zilongwang/ReadingBank huggingface dataset:
Does this parent have legal access to the child? Yes/No Contact details 3 (including emergency information): Parent/carer full name Relationship to child Daytime/work telephone Mobile Home telephone Email Home address Work address Does this parent have parental responsibility for the Yes/No (delete) Does this parent have legal access to the child? Yes/No (delete) Other person(s) with legal contact To be completed where those persons with parental responsibility are separated and an S8 Order is in place Name Address Contact telephone numbers Relationship to child What are the contact arrangements that the setting needs to know about? Password for the collection of child by authorised person If there is anyone that is legally not allowed to collect your child please can you write a letter to the manager Andie Barker Has the child’s health record book been seen to confirm immunisation dates? Yes/No (delete) Are the children immunisations up to date ? Yes/No ( Delete) Does your suffer from any known medical conditions or allergies, or have any special dietary needs, A VEGITARIAN or preferences? Yes/No (delete) If so, please provide details:
S.No. Name of Subscribers Address Signature 1. 2. 3. 4. 5. 6. 7. Parvez Abbasi S/o Izhar Ali Abbasi Capt.Zafar Iqbal Awan S/o. Mohd. Yacub Awan Anver M. Rajpar S/o (Late) Mohammad Ali Rajpar Cyrus R.Cowasjee S/o (Late) RustamCowasjee M.H. Khokhar S/o Choudhry Imam Ali. Capt.Aqeel Ahmed S/o Sheikh Abdul Majeed Shroff S/o Shahpur Shroff Marine Services (Pvt) Limited, 2nd Business Centre, Mumtaz Hasan Road, Karachi Premier Shipping Service (Pvt) Limited, 5th Floor, Business Centre, Mumtaz Hasan Road, Karachi. General Shipping Agencies (Pvt) Limited, GSA 19 Timber Pond, Keamari, Karachi. Cowasjee & Sons, Cowasjee Keamari, Karachi. Golden Shipping Lines (Pvt) Limited, 2nd Floor, Sattar Chambers, West Wharf Road, Karachi. Tradesia (Pvt) Limited Gokal Chambers, Beach Hotel Road, Karachi. Burjorjee Cowasjee & Company, Aduljee Dinshaw Road, Opp: Custom House, Karachi. Sd/- Sd/- Sd/- Sd/- Sd/- Sd/- Sd/- Witness to above Signature. Dated the _____________ day of ____________, 1994 Name : S. Shakil Ahmed Advocate. Occupation : Services S/o : S. Abdul Aleem. Nationality : Pakistani Add : Usmani & Iqbal, Signature : Sd/- __ 211, Business Centre, Mumtaz Hassan Road, Off: I.I. Chundrigar Road, Karachi.
Current System phasing out on 31 March 2013 New Regulations taking effect on 1 2013 Exit Summative Assessment (Trade Test) Artisan Development 1: Level Qualification Knowledge Component (FET) 4 Options Practical Workshop Training(Accredited Provider or FET) Workplace Experience (Workplace Provider Approved) Gr 9 or N1 N2 4 Engineering Trade Related Subjects Maths and Science Compulsory 4 Engineering Related Subjects Gr 12 With Mathematics and Science Min 50% both subjects NCV 2 Full Certificate 85 Weeks Practical Workplace Experience (workplace Provider Approved) Practical Workshop Training (Accredited Provider) 85 Weeks Practical Workplace Experience (workplace Provider Approved) NQF 2 Full Engineering Related Certificate 9 Months 9 Months 18 Months Artisan Development 2: NCV Levels 2, 3 and 4 Trade related Qualification (Integrated training: Knowledge, Practical and Workplace) Artisan Development Route 3: NQF Levels 2, 3,and 4 Trade related Qualification (Integrated training: Knowledge, Practical and Workplace) N2 Optional Compulsory N2 Exemption 4 Related Subjects RPL Process (Previously Section 28) Section 28 Test
VINAYAKA MISSIONS UNIVERSITY, Faculty of arts and science Department of mathematics of studies 2017-18 B.Sc - MATHEMATICS CURRICULUM - REGULATIONS 2017 Ability Enhancement Compulsory Course (Theory) - 02 Papers Discipline Specific Course (Theory)(Core Papers - 10 Papers Discipline Specific Course-Foundation Course - 04 Papers (English and Generic Elective (Interdisciplinary – Theory) - 02 Papers Discipline Specific Elective Course - 04 Papers Skill Enhancement Course - 04 Papers Total – 26 Papers Total Number of Credits: 8+60+12+12+24+16= 132 Credits COMPONENET - ABBREVIATIONS Ability Enhancement Compulsory Course - AECC Discipline Specific Course - Theory - DSCT Generic Elective (Interdisciplinary) Theory - GET Discipline Specific Elective Course - DSEC Skill Enhancement Course - SEC SEM COMPONENT PAPER TITLE CREDITS I DSCT - I Foundation Course-I- Tamil – I / Hindi – I 03 DSCT-I Foundation Course-I- English-I 03 DSCT – I Core I: Differential Calculus 5+1 DSEC – I Matrices and Laplace Transform 5+1 AECC-I Environmental Science 04 Total 22
F. Information BG SOFIA20 WWW for Incoming Students Course Catalogue Housing Visa Information Insurance Information SIGNATURES OF THE INSTITUTIONS (legal representatives) Institution Name, function Date Signature BG SOFIA20 Prof.R.Betcheva, Dean, Institutional Erasmus Coordinator Scanned signatures are accepted
MONOSACCHARIDES Simple sugars. What does mono- mean? __________________ As always, ____________________ determines function. There are levels of protein structure Linear sequence of amino acids (chain) __________________________ When acid chains are folded __________________________ The 3-D shape of the protein __________________________ Two or more separate proteins interacting __________________________ Denaturing a protein involves changing its _______________ so it no longer works. ENZYMES Many proteins act as ______________, or biological catalysts. ______________ lower the amount of activation energy needed for a reaction. Enzymes in cells may ________________ chemical bonds and _________________ the amount of activation energy needed for the reaction. Sketch an enzyme: Substrates attach to an enzyme at its ______________ site. Proteins are made from the following atoms The ratio of atoms in carbohydrates is NOT THERE! Proteins are made up of monomers called _________________. FUNCTION Proteins have three jobs within the cell. 1. 2. 3. STRUCTURE An amino acid is a central carbon bonded to four different functional groups Hydrogen Group Carboxyl Group “ R “ Group There are ______ amino acids. The difference is in the _____ group!
Please describe, as specifically as possible, the audiences you think will be interested in your book: Primary Market (those audiences you feel need this book): Secondary Market (those audiences with an occasional need for this book): Please list the titles of typical courses that would use your book and at what level are they taught? Why will someone want to adopt your book for their course? What price do you feel the target market would consider fair for your book? If it is a research-level book, what are the research areas of the people who will be interested and the most important associations/scholarly societies/professional organizations/companies to which it should be marketed? Please list key journals your intended audiences read and major conferences in this field they attend (for marketing/promotion purposes): COMPETITION What is, in your opinion, the best book available in this area? Please also list any other similar or competing titles in the field. Why will your book be better: new topics, different approach, level? will send your proposal to a number of key contacts in your field for their opinion on the market and planned content. If you would like to suggest reviewers, please list names and e-mail addresses here. Thank you for taking the time to complete this form. Please return to: Susan Singer | Series Editor, ASPB/Wiley-Blackwell Plant Biology Series
Section 1A – Organisation details Organisation Name Please Type Here type (Please Choose from Drop down) If “Buyer Type” is “PUBLIC BODY” PLEASE PROCEED TO SECTION 2 Section 1B – FUNDING details If “Buyer Type” is “other” (in section 1a above) What level of funding does the organisation receive from state bodies? (Please Choose from Drop down) IF ‘MORE THAN 50%’ IS SELECTED PLEASE PROCEED TO SECTION 2 if “less than 50%” or “none” is selected what level of PUBLIC FUNDING WILL this project receive? (Please choose from Drop down)
Team Around the Child (TAC) Plan: Actions and Desired Outcomes (to be developed and agreed alongside child, young person and / or family) the actions should be cohesive with the analysis and findings from the assessment. Date of TAC Was this a formal meeting Yes No Who attended? Who did not attend? Text Box for important bullet points: Action Review Domain Please Note: The codes in the ‘Domain’ column below correspond to the titles in PURPLE found in the CAF assessment summary: Strengths & Needs Section What is needed and what needs to change How should this be met (Action) (specific, measurable, achievable, realistic, time limited) By when? (Must be specific do not use ‘ongoing’) Responsible Person / Agency (who is going to do it?) What is Plan B if this action does not progress? At review, the needs have: (Please click and select relevant outcome) Update on distance travelled for child and family (include positive progress or analysis if situation has deteriorated / stayed the same) Actual Outcome (how did this help the child and / or family?) To be completed once action has ended. Date completed (dd/mm/yyyy)
Galatians (BT15) Students will learn how they can be transformed when they turn their lives over to Jesus. They will learn primarily about faith and freedom. 3 semester hours Gospel of John (BT16) Students will be introduced to Jesus, the powerful Son of God, who came to in human flesh. 3 semester hours Romans (BT17) Students will learn how they can be transformed when they turn their lives over to Jesus. They will learn primarily about faith and freedom. 3 semester hours I & II Corinthians (BT18) Students will learn that through the good times and bad times, God is there leading you toward growth and wholeness. 3 semester hours I & II Thessalonians (BT19) Students will learn how to rejoice, what’s in store for their future, and how to continue to look for ways to serve God in their present situation. 3 semester hours Hebrew History (BT20) Students will get Biblical knowledge concerning the history of the Israelites. 3 semester hours Christian Workers (EP1) Students will study qualifications needed to work for God in the several branches of the Christian ministry. 3 semester Evangelistic Preaching (EP2) Students will study effective means of soul-winning. 3 semester hours Evangelism (EP3) Preparing one to go from place to place preaching the Gospel for the conversion of souls. 3 semester hours Teaching of (EP 4) Student will learn about Jesus 3 semester hours Personal Evangelism (EP4) Helps people from a variety of perspectives to understand Jesus. 3 semester hours
Expertise Date from – to Location Company & reference person (name & contact details) Position Description (specific project, main tasks) e.g. Scientific Capacity Building e.g. 07/2011 - present e.g. Benin, Burkina Faso, Samoa, St. Lucia (work based in Berlin) e.g. GIZ e.g. Scientific Policy Expert e.g. project: Science-based support in Small Island States and Least Developed Countries main provision of analysis and strategic advice for SIDS and LDCs; review and scenario assessment of INDCs; design and production of training material on climate change issues in development cooperation; preparation and facilitation of project meetings; preparation of funding proposals; leading a team of 6 people 2. 3. 4. 5. 6. 7. 12. List countries with work experience: Country Date from - to Years of experience In-country or desk work 13. Education: Date (from – to) Institution Degree(s) or Diploma(s) obtained:
Pooch Parent Information First Name : Last Name: Address: Primary Phone: City: Alternate Phone: State: Zip Code: Referred By: Email: Pooch Information Name: Breed: Feeding instructions – how often and how much MORNING AMOUNT:___________________________________________ AFTERNOON AMOUNT:_________________________________________ EVENING AMOUNT:____________________________________________ Male / Female Neutered / Spayed Color: DOB: Weight: Does your dog have any current health issues? Is your dog on any medication? If yes, please explain: Has this dog ever bitten or attacked another dog or person? Pooch Information Name: Breed: Feeding instructions – how often and how much MORNING AMOUNT:___________________________________________ AFTERNOON AMOUNT:_________________________________________ EVENING AMOUNT:____________________________________________ Does your dog have any current health issues?
Our tailor-made groups are why Bark Avenue is the safest dog boarding/day care around. With that being said, dogs will be dogs and when they play bumps, scratches and other minor injuries can happen. Our trained staff works hard to keep these things from happening, but there is never a guarantee that something won’t happen given the nature of how dogs interact. If you understand the risks that go hand-in-hand with dog play groups and want your dog to play initial here ___________________. Your signature below indicates that you understand Bark Avenue is not responsible for injuries that occur during play groups. Dog(s) Name(s):_____________________________ Owner (1) Signature: __________________________ Date: _____________________ Owner (2) Signature: __________________________ Date:_____________________
Relationship to Client: Staff Signature: Date: Baroona Youth Healing Place Murray Valley Highway Echuca Victoria 3564 Email: Baroona@njernda.com.au Web: Our trained staff are dedicated in ensuring each client who undertakes their healing journey at Baroona Youth Healing Place has the support and encouragement they need to be successful. Baroona Manager Intake & Assessment Officer Nadine Wright Tegan Wanganeen A Service of the Njernda Aboriginal Corporation
Payroll Limitation or Exclusion Option CP 15 10 The payroll endorsement is modified to provide a means of limiting or excluding the payroll expense of “any category of employees or individual employees” The term “ordinary payroll expense” and its definition are removed from the endorsement. The title, also, will no longer refer to the word “ordinary” and the word “ordinary” will no longer appear in other sections such as the “coinsurance section”. The revised endorsement serves the same purpose as the prior one but can be used to address any category of employee on the insured’s payroll. No change in of definition Condominium Commercial Optional Coverage: Loss Assessment CP 04 18 Currently the endorsement places a $1,000 limitation on an assessment as a result of a deductible on the condominium association policy. This endorsement provides a means for selecting a higher limit. Coverage is broadened Utility Removal (Time Element) CP 15 45 The Utility Service Time Element endorsement is revised to add a new category of utility service: wastewater removal property. By definition, wastewater removal property is a utility system for removing wastewater and sewage from the described premises other than a system designed primarily for draining storm water. The utility property includes sewer mains, pumping stations and similar equipment for moving the effluent to a holding, treatment or disposal facility; and includes such facilities. Coverage is broadened Earthquake Sprinkler Leakage Deductible CP 10 40; CP 10 45 In 1999, the EQSL Endorsement CP 10 39 was withdrawn from the series and EQSL could be purchased by activating the EQSL ONLY option on the EQ endorsements CP 10 40 and CP 10 45. The revision in this form adds language providing that the EQ deductible provisions outlined in the EQ endorsement (that is, the percentage deductible) do not apply to the EQSL—Only coverage. Instead the Fire deductible applies. Coverage is clarified and broadened Builders of Building Materials, Fixtures, This change relates back to the of “entrusted property” discussed above. Entrusted Property: The revision is included to distinguish between those who have a role in There is no change in “intended coverage”
NEW CONDITIONS FOR SELLING AT “BRASEA” AUCTIONS NEW Conditions from January 1st 2018 Auction bookings are preferred by email, letter, but not “ring in” basis Bookings are preferred from a financial “BRASEA” member Auctions will now have ( 275 - 325 lots ) with remaining names or those wishing more lots, to go on a “Reserve List” – we will attempt over 2018 to get down to 300 and less in 2019 should we have cancellations, the Reserve List entries will then be invited to take the lots, in a preferential order as under – if we are pushing 325 then reductions of 1 or 2 lots will have to take place per 10 lots booked, in that case if cancellations occur those 1 or 2 cancelled can be reversed A financial BRASEA Member goes to the top of the list If you work for or assist BRASEA at Auctions and events If you are a member of an associated Society – Clearwing, Crest, Pied, “BRASEA” Miniature, Bush Budgie, “BRASEA” Birds of Colour, Rares WA, BSSA SA, United Vic, Eastern Vic, Any Tasmanian Club, St George BSNSW, West Sydney BSNSW, Northside BSNSW, Pine Rivers Qld, ABS Qld, any Nth Qld Club ( list will be modified ) Those remaining on the “Reserve List” we prefer completion of our Lot Registration form when you are sending in your sale information We are still trying very hard to upgrade the quality of the birds sold at “BRASEA” Auctions - the increase to a $10 minimum fee for sales under $50 and passed in lots and scratchings, will commence 1/1/18 but the normal commission will remain at 10% for sales over $50 – the aim of this is to have less birds, while BRASEA makes approximately the same amount of money per Auction, we hope. We do have opportunities in Sydney and elsewhere for Sale and we can assist you with that information if you have birds you consider would sell for under $50 – you may check each State and location on Vendors who persist with low quality entries, late entries, who do not assist on Auction day, or do not have their birds benched by 8am will be restricted to 3 lots or none at all..
(Suggested) Budget Item Unit Unit value # per Unit Total Cost Contribution requested from New Conversations Fund Own contribution or any other the source (specify) Fee/Honorarium Fee/Honorarium 1 Per day/month Fee/Honorarium 2 Per day/month Travel Flight Per flight Land travel Per trip Accommodation Per night Per diem Per day Equipment Equipment 1 Per unit Equipment 2 Per unit Event/publication Venue cost Per unit Catering Per unit Design Per unit Printing Per unit costs and services TOTAL
Add/Change: Delete: Total Hours: Add/Change: Delete: Total Hours: Senior Fall Semester Add/Change: Delete: Total Hours: Senior Spring Semester Add/Change: Delete: Total Hours: Program Hours________________
Name the manufacturer of the product. -Sigma-Aldrich Where should you store this product? -keep in a dry well ventilated area -keep container air tight What should you do if you get this product on your skin? -wash with soap and plenty of water What should you do if you swallow this product? -Do NOT induce vomiting. mouth with water. Consult a physician. What should you do if you get this product in your eyes? -Rinse thoroughly with plenty of water for at least 15 minutes and consult a physician. Does this product bioaccumlate? -No Station 3: Answer key Product Name HHPS Symbols on Container Briefly describe the safety warnings/precautions Manufacturers suggestions in case product harms you Clorox Toilet Bowl Cleaner Corrosive -Corrosive, causes burns and makes dangerous fumes -wear a mask and gloves and use in a well ventilated space -if ingested call poison control -if inhaled move person to a well ventilated area Batiste Dry Shampoo Flammable Explosive container -very flammable -keep away from children -discontinue use immediately WD-40 Extremely flammable Explosive container and Poisonous -do not ingest, use in a well ventilated area -keep stored away from heat -if ingest call poison control or call 911 -do not induce vomitting
two simple sentences using ‘and’; using ‘because’ to join clauses. Summer Traditional Stories Essential books: The Black Rabbit by Phillipa Leathers Wolf Won’t Bite by Emily Gravett Grammar includes: Punctuate sentences with a capital letter, full stop, exclamation or question mark; begin to use ‘and’ to join sentences. Letters and Postcards Essential books: Barbapapa by Annette Tison and Talus Taylor Two Can Toucan by David McKee Grammar includes: Using capital letters for proper nouns; write, leaving spaces between words; punctuating sentences using capital letters, full stops, etc. Nonsense Poems Essential books: The Quangle Wangle’s Hat by Edward Lear and Louise Voce The Works chosen by Paul Cookson Grammar includes: Begin to punctuate sentences using a capital letter and a full stop, a question or exclamation mark; write, leaving spaces between words. Stories about Families Essential books: A Bit Lost by Chris Haughton My Mum by Anthony Browne My Dad by Anthony Browne My Mum and Dad Make Me Laugh by Nick Sharratt Grammar includes: Using capital letters for the names of people/places; punctuate sentences with a capital letter, full stop, exclamation or question mark; write, leaving spaces between words. Information Texts: African Alphabets Essential books: African Animal Alphabet from National Geographic African Animal ABC by Philippa Alys Browne South African Animals by Lindiwe Mabuza Wild and Free by Mick Manning and Brita Granstrom Why are whales so big? By Miles Kelly Grammar includes: Begin to punctuate sentences using a capital letter and a full stop, a question or exclamation mark; join two simple sentences using ‘and’; learn the grammar for Y1. Action Poems Essential Required poems supplied with plan Grammar includes: Use capital letters for proper nouns; write, leaving spaces between words.
Overview Inquiry Description This inquiry leads students through an investigation of modernization and development in three African countries: Kenya, Botswana, and Algeria. By investigating the compelling question “Does development mean progress?” students focus on the characteristics of development in these countries and respond to the challenges that each country faces in light of modernization. The inquiry is designed to be a series of research case studies in which students work in groups to research one of the three countries and write a one-page research summary on their assigned country. Teachers could assign and form groups in any number of ways, including having multiple groups of students researching the same country. Students then present their research to the class in the last formative performance task. Students will respond to the compelling question based on the perspective of their respective country or could choose to compare all three countries. In the extension activity, students work collaboratively to discuss commonalities and differences in development across these countries in Africa. In addition to the Key Idea listed earlier, this inquiry highlights the following Conceptual Understanding: (10.8a) Cultures and countries experience and view modernization differently. For some, modernization is a change from a traditional, rural, agrarian condition to a secular, urban, industrial condition. Some see modernization as a potential threat and others see it as an opportunity. NOTE: This inquiry is expected to take four to six 40-minute class periods. The inquiry time frame could expand if teachers think their students need additional instructional experiences (i.e., supporting questions, formative performance tasks, and featured sources). Teachers are encouraged to adapt the inquiries​ in order to meet the needs and interests of their particular students. Resources can also be modified as necessary to meet individualized education programs (IEPs) or Section 504 Plans for students with disabilities. Structure of the Inquiry In addressing the compelling question “Does development mean progress?” students work through a series of supporting questions, formative performance tasks, and featured sources in order to construct an argument with evidence and counterevidence from a variety of sources. Staging the Compelling Question The compelling question could be staged by having the students read the United Nations description of the Human Development Index (HDI). Students should then discuss what they think “development” and “progress” mean. Students will then examine and discuss the HDI of the United States. Students could also read the NPR blog post , and discuss the costs and benefits of labeling countries as “developing,” and consider whether or not they view these labels as problematic. Supporting Question 1
Editorial Intern for Social Science Quarterly Spring 2006 – Fall 2008 Teaching Assistant for Undergraduate Political Science Classes/Graduate Statistical Methods Classes Spring 2005 – Spring 2009 2006 - current 2006 - current Research Interests Leadership/Awards July 2017 Fall 2014 – Spring 2015 Spring/Summer 2014 Summer 2013 Summer 2007 UH Travel Grants Awards in the total amount of $1,000 Summer 2007 – Spring 2009 Social of Political Science Graduate Student Association Fall 2005 – Spring 2006 Secretary and Chair of the Mentoring Committee PSGSA Spring 2006 – Fall 2007 Language Skills Computing Skills
References Academic References Jim Granato Director, Center of Public Policy Professor of Political Science University of Houston 713.743.3887 jgranato@uh.edu Christine Mahoney Associate Professor of Political Science University of Virginia 434.982.6214 cm2cg@virginia.edu Eduardo Aleman Associate Professor of Political Science University of Houston 713.743.3933 ealeman2@uh.edu Jonathan Slapin Professor of Government University of Essex +44 (0) 1206 872757 jslapin@essex.ac.uk Teaching References David Branham Chair, Department of Political Science University of Houston-Downtown 713.221.8208 branhamd@uhd.edu Cooper Drury Chair, Department of Political Science University of Missouri-Columbia 573.884.6747 drury@missouri.edu
on Washington Bob Dylan Martin Luther King, Jr. John A. Philip Randolph Bayard Rustin Congress of Racial Equality (CORE) ”March on Washington for Jobs and Freedom” encyclopedia entry, Martin Luther King and the Global Freedom Struggle, The Martin Luther King, Jr. Research and Education Institute, Stanford University: Michael Fletcher (interviews) and Ryan R. Reed (videos), “An Oral History of the March on Washington,” Smithsonian Magazine, July 2013: “Official Program for the March on Washington (1963),” Our Documents website: “The March on Washington: Marking the 40th Anniversary of the Historic Civil Rights Protest,” August 2003, NPR website: March on Washington, Changing America Exhibition, The Museum of American History: Freedom Summer James Chaney Septima Fannie Lou Hamer Robert Parris Moses Council of Federated Organizations (a coalition of the Mississippi branches of the four civil rights organizations (Student Nonviolent Coordinating Committee [], Congress for Racial Equality [], National Association for the Advancement of Colored People [], and Southern Christian Leadership Conference []) Freedom Summer 50th website: “Freedom Summer (1964)” encyclopedia entry, Martin Luther King and the Global Freedom Struggle, The Martin Luther King, Jr. Research and Education Institute, Stanford University: Freedom Summer, History Channel website: “Freedom Summer,” episode of The American Experience, PBS website: “50 Years Ago, Students Fought For Black Rights During ‘Freedom Summer,’” June 23, 2014, NPR website: Oral histories found at the Freedom Summer Digital Archive Library, Miami University Libraries: Oral history transcripts, Civil Rights Documentation Project, Mississippi Humanities Council: Chicago Freedom Movement James Bevel Jackson Bernard Kleina Albert Raby Coordinating Council of Community Organizations (CCCO) ”Chicago Freedom Movement,” Eyes on the August 23, 2006, PBS website: Martin Luther King, Jr., “Speech at Chicago Freedom Rally,” July 10, 1966, The King Center website: Max Kutner, “A Collection of Rare Photographs Depicts MLK Leading the Chicago Freedom Movement,” August 5, 2014, Smithsonian.com: “Chicago Campaign (1966)” encyclopedia entry, Martin Luther King and the Global Freedom Struggle, The Martin Luther King, Jr. Research and Education Institute, Stanford University:
11th Emancipation Inquiry Does It Matter Who Freed the Slaves? Ed Hamilton, statue honoring the service of African Americans during the War, African American Civil War Memorial (also known as the Spirit of Freedom), 1997. Photo by Peter Fitzgerald. Creative Commons Supporting Questions What legal steps were taken to end slavery? What arguments do historians make about who ended slavery? What are the implications of the debate over who slavery? 11th Grade Emancipation Inquiry Does It Matter Who the Slaves? New York Social Studies Framework Key Idea & Practices 11.3 EXPANSION, NATIONALISM, AND SECTIONALISM (1800–1865): As the nation expanded, growing sectional tensions, especially over slavery, resulted in political and constitutional crises that culminated in the Civil War. Gathering, Using, and Interpreting Evidence Chronological Reasoning and Causation Comparison and Contextualization Staging the Question Read and discuss excerpts from the Washington Post article “On Emancipation Day in D.C., Two Memorials Tell Very Different Stories” and view images of the Emancipation Memorial and the African American Civil War Memorial. Supporting Question 1 Supporting Question 2 Supporting Question 3 What steps were taken to end slavery? What arguments do historians make about who ended slavery? What are the implications of the debate over who ended slavery? Formative Performance Task Formative Performance Task Formative Performance Task Create an annotated timeline that describes steps taken from 1861 to 1865 to end slavery. Construct a T-chart that contrasts arguments that Lincoln freed the slaves with arguments that the slaves freed themselves. Develop an evidence-based claim that explains the implications of the debate over who ended slavery.
Swansea Acute GP Unit Addendum Pathway for DVT Assessment and Treatment. (Rivaroxaban Use). To be viewed in conjunction with existing DVT Pathway Documents Prepared by Dr Chris Johns Introduction Acute deep vein thrombosis is a common and potentially life threatening disorder. It has an incidence of around 1:1000 patients per year, the incidence increasing with age Pulmonary embolism, which generally regarded as part of the same spectrum of disease, occurs at about half this frequency Uncomplicated DVT is now widely managed on an outpatient and most patients can be treated at home without problem This positively contributes to the drive to reduce pressure on acute hospital beds and importantly can reduce the time that patients have to spend waiting to be seen in the A&E department or MAU. However the pathways currently in place in our area tend to be complex with poor adherence. This guideline supports the principal that all patients suspected of having a DVT should be treated at home, once diagnosis has been confirmed and there are no contra-indications to home treatment. This also looks at using new technology in the form of novel anticoagulants to make the pathway simpler Swansea DVT Pathway has been running for 2 and there is confidence with the existing assessment pathway. Using Rivaroxaban treatment where appropriate will reduce attendances and simply the patient journey. Clinical Features A diagnosis of DVT is usually suspected in patients who complain of a painful swollen limb. However, the clinical picture can vary widely and none of the clinical features is sufficiently specific to be diagnostic. Less than a third of patients referred for tests after initial history and clinical examination prove to have a DVT. Clinical diagnosis is notoriously difficult Common features are: Pain or tenderness of the leg Swelling of calf or leg
New Employee Orientation Checklist—Faculty Only Initials of Employee Initials of Supervisor Initials of Employee Initials of Supervisor Important calendar dates for grades, NS, etc. Turnitin.com Training Blackboard training Review Early Alert System Quality Matters training (if online instructor) Review textbook adoption procedure ITV Training (if ITV instructor) Review scheduling procedure Disability/Student Accommodations Services Regional cultural opportunities Policies on overload pay/adjunct pay Academic Advisement Training
New Employee Orientation 8:30am – Breakfast, Mingle, & Paperwork 8:45am – History, Mission, & Organization 9:00am – University Policies 9:20am – Break 9:25am – Environmental Health, Safety, and Emergency Management 10:00am – Leave Management 10:10am – Technology Support Services 10:25am – Break 10:30am – ASU Police Department 11:05am – Office of Equity, Diversity, and Compliance 11:30am – Campus Tour 12:00pm – Lunch 1:30pm – Staff Senate 1:40pm – SEANC 2:00pm - Benefits
Address Supervisor Job Starting Salary $ Ending Salary $ From To Reason for Leaving May we contact your previous supervisor for a reference? YES NO Company Phone ( ) Address Supervisor Job Title Starting Salary $ Ending Salary $ From To Reason for Leaving May we contact your previous supervisor for a reference? YES NO Company ( ) Address Supervisor Job Title Starting Salary $ Ending Salary $ From To Reason for Leaving May we contact your previous supervisor for a reference? YES NO Military Service Branch From To
Rank at Discharge Type of Discharge If than honorable, explain Disclaimer and Signature I certify that my answers are true and complete to the best of my knowledge. If this application leads to employment, I understand that false or misleading information in my application or interview may result in my release. Signature Date This page to be completed by Teacher, Administrative or Bus Driver applicants only TEACHING EXPERIENCE Name of School How Long From –To Grades / Subjects Taught Reason for leaving Name of School How Long From –To Grades / Subjects Taught Reason for leaving Name of School How Long From –To Grades / Subjects Taught Reason for leaving Name of School How Long From –To Grades / Subjects Taught Reason for leaving Name of School How Long From –To Grades / Subjects Taught Reason for leaving
New employee safety orientation Employee’s name: Position: Hire date: ________ Department: Supervisor: Company vision statement We believe all accidents are preventable and embrace a culture of zero accidents We believe in reporting unsafe conditions and acts We believe in reporting accidents and incidents We support the importance of a good return-to-work policy We expect everyone to go home just as they arrived – every day General work practices Alcohol/drug policies Clothing, hair, and grooming standards Horseplay/running Housekeeping Primary hazards in work area Ladder practices Lifting training – back protection Progressive discipline policy Safety committee Site- and equipment-specific training OSHA required topics Bloodborne pathogen exposure Chemicals Hazard communication Chemical spills clean-up Asbestos and lead awareness Chemical waste disposal Compressed gas safety Site-specific chemical training Compactors and balers Confined space Crane or hoist operation Emergency response Emergency action plan Alarm systems Fire extinguisher use Procedures for reporting emergencies Fall protection First aid/CPR Forklifts/powered industrial lifts Lockout-Tagout (energy control) Personal protective equipment (PPE) Respirators Noise/hearing protection Eye and face protection Head protection Hand protection Leg and foot protection Powered work platforms Tool Use and Guarding Welding Worksite Warning Signs and Labels Completed ergonomic review of work area ___________________________________ __________________________________ Employee signature Date Supervisor signature Date Completed form must be returned to Human Resources within five days of hire.
