas 10 Dr Loosen Riesling ‘15 Germany 10 Josef Chromy Pinot Gris ‘16 Relbia, Tas 10 Bream Creek Mosaic ‘15 Bream Creek, Tas 9 Saint André Rosé ‘15 South Province, France 9 Red Home Hill Pinot Noir ‘16 Ranelagh, Tas 12.5
Bream Creek Pinot Noir ‘13 Bream Creek, Tas 11 Penny Hill Maplas Merlot ‘15 McLaren Vale, SA 10 Fox Cab/Sav ‘14 McLaren Vale, SA 10 Torbrek Woodcutters Shiraz ‘16 Barossa Valley, SA 10
Wines by the Bottle Sparkling Josef Chromy NV Relbia, Tas 48 Cloverhill NV Tamar Valley, Tas 52 Delamere NV Rose Pipers Tas 48 Taltarni Cuvee Rose ’11 Pyrenees, Vic 52 Pommery Brut Royal NV Champagne, France 110 Veuve Clicquot Yellow Label Brut NV France 115 Chardonnay Mountadam ’15 Barossa, SA 42 Emilia ’16 Spreyton, Tas 44 Brokenwood ‘15 Beechworth, NSW 44 Freycinet ’15 Bicheno, Tas 52 Shaw & Smith M3 ‘14 Adelaide Hills, SA 55 Leeuwin Estate Art Series ‘95 Margaret River, WA 345 Chardonnay Magnum 1.5L Riesling Villa Wolf Gewurztraminer 15’ Germany 40 Bream Creek ’15 Bream Creek, Tas 40 Stefano Lubiana ’16 Derwent Valley, Tas 42 Dr Loosen ’15 Germany 44 Pressing Matters R0 ’15 Coal River, Tas 48
Merlot Serafino ‘15 McLaren Vale, SA 44 Fox Creek ‘14 Mclaren Vale, SA 43 Penny Hill Malpas ’15 Mclaren Vale, SA 42 Cabernet Sauvignon Fox Creek ’14 McLaren Vale, SA 42 Bests Great Western ‘15 Grampians, Vic 42 Morningside ’13 Tea Tree, Tas 48 Drew ’15 Coal River, Tas 52 Penfolds Bin 707 ’04 Barossa Valley, SA 385 Penfolds Bin 707 ’05 Barossa Valley, SA 385 Shiraz Serifino Goose Island ‘15 McLaren Vale, SA 40 Berrigan ’15 Mt. Benson, SA 42 Mitchell Peppertree ’13 Clare Valley, SA 46 Torbreck Woodcutters ’15 Barossa Valley, SA 44 Elderton ’14 Barossa Valley, SA 48 Campbells Bobby Burns ’14 Rutherglen, Vic 48 Two Hands Gnarly Dudes ’16 Barossa, SA 52 Mt Langhi The Gateway ’13 Grampians, Vic 52 Windowrie Family Reserve 00’ Canowindra, NSW 54 Leeuwin Art Series ’13 Margaret River, WA 54 Wirra Wirra Woodhenge ’15 Mclaren Vale, SA 56 Gartner Family 00’ Coonawarra, SA 62
GRAMMAR NON-PROGRESSIVE VERBS Verbs expressing mental state think* suppose believe imagine notice recognise realise know remember forget understand doubt want need prefer mean Verbs expressing emotions love hate like dislike fear envy care mind Verbs expressing possession have* own possess belong (to) Verbs of Perception see* smell* taste* feel* hear Others look* seem appear* sound weigh cost advise promise include contain Verbs with an asterix (*) can be used with the continuous tenses, usually with a different meaning. Is something wrong with Kate? She looks very sad. (look expresses a state) Why are you looking at me like that? (look expresses a deliberate action happening at the time of speaking) What perfume do you use? It smells very nice. (state) Look. Grandma is smelling the flowers we gave her. (action) I have a son, but I don’t have a daughter. Mum can’t come to the phone. She is having a bath. (action) Complete the sentences choosing from the non-progressive in the table above. There may be more than one answer for some of them. I’m not comfortable on this chair. It _feels/seems___________ very hard. Do you _know_________ who that man over there is? Well, your holiday plan interesting, but where will you get that much money from? I _think/suppose/believe/imagine/doubt__________ that piece of land _belongs___________ to the Roberts, but I’m not certain. Elderly people should avoid eating eggs too often because they __contain________ cholesterol, which is bad for them. The strawberries __look______ nice but they _taste_______ rather sour. Do you __believe_______ in ghosts? That is very clever. He __understands/remembers_________ everything very easily.
To Book a please contact Smarties on 01763 85288 or email at outofschool@steeplemorden.cambs.sch.uk THURSDAY 20TH DECEMBER & FRIDAY 21ST Christmas Craft/Gift Making and Cooking Tasty Treats Thursday – Pigs in Blankets with Mash and Veg followed by Christmas Chocolate Pudding Cakes. Friday – Turkey Burgers in a Roll with Potato Wedges and Salad followed by Christmas Iced Sponge. THURSDAY 3RD JANUARY Clay/Woodwork and Jewellery Making Homemade Sausage with Chips and Beans followed by Melon. FRIDAY 4TH JANUARY Nerf Gun/Den Building and Indoor Craft and Cooking Activities Meatballs with Pasta and Homemade Garlic Pizza followed by Apple and Cinnamon Cake with Custard. Scooters and bikes are welcome but safety helmets are required and must be worn. Your children can bring electronic devices, however time will be limited and we expect them to be used appropriately. Please ensure any games are suitable for the age of your child. Please note any damage or loss to personal possessions the club take no responsibility for. Water is available throughout the entire day with a fruit snack in the morning and a little something in the afternoon if they would like. Please don’t forget any packed lunches for children having tea at 4 O’clock.
(= I locked it, and now I remember this.) He could remember driving along the road just before the accident happened, but he couldn’t remember the accident itself. (= I remembered that I had to lock the door and so I locked it.) Please remember to post the letter. (= don’t forget to post it.) FORGET I forget doing something = not recall I’ll never forget meeting her for the first time. (=I’ll never forget when I met her for the first time. That event or that moment is very important for me so I can’t get it out of my mind.) Sally forgot playing tennis when she was young. (= she was playing tennis many years ago but now she doesn’t remember it.) I forget to do something = not remember I’m sorry, I forgot to call you. (= it was your birthday but I was very busy and I just couldn’t remember it.) Don’t forget to meet Mr Morison at 10 this morning. (= you should meet him.) STOP I stop doing something = I stop an activity It’s a good idea to stop eating sweets between meals. I stopped smoking. (=I gave up smoking.) I stop to do something = I stop in order to They stopped to buy some food, and then continued their journey. (= they were driving and they wanted to buy some food so they stopped driving in to buy food.) I’ve written essays and now I want to stop to have a rest. TRY Try to do = attempt to do, make an effort to do: I was very I tried to keep my eyes open but I couldn’t. Try also means ‘do something as an experiment or test’. For example: