zilongwang/ReadingBank huggingface dataset:
MISC. EXERCISE Q.1 Using differentials, find the approximate value of each of the following. (a) (b) (a) Consider Then, Now, dy is approximately equal to Δy and is given by, Hence, the approximate value of = 0.667 + 0.010 = 0.677. (b) Consider. Let x = 32 and Δx = 1. Then, Now, dy is approximately equal to Δy and is given by, the approximate value of = 0.5 − 0.003 = 0.497. Q.2 Show that the function given byhas maximum at x = e. Now, 1 − log x = 0 Q.3 The two equal sides of an isosceles triangle with fixed base b are decreasing at the rate of 3 cm per second. How fast is the area decreasing when the two equal sides are equal to the base?
We have, r = h tan α Now, since ΔAOG is similar to ΔCEG, we have: Now, the volume (V) of the cylinder is given by, And, for, we have: ∴By second derivative test, the volume of the cylinder is the greatest when Thus, the height of the cylinder is one-third the height of the cone when the volume of the cylinder is the greatest. Now, the maximum volume of the cylinder can be obtained as: Hence, the given result is proved. Q.19 A cylindrical tank of radius 10 m is being filled with wheat at the rate of 314 cubic mere per hour. Then the depth of the wheat is increasing at the rate of (A) 1 m/h (B) 0.1 m/h (C) 1.1 m/h (D) 0.5 m/h Let r be the radius of the cylinder. Then, volume (V) of the cylinder is given by, Differentiating with respect to time t, we have:
the required value of m is 1. The correct answer is A. Q.22 The normal at the point (1, 1) on the curve 2y + x2 = 3 is (A) x + y = 0 (B) x − y = 0 (C) x + y + 1 = 0 (D) x − y = 1 The equation of the given curve is 2y + x2 = 3. Differentiating with respect to x, we have: The slope of the normal to the given curve at point (1, 1) is Hence, the equation of the normal to the given curve at (1, 1) is given as: The correct answer is B. Q.23 The normal to the curve x2 = 4y passing (1, 2) is (A) x + y = 3 (B) x − y = 3 (C) x + y = 1 (D) x − y = 1 The equation of the given curve is x2 = 4y. Differentiating with respect to x, we have: The of the normal to the given curve at point (h, k) is given by, ∴Equation of the normal at point (h, k) is given as: Now, it is given that the normal passes through the point (1, 2). Therefore, we have:
Since (h, k) lies on the curve x2 = 4y, we have h2 = 4k. From equation (i), we have: Hence, the equation of the normal is given as: The correct answer is A. Q.24 The points on the 9y2 = x3, where the normal to the curve makes equal intercepts with the axes are (A) (B) ( C) (D) The equation of the given curve is 9y2 = x3. Differentiating with respect to x, we have: The slope of the normal to the given curve at point is ∴ The equation of the normal to the curve at is It is given that the normal makes equal intercepts with the axes. Therefore, We have: Also, the pointlies on the curve, so we have From (i) and (ii), we have:
Under the Articles of Confederation Under Federal Constitution A loose confederation of states A firm union of people 1 vote in Congress for each state 2 votes in Senate for each state; representation by population in House (Great Compromise) Vote of 9 states in Congress for all important measures Simple majority vote in Congress, subject to presidential veto Laws administered loosely by committees of Congress Laws executed by powerful president No congressional power over commerce Congress to regulate both foreign and interstate commerce No congressional to levy taxes Extensive in Congress to levy taxes Limited federal courts Federal courts, capped by Supreme Court Unanimity of states for amendment Amendment less difficult No authority to act directly upon individuals and no Ample power to enforce laws by coercion of
power to coerce states individuals and to some extent of states Weaknesses under the Articles of Confederation Under the Federal Constitution Had no way to secure gold and silver to be coined Federal government given the sole right to coin money and regulate value Had no way to enforce treaties President given power to conduct foreign affairs Had no power to draft troops President given command of Army and Navy Lacked the power to control foreign trade Congress sole right to regulate commerce with foreign nations and between states 1/3 minority could veto bills State officials upheld U.S. as well as State Constitution Could not set up a uniform U.S. tariff Federal government took control of tariffs Had no to compel states to pay taxes Congress given power to lay and collect taxes
Coordinate Reflections Given the triangle with vertices A(1,1), B(5,1), and C(5, 4). Draw and label Δ. Reflect Δ across each line. Label the reflection Δ. Label the ordered pair for each coordinate in the and image.
How the testimony fits into the prosecution's case was not clear Thursday, but the implications are of the sort that has prompted Mirabal family members and church friends to blast sheriff's investigators for treating them and Matthew Mirabal unfairly and ignoring other potential leads. Jacobson took up the argument Thursday, asking Ainsworth to explain why detectives spent so little time looking into a string of possible abduction attempts reported near grocery stores in Broomfield and Longmont, including one reported at a Longmont King Soopers just hours before Natalie Mirabal's disappearance. He also asked why detectives discounted a Safeway employee's recollection of seeing a car similar to Natalie Mirabal's in the store parking lot around 1 a.m. the night of the murder. "That'd be pretty strong evidence she did go to Safeway to get some food and something bad happened, wouldn't it?" Jacobson asked. He asked Hale to review Matthew Mirabal's 911 call to Longmont police, and the videotape of his interrogation shortly after her body was found, and judge for himself if Mirabal was treated fairly. Hale promised to review the material before the hearing reconvenes Monday morning. It is scheduled to feature lengthy testimony from sheriff's Detective Tony Matthews, who handled the physical evidence investigators believe ties Mirabal to his wife's murder.
Contents Overview 3 Eligibility 3 Eligibility requirements 3 Continuation of funding 3 Application Processes 4 Timelines 4 Administration and funding arrangements 4 Notification of outcome 4 Funding arrangements 4 School responsibilities 4 Changes to student support needs 4 Further information 5 Websites 5 Department of Education and Training 5 Attachment 1 – MIS support procedures 6 Form 7
and חור were given the responsibility to judge כלל ישראל while משה was on הר סני. He held משה’s arm during the against עמלק. Placing a מזוזה, piercing an עבד’s ear and דם on the door post in מצרים. Hitting ones parents or on שבת. עבד goes free in the 7th 2) An animal can’t be brought as a קרבן before it is days old 3) שמיטה 4) שבת - שבעת ימים תעבוד 5) חג הפסח 6) חג השבועות - שבע שבעות 7) ספירת העומר 8) Killing the שבע עמים 9) משה went onto הר סני on the seventh day I am mentioned three times in the תורה, Once I did a service for כלל ישראל, - לא יחרץ כלב לשונו In this weeks פרשה I was rewarded, - לכלב תשלכון אתו Even so, I or my value are not wanted in the בית המקדש. - לא תביא וגו' מחיר כלב בית ה' Who am I? A כלב Sometimes I’m 2, - כפל Sometimes I’m 4, - for a שה Sometimes I’m 5, - for a שור Sometimes I am חייב מיתה, - for kidnapping a person Who am I? A גנב לרפואה שלמה רפאל יצחק דוד בן גיטל לאה יהודה בן אידל לע''נ ברכה בילה בת דוד יעקב For questions, to subscribe or to submit your own שאלה, send an email to Feel free to forward or distribute the Parsha Challenge. ©כל הזכויות שמורות
Virtual Campus School of Business 2. UNIVERSITY MISSION STATEMENT Wayland Baptist University exists to educate students in an academically challenging, and distinctively Christian environment for professional success, lifelong learning, and service to God and humankind. 3. COURSE NUMBER & NAME: MISM 4337-VC01, Incident Response and Forensics 4. TERM: Summer 2018 5. INSTRUCTOR: Mr. Ty Nixon 6. CONTACT INFORMATION: Office phone: 812-518-8759 WBU Email: ty.nixon@wayland.wbu.edu Cell phone: 812-518-8759 7. OFFICE HOURS, BUILDING & LOCATION: NA (Phone conversations will likely be most appropriate for this course) 8. COURSE MEETING TIME & LOCATION: Meeting day & time: Weekly (self-paced within the week), Blackboard 9. CATALOG DESCRIPTION: Analysis of data breach incidents, affected systems, preservation of hardware, software, log files and other computer and network related information that could be needed for litigation. Attention is given both to internal organization policies and procedures that were intended to prevent an intrusion, as well as the methods that were used to circumvent these security policies.
Data Communication: Delivering Information Anywhere and Anytime 5 June 25 - 30 The Internet, Intranets, and Extranets Chapter 7 Mid-Term Due by Midnight (11:59 P.M.) June 30, 2018 Check in Blackboard 6 July 2 - 7 E-Commerce Chapter 8 July 4, 2018 Independence Day Check in Blackboard 7 July 9 - 14 Global Information Systems Chapter 9 Check in Blackboard 8 July 16 - 21 Building Successful Information Systems Enterprise Systems Chapters 10 Chapters 11 Research Paper Draft due by Midnight (11:59 P.M.) July 21, 2018 Check in Blackboard 9 July 23 - 28 Management Support Systems Chapter 12 Check in Blackboard 10 July 30 – August 4 Intelligent Information Systems Chapter 13 Research Paper due by Midnight (11:59 P.M.) August 4, 2018 Check in Blackboard 11 August 6 - 11 Emerging Trends, Technologies, and Applications Chapter 14 Final Exam Due by Midnight (11:59 P.M.) August 11, 2018 Check in Blackboard 19. ADDITIONAL INFORMATION General Information:
Center/Research and Writing Guides. If References are not correct a minimum of 10% will be deducted. If neither references nor citations are given for your research for Homework Assignments your score will be 0 for the Assignment. NOTE: Sources without an author (person) and a date (year of publication) will not be accepted.
5 September 17 - 22 The Internet, Intranets, and Extranets Chapter 7 Mid-Term Due by Midnight (11:59 P.M.) June 30, 2018 Check in Blackboard 6 September 24 - 29 E-Commerce Chapter 8 July 4, 2018 Independence Day Check in Blackboard 7 October 1 - 6 Global Information Systems Chapter 9 Check in Blackboard 8 October 8 - 13 Building Successful Information Systems Enterprise Systems Chapters 10 Chapters 11 Research Paper Draft due by Midnight (11:59 P.M.) July 21, 2018 Check in Blackboard 9 October 15 - 20 Management Support Systems Chapter 12 Check in Blackboard 10 October 22 - 27 Intelligent Information Systems Chapter 13 Research Paper due by Midnight (11:59 P.M.) August 4, 2018 Check in Blackboard 11 October 29 – November 3 Emerging Trends, Technologies, and Applications Chapter 14 Final Exam Due by Midnight (11:59 P.M.) August 11, 2018 Check in Blackboard 18. ADDITIONAL INFORMATION General Information: This syllabus contains a general overview of the course only. It should NOT be considered as a substitute for reading and understanding all the pages of this web site.
LEAGUE CONTACTS SUNDAY 9/9/18 1:00 PM 3:00 PM WAIPIO FIELD 18 SURF HI W-II - LEAHI SC HAWAII HEAT - HI RUSH FRIDAY 9/14/18 6:15 PM 8:00 PM ALA WAI FIELD TOO - SURF HAWAII W-I MAKE-UP SUNDAY 9/16/18 9:00 AM 1:00 PM 3:00 PM WAIPIO FIELD 18 SURF HAWAII W-I - SURF HI W-II LEAHI TOO - HI RUSH LEAHI SC - HAWAII HEAT SUNDAY 9/23/18 9:00 AM 1:00 PM 3:00 PM WAIPIO FIELD 18 SURF HI W-II - HAWAII HEAT LEAHI SC - LEAHI TOO HI RUSH - SURF HAWAII W-I SUNDAY 9/30/18 9:00 AM 1:00 PM 3:00 PM WAIPIO FIELD 18 SURF HAWAII W-I - LEAHI SC HAWAII HEAT - LEAHI TOO HI RUSH - SURF HI W-II 9/7/18 FINAL PAYMENT$ DUE SUNDAY 10/7/18 DEADLINE TO REGISTER and/or TRANSFER PLAYERS SUNDAY 10/7/18 9:00 AM 1:00 PM 3:00 PM WAIPIO FIELD 18 SURF HAWAII W-I - HAWAII HEAT SC - HI RUSH LEAHI TOO - SURF HI W-II 10/15/18 RETURN PERPETUAL TROPHIES SUNDAY 10/14/18 9:00 AM 1:00 PM 3:00 PM WAIPIO FIELD 18 #5 -vs- #6 #1 -vs- #4 #2 -vs- #3 SUNDAY 10/21/18 1:00 PM 3:00 PM WAIPIO STADIUM 3RD CHAMPIONSHIP *** MISO W1 WINTER BREAK *** NEW SEASON WILL BEGIN FEBRUARY 4 or 18, 2018 Mahalo to all of our Sponsors & Partners
The Miracle Worker History of ASL (American Sign Language): “.” National Institute on Deafness and Other Communication Disorders. Poor, Geoffrey. “.” Vassar, The Alumnae. February 2003. “.” Northern Virginia Community College. “.” National Association of the Deaf. Dolnick, Edward. "." Atlantic Monthly. Sept. 1993: 37+. SIRS Issues Researcher. Web. 23 Mar. 2015. Gallaudet University. “.” Lapiak, Jolanta. “.” Handspeak. Rev. Thomas Hopkins Gallaudet: Disability History Museum Staff. “.” Disability History Museum. Enders, Katalan. “.” Learning to Give. Gifford, Emily. “.” Connecticut History. Cochlear Implants: include what they are, how they work, who gets to have them? “.” Sound and Fury. PBS. “.” Listening and Spoken Language Center. “.” Hearing Loss Association of America. Technological Advances for the Blind: include what they are, who invented them and how they are used “.” Med Gadget. Berrier, Jerry. “.” Perkins Elearning. May, Kate Torgovitch. “.” (6 TED talks. I have a few headsets) “.” Texas School for the Blind and Visually Impaired. Steph. “.” Web Urbanist.
In this question you will be assessed on using good English, organising information clearly and using specialist terms where appropriate. Describe the method that can be used to investigate osmosis in potato cells, including the steps taken to ensure valid results. (6) Success criteria Level 1 (1-2 marks) Level 2 (3-4 marks) Level 3 (5-6 marks) A simple method provided Level 1 and… A logical, correct method provided, including at one control variable Level 1 +2 and… A detailed, logical method provided, including at least three control variables and an explanation as to how this helps to ensure valid results Teacher feedback for improvement WWW: EBI: Y9 B1 Cell Transport
Miss Hanlon Pre-AP 6th Grade Comprehensive Science Syllabus 2015-2016 Room: 214C ehanlon@dadeschools.net COURSE OVERVIEW The purpose of this course is to provide the first year of a sequential three-year course of study in the concepts of life, Earth and space, physical science and their applications to everyday life. The goal of the comprehensive science courses series is to give exposure to a variety of science disciplines through participation at an exploratory experiences and activities. SCOPE AND SEQUENCE The following is an outline of the science content covered during the course of this school year (may be revised at teacher’s discretion). The topics include, but are not limited to: Nine Topics 1st Scientific method Measurement and metric system Natural disasters and their effects on Floridians Climate and global patterns Causes of weather Atmosphere and spheres of the 2nd How weathering and erosion affect the earth Landforms of the geosphere Potential and kinetic energy Energy transfers and the conservation of energy 3rd Motion of objects Types of forces Law of universal gravitation Forces in motion Levels of organization 4th Cell structure and organelles Homeostasis Human body systems Substance abuse Health and decision making Human growth and development
Why do you Miss Maple repeated this to the seeds? *Help students recognize this repeated line of text and make the connection to the big idea that although are small, they can still make a big impact if they don’t give up. Read pages 13-16 Page 15 Why do you think Miss Maple says, “Don’t be help us grow”? Read pages 17-24 Page 24 Ask students if they notice a special line of text on this page. Why do you think it is important for Miss Maple say this again? Read page 25 The text says, “even the grandest of trees once had to grow up from the smallest of seeds.” What does this mean? Read page 27 What is Miss Maple preparing to do now? Why is this important? What is this story trying to teach you? She wanted them to be careful. She cares about them. They are small and the word is big. The are little and the raindrops might scare them because they are the same size. Take care, my little ones, for the world is big and you are small. She really wants them to be careful, but she thinks they are special. The biggest and best trees were small seeds before they were big trees. She is to get more seeds. This is important so more seeds can grow.
Woodlands Primary School Spelling Homework Year 1 (Miss Oliver and Miss Vale’s phonics group) W/C 29.1.18 Spelling Meaning Put it in a sentence must Something that you have to do. clock Something used to tell the time. said N/A stay played When you do something fun.
May- June 2017 Final Roster: Miss RP 2017 Designers’ Group: Terno and Vinta Gowns Mr. Ulyssess King, Vatican Fashion Museum Miss RP 2017 Secretariat, Terno and Vinta Gowns June 2017 Philippine Independence Day Celebration in: New York San Francisco Los Angeles USA August 2017 Miss RP Australia Ms. Choy Livres Symens October Screening TBD November 14, Tues Screening TBD November 15, Wed Official Registration Designers’ assignment Measurements Press Corps Presentation, RP Pageant Official Candidates TBD Prepageant Activity: Second to third week of January Visit to adopted charities President Corazon Aquino Elementry School Boystown Pageant Week January 24-31, 2018 (Wednesday to Wednesday) January 24, Wed AM: Arrival of international/local candidates PM: Welcome Dinner and Reception: 2018 RP Pageant Official Candidates Hotel 101, Pasay City Via Mare January 25, AM: Press Corps Presentation PM: Training and Rehearsal Sofitel January 26, Fri AM: Media tour: IBC 13 Radio ng Bayan PTV 4 Eagle Broadcasting Corporation PM: Training and Rehearsal Diliman, Quezon City TBD January 27, Sat Educational Tour CLSU, Nueva Ecija January 28, Sun AM: Training and rehearsal PM: Talent Competition Swimsuit competition Fisher Mall EXPO Hall, Quezon City January 28, Sun January 29, Mon AM: Traditional Malacañang Midday to PM: Training and Rehearsal Malacanang Palace Rizal Park Fisher Mall
10 Healing a paralyzed man 11 12 13 14 15 16 17 18 19 20 30 31 32 33 34 35 36 37 38 39 40 # Scripture Text Comment 1 Matthew 1:18-25 “This is how the birth of Jesus the Messiah came about: His mother Mary was pledged to be married to Joseph, but before they came together, she was found to be pregnant through the Holy Spirit. Because Joseph her husband was faithful to the law, and yet did not want to expose her to public disgrace, he had in mind to divorce her quietly. “But after he had considered this, an angel of the Lord appeared to him in a dream and said, "Joseph son of David, do not be afraid to take Mary home as your wife, because what is conceived in her is from the Holy Spirit. She will give birth to a son, and you are to give him the name Jesus, because he will save his people from their sins." “All this took place to fulfill what the Lord had said through the prophet: "The virgin will conceive and give birth to a son, and they will call him Immanuel" (which means "God with us"). “When Joseph woke up, he did what the angel of the Lord had commanded him and took Mary home as his wife. But he did not consummate their marriage until she gave birth to a son. And he gave him the name Jesus.” To attest that the birth of Jesus occurred as prophesied hundreds of years previously: “All this took place to fulfill what the Lord had said through the prophet: 2 John 2:1-11 : “On the third day a wedding took place at Cana in Galilee. Jesus' mother was there, and Jesus and his disciples had also been invited to the wedding. When the wine was gone, Jesus' mother said to him, "They have no more wine." "Woman, why do you involve me?" Jesus replied. "My hour has not yet come." To publicly demonstrate, for the first time, His dominion over all things and establish the starting point of his ministry:
Elliston, Edgar J. and J. Timothy Kauffman. Developing Leaders for Urban Ministries. New York: Peter Lang, 1993. Engen, Charles Edward van and Jude Tiersma. God So Loves the City: Seeking a Theology for Urban Mission. Monrovia, CA : MARC, 1994. Fuder, John, ed. A Heart for the City: Effective Ministries to the Urban Community. Chicago: Moody Press, 1999. Greenway, S. Discipling the City : A Comprehensive Approach to Urban Mission. Grand Rapids, MI: Baker Book House, 1992. and Timothy Monsma. Cities: Missions' New Frontier, 2nd ed. Grand Rapids, MI.: Baker, 2000. Grigg, Viv, ed. Transforming Cities: An Urban Leadership Guide. Auckland: Urban Leadership Foundation, 1995. . Cry of the Urban Poor. Monrovia, CA: MARC, 1992. Linthicum, Robert C. Building a People of Power: Equipping Churches to Transform Their Communities. Waynesboro, GA: Authentic Media, 2006. City of God, City of Satan: A Biblical Theology of the Urban Church. Grand Rapids, MI: Zondervan, 1991. , ed. Signs of Hope in the City. Monrovia: CA: MARC, 1996. Perkins, John M. Beyond Charity: The Call to Christian Community Development. Grand Rapids, MI: Baker Book House, 1993. , ed. Restoring At-Risk Communities: Doing It Together and Doing It Right. Grand Rapids, MI: Baker Book House, 1997. Richardson, Willie. Reclaiming the Urban Family: How to Mobilize the Church as a Family Training Center. Grand Rapids, MI: Zondervan, 1996. Rogers, Donald B., ed. Urban Church Education. Birmingham, AL: Religious Education Press, 1989. Sherman, Amy. Restorers of Hope: Reaching the Poor in Your Community. New York: Crossway Books, 1997. Sullivan, Barbara. God’s Ground Force: What Happened When One Church Dared to Leave the Comfort Zone. Minneapolis: Bethany House, 2006. Eldin, Douglas Hall, Efrain Agosto, and Bruce W. Jackson. Seek the Peace of the City : Reflections on Urban Ministry. Grand Rapids, MI: Eerdmans, 1995.
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and Basic Skills. Complete the on the next page. Add rows as needed to list all five goals. Goal Activities in each program that the goal listed Goal Area SSSP Student Equity BSI student equity and achievement gaps among basic skills and entering college students. the multiple measures placement for math and English on high school GPA and explore other assessment measures for students not able to place based on high school GPA and courses. the multiple measures placement for math and English based on high school GPA and start implementing common assessment measures for students not able to place based on high school GPA and courses. professional development opportunities focused on student- centered teaching strategies. the Bridge to Success in Math Program (BTSMP). Scale accelerated English and math courses to assist students with basic skills English course completion and progression. additional support courses to be paired with degree-applicable and transfer-level Math courses to allow students placing into basic skills to enroll in a higher level course with additional curricular support to be successful. supplemental instruction (SI) in English, math, and gateway courses (e.g., chemistry, biology). professional development for faculty with SI in their courses. Scale the BTSMP. Access Retention Transfer ESL/Basic Skills Completion Degree & Certificate Completion ______________ 2. Develop and deploy Academic and Career Pathways (ACPs) and associated academic and refine orientations Embed ACPs into the Academic Success and Equity (ASE) Expand learning communities, including Access Retention Transfer
social justice and equity. Increase professional development opportunities focused on developing culturally competent, and culturally responsive activities for students. Increase opportunities for students that enhance inclusion and cross-cultural competence. Increase student participation in ASE programs by expanding opportunities for involvement and enhancing remediation in STEM classes. 5. Develop comprehensive case management structure for continued support and progress monitoring during the first year and beyond. to evaluate current practices related to probation and student progress. Expand academic and student support services for students outside of traditional office settings and hours during critical times in the semester. Access Retention Transfer ESL/Basic Skills Completion Degree & Certificate Completion ______________ How will your college accomplish integration of matriculation, instruction, and student support to accomplish your student success goals? Include in your answer how your college will ensure coordination across student equity-related categorical programs or programs. (500 words max) instructional
11 MONITORING COMPLIANCE WITH PROCEDURAL DOCUMENTS Minimum requirement to be monitored Lead Tool Frequency of Report of Compliance Reporting arrangements Lead(s) for acting on Recommendations Ensure policy followed if case of a missing patient Ruth Carter Use of Safety Learning Event Form Annually Policy audit report to: Dementia steering group Dementia steering group All relevant CSC’s Head of Nursing for each CSC Use of Safety Learning Form Annual Policy audit report to: Dementia steering group Head of Nursing for each CSC This document will be monitored to ensure it is effective and to assurance compliance.
6. Does your hospital have a continuing process to capture all costs and expenditures related to operations? 7. Does your hospital plan provide for the loved ones of hostages to have a quiet room in a secure area with support services? 8. Does your hospital have a plan that oversees and coordinates reunification of the missing person and their family? Does it address law enforcement considerations? 9. Does your hospital have an evidence collection policy developed in conjunction with local law enforcement and prosecutorial authorities? 10. Does your hospital have a procedure to reunite hostages with their loved ones? 11. Does your hospital have procedures to collect and collate incident documentation and formulate an After Action Report and Corrective Action and Improvement Plan for submission to the Incident Commander?
Missing Person Poster Rubric / 5 pts. Colored Picture /5 pts. Neatness /5pts. Clear Description /5 pts. 2 or more character Traits /total points Missing Person Poster Rubric / 5 pts. Colored Picture /5 pts. Neatness /5pts. Clear Description /5 pts. 2 or more character Traits /total points Missing Person Poster Rubric / 5 pts. Colored Picture /5 pts. Neatness /5pts. Clear Description /5 pts. 2 or more character Traits /total points Missing Person Poster Rubric / 5 pts. Colored Picture /5 pts. Neatness /5pts. Clear Description /5 pts. 2 or more character Traits /total points Missing Person Poster Rubric / 5 pts. Colored Picture /5 pts. Neatness /5pts. Clear Description /5 pts. 2 or more character Traits /total points Missing Person Poster Rubric / 5 pts. Colored Picture /5 pts. Neatness /5pts. Clear Description /5 pts. 2 or more character Traits /total points
parent, there should always be two members of staff one of whom is our manager and the other should be our Director/Deputy Manager. If this is not possible, then a reliable member of the staff team. No matter how understandable the parent’s anger may be, aggression or threats against our staff are not tolerated, and the police should be called. The other children are also sensitive to what is going on around them. They too may be worried. Our remaining staff caring for them need to be focused on their needs and must not discuss the incident in front of them. They should answer children’s questions honestly, but also reassure them. In accordance with the severity of the outcome, our staff may need counselling and support. If a child is not found, or is injured, or worse, this will be a very difficult time. The director will use their discretion to decide what action to take. Our staff must not discuss any missing child incident with the press without taking advice. This policy was reviewed on 26th September 2018 Signed on behalf of the provider Name of signatory Role of signatory (e.g. chair, director or owner)
Immediate safety issues; Whether to instigate Section 47 Enquiries and/or any Police investigation Who will interview the child/young person; Who needs to be informed, locally and nationally, that the child/young person or pregnant woman has been found. 12.5.2 Following any Section 47 enquiry, there must be inter-agency liaison to agree the next steps. This must include consideration of whether it is necessary to hold an Initial Child Protection Conference or, in the case of a child subject to a Child Protection Plan, to bring forward the Review Child Protection Conference. 12.5.3 If the child/young person or pregnant woman has been found outside of the home authority area and is not likely to return, representatives from the host authority must be involved in the Strategy Meeting/Discussion and the transfer of the case must be discussed. See also . 13. Children Missing from other Local Authority Areas 13.1 Children and Families Social Care must ensure that there is a system for keeping and referring to the notifications of children and/or pregnant women who are missing and that duty/intake staff are kept informed. See also . Appendix 1: Northumbria Police Definitions Appendix 2: Northumbria Police Missing from Home Absent Category Process Risk Assessment Appendix 3: Missing from Home Proforma Appendix 4: Return Home Interview Proforma
SECTION 2 6 Vulnerable children and pregnant women who go missing Initial response Following a Local Search : Once the vulnerable child or pregnant woman is located. National search for missing vulnerable child National search for missing pregnant woman Following a National Search: Once a vulnerable child/woman is located following a National Search When a vulnerable young person runs away 6 7 7 7 7 7 SECTION 3 8 Notification of missing children from another local authority area On receipt of Alerts Information sharing within social work services Information sharing with NHS Information sharing with Education Information sharing with Homelessness and Housing Services Information sharing with out of hours social work services Location of a missing child/pregnant woman from another local authority area Removal of Alert from another local authority area. 8 8 8 8 9 9 9 9 APPENDICE Appendix 1 Missing Child Alert Form 10 Appendix 2 Missing Pregnant Woman Alert Form 13 Appendix 3 Local contact details – when a local vulnerable child/ pregnant woman goes missing 16 Appendix 4 Local contact details – alert from out with the area 17 Appendix 5 Notification 18 Appendix 6 Child on Child Protection Register Goes Missing Flowchart 19 Appendix 7 Vulnerable Child or Pregnant Woman Goes Missing Flowchart 20 Appendix 8 Child on Child Protection Register is Found following a Missing Notification 21 Appendix 9 Vulnerable Child or Pregnant Woman if Found following a Missing Notification 22 WEST OF SCOTLAND CHILD PROTECTION COMMITTEE CONSORTIUM ‘MISSING FAMILIES’
Name of Provider House Address Telephone Number Mobile Number E-mail 16+ /18+ L Care Solution 12 Honey Close Dagenham Essex RM10 8TW 0844 844 9900 0844 844 9900 18 Pathfinders 38 Bromhall Road Dagenham RM8 2BJ 0203 0152 575 0203 0152 575/ 07958559630 18 Pathfinders 27 Wood lane Dagenham RM8 3ND 0203 0152 575 0203 0152 575/07471937695 18 Summerfield Raven Field Close Dagenham RM9 5SY 0208 393 6474 07860705071 18 Vineries Vineries Close Dagenham RM9 5DA | 0208 592 3851 0208 592 3851 18 Krossroads 316 Westrow Barking IG11 9BX 0207 998 0902 18 Krossroads 40 Church Street Edmonton London N9 9DU 0208 884 4499 16 Krossroads 22a Palmerston Crescent Palmers Green London N13 4UA 0208 882 5493 16 Summit Lodge 26 field Gardens Romford RM7 6EJ 01708 922160 07841380940 Summit [info@summitlodge.org.uk] 16 Summit 44 Fourth Avenue Romford RM7 0UB 01708 922155 07508710599 Summit Lodge [info@summitlodge.org.uk] 16 Summit Lodge 43 Glandford Way Chadwell Heath RM6 4UG 07841380940 07508710599 07841380940 Summit Lodge [info@summitlodge.org.uk] 18 Summit Lodge 22 Rosemary Garden Dagenham RM7 0AR 07841380940 07508710599 07841380940 07508710599 Summit [info@summitlodge.org.uk] 18
RM5 2HW Name of Provider House Address Telephone Number Mobile Number E-mail 16+ /18+ Footsteps 11 Gordon Road Chadwell Health RM6 6PT 0208 586 4329 07715452844 18 Footsteps 2 Montrose Ave Gidea Park RM2 6RH 01708 724 566 07715452844 18 Footsteps 1a lane Ilford Essex IG3 9HE 0208 599 3644 07715452844 18 Bevan House 140 Bevan House Bevan Ave, Barking IG11 9LL 0208 591 9244 18 Fine Fair 552-554 Ley Street Ilford IG 2 7DB 0208 554 1009 Estate sarah@finefair.com 18 The Gateway 183 The Ilford IG1 3PL 02085544461 07795109199 16+ The Gateway 60 Oaklands Park Avenue Ilford IG1 1TG 02082522421 07795109199 16+ The Gateway 179 Mawney Road Romford RM7 8BX 01708501078 07795109199 16+ The Gateway 33 Arundel Road Harold Wood RM3 0LX No number 07795109199 18+ Guardian Care Services 76 Holmwood Road Ilford IG3 9YA 0208 5905564 07904295674 16+ Heartwood Care Green Lane Main Office Main Office 0208 590 8000 16 Heartwood Care 129 Lansdowne Road Ilford IG3 8NQ 0208 590 3783 07876865931 16 Heart wood Care 1 Farley Drive Ilford IG3 8LT 0207 018 2553 07876865931 Heartwood Care 32 Wood Stock Gardens Ilford IG3 9SZ 0208 598 799 520 431 07535 520 431 16 Heartwood Care 18 plus Flat 5 61B Goodmayes Road Ilford IG3 9ND 07780360346 18plus
Consider completing the CSE risk assessment tool If 48 hours have passed and the child is still missing: Convene a strategy meeting within three working days. Complete the Risk Assessment Form. Save it in the child’s file, share it with the police and take it to the meeting. Invite: Police Social worker’s line manager Representative from the Virtual School (if appropriate) Missing Children Coordinator All agencies involved with the family Notify: Greg Vaughan, Manager Education Statutory Services Team and The Independent Reviewing Officer (IRO) The Placement Finding Team Children’s Rights Officer If the child is still missing following the strategy meeting, social worker to keep all those listed above updated on progress including their group manager. If the child remains missing convene a multi-agency meeting after 28 days. A Senior Management Review needs to take place if the child remains missing after 3 months. Keep the child’s file up to date Police may choose to publicise the child’s disappearance at any time and will seek agreement with the Director of Social Care. If the child is found, or returns: Police will provide a Police Prevention Interview (also known as a ‘Safe & Well’ check). Social worker to inform Children’s Rights Officer (Tracey Clarke) so that she can undertake a Return Interview within 72 hours. Arrange a strategy meeting, within five working days, if the child is found, but is not in agreement to return to the care of the local authority, or a safe environment. Appendix 3 Child Missing from Care or Home Risk Assessment Form Please ensure that this form is completed, updated as required and kept on the child’s file. Please ensure that this risk assessment is shared with the police. Description and Contact Details for the Child Child’s full name Mobile number Legal status Age and Date of Birth Ethnic Origin and Ethnic Appearance Preferred language Height and Gender Name of Carer Address where child currently resides (family home, residential unit, or foster Telephone numbers Name of social worker
HE 3 VET 4 Level of program graduated from Degree 3 Diploma and advanced diploma 1 Certificate IV and diploma 1 Certificate III 2 Field of education Agriculture 3 Commerce and management 0 Engineering 1 Health 3 7 Other interviewees International experts: 4 Total number of interviewees: 72 Appendix C: Additional tables Table C1 Numbers who have commenced in each field of education and proportions of these who by age group have gone to a second qualification qualification field First qual. sector Age group Total no. Subsequent qualification, % None VET HE Not det. Total Natural and physical sciences VET 15–39 15 000 20.0 42.6 28.7 8.7 100.0 40–64 29 000 30.6 44.7 24.4 0.2 100.0 HE 15–39 172 000 42.0 8.2 49.8 0.1 100.0 40–64 148 000 28.7 10.4 57.5 3.4 100.0 Information technology VET 15–39 120 000 46.6 35.5 14.1 3.8 100.0 40–64 51 000 54.3 36.7 4.8 4.2 100.0 HE 15–39 94 000 53.5 9.7 34.0 2.8 100.0 40–64 27 000 67.3 10.8 21.3 0.6 100.0 Engineering VET 15–39 588 000 73.0 20.8 3.6 2.6 100.0 40–64 828 000 61.9 29.3 5.1 3.7 100.0 HE 15–39 138 000 69.8 6.8 21.0 2.4 100.0 40–64 112 000 48.8 13.9 36.9 0.4 100.0 Architecture and building VET 15–39 224 000 77.9 15.4 3.7 3.7 100.0 40–64 237 000 72.0 21.3 4.0 2.8 100.0
SUBMITTALS Submit the following with Proposal: Submit the product name/description as well as the name and location of the manufacturers and suppliers of each component. Manufacturers and suppliers must not be changed after the contract is awarded unless approved by the Owner in writing. Submit two (2) samples, 12”x12” minimum size, illustrating details of finished product as bid, including full cross section of subbase, turf, and infill material. Product Literature: Submit two (2) copies of manufacturer’s recommended installation and maintenance information, including any technical criteria for evaluation of the installed product. Descriptions of all equipment recommended for the maintenance and repair of turf product, as well as a list of any activities not recommended relative to the warranty. Submit a 1-lb sample of the selected bid infill material(s). A letter and specification sheet certifying that the products of this section meet or exceed specified requirements. Certified copies of independent (third-party) laboratory reports on ASTM tests as follows: Pile Height, Face Width & Total Fabric Weight, ASTM D418 or D5848 Primary & Secondary Backing Weights, ASTM D418 or D5848 Tuft Bind, ASTM D1335 Grab Tear Strength, ASTM D1682 or D5034 ASTM test submittals may vary by no more than ¼” and 6 oz. of the specified product to bid. Bid winner must show NEW ASTM TESTS with contract submittals. Name and experience of the designated supervisory personnel assigned to this project shall be submitted with the proposal. Changes to this assignment after contract can only be made if approved in writing by the Owner. Include a listing of other on-site personnel and their experience. The Synthetic Turf Installer and Turf Manufacturer shall provide evidence that the turf system does not violate any other manufacturer’s patents, patents allowed or patents pending. WARRANTY
3rd Quarter numbers have just been released for the current fiscal year (Table 1, below). Preliminary analysis suggests that since the 2nd Quarter there has been a rise in the (cheaper) Dry Biscuit category and a drop in the (desirable) Meaty Snacks category. This situation must be addressed immediately if we are to have a successful 4th Quarter and meet our projections. Table 1: Actual Treat Consumption (3rd Quarter) Rawhide Meaty Snacks Dry Biscuits Others Rawhide bones (25) Real meat leftovers (4) Dental bone biscuits (22) Table scraps (22) Rawhide sticks (38) Low quality ‘meat food product’ bites (248) Cheesy flavored bites (102) Grass (2) Rawhide flat chews (2) High Quality beefy sticks (35) Milk bone biscuits (87) Cat food (3)
Belfast, BT17 0FG Tel: 028 90602705 Fax: 028 90629827 Fax: 028 90564830 Fax: 028 44615734 Website Northern HSC Trust Telephone (for referral) 03001234333 Areas Antrim, Carrickfergus, Newtownabbey, Ballymena, Cookstown, Magherafelt, Ballycastle, Ballymoney, Portrush and Coleraine Further Contact Details (for professional liaison) Central Gateway Team Unit 5A, Business Park Hillhead Road Toomebridge, BT41 3SF Tel: 028 7965 1020 Fax: 028 7965 1036 South Eastern Gateway Team The Beeches 76 Avondale Drive Ballyclare, BT39 9DB Tel: 028 93340165 Fax: 028 9334 2531 Northern Gateway Team Coleraine Child Care Team 7A Castlerock Road Coleraine, BT51 3HP Tel: 028 7032 5462 Fax: 028 7035 7614 Website Southern HSC Trust
Telephone (for referral) 08007837745 Craigavon, Banbridge, Dromore, Lurgan, Portadown, Gilford, Armagh, Coalisland, Dungannon, Fivemiletown, Markethill, Moy, Tandragee, Ballygawley, Newry City, Bessbrook, Annalong, Rathfriland, Warrenpoint, Crossmaglen, Kilkeel, Newtownhamilton Further Contact Details (for on-going professional liaison) Craigavon/Banbridge Gateway Team Brownlow H&SS Centre 1 Legahory Centre Craigavon , BT65 5BE Tel: 028 38343011 Fax: 028 38324366 Newry/Mourne Gateway Team Dromalane Dromalane Road Newry, BT35 8AP Tel: 028 30825000 Option 1 Fax: 028 30825016 Armagh /Dungannon Gateway Team E Floor South Tyrone Hospital Carland Road Dungannon, BT71 4AU Tel: 028 87713506 Fax: 028 87713671 Website Western HSC Trust Telephone (for referral) 028 71314090 Areas Derry, Limavady, Strabane, Omagh and Enniskillen
Mission The Pharmacy Work Group (WG) will assure that the HL7 content concerning medication-related information – e.g. in processes such as prescribing/ordering, dispensing/supplying, and administering/using medication - addresses all of the requirements of stakeholders. The Pharmacy WG will also create and maintain a set of artifacts to support the processes above. Charter Work Products and Contributions to HL7 Processes This WG provides a forum for all stakeholders concerned with clinical content related to medication information. The WG will also work with and provide medication content guidance/recommendations to other WGs. The Pharmacy WG will take into account the experience of groups outside of HL7 e.g. Integrating the Healthcare Enterprise (IHE) Pharmacy and ISO TC215 Work Group 6. Stakeholders include pharmacists, physicians and other clinicians, healthcare technology experts, vendors, regulators, healthcare strategic organizations e.g. Dutch National ICT Institute for Healthcare (Nictiz), Office of the National Coordinator (ONC), Canada Health Infoway, and Australia’s National eHealth Transition Authority (NeHTA). The Work Group will develop specifications using the principles and language of the Services Aware Interoperability Framework (SAIF) Canonical Definition (CD). Formal Relationships With Other HL7 Groups Domain Experts Steering Division Clinical Statement Orders & Observations Patient Care Public Health and Emergency Response (PHER) Regulated Clinical Research Information Management (RCRIM) Structured Documents FHIR Electronic Health Records (EHR) Formal Relationship With Groups Outside of HL7 The WG will develop relations with appropriate national and standards bodies subject to the approval of the HL7 Board. The WG has informal relationships with the following groups outside of HL7:
Student Checklist I reflected on (thought about) a very important part of my learning today. I predicted how data could help me plan my Space Mission. For example: I can convert between fractions, percent, and decimal numbers. I understand how to whole compares to parts. Teacher Feedback Next Next Steps:
Outcomes Exceeds Expectations Meets Expectations Does Not Meet Expectations Analyze, identify cost behavior patterns Analyze, apply product costing concepts Identify, employ relevant information in budget preparation and decision making Students correctly apply the appropriate knowledge in over 90% of item(s) scored. Students correctly apply the appropriate knowledge in 75% to 90% of item(s) scored. Students correctly apply the appropriate knowledge in less than 75% of item(s) scored. Learning goal 2 is assessed in an end-of-semester exam in ACC 3200, Cost Accounting. To achieve our department goal, a minimum of 75% of students must meet or exceed expectations. Learning Goal 3: Students will demonstrate proficiency in assurance and attestation. Measures: Embedded test questions
Outcomes Exceeds Expectations Meets Expectations Does Not Meet Expectations Identify, apply provisions of the AICPA Code of Conduct Assess audit risks Collect audit evidence Report results Students correctly apply the appropriate knowledge in over 90% of item(s) scored. Students correctly apply the appropriate knowledge in 75% to 90% of item(s) scored. Students correctly the appropriate knowledge in less than 75% of item(s) scored. Learning goal 3 is assessed in exams in ACC 4560, Introduction to Auditing. To achieve our department goal, a minimum of 75% of students must meet or exceed expectations. Learning Goal 4: Students will demonstrate proficiency in information Systems. Measures: Embedded test questions Outcomes Exceeds Expectations Meets Expectations Does Not Meet Expectations Organize data Collect and process data Create system documentation Control business processes Students correctly apply the appropriate knowledge in over 90% of item(s) scored. Students correctly apply the appropriate knowledge in 75% to 90% of item(s) scored. Students correctly apply the appropriate knowledge in less than 75% of item(s) scored. Learning goal 4 is assessed in an end-of-semester exam (all four outcomes) and a computer project (outcome 2) in ACC 3570, Accounting Systems and Internal Control. To achieve our department goal, a minimum of 75% of students must meet or exceed expectations. Learning Goal 5: Students will demonstrate proficiency in federal taxation of individuals. Measures: Embedded test questions
14 25 1500 2.9% 13% 0.1 0.1 0 For each of the columns in data table, write a sentence which describes the trend of the data. Temperature – “The temperature in the greenhouse remained constant at 25°C during week 52 and week 53 Light – CO2 – O2 – Water – Stomata – Photosynthesis rate – Explanation of the Problem Google Doc Having examined the data, reassess your hypothesis and determine whether or not it was accurate or if it should be revised. Make a statement of your inferences as to what is killing the plants. Fully describe the factor(s), primary and secondary, causing the plant death and Luke’s breathing problem. Be sure to support this with data; reference the data tables provided and the graphs you created. Write a detailed explanation of how the factor(s) affects the photosynthetic rate. Include as much detail as you can on the process of photosynthesis. Proposed Solution to the Problem – Google Doc In detail, recommend how to fix the problem in the greenhouse, explain why you came to those conclusions and develop a model of your solution. Greenhouse 3D Using easily available materials, your team is going to construct a model of a greenhouse to grow plants on mars that will enable the plants to live Parameters: Model must be 3D Model can be made by using available materials in class Materials may be brought from home If any materials are purchased by group members, the TOTAL expense, must be no more than $10 Paper and cardboard may be used, indicating where glass is etc. Presentation – You will present your project to class Describe your solution to the problem Explain how your model solves the problem