Safety Scenario WHMIS or HHPS? List the name of the correct safety symbol that should be on the container of the Product. You working at a mechanic shop, gas station and car wash and found some industrial strength antifreeze left over from the winter. The symbol states it is poisonous. In the school office, you notice a bottle of rubbing alcohol in the first aid room. The bottle has a warning symbol suggesting that the material can cause irritation to the eyes if splashed and dizziness if not used in a well ventilated space. It is also flammable. You are at a local dive shop and you see they are receiving a new delivery of large gas cylinders to fill up scuba tanks for their customers. These industrial sized tanks have large warning symbols on them suggesting that the gas inside is under high pressure. You just bought a new pair of the latest fashion boots from a local shoe store. The store owner suggests that you protect your shoes with spray-on protectant. He suggests you should spray it on the boots outside. You look at the label and see a symbol suggesting the container may explode if heated. Your mother asks you to the toilet and you look under the sink for the toilet bowl cleaner. The product you find tells you that you should wear rubber gloves if you have sensitive skin and that you should not mix the product with any ammonia based cleaners. You are at a local park with you friends. You notice a clear plastic bag of garbage that has been left by the garbage can. You take a closer look and you see the bag is full of discarded and very soiled latex gloves. The bag containing this waste has a large warning symbol on it. You are helping your family the barbeque for a really important celebration on the weekend. You head to the local Canadian Tire and purchase a propane tank. You are warned by the symbol on its label that it is very dangerous and may be flammable if put under the improper conditions. You enter a construction site to work and you notice that your boss has several bottles of chemicals he wants you to use. One container is a solvent with the substance toluene in it. The symbols
9 1 2 Responsibilities of the ministries and agencies dealing with land do not overlap (horizontal overlap). 9 1 3 Administrative (vertical) overlap is avoided. 9 1 4 Land and use information is shared by public bodies; key parts are regularly reported on and publicly accessible. 9 1 5 Overlaps of rights on tenure typology) are minimal and do not cause friction or dispute. 9 1 6 Ambiguity in institutional mandates (based on institutional map) does not cause problems. LGI 2: Equity and Non-discrimination in the Decision-making Process 9 2 1 Land policies and regulations are developed in a participatory manner involving all relevant stakeholders. 9 2 2 Land policies address equity and poverty reduction progress towards these is publicly monitored. 9 2 3 Land policies address ecological and environmental goals; progress towards these is publicly monitored. 9 2 4 The implementation of land policy is costed, matched with benefits and adequately resourced. 9 2 5 There is regular and public reporting indicating progress in policy implementation. 9 2 6 Land policies help to improve land use by low-income groups and those who experienced injustice. 9 2 7 Land policies proactively and effectively reduce future disaster risk.
Map A: Uninsured Rates Among the Non-elderly by State, 2013 Reprinted with permission from the Henry J. Kaiser Family Foundation. Kaiser Commission on Medicaid and the Uninsured, Key Facts about the Uninsured Population, October 2014. . B: Reasons for Being Uninsured among Uninsured Non-elderly Adults, 2013
in both beakers. The mixtures are stirred well, and the oil and water layers are allowed to separate. a. What is the predominant form of HIn in the aqueous buffer in beaker Y, the acid form or the conjugate base form? Explain your reasoning. b. In beaker X the oil is yellow, whereas in beaker Y the oil layer is colorless. Explain these observations in terms of both acid-base equilibria and interparticle forces. a. The conjugate base form, In(aq), is the predominant form of the indicator in the aqueous pH 7 buffer in beaker Y. This is because the pH is greater than the pKa of HIn, causing the equilibrium to form a significant amount of products, In-(aq) and H3O+(aq) 1 is earned for correctly identifying In (aq) as the predominant form in the aqueous layer in beaker Y because the solution is not acidic (may be implicit). 1 point is earned for stating that pH > pKa and that this causes the equilibrium to favor the products. b. At pH 3, the acid form HIn(aq) predominates in the aqueous layer of beaker X because pH < pKa. Since HIn(aq) is a neutral molecule, some of it can dissolve in the oil layer of beaker X because of London dispersion interactions with the oil, causing the oil layer to be yellow. In-(aq) is charged, it will preferentially dissolve in the aqueous layer of beaker Y because of ion-dipole interactions with the water, leaving the oil layer colorless. 1 point is earned for explaining the yellow color in the oil layer of beaker X in terms of acid-base equilibrium and interparticle forces between HIn molecules and oil molecules. 1 point is earned for explaining the colorless oil layer of beaker Y in terms of interparticle forces between In- ions and water molecules. 2010 Q5 5. Use the information in the table below to respond to the statements and questions that follow. Your answers should be in terms of principles of molecular structure and intermolecular forces. a. Draw the complete Lewis electron dot diagram for ethyne in the appropriate cell in the table above. trial
INTRODUCTION TO DEPARTMENT Orientation to: Building including such items as access times, common spaces and meeting rooms, restrooms, and emergency exits. in the department including roles and responsibilities. Surrounding area including eateries, supplies, and local idiosyncrasies. Review general information as applicable to the department or the individual Office/desk/work station Keys (if applicable) Building access/security ID card Conference/meeting rooms scheduling Copying and printing Office supplies Handling confidential information Important telephone numbers, including new faculty member’s Mail (incoming and outgoing) Expense reports Purchase requests/P-Card Shipping (FedEx, DHL, and UPS) Kronos, if supervising non-exempt UPDATE PERSONAL INFORMATION Refer the faculty member to Workday to review and update his or her information.: - Go to and select Workday. - Select the Personal Information worklet, verify the information, and make updates if needed. COMPUTERS AND TELEPHONE Hardware and software reviews, including: E-mail or Outlook Calendar software Ensure computer has 3-lock stamp applied if using ePHI Shared server, if applicable How to setup voicemail How to use telephone system Ensure smartphone is secured POLICIES Provide links to: Office of the Provost, ITS secure computing policies, If applicable, HIPAA policies and guidelines, CHECK-IN AFTER 30 DAYS Email new faculty member at the end of first 30 days to: Review observations, issues and priorities Ensure mandatory training has been completed, such as the HIPAA Privacy & HIPAA security training or lab safety training. Ensure the HIPAA Attestation has been completed Resources for Managers 432‐5552 432‐0165 432‐9790 432‐9000 Staff Directory
determine. (New. Adopted by Constitutional Convention of 1938 and approved by vote of the people November 8, 1938.) §3. The protection and promotion of the health of the inhabitants of the state are matters of public concern and provision therefor shall be made by the state and by such of its subdivisions and in such manner, and by such means as the legislature shall from time to time determine. (New. Adopted by Constitutional Convention of 1938 and approved by vote of the people November 8, 1938.) ARTICLE XVIII Housing [Housing and nursing home accommodations for persons of low income; slum clearance] Section 1. Subject to the provisions of this article, the legislature may provide in such manner, by such means and upon such terms and conditions as it may prescribe for low rent housing and nursing home accommodations for persons of low income as defined by law, or for the clearance, replanning, reconstruction and rehabilitation of substandard and insanitary areas, or for both such purposes, and for recreational and other facilities incidental or appurtenant thereto. (Amended by vote of the people November 2, 1965.) Done in Convention at the Capitol in the city of Albany, the twenty-fifth day of August, in the year one thousand nine hundred thirty-eight, and of the Independence of the United States of America the one hundred and sixty-third. In witness whereof, we have hereunto subscribed our names. Frederick E. Crane, President and Delegate-at-Large U.H. Boyden, Secretary Public domain. Excerpts from New York State Constitution via: . Supporting Question 2 Featured Source Source A: Various authors, short articles by political experts debating the role of state and federal government, “Room for Debate,” New York Times, July 16, 2013 States Matter: American Federal Republic Lara M. Brown, a political analyst, is the author of Jockeying for the American Presidency. Updated August 8, 2013, 11: 43 AM
COMMENTS: APPROVED BY: DATE: Andrei Dragomir 10/20/2017 Project Manager IFB No. 4017000271 Contract No. ___________ 12 REQUEST FOR APPROVAL (RFA FORM) (NOTE: See next page for instructions on the use of this form – must be submitted in Word format) SOLICITATION/CONTRACT NO._4017000271______________________________________ MANUFACTURER__New Flyer________ REPRESENTATIVE___Adrian Graca______________ RFA NO._______39_________________ DATE___October 17, 2017_______________________ SECTION___3.4.2__ PAGE NO.______122__ PARAGRAPH NO.______2_______ MANUFACTURER'S REQUEST: Please refer to Tab 39. Turning Radius for approval as part of the Mandatory Requests for approvals. METRO'S RESPONSE: APPROVED______X__________________________ DENIED_________________________ APPROVED AS MODIFIED_____________________________________________________ COMMENTS:
APPROVED BY: DATE: Andrei Dragomir 11/22/2017 Project Manager xxiv IFB No. 4017000281 Contract No. ___________ 12 REQUEST FOR APPROVAL (RFA FORM) (NOTE: See next page for instructions on the use of this form – must be submitted in Word format) SOLICITATION/CONTRACT NO._4017000281______________________________________ MANUFACTURER__New Flyer________ REPRESENTATIVE___Adrian Graca______________ RFA NO.______66_ _________________ DATE___November 16, 2017_______________________ SECTION_ 2.2.3.1 __ PAGE NO.___62 __ PARAGRAPH NO._____9_______ Exterior Lighting New Flyer requests approval to provide LED headlights with an industry-leading 6-year warranty. This is the max warranty available from the supplier. METRO'S RESPONSE: APPROVED_______X_________________________ DENIED_________________________
APPROVED BY: DATE: Andrei Dragomir 11/22/2017 Project Manager IFB No. 4017000281 Contract No. ___________ 12 REQUEST FOR APPROVAL (RFA FORM) (NOTE: See next page for instructions on the use of this form – must be submitted in Word format) SOLICITATION/CONTRACT NO._4017000281______________________________________ MANUFACTURER__New Flyer________ REPRESENTATIVE___Adrian Graca______________ RFA NO.__103_________________ DATE___November 16, 2017_______________________ SECTION_4.5 _ PAGE NO.__196____ __ PARAGRAPH NO.____1________ Parts Information New Flyer provides a revision service only to the New Flyer published Bus Manuals. The revisions will be provided for a period of 12 years after the issue of the final build specific bus Parts Manual. Revisions are supplied either by a Parts Manual Bulletins in PDF format via email or revised pages and DVDs depending on the urgency and scope of each issue. New Flyer requests approval. METRO'S RESPONSE: APPROVED_______X_________________________ DENIED_________________________ APPROVED AS MODIFIED_____________________________________________________ COMMENTS: