zilongwang/ReadingBank huggingface dataset:
PCFD Number and Name – enter the PCFD code and the United Way name associated with the pledge forms/special event being submitted. You may use acronyms, if necessary. Account Number – Utilize the PCFD Account Number listing. Go to the tab associated with the PCFD for the you are preparing the envelope for and search for the account number which corresponding to the department the pledge forms originated from. If there is not an account number listed for the department contact UWCCR. An account number will be established. Provide the department name, agency code(s) listed on the pledge forms, and the associated PCFD in your correspondence. (Each Department has a separate account number for each PCFD. Using an incorrect account number will create errors in reporting and donor accounts.) Account Name – Write full department name Envelope Summary – One Time Gift, Special Events, and Payroll Pledges must be submitted separately. Employee Gift = One-Time Gift Donor # - Enter the number of donors. Pledge – blank Pymt/Adj – Include total of all gifts received Checks – Enter the total of all checks received Cash – Enter the total of all cash received Total – Enter the total of cash and checks. This should match the Pymt/Adj box. Carry all totals down to the Envelope Total Amount row. Payroll (enter no of forms) – this section should be left blank Notes – enter any notes if desired. Deposit # - Include Deposit number from the Bank Receipt Date – the date the deposit was made at the bank. Deposit Slip Included – check this box (and include the copy of the deposit slip/adding tape with the pledge forms) Envelope Completed By – clearly write your name here New Payroll = Include all payroll pledge forms in this envelope Donor # - Enter ONLY the number of new donors. If there are none, enter Zero Pledge – enter the annualized amount of ONLY the new donors’ pledges (box 3). Pymt/Adj – this should be zero since no funds were received Checks – leave blank Cash – leave blank Total – leave blank. all totals down to the Envelope Total Amount row.
Draw the data table below. Measure out l 75mL cornstarch into the 250ml beaker.(just estimate using the readings on the side of the 250mL beaker) . Pour this into the paper cup. Measure out of water. Add a small amount of water at a time to the cornstarch until the mixture begins to thicken (somewhat like the consistency of yogurt) . Stir carefully! Don't fight the viscosity of the Oobleck! !! Thin k the following things, because you will enter the behavior of Oobleck into your data table: Try to cut the Oobleck with the scupu la. Slap the top of the Oobleck in the paper bowl. Pour some Oobleck into your hands and roll it into a ball. Does the ball keep its shape? Make an Oobleck snake and pull it apart quick ly. What happens? Draw in the Oobleck with your scupula. Write your name in it. Fill in the data after you have cleaned up. Results: Write down at least one sentence per "What Happened? " What Did I Do? What Happened? Behaved Like Which State of Matter? Try to cut Oobleck Slap the top of Oobleck in the bowl Pour some Oobleck into your hands and roll it into a ball Make an Oobleck snake and pull it apart quickly Draw in the Oobleck with your scupula (Fill in your own experiment) (Fill in your own experiment)
INTERVIEWEE PERMISSION AND RELEASE FORM I agree to be interviewed as a part of a student project coordinated by the University of Iowa’s Office of Outreach and Engagement. I also give permission for a video and audio recording to be made of my interview. I further agree to be photographed as part of my interview. I authorize the video/audio recording of my interview and my photograph(s), including my name, image, and voice, to be used for educational, research, scholarly, and other non- commercial purposes of the University, including, but not limited to, exhibition, publication, presentation, and distribution in any medium and on the World Wide Web, and deposit in a permanent collection; I transfer and assign to the University of Iowa any right, title, and interest I may have in the video/audio recording of my interview and in my photograph(s), including the copyright and any performance rights, and any right, title, and interest I may have in any works based upon, derived from, or incorporating the recording or my photograph(s). I irrevocably waive any right that I may have to inspect, edit, or approve the video/ audio recording of my interview in any of its forms as well as any such rights relating to my photograph(s). I irrevocably release the University of Iowa, its employees, agents, and assigns, from any and all claims that I may have at any time arising out of, or related to, the video/audio recording of my interview or my photograph(s) or its/their use, including, but not limited to, any claims based on the right of privacy, libel, or defamation. Name of Participant Signature of Participant Date Students/Group Name: Instructor Name: Semester and year:
Functions & Inequalities STUDY GUIDE Write the correct answer in the blank at the right of each question. 1. Which of the numbers 4, 5, or 6 is a solution of x + 5 > 10? 2. Complete the table. Write the function rule for each function table. 3. 4. 5. Write an inequality to represent each situation. 6. Anyone over age fourteen must buy an adult ticket. Use a for age. 7. Kendra can spent at most $8 on lunch. Use m for money. Solve each inequality. Then graph the solution on a number line. You MUST put at least ONE number on your number line. 8. a + 14 < 20 9. c – 15 ≥ 7 10. 8m ≤ 48 11.> 9 12. Riaz to spend no more than $1,250 on his trip. The airfare is $439. Write and solve an inequality to find the maximum amount he can spend on the rest of his trip. Use m for money. Score ________ 1. ________________ 3. ________________ 4. ________________ 5. ________________ 6. ________________ 7. ________________ 8. ________________ 9. ________________ 10. _______________ 11. _______________ 12. _______________ _______________ 13. ______________ 14. ______________ 15. ______________ 16. ______________
Managing the angry patient Knowledge of (and exercising of when appropriate), systems covering the abusive patient Demonstrate a comprehensive knowledge of colleagues providing OOH clinical, social and other services and evidence to demonstrate effective collaboration Demonstration of comprehensive reflection including critical self-reflection Trainer Evaluation: Gaining competency in WPBA through OOH experiences The judgement concerning the level of supervision most appropriate for a trainee must be made by the Trainer evidence to support that they have met the learning outcomes and OOH competencies If a Trainer doesn’t think that sufficient evidence is available to make a judgement concerning WPBA and that additional OOH sessions are required to generate this evidence, then the Trainee may be required to complete additional sessions. In these circumstances the WPBA requirements would need to be clearly stated and the number of additional sessions appropriate. In all such circumstances the Patch Associate GP Dean and head of the GP School would be consulted. Glossary of Abreviations ARCP Annual Review of Competency Progression CbD Case Based Discussion CCT Certificate of Completion of Training COGPED Committee of General Practice Education Directors COT Consultation Observation Tool EWTR European Working Time Regulations GPStR GP Specialist training Registrar HEE KSS Health Education England working across Kent, Surrey Sussex ITP Integrated Training Placement (post) LTFT less Than Full Time Trainee OOH Out of RCGP Royal College of General Practitioners WPBA Work place based Assessment This document has on work from others in its development: Dr Andrew Eynon-Lewis and Dr Rebecca Hamilton at South West Peninsula Deanery Dr Hollands and the Cheltenham Trainers Group Dr Adrian Pett
EHS AVID Tutorial Request Form/Pre-work Inquiry Subject: Standard Essential Question: Name: AVID Period: Date Pre-Work Inquiry /12 Resources /1 Collaborative Inquiry /2 Note-taking /3 Reflection /7 /25 Initial/Original Question: Source, Page # and Problem #: /1 Key Academic Vocabulary/Definition Associated with Topic/Question: 1. 2. /2 What I know about My Question: 1. 2. /2 Critical Thinking about Initial Question: /3 Identify General Process and Steps: /2 Question from Point of Confusion: /2 HANDOUT 2.17b
ANSWER KEY: Leveled Cards Practice DOK1 1b. X is in QI Y is in QII Z is in QIII 2a. 5 units 2b. This is a vertical line where x = 3. 3. 10 units 4. a. N = (-2, 6) and H = (5, 3) 4b. 4 units 4c. 12 5a. Roller coaster: (-9, 7) Carousel: (8, 7) Ferris Wheel: (-7, -8) Log Flume: (7, -9) 5b. 17 units DOK2 6a. Any ordered pair will work as long as -4 ≤ x ≤ 4 and y = 2 6b. The value of y is 2. 6c. 8 units 6d. False. This line can be described as y = 2, because every point on this line has a value of 2 for y. 7a. A = (2,2) B = (2, 6) C = (4,2) 7b. 4 square units
Math 7 – 2 Name _______________________________ OOP – Relay Races Date ________________________________ Solve the following problems using PEMDAS. 1. 24 – 42 ÷ 8 • 2 + 4 2. 2 • (32 – 2) – 8 ÷ 2 3. 27 – 32 ÷ 3 • 2 + 6 4. 3 • (42 – 32) – 4 ÷ 2 5. 20 – 23 ÷ 4 • 2 + 2 6. 3 • (32 – 4) – 23 ÷ 2
Id 115 Question #include <iostream> using namespace std; int main() { int a; a = 5 + 3 * 5; cout <<a; return 0; } A 35 B 20 C 25 D 30 Answer B Marks 2 Unit 1
D None of these Answer A Marks 1 Unit I Id 134 Question What is the difference between struct and in C++? A B Members of a class are private by default and members of struct are public by default. When deriving a struct from a class/struct, default access-specifier for a base class/struct is public and when deriving a class, default access specifier is private. C All members of a structure are public and structures don't have virtual functions D All above Answer B
R-E Y& B normal Y-B Y& B Reverse Y-B Y-E R & B normal B-R R & B Reverse B-R B-E R & Y normal R-Y R & Y Reverse R-Y GENERAL INFORMATION Load Details Feeder Bus A MW MVAR MEASUREMENT AT LCC PANELS Drawing and Sheet No Panel Panel TB.No TB.No Current(Amps) Current(Amps) Angle(Degree) Angle(Degree) TB.No TB.No Current(Amps) Current(Amps) Angle(Degree) Angle(Degree) TB.No TB.No Current(Amps) Current(Amps) Angle(Degree) Angle(Degree)
given of the date that I intend on returning to the clinical programme and that the placement will depend on availability at that time. I understand that I may have to wait for a placement. I will need to return an annual out of programme report for each year that I am out of programme for consideration by the annual review panel. This will need to be accompanied by an assessment report of my progress in my research or clinical placement. Failure to do this could result in the loss of my training number. I will need to give at 3 months’ notice to the Postgraduate Dean and to my employer before my time out of programme can commence. Signed __________________________ Date ________________________ (Trainee) Print name Signed __________________________ Date_________________________ (Educational Supervisor) N.B: Signature required from Regional Advisor for Anaesthetics Trainees Print name Signed __________________________ Date_________________________ (Training Programme Director - TPD) Print name New requests: the Postgraduate Dean will only sign this document it has been signed by the trainee’s education supervisor and Training Programme Director. On-going OOPs: this document should be signed by the TPD and will need to be submitted to the ARCP panel. Signed: __________________________ Date: _________________________ (Postgraduate Dean (or deputy)) Please return to: by 5th January 2018. After 5th January 2018 please submit forms via via the New Portal:
95 [Gray Hymnal] There Is More Love Somewhere *Chalice Lighting Words Cindy Hostetler, Lay Service Leader +*Chorus words by Samuel Longfellow, Musicalisches Hand-buch, Hamburg, 1690 From hand to hand the greeting flows, From eye to eye the signals run, From to heart the bright hope glows; The seekers of the light are one. Reading by Chen Chen “In the Hospital” from When I Grow Up I want to Be a List of Further Possibilities +*Song 112 [Gray Hymnal] Do you Hear? Reading by Courtney E Martin “Listening in the Cracks” from The On Being Blog
Contents Introduction 1 Introduction 1 Course Objectives 1 Overview 1 Course Requirements 2 Introducing Options Online 3 Chapter Introduction 3 Permissions 3 Step by Step – Signing In 3 Step by Step – Signing out of Options Online 5 Defining a Plan 7 Chapter Introduction 7 Step by Step – Plan definition 7 Step by Step – Creating Pathways 9 Step by Step – Renaming a Pathway 10 Step by Step – Deleting a Pathway 10 Pathways and Students 13 Chapter Introduction 13 Step by Step – Adding Students to a Pathway 13 Pathways and Lists 15 Chapter Introduction 15 Step by Step – Creating a Course List 15 Step by Step – Adding lists to different Pathways 18 Multiple-Width Courses in Lists 18 Step by Step – Dealing with Multiple-Width Courses in Lists 19 Blocks 21 Chapter Introduction 21 Step By Step – Defining Blocks 21 Student Choices 23 Chapter Introduction 23 Step by Step – Using the Student Choices Page 23 Classes 27 Chapter Introduction 27 Step by Step – Using the Classes page to automatically generate classes 27 Step by Step – Using the Classes page to manually create classes 28 Step by Step – Applying a Setting Range 29 The Solution Editor 31 Chapter Introduction 31 Step By Step – Using the Solution Editors Automated Routines 31 Step By Step – Using the Solution Editors Manual Routines 34 Step by Step – Manually Allocating Students to Classes 34 Reports 37 Chapter Introduction 37 Step By Step – Reports 37 Transferring the Plan to SIMS and Nova-T 39 Chapter Introduction 39 Step By Step – Transferring the Plan to SIMS 39 Step By Step – Accessing the Transferred Plan In Academic Management. 40 Step By Step – Adding Subjects in Nova-T 41 Step by Step – Importing the Academic Scheme Structure to Nova-T 41 Appendix A – Report Samples 45 Appendix B – Options Online – Student Access 47 Chapter Introduction 47 Step by Step – Inviting Students to Options Online 47
Ok to return to the Pathways and Lists page. Click on Edit List Notes the following text: Students MUST choose 1 from the course options below. Ok and Save the Plan. Create a new list with the title of Languages and a Maximum number of choices of 1. Add the courses of French GCSNF and German GCSNF to the list. Click on Edit List Notes and enter the following text: Students MUST choose 1 option from the course list below. Click Ok and Save the Plan. Create another list with the details as below: List name Max choices Notes Open choice 1 Art GCSE 9-1 CDT:Des & Com GCSE 9-1 Computer Studies GCSE Full Course Drama GCSE 9-1 Food and Nutrition 9-1 French GCSE 9-1 German GCSE 9-1 Geography GCSE 9-1 History GCSE 9-1 Home Economics GCSE 9 - 1 Information Tech OCR Nationals Music GCSE 9-1 Photography 9 -1 Physical Ed GCSE 9-1 Res Materials GCSE Full Course Sociology GCSE Full Course Textiles GCSE 9 -1 Students MUST choose 1 from the course options from the course list below. The lists created will show on the left hand side of the screen with the number of courses and allowed choices detailed. Click on Edit list under the open Choice list and select Home Economics from the courses, click on Remove Selected.
Bright morning stars are rising. [3 times] Day is a-breaking in my soul. Oh, where are our dear mothers. [3 times] Day is a-breaking in my soul. They are sowing seeds of gladness. [3 times] Day is a-breaking in my soul. Oh, where are our dear fathers. [3 times] Day is a-breaking in my soul. They are in the fields a-plowing. [3 Day is a-breaking in my soul. Sermon “’Mother’ is a Verb” Reflection in Silence Musical Interlude Mother Spirit, Father Spirit by Norbert F Cápek Welcome and Concerns of the Congregation
Steinem 8. “Child in a Garden, Giverny” (circa 1909) 9. “Fuji from Lava Beach” (circa 1898-1901) 10. “Late Afternoon – Giverny” (also known as “Railway Embankment - Giverny, Normandy Landscape” (Date unknown) 11. “Meditation” (Date unknown) 12. “Mountain Village, Japan” (1898-1901) 13. “Brook and Wash-House, Giverny” (Date unknown) 14. “Lotus Flowers [Oya, Japan]” (circa 1900) 15. “Portrait of a Young Girl with an Orange” (1898-1901) 16. “Child in Kimono” (1898) 17. “Fuji from the Canal, Iwabuchi” (1898-1901) 18. “Japan” (1900) 19. “Cliffs at Etretat” (Date unknown) 20. Giverny Hillside” (Date unknown)
Offering & Response From you I receive, To you I give, Together we And from this we live. Responsive Reading Hymn Message: Message Title by Speaker’s Name Moment of Reflection Community Dialogue Community Sending Forth/Extinguishing the Chalice written above the two sanctuary doors behind the podium _________________________________________________________ WELCOME, VISITORS! We’re so glad you’re here! Our visitor host will be glad to answer your questions. Find restrooms and the Shared Ministry room through the doors at the front of the sanctuary. The Shared Ministry room has a speaker to listen to services and is a family comfort room for parents with young children. serves as a family comfort room for parents who need to care for young children. CHILDREN’S RELIGIOUS EXPLORATION (CRE) Following ‘A Story for All Ages’ children out of diapers may go with staff to the CRE class - parents/guardians are welcome to accompany them. UPCOMING SERVICES Will be completed by church ANNOUNCEMENTS – See Insert
Variation of costs - Out of School Care costs from ‘For Profit’, ‘Not for Profit’ and voluntary organisations in Edinburgh: Some examples from lowest to highest charges Source: Out of School Care Provider’s Audit City of Edinburgh Council 2015/16 (Fig. 6) Status of organisation Times of delivery Cost per hour Lowest charge ‘Not for profit’ (Voluntary organisation) 3 - 6pm 0.33p ‘For profit’ (subsidized to provide affordable childcare) 3 – 5.45pm £2.58 ‘Not for Profit’ Parent/Committee Led Afterschool Club 3.15 – 5.30pm £3.20 Highest charge ‘Not for Profit’ Parent/Committee led Afterschool Club 3 – 6pm £4.20 ‘Not for Profit’ Parent/Committee led Afterschool Club 3 – 5.45pm £4.54 ‘For Profit’ 2.50 – 6pm £4.65 The majority of childcare providers in Edinburgh (‘For Profit’ and ‘Not for Profit’) charge between £2.50 - £3.50 per hour, which is in alignment with Family and Childcare Trust findings for Eastern Scotland (Fig. 5) As a parent/carer, what do you think are the two best things about out of school care? Priorities clearly articulated by parents included helping to sustain employment and support a work life balance. Parents also valued highly the opportunity for their children to have access to a variety of activities and new experiences with their peer group. Out of school care’s role in supporting the development of children’s independence and resilience was also widely acknowledged. Parent/carers also said. . . ‘It allows me to keep working and to earn for the family, it also enables me to take on more hours at work’. ‘The children/young people like it – they enjoy outdoor learning, trips and variety of activities on offer. It also keeps them entertained and boosts their confidence’. ‘The friendly, excellent, knowledgeable and caring staff make a valuable contribution’. ‘Given that the club is based within the school, transitions between school and club are easy – the location is convenient’.
Providing information to parents The registered person must make the following information available to parents: information about the activities the children will undertake copies of the written statements of safeguarding procedures and complaints procedures. -Is the planning/activities displayed? -Are safeguarding and complaints procedures displayed/ within information packs? CR9.1 Compulsory and Voluntary Parts The registered person must make the following information available to parents: a statement to tell parents that the childcare is open access. CR9.2 Voluntary Part only The registered person must make the following information available to parents: information the registration system Ofsted’s address. – Is the Ofsted Parents poster displayed? CR9.3 Compulsory and Voluntary Parts Providing information to Ofsted The registered person must inform Ofsted of changes of circumstance as soon as they can (no later than 14 working days after the change occurs). CR10 Compulsory and Voluntary Changes to premises and provision
2014 Mathematics Curriculum – on the boil Year Reception Pupils need to continuously use mathematical language alongside manipulation of objects to understand the key concepts in Reception. Strand Autumn Spring Summer Key resources and representations Counting Counting forwards and backwards to 10 by rote. Counting forwards and backwards to 10 breaking the count ie. Passing a ball backwards and forwards or counting how many times a puppet pops up. Counting forwards and backwards to 20 by rote and with breaks in the rhythm. Puppets, numberlines/number tracks, counting songs, musical instruments, counting stories Counting Count on in 1s from any number up to 20. Count on and back in 1s from any number up to 20. Say the number that is 1 more/less than a given number. Counting stick, numberlines/number tracks, number cards, Numicon shapes Number and place value Find a numicon shape/dice shape which is one more/one less than numbers to 10. Find a numicon shape/dice shape which is one more/one less than teen numbers. Place sets of objects and numerals in order of size up to 20. Say next number and number before any number to 20. Numicon, dice cards, counting objects, number cards Number and place value Conservation of number – if a group of objects have no more added or taken away the quantity hasn’t changed . To say which group of objects has more or less in it. To use the words ‘more’, ‘less’ ‘same as’ to compare numbers and sets of objects Order sets of objects and relate to a number line. Numicon, counting objects dolls houses, buses, cars, Shake box Number and place value Use apparatus to create simple repeating patterns with objects or paint (2 elements/variables) Use apparatus to create and continue simple repeating patterns with objects or paint (3 elements/variables) potatoes, cubes, beads, plastic objects, food, Numicon shapes, feely bags Number and place value Order sets of objects to 5 alongside numerals and structured apparatus ie. Numicon. Order sets of objects to 10 alongside numerals and structured apparatus ie. Numicon. Order sets of objects to 20 alongside numerals and structured apparatus ie. Numicon. Multi-link, counters Numicon, arrow cards Coins, Straws bundled into tens
yield components of rice (Oryza sativa L) Olakitan, K.A. Effect of rates of application of ronstar 25EC 1997 on yield and its components in rice (Oryza sativa L) Nafiu, A.K. A study of the morphological and dry matter 2001 characters in four varieties of sugarcane (Saccharum officinarum L). Adebekun O.O. Growth, nutrient uptake and dry matter partitioning 2009 of carrot (Daucus carata L. cv lvor) as influenced by compost and moisture regime in derived savanna. Majekodunmi O.E. Influence of compost on growth, nutrient uptake and 2009 dry matter partitioning of grain amaranths (Amaranthus spp.) Several other undergraduate students 2010 – Date Odunayo O. Evaluation of some early maturing soyabean cultivars 2014 for grain yield and its component POST GRADUATE STUDY SUPERVISION UP TODATE Post Graduate Diploma Name of Student Project Title Year 1. Adenubi, O.O. Weed Management in Cowpea (Vigna unguiculata (L) Walp). 2000 2. Adebisi, .A.A Effects of herbicide on the incidence and severity of 2004 cercospora leaf spot disease of cowpea (Vigna unguiculata (L) Walp) 3. Benson, G.A.S Effects of three synthetic pyrethroids on okra flea beetles (Podagrica) 2004 4. Olaopa, O.O. Screening of some cowpea varieties for resistance 2005 to Callosobruchus maculata in storage. 5. Oyebode, B.L. The control of post flowering insect pests (thrips and bugs) 2005 In cowpea (Vigna unguiculata) (L Walp) with natural plant products.
31 Y. A. Oguntimehin & F. N. Audu (2017). “Gender and Community influence as determinants of Children Access to Basic Education in Kaduna State, Nigeria”. Bulgarian Journal of Science and Education Policy (BJSED) VII (1) We both developed the and other parts were equally contributed Y.A.O.=50 A.F.N.=50 Y.A Oguntimehin & A. Alaba (2017). Stress and Academic Effectiveness in Ogun State Owned Universities Nigeria. Journal of Business (JB) 6,(1) 39-46. ISSN: 2233-369X, e-ISSN: 2346-8297. The study was conceptualized by the lead author, wrote the introductory part while the related literature was reviewed by the he also did the analysis. The research method was designed by the lead author, also the discussion of the findings. Y.A.O = 70 A.A = 30 34 Y.A Oguntimehin & S. A. Ifamuyiwa (2006). Universal Basic Education for Sustainable Development in K. A. Alebiosu & B. J. Ogunkola (eds) Perspectives in Sustainable Development. Institute of Education. Olabisi Onabanjo University, Ago-Iwoye. Lucky Odoni (Nig.) Enterprise, Ijebu-Ode. 61-72. ISBN: 978-077-276-6 The topic was given to the two authors by the Management of Institute of Education. We developed the subheadings together. Y.A.O = 50 S.A.I = 50 CONTRIBUTIONS TO KNOWLEDGE The thrust of my contributions to knowledge is attaining and sustaining qualitative education. The emphases are on fundamental tenets and strategies to achieve all-round sustainable development in Nigeria. To have an affective student-teacher interactive session, I carried out some studies. It was revealed that teacher is not just to be well-versed in the subject-matter or be an authority in teaching techniques alone, other significant variables such as staff training and development to enhance both professional and personal growth; motivation from the government and public by giving appropriate welfare packages; professionalizing teaching to improve commitment; classroom control and organization, quality classroom instructions, desirable school climate environment (the conduciveness) and effective
NATIONAL POPULATION COMMISSION Role: Ad-hoc staff/Enumerator 2006 Responsible for the counting of heads and houses ICELAND RESTURANT Role: Manager 2004 – 2006 Responsible for the buying and selling of goods and services. REHEMA NURSERY & PRIMARY SCHOOL 2002 – 2004 Role: Teacher RELIGION AND SPRITUAL
SINGAPORE POLYTECHNIC INTERNATIONAL Overseas Industrial Training / Immersion Programme Application Form Name of Programme: Date: to Full Name (As in passport and underline surname): Course & Class: Affix Recent Passport Sized Photograph Here School : Nationality: Singapore Citizen Singapore PR Others, please specify: Admission No: Blood Group: Gender: Race: Religion: Date of Birth: Age: NRIC No: PSEA balance: Passport No: Place of Issue: Date of Issue: Date of Expiry: Home Address: Contact Details Home Tel: Handphone No: Email:(Please make sure it’s a valid address) Name of Next-of-Kin: Relationship: (Parent / Sibling / Relative / Guardian) Address of Next-of-Kin: Contact Details of Next-of-kin Home Tel: Handphone No: Office Tel: Email:(Please make sure it’s a valid address)
Your Medical History (it is particularly important that any pulmonary, nervous or mental trouble, asthma related respiratory disorder, cardiovascular problem, previous prolonged illness, allergy, etc. should be stated) Are you under any prescription medication? Description of Any Drug / Food Allergy : Description of Any Dietary Restriction (e.g. Vegetarian, Halal, etc) : Declaration of Family Members Living in the Same House Name Age Relationship to Applicant Occupation Marital Status Gross Monthly Salary (S$) Total Monthly Family Income Monthly Per Capital Income Have you previously received any funding from SP for overseas programmes (if yes, please specify details) Are you a previous recipient of CDC or MOE funding (if yes, please state the year) Do you wish to apply for SPOP Award and GLO Scholarship for this overseas attachment? YES / NO Terms and Conditions for the SPOP Award and GLO Scholarship Qualified students who are Singaporean or Singapore PR (not returning to country of origin) will be awarded SPOP Award and/ or GLO Scholarship.
contributions to support children/household should also be included. Payments in kind, reimbursement for transport and other expenses and National Service (NS) allowance earned by NS men are excluded. If employed, state occupation. Otherwise, state unemployed, housewife, deceased, divorced, separated or performing NS. Award given will be withdrawn if any information provided is falsely declared. The decision made by Singapore Polytechnic is final. PSEA Withdrawal For those who are using their PSEA, please duly fill in the PSEA Ad Hoc Withdrawal Form and ensure there’s sufficient claimable amount in the account. You may call MOE’s PSEA enquiry line at (65) 6260 0777 to find out your total balance in your PSEA. ALL REQUIRED DOCUMENTS AND THIS APPLICATION MUST BE SUBMITTED AT LEAST TWO MONTHS BEFORE THE DEPARTURE DATE OF THE PROGRAMME TO: Singapore Polytechnic International Pte Ltd Singapore Polytechnic T5 01 500 Dover Road Singapore 139651 E-mail: Tel: 6870 8077 Fax: 6775 1263
Visiting the School School Visitors The Charlotte-Mecklenburg Board of Education has directed all schools to implement a visitor identification system. The primary purpose for the regulation is to ensure the safety of all students and staff. In order to comply with this regulation, visitors are required to come to the office, sign the visitor computer, and wear an OP visitor tag. Visitors are NOT allowed to go directly to classrooms or other areas at any time. Visiting & Volunteering In The Office Area - New When your business or volunteer task requires access to the office, administrative offices, back office area, staff mailboxes or teachers’ lounge all visitors and volunteers must enter through the front office lobby door and stop at the secretary’s desk. The secretary will announce your visit and/or check that entry is permissible at that time. It is necessary to maintain and respect the confidential nature of all our students’ business. Therefore, there will be times when access to the back will necessarily be denied. School/Classroom Observations All requests for a classroom observation must be arranged through a school administrator. We request a 48 hour notice be to allow time to adequately arrange for the observation. Protecting the teaching time is the highest priority of the school. Sibling Guidelines At Olde Providence, we encourage parents to be involved in the school and in their child’s education. When practical, we invite the entire family to some events. At the same time, the school environment needs to remain conducive to learning and the safety of our students is paramount. With these objectives in mind, the Sibling Guidelines are as follows: Only parents/adults are invited to school parties, as the rooms become over crowded. Only parents/adults are eligible to attend field trips. Preschool siblings may come to the school with a parent who is involved in an individual volunteer activity such as AR, Art, other PTA work, etc. If a parent is doing volunteer work with a pre-school sibling, please complete the work at a table in the front lobby. Preschool siblings are welcome to come with parents to eat lunch with the older child. Preschool-aged siblings are welcome to attend awards ceremonies (such as AR awards, MLK awards or fitness awards) of the elementary aged child. We require that the preschool aged children remain with the parent at all times. We request that parents do not remove other school-aged siblings from their classrooms for these events as this is disruptive to the learning environment.
Parent and Student Handbook 2013-2014 Hand In Hand We Build the Future Olde Providence Elementary School 3800 Rea Road Charlotte, North Carolina 28226 Phone (980) 3433755 FAX (980) 3433722 Revision History: Whole document review and update 10/2013 Revised Sections Medication at School Illness or Sickness Conferences Birthday Celebrations School Arrival New Sections Medication at School, CMS Policy Visiting & Volunteering In The Office Area CMS Elementary School Grading Procedures Plan OP Wants to Help You – Chart Student Records – Copies
Costs - Doctoral Studies in Economics, Finance and Management (EFM) All students enrolled in the part-time Doctoral Studies are liable to pay tuition fees. Fee structure for students beginning the programme in: Academic Year UE students Non-UE students 2018/2019 1st year PLN (6000 PLN per semester) 3800 Euro (1st semester 2000 Euro, 2nd semester 1800 Euro) 2nd year 12000 PLN (6000 PLN per semester) 3600 Euro (1800 Euro per semester) 3rd year 12000 PLN (6000 PLN per semester) 3600 Euro (1800 Euro per semester) Payment for opening the conferment procedure Approx. 15000 PLN 5000 Euro Payment for retaking a course not completed during the PhD programme 600 PLN for each ECTS point 300 Euro for each ECTS point 2017/2018 1st year 11000 PLN (5500 PLN per semester) 3200 Euro (1st semester 1700 Euro, 2nd semester 1500 Euro) 2nd year 11000 PLN (5500 PLN per semester) 3000 Euro (1500 Euro per semester) 3rd year 11000 PLN (5500 PLN per semester) 3000 Euro (1500 Euro per semester) Payment for opening the conferment procedure Approx. 15000 PLN 4000 Euro 2015/2016; 2016/2017 1st year 10000 PLN (5000 PLN per semester) 3200 Euro (1st semester 1700 Euro, 2nd semester 1500 Euro) 2nd year 10000 PLN (5000 PLN per semester) 3000 Euro (1500 Euro per semester) 3rd year 10000 PLN (5000 PLN per semester) 3000 Euro (1500 Euro per semester) Payment for opening the conferment procedure Approx. 12000 PLN 3000 Euro 2014/2015 1st year 12000 PLN 3200 Euro 2nd year 10000 PLN 3000 Euro 3rd year 10000 PLN 3000 Euro Payment for opening the conferment procedure Approx. 12000 PLN 3000 Euro 2012/2013; 2013/2014 1st year 16000 PLN 4200 Euro 2nd year 14000 PLN 3500 Euro 3rd year 14000 PLN 3500 Euro Payment for opening the conferment procedure - -
could we improve? Meath Care (Inc) is committed to continually striving to deliver the very best services to our residents. We value your feedback as this ultimately assists us to ensure we are delivering the best level of service we can. Name: Signature: Date: I am a: Resident Relative Staff Friend Other: _______________________ Please provide us with details of your feedback and any accompanying information that you think is relevant: What is your suggested solution(s) to the issue(s) Would you like any of the following to occur as a result of your feedback? Apology Explanation Brought to attention of staff Change in procedure or policy Not sure, I am just registering my concern you like to receive a response to your feedback? Yes No How can we best contact you? Postal Address:……………………………………………………………………………………………………………………… Email Address:…………………………………………………… Mobile:………………………………………………….
Over Capacity Locum Dependency matters or comments X X X 6.3 5 D.M. Perry Report from the Chief Nursing Executive* X 6.4 5 Dr. Report from the Northern Ontario School of Medicine* X 6.5 5 Dr. Davenport Report from the Professional Association X 6.6 5 G. Craig Report from the Foundation* X 7.0 FIDUCIARY MATTERS 7.1 5 G. Whitney Report from the Chair of the Patient Safety and Quality of Care Committee: Patient Flow Revised Committee principles, guidelines, and terms of reference New legislated reporting requirements – Vanessa’s Law Other Committee matters or comments X X X X X 7.2 5 G. Walsh Report from the Chair of the Resource Planning Committee: People, Culture, and Strategy updates Financial updates Other Committee matters or comments X X X 7.3 5 D. Mannisto Report from the Governance and Nominating Committee: Process for selection of Officers including Board Chair Disclosure Requirements for Board Directors Streamlining of Board and Committee Evaluation Tools Board of Directors Education Other Committee matters or comments X X X X X 8.0 FOR INFORMATION 8.1 - Committee Work Plans* X 8.2 - Webcast Statistics* X 8.3 - Report from the Health Research Institute* X 8.4 - Report from the Volunteer Association* X 8.5 - Environmental Compliance and Fire Safety Update* X 8.6 5 Partners evaluation and feedback summary* X 9.0 MEMBER COMMENTS 10.0 DATE OF NEXT MEETING – November 7, 2018 11.0 ADJOURNMENT Ethical Framework The Hospital is committed to ensuring decisions and practices are ethically responsible and align with our Vision, Mission and Values. Leaders should consider decisions from an ethics perspective including their implications on patients, staff and the community. The following questions should be considered for each decision: Does the course of action put ‘Patients First’ by responding respectfully to the needs, values, and expectations of our patients, their families, and the communities? Does the course of action demonstrate ‘Accountability’ by advancing a quality patient experience that is socially and fiscally accountable? Does the course of action demonstrate ‘Respect’ by honouring the uniqueness of each individual and his/her culture? Does the course of action demonstrate ‘Excellence’ by fostering an environment of innovation and learning to provide a quality patient experience? For more detailed questions to use on difficult decisions, please refer to the Hospital’s Framework for Ethical Decision Making
6.4 5 Dr. Crocker Ellacott Report from the Chief Nursing Executive* X 6.5 5 Dr. Report from the Northern Ontario School of Medicine X 6.6 5 Dr. Thibert Report from the Professional Staff Association X 6.7 5 G. Craig Report from the Foundation* X 7.0 COMMITTEE MATTERS 7.1 2 G. Whitney Quality Committee 7.1.1 Report from the Chair of the Quality Committee X 7.2 2 G. Walsh Resource Planning Committee 7.2.1 Report from the Chair of the Resource Planning Committee X 7.3 2 G. Whitney Governance and Nominating Committee 7.3.1 Report from the of the Governance and Nominating Committee X 8.0 FOR INFORMATION 8.1 - Board and Committee Work Plans* X 8.2 - Webcast Statistics* X 8.3 - Report from the Health Research Institute* X 8.4 - Report from the Volunteer Association X 8.5 - Congratulatory Letter to Pat Lang* X 8.6 - Critical Incidents Presentation* X 9.0 BOARD MEMBER COMMENTS X 10.0 DATE OF NEXT MEETING – February 7, 2018 X 11.0 ADJOURNMENT Ethical Framework The Hospital is committed to ensuring decisions and practices are ethically responsible and with our Vision, Mission and Values. Leaders should consider decisions from an ethics perspective including their implications on patients, staff and the community. The following questions should be considered for each decision: Does the course of action put ‘Patients First’ by responding respectfully to the needs, values, and expectations of our patients, their families, and the communities? Does the course of action demonstrate ‘Accountability’ by advancing a quality patient experience that is socially and fiscally accountable? Does the course of action demonstrate ‘Respect’ by honouring the uniqueness of each individual and his/her culture? Does the course of action demonstrate ‘Excellence’ by fostering an environment of innovation and learning to provide a quality patient experience? For more detailed questions to use on difficult decisions, please refer to the Hospital’s Framework for Ethical Decision Making
EDUCATION Name & Address of School / College / University Please include dates Examinations Taken (or about to be taken) Date Taken Name of Examining Body Subject and Qualification Pass/Fail and/or Grade PROFESSIONAL QUALIFICATIONS If you are currently studying, please give the date you expect to take your final examination, or to achieve professional status: Name of Institution Class of Membership Examinations taken (or exemption granted) Date Elected Membership No EMPLOYMENT HISTORY Please provide details of all employment including apprenticeships, self-employment, and any service with the Armed Forces (give rank and number), during the last 10 years. Please give reasons for any gaps in employment. Continue on a separate sheet if necessary. Employers Name and full Address Job held and significant achievements Length of Service Reason for Leaving Leaving Salary (plus any benefits)
Sample 6-Hour Agenda (Including Lunch) Start-End Topic 9:00 – 9:15 Welcome and Introductions 9:15 – 9:45 Chapter 1: Introduction and Course Objectives 9:45 – 10:05 Chapter 2: Child Passenger Safety — We’re All in This Together 10:05 – 10:15 Break 10:15 – 10:25 Chapter 3: Who Makes the Rules? 10:25 – 10:40 Chapter 4: How Restraints Protect Occupants in Crashes 10:40 – 11:25 Chapter 5: Choosing and Using Child Restraints 11:25 – 11:40 Exercise #1: Selection of Appropriate Child Restraints 11:40 – 12:25 Chapter 6: Harnessing the Child in the Restraint Correctly 12:25 – 1:00 Lunch 1:00 – 1:45 Chapter 7: Installing Child Restraints in Vehicles 1:45 – 2:00 Exercise #2: Identifications of Belt Systems and Installations of Child Restraints 2:00 – 2:15 Chapter 8: Child Restraint and Seat Belt Misuses 2:15 – 2:25 Break 2:25 – 2:35 Chapter 9: Child Passenger Safety in Other Vehicles 2:35 – 2:50 Exercise # 3 “What’s Wrong with This Picture?” 2:50 – 3:20 Chapter 10: Conclusion — Where Do We Go From Here? 3:20 – 3:40 Discuss Local Child Passenger Safety Programs, Services, and Resources 3:40 – 4:00 Wrap-Up (Q&A, Class Evaluation, Attendance Certificates, etc.)
Create 2 new profiles – 1 for when a trigger is required when MOBA fills row 1 of the pack (RATIONAL)(used for 2 row packs) and 1 for when a trigger is required when MOBA fills row 2 of the pack (RATIONAL2)(used on SOME 3 row packs – dependant on desired print position on the pack). Select Add and insert the values below, and click OK. 2 Row packs Name RATIONAL Row 1 High 60 Middle 80 Low 100 Control Position Before Select Add and insert the values below, and click OK. 3 Row packs Name RATIONAL2 Row 2
Camberwell Girls Grammar School (01514) 92 60 93.3 5 1.7 Swinburne Senior Secondary College (01565) 182 135 26.7 20.7 22.2 4.4 19.3 6.7 Bialik College (01749) 73 28 53.6 46.4 Alia College (11961) np np np np np np np np np respondents in LGA 3068 1914 Notes: (1) School that did not meet the following publication rules were not published (np) in the table above: Schools with less than 10 Year 12 or equivalent completers or less than 10 survey respondents. Schools with less than 50% consent rate, less than 50% response rate or less than 20% of the Year 12 cohort participating in the survey. (2) This table presents the count of Year 12 or equivalent completers who attended a school located within the specified LGA. Students who reside in the specified LGA but attended a school outside the LGA are not included in this table. (3) NILFET = Not in the labour employment or training.
Total working and not in education or training np np 799 100 Career advice activities participated in while at school Table 30: Career advice activities participated in while at school, by school leavers in Boroondara, 2015 Boroondara Boroondara Year 12 or equivalent completers Early school leavers Career Advice Activity Per cent Per cent Identify careers that match your interests and abilities 75.6 44.7 Have a one-on-one talk with the school’s career advisor 90.1 61.7 Attend a talk from the school’s career advisor 63.1 38.3 Receive written material about career and study options 84.4 48.9 Search on-line for career options at school 74.1 57.4 Attend a Careers Expo organised by school 60.8 31.9 Attend a university information session organised by school 58.4 23.4 Attend a TAFE information session organised by school 9.5 8.5 Attend an employer presentation organised by school 30.8 27.7 Attend work experience or a workplace learning program 80.4 63.8 Prepare a career action plan 30.7 25.5 Table 31: Perceived usefulness of career advice received while at school, school leavers in Boroondara and Victoria, 2015 Boroondara Boroondara Victoria Victoria Perceived usefulness of career advice received Year 12 or equivalent completers Early Leavers Year 12 or equivalent completers Early Leavers Per cent Per cent Per cent Per cent Very useful 22 17 29.8 20.8 Somewhat useful 55.5 23.4 50.2 42.2 Not very useful 15.2 29.8 13.7 20 Not at all useful 6.3 19.1 5.5 12.7 Did not receive any advice / Cannot say 1 10.6 0.9 4.3 Total respondents 1855 47 3243
Table 32: Follow-up action taken on career action plans by school leavers in Boroondara 2015 Year 12 or equivalent completers Year 12 or equivalent completers Early school leavers Early school leavers Number Per cent Number Per cent Total respondents 1855 47 Prepared a career action plan at school 570 30.7 12 25.5 (Of who prepared a plan) - Had a copy of this plan when they left school 281 49.3 np np (Of those that had a copy of their plan when they left school) - Followed up on actions in their plan 174 61.9 np np
Male –607** –745** –695** –554* 296 326 326 332 VIC 654* 367 387 251 392 432 431 432 QLD 230 36 –14 –30 421 467 644 467 SA –862 –1025 –1052 –1163* 591 654 653 652 WA+NT 583 497 482 469 549 593 592 593 TAS −442 −502 −561 −527 779 858 856 867 Parents’ characteristics Standardised SES(c) 119 40 38 12 185 207 207 207 Year 12(d) −270 −204 −185 −297 624 701 700 697 Minor or unknown certificate(d) 544 330 320 251 490 558 557 555 Major certificate or diploma(d) 590 431 436 371 459 519 518 517 Bachelor or higher(d) 1341** 1241** 1174** 1028* 518 582 582 581 Born overseas(e) −7 −108 −72 −186 325 362 361 361 Mother’s age(f) 46 39 43 30 32 37 37 37 Mother’s number of children –694** –773** –792** –727** 121 141 141 141 Mother is unpartnered −641 −277 −282 −257 394 454 453 451 Mother is partnered with non-father −319 −371 −442 −277 514 557 557 556 Sample size 2166 1867 1867 1867 Note: The regressions include additional variables—see Table 20. See ‘’ on page 40. Table A4: Parental transfer ($/year) (marginal effects at the mean based on tobit model) (Wave 2) Model 1 Model 2 Model 3 Model 4 Youths’ characteristics Born in 1988 527 850 897 734 657 627 620 616 Male –2318** –2272** –2144** –1656** 660 629 623 632 VIC −854 −603 −563 −762 860 823 814 809 QLD −1807* −1600* −1776** −1499*
942 905 896 891 SA −1228 −832 −955 −1225 1279 1250 1235 1228 WA+NT −707 −159 −177 540 1221 1145 132 1125 TAS −1082 −847 −1650 −1908 1812 1733 1721 1707 Parents’ characteristics (2006) Standardised SES(c) –923** –649 –651 –740* 419 408 403 402 Year 12(d) 62 −203 −4 −178 1435 1399 1382 1379 Minor or unknown certificate(d) −428 −1129 −1074 −1341 1134 1114 1103 1097 Major certificate or diploma(d) 1666 1025 1014 601 1058 1022 1012 1006 Bachelor or higher(d) 3601** 2517** 2539** 1717 1175 1139 1127 1124 Born overseas(e) 227 −31 411 133 717 698 697 697 Mother’s age(f) 198** 130* 127* 97 71 71 70 70 Mother’s total number of children –1364** –1313** –1489** –1583** 284 285 286 288 Mother is unpartnered −1244 −493 −506 −286 904 897 887 883 Mother is partnered with non-father −1568 −1294 −1534 −1237 1254 1198 1185 1187 Sample size 1391 1228 1228 1226 Note: The regressions include additional variables—see Table 21. See ‘’ on page 40.
Standardised SES(c) −0.058** 0.072** −0.015 0.001 0.021 0.021 0.010 0.011 Year 12(d) −0.065 0.070 0.010 −0.015 0.064 0.072 0.040 0.033 Minor or unknown certificate(d) −0.001 0.025 0.011 −0.035 0.054 0.059 0.031 0.024 Major certificate or diploma(d) −0.042 0.035 0.015 −0.007 0.050 0.054 0.029 0.026 Bachelor or higher(d) −0.097* 0.057 0.044 −0.003 0.055 0.060 0.035 0.029 Born overseas(e) −0.135** 0.129** −0.020 0.026 0.034 0.037 0.018 0.020 Mother’s age(f) −0.004 0.004 −0.001 0.001 0.004 0.004 0.002 0.002 Mother’s total number of children −0.012 0.011 0.009 −0.008 0.014 0.014 0.007 0.007 Mother is unpartnered −0.012 0.042 0.005 −0.035* 0.045 0.047 0.024 0.020 Mother is partnered with non-father −0.062 −0.043 0.068* 0.037 0.055 0.061 0.039 0.037 Sample size 1226 Note: The regressions include additional variables—see Table 25. See ‘’ on page 40.
Table 32: Follow-up action taken on career action plans by school leavers in Campaspe 2015 Year 12 or equivalent completers Year 12 or equivalent completers Early school leavers Early school leavers Number Per cent Number Per cent Total respondents 171 54 Prepared a career action plan while at school 76 44.4 25 46.3 (Of those who prepared a plan) - Had a copy of this plan when they left school 35 46.1 np np (Of those that had a copy of their plan when they left school) - Followed up on actions in their plan 24 68.6 np np