zilongwang/ReadingBank huggingface dataset:
TENTATIVE AGENDA Saturday, January 27th, 2018 9am – 5pm 9:00 – 10:00 am – Welcome and introductions; syllabus review 10:00 – 11:00am – Overview of key prongs of CSR programs; discussion of culture article and reporting lines, how do we typically define CSR 11:00 – 11:10 am – 11:10 – 12:30 pm – Part 2 of CSR functions and discussion in respect to readings 12:30 – 1:00 pm – 1:00 – 1:45 pm – Review of nonprofit sponsorships and developing pitches 1:45 – 2:00 pm – 2:00 – 3:00 pm – Team assignment on pitches (pair off) 3:00 – 4:30 pm – Presenting pitches 4:30 – 5:00 pm – Close with reading discussion Saturday, February 17, 2018 9am – 5pm 9:00 – 10:00 am – Overview and discussion of the Civic 50 10:00 – 10:45 am – Dissection of key Civic 50 prongs 10:45 – 11:00 am – Break 12:00 – 12:30 pm – Lunch 12:30 – 2:00 pm – Panel discussion, “Innovative Programs & Careers in Philanthropy” 2:00 – 2:10 pm – Break 2:10 – 3:30 pm – Discussion of final assignment and group work 3:30 – 4:00 pm – Report out on brief thoughts on group work assignment 4:00 – 4:10 pm – Break 4:10 pm – 5:00 pm – Discussion of shared value and triple threat leadership readings; individual assignment due on March 3rd by 5pm.
At each of the carry out the following survey. Use a 100 metre street section, both sides of the road. As this is a subjective surevey is should always be completed by the same person. Location Feature Score Feature Score Landscape Quality Trees and well-kept grassed spaces Few trees and/or unkept grassed spaces No trees or grassed spaces. 8 4 0 Noise Normal residential standard – quiet Above residential standard –with some noise Main street standard – very noisy 5 2 0 Derelict land None Small area Large area 10 4 0 Air Pollution No offensive smells or obvious air pollution Offensive smells and/or obvious air pollution 10 0 Litter/ Vandalism No litter, no vandalism Some litter or vandalism Very untidy, much vandalism 8 4 0 Access to recreational amenities Nearby park visible Some street seating but no visible park No street seating or visible parks 4 2 0 Industry All residential properties Some industry Mainly industry 10 5 0 Traffic Flow Normal residential traffic Above normal residential traffic Heavy vehicles and through traffic 6 3 0 Total Points
Weighting (w) Number seen w x n Closed Premises n/a n/a Bars and restaurants 1 2 3 Banks 1 2 3 Offices and professional services 1 2 3 Services to home e.g. Dry cleaner 1 2 3 Servicesof poverty e.g Repairs 1 2 3 Clothing and shoes 1 2 3 Book shops and Art Galleries Subtotatl Index of Services and Amenities Location
THE PACMACS PROGRAM PACMACS (PAthways to Careers in MAthematics and Computer Science) is a program sponsored jointly by the Mathematics and Computer Science Departments at Saint Joseph’s University. The program offers junior and senior level students from Philadelphia high schools the opportunity to earn college credit by enrolling in either a mathematics or computer science course during the spring and fall semesters. The program includes workshops to improve learning skills and information sessions about the college admissions and financial aid processes. PACMACS is an excellent introduction to the rigor and discipline that is required for success in college. The program aims to: (1) prepare students for success in college, (2) provide students with skills in mathematics and computer science, and (3) encourage students to become mathematics/computer science professionals. Applications are accepted during the fall semester of each academic year. All participants in the program receive full tuition, textbook, and if needed, tokens for transportation. PROGRAM DESCRIPTION Students will be enrolled in a college level mathematics or computer science course each semester. Courses offered include: MAT 120 – Precalculus MAT 155 – Fundamentals of Calculus* MAT 161 – Calculus I* MAT 118/128 – Applied Statistics CSC 110 – Building Virtual Worlds CSC 120 – Computer Science I (Fall semester only) *MAT 120 or placement test required for students enrolling in calculus at SJU. Activities and services available include: Access to professors during special designated office Student Mentors Workshop about the college admission and financial aid processes Workshops to increase learning skills in mathematics Access to computer labs and library Access to tutoring at the Learning Resource Center (LRC) SAINT JOSEPH’S UNIVERSITY Saint Joseph’s University is a private independent and comprehensive Catholic university founded by the Society of Jesus in 1851. The University offers over 75 degrees leading to the undergraduate degree including mathematics and computer science. There are approximately 4,550 men and women enrolled in the traditional day undergraduate program. The campus is located in western Philadelphia and Montgomery County. Although separate, the Mathematics and Computer Science Departments work together to prepare students for professional work in various fields of study in mathematics and computer science. Both departments are housed in the Barbelin building and share the use of two state of the art computer classrooms that include the MAPLE computer algebra system as well as Alice and Carl J. Robot (animation software). Each department works to ensure that students are intellectually prepared to apply their skills and knowledge in their professional lives. CONTACT INFORMATION
Based on our results and the time complexities involved with acquiring such results, we can draw a few overall conclusions. First, one can see how much randomness mattered within the context of Pac-Man as there appears to be a large discrepancy between the results of the minimax and expectimax algorithms. If we were to do this experiment again, it would have been beneficial to run the same algorithms on a game board where the ghosts did, in fact, move optimally to see what differences could be found. Another conclusion drawn from this project is the noticeable power of a properly trained algorithm. When considering the time taken make the decisions and the results, q-learning was far and away the best algorithm. Q-learning was able to retrieve similar results to expectimax depth four in a fraction of the time. For future problems similar in nature to the one explored in this paper, it would be wise to apply the algorithm. There are a couple of concerns worth mentioning in regards to this project. First, reflex agent had the potential to do much better than it did with a different utility function, but we wanted to have consistency across algorithms for evaluation so that the algorithms, themselves could be compared. If we were to do this project again, we would have tried to find an evaluation function that would work well for all algorithms, even reflex agent. In addition, coming up with a better utility function in general would have been a good idea. A utility function is fairly subjective due to the programmer deciding what states are desirable. These subjectivities may not have been ideal for winning at Pac-Man. A lot of the decisions involving the utility function were made based on guessing and checking until the behavior evident in Pac-Man coincided with our preferences for how to play the game. Looking back on this project, there is probably a better way for how to come up with a utility function. If we were to do this project again it would also be worth exploring future depths of minimax and expectimax. Due to computer limitations and the amount of trials needed to draw conclusions, we could only explore up to depth four reasonably for both algorithms. It would be interesting to see how close to a perfect 100% rating we could obtain by investigating larger depths. The same goes for q-learning. By adding more games to the training count it would be interesting to see how close to perfection we could get.
3 flags (two Thai national flags and one for the 193 days anniversary since the 7 October 2008 crackdown on the Yellow Shirts at the Parliament) - : “193 (meeting held on 25/5/2009) 3 hand clappers 6 badges (some with pictures, some with slogans) 2 magnets, 1 wrist-band (with pictures) 2 miniature T-shirts (with slogans on the October 2008 martyr tribute) 3 key Box# 2 2 T-shirts both with slogans = and Box# 3 7 booklets (5 on PAD political ideals, the so-called ”New Politics”, and other miscellaneous writing by PAD supporters) 20 stickers (a variety, from an ironic jingle on ex PM Thaksin Chinnawat, a slogan against dissolution of the parliament demanded by the Redshirts, to our beloved King and Nation) 1 postcard (satirical cartoon images of Democrat and Thai leaders. 2011?) 9 bandannas (with slogans such as - save the nation”, - we love our king; and others) Box# 4 Total of 12 VCDs. Details as follows: 1st group (5 VCDs) 40 40 / (2549) / & (2549) 3 / (2549) / (2549)
Place of registration: Australian Company Number (or equivalent): Australian Business Number (or equivalent): Principal office in Victoria (if any): Telephone: Facsimile: Email: Name and title of Tenderer’s authorised agent: Date: Executive summary Provide a brief executive summary providing an overview of the Tender. Compliance with the Specification A Tenderer must provide a tabulated statement showing clearly, and in order of the relevant sections, its level of compliance with Part B (Specification). Refer section 7.1, Part A (Conditions of Tender) for further instructions. Note: No response is required in respect of a particular section of the Specification where a Tenderer will comply with that section. Section Compliance Statement Note to Tenderers: The cells in this column need to state one of the following: Will comply subject to conditions; or Will not comply. Explanation / Comment Note to Tenderers: Where the statement in column 2 is “Will comply subject to conditions”, Tenderers should state in this column 3 the applicable conditions and the reason why those conditions are applicable. Where the statement in column 2 is “Will not comply” Tenderers should state in this column 3 the reasons for such noncompliance. In both cases, the nature and extent of noncompliance must be clearly stated.
One Stop, Director VACANT College Transitions N/A PR & Communications, Director Eidson, Rebecca President’s Office N/A 1507 President Booth, Ronnie President N/A 1773 Recruiting, Director Blackwell, Tiffany College Transitions N/A 1492 Registrar Harvey, Scott Student Support and Engagement N/A 1556 Research, Evaluation & Planning, Director Marino, Research & Evaluation N/A 1836 Senior VP Galen Academic and Student Affairs N/A 2037 Staff Advisory Board, Chair Powell, Debbie SAB N/A 1505 Student Dev., Dean Dougherty, Mark Student Development N/A 1871 Student Support & Engagement, AVP Linda Jameison Student Support and Engagement N/A 1562 TCTC Foundation, Executive Director Kelly, Grayson TCTC Foundation N/A 1548 Director, Economic and Governmental Relations Cooper, Dan Economic and Governmental Relations n/a 1762 Director, Career Services Hellenga, Glenn Student Support and Engagement n/a 1585 Director, Technical Skills for Success Walter, Diana College Transitions n/a 1535 Program Manager, World Class Training Center Parker, Richard CCE n/a 1718 rparker@tctc.edu Program Manager, Certification and Licensing Corley, Mary CCE n/a 2047 Program Manager, Business Training Strickland, Sandra CCE n/a 1732 Program Manager, Healthcare VACANT CCE n/a 1724 Interims named only if they are not already a member of PAC.
Central venous cannulae Chest drains Nasal prongs and NIV masks Guedel and nasopharyngeal airways Nasogastric tubes and urine catheters Suction catheters and Yankauer suckers Oximeter probes and fixation Self-inflating bags and masks Blood sampling tubes and capillary tubes and retractable lancet ECG electrodes Condenser humidifier Aerosol mixing chamber/spacer IV giving set Bed linen Clothing Dummies Nappies Toothbrushes Armboards Drugs and IV fluids: 5% dextrose in Normal saline 10% dextrose in Normal saline Liquid form of some drugs rather than tablet form
Paediatric haemoglobin and optimisation template ANAEMIAa Hb below reference range for age, sex and gestation Ferritin <20 mcg/L Iron deficiency anaemia Ferritin 20–50 mcg/L Possible iron deficiency anaemia Ferritin >50 mcg/L Unlikely iron deficiency anaemia Review clinical history and identify cause (see Table 1 below) Start treatment: iron 3–6 mg/kg/day Address causes of dietary iron deficiency: dietary iron <1 year of age, cease cow’s milk and use an infant formula 1–2 years of age, reduce cow’s milk to <500 mL daily Assess haematological response within 2-4 Continue treatment for 3 months after Hb recovery If oral iron is ineffective or is not tolerated, consider causes of anaemia (see Column 3) and use of IV iron Review and address any causes of iron deficiency (see Column 1) Correlate with MCV/MCH and CRP Consider therapeutic trial of iron: iron 3 mg/kg/day Assess haematological response within 2–4 weeks If anaemia persists, consider other causes (see Column 3) Correlate with MCH/MCV and CRP Ferritin may be elevated in the setting of inflammation. However, iron deficiency may still be present, particularly where TSAT <20%. Consider alternative causes of anaemia: and other haemoglobinpathies of chronic disease anaemia deficiency deficiency a This algorithm applies to all patients, including those undergoing procedures in which substantial blood loss is anticipated. The reference ranges are based on criteria from the Royal College of Pathologists of Australasia(), and they may require local adaptation. CRP, C reactive protein; Hb, haemoglobin; IV, intravascular; MCH, mean corpuscular haemoglobin; MCV, mean corpuscular volume; TSAT, transferrin saturation
Improvement in disability is demonstrated as measured by Modified Rankin Score as compared to the previous review assessment Dose Refer to the current product information sheet for further information. The aim should be to use the lowest dose possible that achieves the appropriate clinical outcome for each patient. Induction Dose– Up to 2g/kg in 2 to 5 divided doses Review after 1 month, if improvement demonstrated but symptoms persist, further courses can be considered every three months. Maintenance Dose –1- 1.5 g/kg, 4 to 6 weekly The aim should be to use the lowest dose possible that achieves the appropriate clinical outcome for each patient. Refer to the current product information sheet for further information on dose, administration and contraindications. Induction and maintenance doses have been developed and agreed by Specialist Working Group consensus. References (most recent update: February 2016) Chang K, Frankovich J, Cooperstock M, Cunningham M, Latimer M, Murphy T, et al (2015) Clinical Evaluation of youth with pediatric Acute-onset neuropsychiatric Syndrome (PANS): Recommendations from the 2013 PANS Consensus Conference. Journal of Child and Adolescent Psychopharmacology, Kovacevic M, Grant P and Swedo SE (2015) Use of Intravenous Immunoglobulin in the treatment of 12 Youths with pediatric Autoimmune Neuropsychiatric Disorders Associated with Streptococcal infections. Journal of Child and Adolescent Psychopharmacology, 25:65-69.
Swedo SE, Leonard HL, Garvey M, Mittleman B, Perlmutter S, Lougee L, et al (1998) Pediatric Autoimmune Neuropsychiatric Disorders associated with Streptococcal Infections: Clinical description of the first 50 cases. American Journal of Psychiatry, 155:264-271. Singer HS (1999) PANDAS and immunomodulatory therapy. Lancet, 354(9185):1137–8. Ontario Regional Blood Coordinating Network (2016). Ontario Intravenous Immune Globulin (IVIG) Utilization Management Guidelines, Version 3.0. [online]. Available at: http://transfusionontario.org/en/download/ontario-intravenous-immune-globulin-IVIg-utilization-management-guidelines-2/. Perlmutter SJ, Leitman SF, Garvey MA, Hamburger S, Feldman E, et al (1999) Therapeutic plasma exchange and intravenous immunoglobulin for disorder and tic disorders in childhood. Lancet, 354(9185):1153–8. UK Department of Health (2011) Clinical Guidelines for Immunoglobulin Use: Second Edition Update. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/216671/dh_131107.pdf UK Department of Health (2011) Clinical Guidelines for Immunoglobulin Use: Second Edition Update: Summary Poster. Available at:
Signed by (supervisor) Neonatal – poor feeding Date Key clinical features and specific diagnosis Relevant history Clinical features on examination Treatment commenced Follow-up during treatment course Social, community and environmental dimensions Outcome Complications Signed by (supervisor) Neonatal – prolonged rupture of membranes Date Key clinical features and specific diagnosis
Treatment commenced Follow-up during treatment course Social, community and environmental dimensions Outcome Complications Signed by (supervisor) Neurology – congenital or acquired hydrocepahalus Date Key clinical features and specific diagnosis Relevant history Clinical features on examination Treatment commenced Follow-up during treatment course
CORONERS REFERRAL BEFORE REFERRING TO THE CORONER PLEASE ENSURE THAT YOU ARE AWARE OF ALL CIRCUMSTANCES RELATING TO THE DEATH, HAVING FULLY CONSIDERED THE NOTES AND ANY OTHER RELEVANT INFORMATION. Identification of the Deceased Surname First Name Date of Birth NHS Number Male Female Date of Death Time of Death Place of Death Who confirmed Death? Home address Registered General Practice and Contact did death occur? Medical Centre Nottingham City Hospital Other Parent / Carer / Person with Parental Responsibility Telephone Contact Details (essential) Please include relationship to the deceased Interpreter needed Yes No Language Death was: Expected Unexpected Name of Rapid Response Clinician for Unexpected Death Name of Midwife/Nurse providing bereavement support If an accident, injury or traumatic event is believed to have contributed to the death, where did this event occur? Admission was from another hospital. Person Referring Name Job title Bleep or contact Email Date Time Consultant Date & Time consulted Contact Name of Obstetrician / Other Consultants where relevant
Key Area/Issue/Shortfall to be addressed Action required Lead responsibility Target Date to complete Actions taken so far and date completed Progress Template notes This document is intended to be used by clinical paediatric diabetes teams to monitor plans and progress against them. It is suitable for recording gaps and shortfalls following Self-Assessment , review of NPDA results and Peer Review visiting alongside other national and local Trust or health board initiatives There should be a specific governance team or divisional meeting at which this plan is formally reviewed. Keeping this up to date enables evidence of the current situation to be readily presented to CQC, HIW or other regulatory or commissioning teams. © RCPCH 2018 – shared for use by paediatric multidisciplinary diabetes teams in the UK More resources and information please see
responses that will be interpreted as “flaming” or sarcasm. Communicate complaints directly to the individual involved. Do not send a blanket email to everyone in the class or to administrative personnel until you have communicated your concerns directly to the person involved and allowed them time to respond. Do not post a message to the class on Blackboard that is more appropriate for an individual. Avoid offensive language of any kind. Calendar As this course is taught in an Intensive format, the course progression will be developed for the week in with student participation. APPENDIX A 4-MAT REVIEW SYSTEM The 4-MAT REVIEW system is a way of responding to readings that requires the learner to interact with new ideas on several levels. Please use the following format in preparing 4-MAT REVIEWS: 1. Summary: Summarize what you have read as if you were the author boiling down the book into 750 tight words. Prove that you comprehend the readings by writing a summary. 2. Concrete responses: Get vulnerable! In 500 words, relate a personal life episode that this book connected with in your own life experience. Relate your story in first person, describing action, quoting sentences you remember hearing or saying. In the teaching style of Jesus, this is a do-it-yourself parable, case study, confession. You will remember almost nothing you have read unless you make this critical, personal connection. What video memory began to roll? This is your chance to tell your story and make new ideas found in the book your own. 3. Reflection: What new questions pop up for you in response to what you have read? Keep a rough note sheet at hand as you read. Begin with questions like, “What would I like further information on?” Where do I not agree/strongly agree with the author?” or “What bothers me/excites me about this content?” This section should be at least 500 words. 4. Application: How does information book influence how you are to continue your own personal growth process? What actions or changes are you going to make in your life as a result of your learning? Your response here is a matter of obedience first, questions later. Be precise in summarizing your action steps (limit these comments to about 500 words).
Preventative: constipation, oral fluids, encourage full voiding Glomerulonephritis Haematuria + oliguria (+/- HT + ureamia) produced by immune mechanism in kidney Peak age 7yrs Causes: Strep sore throat or skin infection HSP Toxins (heavy metals) Berger’s disease Malignancies Infection (viruses, SBE, syphilis) Renal vein thrombosis Presentation: Haematuria Oliguria BP Periorbital oedema GI dist Loin pain Ix: MSU: RBCs, WBCs, red cell casts Bloods: urea, ESR, acidosis, C3 Renal US, renal Bx Rx: Restrict protein in oliguric Penicillin IV and then PO for strep infection Monitor BP, treat severe HT. Wilm’s neuroblastoma Malignant tumour composed of embryonic cells Commonest intra-abdominal tumour in children Originates from embryonic tissue Rarely seen after 10yrs Presentation: Abdo mass Flank pain Fever Haematuria Ix: US or CT show intrinsic mass, mixed tissue densities Rx: avoid Bx. Nephrectomy and 4/52 chemo. Radiotherapy may help Enuresis Most children are psychologically and physically normal Different types 1 nocturnal enuresis: common. FHx of delay in acquiring sphincter competence. Day time enuresis: nocturnal enuresis usually also present. Common causes are lack of sensation (behavioural prob), detrusor instability (uncoordinated bladder contraction), bladder neck weakness, UTI, constipation, neurogenic 2 enuresis: is the loss of previously achieved urinary continence, may be due to emotional upset (commonest cause), UTI, polyuria Ix: -MSU, -US, -x-ray (may show vertebral abnorm), MRI (spinal roots) Rx: Avoid acrimonous blame, and reassurance Fluid restriction before bed Star chart Enuresis alarm Desmopressin term relief) Anticholinergic or adrenergic HAEMATOLOGY
CSF Part of septic workup. While this could be a “simple febrile convulsion” with another source of sepsis LP is mandatory in this setting culture Sepsis workup A lumbar puncture is performed: CSF white cell count Neutrophils 120 (nil) Lymphocytes 25 (<5) CSF red cell 200 CSF Protein 1.2 (< 0.4 g/L) CSF glucose 0.4 (> 2.5 mmol/L) b. Interpret these results. Highly suggestive of bacterial meningitis. Likely a “traumatic tap” but ratio of RBC:WBC still indicates too many WBCs c. List and justify the medications you use to treat this child. Medication Justification Dose Cefotaxime Could choose ceftriaxone though under 3 months usually cefotaxime (hepatic immaturity) 50mg/kg 6th hourly (ceftriaxone 100mg/kg 12th hourly) Ben Penicillin To cover listeria 60mg/kg 4th hourly Vancomycin For resistant S pneu – practice varies – depends on local prevalence. Some wait for CSF gram stain or antigen studies 30 mg/kg 12th hourly Dexamethasone Give before or with antibiotics. Reduce hearing loss in Hib meningitis (JAMA 1997). Decrease poor outcomes (GOS) & death (NEJM 2002) 0.15 mg/kg Paracetamol For 15mg/kg d. A senior nurse complains to you that one of the junior doctors involved in this case has been caught stealing a box of ciprofloxacin. A formal incident report has been filed and the nurse wants you to “deal with the JMO”. The doctor says he only wanted to take some as prophylaxis against possible meningococcus. What key principles should you consider in your discussion with the JMO? Non-judgemental, non-confrontational, confidential, document discussion. “Stealing” drugs is potentially serious – disciplinary/employment ramifications Doctor needs counselling - ?apology etc Concern about infection not entirely unreasonable though prophylaxis only indictaed if meningococcus confirmed & close exposure (e.g. suctioning, intubation)
Tender Details Annexure-I Tender level Details Tender No: * Tender Creation Date and Time: NIT No: * Title: * Notice Invited for: Tender Stage: II Tender Call: * 1st Currency: Indian Rupee Email: * * District: Bhopal Vendor Class: * Tender Category: * Procurement Tender Sub category: * Stores and Purchase Period of Completion (In months): * 12 months Tender Type: Form Of Contract: SOR: Name of Work: * Packing Materials Work No: * Tender Fee details Probable Amount of Contract(PAC) in: * EMD in :* As per Sch.II Cost of Document in: * 1000/- Processing Fee in : Important Dates Purchase of Tender Start Date : * 21.3.2018 18.00 pm Pre bid meeting Date and Time: Purchase of Tender End Date: * 10.4.2018 2.00 pm Bid Submission End Date: * 10.4.2018 2.30 pm Mandatory Submissions (Envelope Open Date: * 10.4.2018 3.00 PM Technical Proposal (Envelope B) Open Date: * Financial Bid (Envelope C)Open Date: * 10.4.2018 3.30 pm * Mandatory field SCHEDULE - I General & Conditions for tender submission & supply
Outcome 2 Strategy There have been no changes to the Outcome 2 Strategy since the 2014-15 Budget. 2.1.2 Budgeted Expenses and Resources for Outcome 2 Note: The Departmental appropriation splits and totals are indicative estimates and may change during the course of the Budget year as Government priorities change. Programme Objective 2.1: Reducing Australia’s Greenhouse Gas Emissions There have been no changes to the Programme 2.1 Objectives since the 2014-15 Budget. Programme Expenses 2.1: Reducing Australia’s Greenhouse Gas Emissions Programme Deliverables There have been no changes to the Programme 2.1 Deliverables since the 2014-15 Budget. Programme Key Performance Indicators have been no changes to the Programme 2.1 Key Performance Indicators since the 2014-15 Budget. Programme Objective 2.2: Adapting to Climate Change There has been no change to the Programme 2.2 Objective since the 2014-15 Budget. Programme Expenses 2.2: Adapting to Climate Change Programme Deliverables There have been no changes to the Programme 2.2 Deliverables since the 2014-15 Budget. Programme Key Performance Indicators There have been no changes to the Programme 2.2 Key Performance Indicators since the 2014-15 Budget.
Annual appropriations National Security—2017 Independent Intelligence 1.1 1,800 3,600 2,200 2,200 National Security—enhancing Australia's regional counter terrorism assistance––expense 1.1 nfp – – – National Security—2017 Independent Intelligence 1.1 800 – – – Changes in parameters Changes in wage and price indices––expense 1.1 – 392 392 788 Changes in wage and price indices––capital 1.1 – 84 44 88 Other variations Commonwealth Redress Scheme for Survivors of Institutional Child Sexual Abuse—offset 1.1 – (75) (75) (75) Net impact on appropriations for Outcome 1 (departmental) 2,600 4,001 2,561 3,001 Decisions taken but not yet announced for Outcome 1 2,250 18,331 29,105 38,259 1.5 The following tables detail the Additional Estimates sought for ASIO through Appropriation Bills No. 3 and 4. 1.4: Appropriation Bill (No. 3) 2017–18 2016–17 Available $'000 2017–18 Budget $'000 2017–18 Revised $'000 Additional Estimates $'000 Reduced Estimates $'000 DEPARTMENTAL PROGRAMS Outcome 1 To protect Australia, its people and its interests from threats to security through intelligence collection, assessment and advice to government. 402,998 417,815 421,767 3,952 – Total departmental 402,998 417,815 421,767 3,952 – Note: 2016–17 available appropriation is included to allow a comparison of this year's appropriation with what was made available for use in the previous year.
1.5 The following table details the Additional Estimates sought for OPC through Appropriation Bill No. 3. 1.4: Appropriation Bill (No. 3) 2017–18 2016–17 Available $'000 2017–18 Budget $'000 2017–18 Revised $'000 Additional Estimates $'000 Reduced Estimates $'000 DEPARTMENTAL PROGRAMS Outcome 1 A body of Commonwealth laws and instruments that give effect to intended policy, and that are coherent, readable and readily accessible, through the drafting and publication of those laws and instruments 14,081 15,204 15,513 309 – Total departmental 14,081 15,204 15,513 309 – Note: 2016–17 available appropriation is included to allow a comparison of this year’s appropriation with what was made available for use in the previous year. Section 2: Revisions to outcomes and planned performance 2.1 1 Budgeted expenses for Outcome 1 This table shows how much OPC intends to spend (on an accrual basis) on achieving the outcome, broken down by program, as well as by departmental funding sources. 2.1: Budgeted expenses for Outcome 1 2016–17 Actual expenses $'000 2017–18 Revised estimated expenses $'000 2018–19 Forward estimate $'000 2019–20 Forward estimate $'000 2020–21 Forward estimate $'000 Program 1.1: Legislative drafting and publication Departmental expenses Departmental appropriation 13,336 15,383 16,013 16,189 16,284 s74 retained revenue receipts (a) 6,550 6,214 6,259 6,367 6,480 Expenses not requiring appropriation in the budget year (b) 687 762 753 761 775 Departmental total 20,573 22,359 23,025 23,317 23,539 Total expenses for program 1.1 20,573 22,359 23,025 23,317 23,539 2016–17 2017–18 Average staffing level (number) 92 104
Change of name Current Capacity 1000 Current Published Admission Number (PAN) 200 Age 11- 16 Expansion proposal For Portsmouth Academy for Girls to become a co-educational establishment as at present the academy only admits girls on the roll. New capacity 1000 Percentage change 0 Planned start date September 2017 New Published Admission Number (PAN) 1000 Does the proposed change have on your admissions policy or oversubscription criteria? The proposal that Portsmouth Academy for Girls would become would fundamentally change the academy’s admissions policy. Local context Other local schools expanding or changing their age range The one remaining single sex school in Portsmouth apart from the academy, City of Portsmouth Boys’ school will become co-educational as of September 2015. Evidence of support from Portsmouth LA This change is part of the LAs strategic plan for school places in the area. LA representatives attended the public consultation meeting on 23rd 2015 to show their support and answer questions from the local community. Consultation and local support The dates of the consultation We consulted widely between Monday 9th March and Friday 1st May, 2015. How we made sure people were aware of the consultation Press release Staff meeting 09.03.15 followed by response via 6 Hats thinking activity. Current parents letter 09.03.15 Prospective parents letter 16.03.15 Public meeting at Portsmouth Academy for Girls on Monday 23rd March Informal drop ins, between 3:30pm and 6:30pm, on: Tuesday 24 March Monday 30 March Tuesday 21 April to all Secondary/Primary/Special school heads on 10.03.15.
PAG service specific assessment template Name: Likes to be called: Date of birth: With input by carer: With input by other: Has the person had a recent assessment: No Unsure Yes: If yes, agency and date: Other current support services (if known): Part 1: Individuality, social and emotional wellbeing Conversation starter: I would like to understand more about you as a person so we can work out together what might suit and interest you. Can you tell me a bit about yourself.... Category Areas Response Interpretation for PAG Action or referral About you Carer, family members, history Significant others, friends, diversity What you (Consider past, present, future) Enjoyment, work, volunteering, hobbies, interests, good/bad days, opportunities Your social preference Communication, socialising preferences Keeping healthy Physical health, fitness, opportunities Brain health Learning, thinking, memory, mental health, opportunities
PACS Implementation Schedule: (Please feel free to check back periodically for updates) Module Description Implementation Schedule Grants The Grants Module will replace COEUS as the campus system for submitting and routing proposals for sponsored funding. May – June: training and implementation will July 1, 2018: Fully implemented Conflict of Interest (COI) The COI Module provides an electronic system for submission and review of research conflict of interest disclosures. May – June: training and implementation. July 1, 2018: Fully implemented Institutional Animal Care and Use Committee The Module will be an electronic, paperless, streamlined way for researchers to create and submit animal use protocols. Fall 2018 Institutional Review Board (IRB) The IRB Module will be an electronic, paperless, streamlined way for researchers to create and submit protocols for studies involving human subjects. Winter 2019 Agreements The Agreements Module will be an electronic system for management of research-related contracts and agreements. It includes Sponsored Research Agreements, Material Transfer Agreements, Agreements and other documents useful for reviews and negotiation. TBD Safety The Safety Module will be an electronic, paperless, streamlined way for researchers system to create and submit protocols involving biohazards, radioactive substances, and chemicals. TBD
The effect of enzyme concentration on the rate of a reaction STUDENT Introduction Trypsin is a protease that catalyses the breakdown of other proteins. By making a serial dilution of Trypsin solution, you will observe the effect of changing enzyme concentration on the rate of a reaction. Aim To investigate the effect of changing the enzyme concentration on the rate of milk protein breakdown by Trypsin. Intended class time 1 hour Equipment Milk powder solution 2 % Trypsin solution Distilled water 5 cm3 syringes 4 boiling for the serial dilution 5 boiling tubes for the main practical Stopwatch/timer Marker pen PAG4.2 OCR Observation Sheet Method Note: In this activity you will measure the time taken for a reaction to reach a standardised endpoint. The rate of the reaction will be calculated as 1/time to end point. Serial Dilution: First you need to prepare the following concentrations of enzyme solution: 1.00%, 0.50%, 0.25% and 0.13% by using the 2.00% Trypsin solution and distilled water. Use the following diagram to help you: Label five boiling tubes with the Trypsin concentrations you have prepared and place 2 cm3 milk powder solution into each. Hold one of the tubes up against the Observation Sheet. You should not be able to see the text through the milk solution. Add 2 cm3 of 2.00% Trypsin solution to the boiling tube labelled 2.00% and immediately start the stopwatch. Hold the tube up against the Observation Sheet and stop the timer once the writing becomes visible. Record your result in a suitable table. Include a column for rate of reaction. Repeat steps 3 - 5 for the other four concentrations, 1.00%, 0.50%, 0.25% and 0.13%. Plot a graph of time versus enzyme concentration. Finally, plot a graph of rate of reaction versus enzyme concentration.
PACS Scholarships & Bursaries Name of Scholarship Purpose Eligibility Criteria Award Amount Becky Frey Student Scholarship In memory of Becky Frey, a Grebel student who died of cancer in 1996, a scholarship will be awarded to a student enrolled in the PACS program who has demonstrated financial need and scholastic abilities. Term 2A or Enrolled in a PACS Plan or Minor); Demonstrated Financial Need; Demonstrated Scholastic Ability; Grebel Residents MAY be given priority Approx. $1000 Elliot I. McLoughry Fund Scholarship Annual scholarships are awarded to PACS students who are making outstanding contributions to the PACS program through scholarly achievement in courses or research, and or leadership in student peace organizations. Enrolled in a PACS Plan or Concentration; Demonstrated scholastic ability; Demonstrated Leadership in PACS related concerns. Up to $400 Lina Wohlgemut Bursary The purpose of this bursary is to encourage and support students from third world and developing countries who expect to return to their home country to serve/work there, or students interested in service in the Third World or Developing countries. Demonstrated fulfillment of at least one of the bursary criteria in order of priority: Developing World student in PACS planning to return to his/her home country; Developing World student at Grebel planning to return to his/her home country; Student interested in service in the Developing World; Student interested in service within the context of the Christian Church. Up to $600 Mary and Walter Hougham PACS Award The will provide financial support for students studying PACS at Conrad Grebel University College who have demonstrated financial need. Students enrolled in the PACS program (major, minor or diploma); Students who have financial need and qualify for OTSS funding through the Ontario Student Assistance Program; Demonstrated involvement in and commitment to the PACS program. Three awards of up to $500 Williams PACS Award This supports the scholarly and field study work of students in the PACS program who promote peace and peaceful relations between people and nations. Recipients must be students who are contributing to the PACS program through scholarly achievement in courses or field work. Enrolled in a PACS Plan or Concentration; Demonstrated scholastic ability and commitment to peace and peacemaking. Up to $400. Peace and Conflict Studies Award Application Form
Receive and review the completed “Professional Development Plan” with evidence one week prior to the summative evaluation conference. Request more information from the teacher if necessary. Meet with teacher for year-end summative evaluation conference and comments in the “Summative Administrator Comments” section if goal is not met. Administrator and teacher sign the form to indicate the process has been completed. In the event that the teacher and the administrator cannot come to consensus, the teacher can submit a separate letter stating his/her differences. This letter will be included with the evidence of the evaluation. Give a copy of the “Professional Development Plan” to the teacher by the end of the conference day. Teacher Role: Complete the “Professional Development Plan” and submit it to administrator electronically two days prior to the scheduled mutually-agreed-upon conference. Invite a colleague to review project for suggestions if desired. Receive feedback from administrator and resubmit the plan electronically prior to the conference if necessary. Meet with administrator to review the “Professional Development Plan”. Modify plan if necessary for approval. Implement his/her plan and gather evidence completing Column Three of the “Professional Development Plan” throughout the school year. Engage in informal, ongoing communication about the plan with the administrator when needed/desired. Contact administrator if difficulty is encountered. The plan may be modified with administrator approval. Schedule a mutually-agreed upon summative evaluation conference with the administrator. Submit the completed “Professional Development Plan” and evidence to the administrator one week prior to the scheduled conference. Resubmit the plan if necessary. Meet with administrator to discuss and share evidence and artifacts to support the completion of the “Professional Development Plan” and how student learning was impacted. If the administrator and the teacher do not come to consensus on expected outcomes of the teacher’s “Professional Development Plan”, the teacher can submit a separate letter stating their differences. This letter will be included with the evidence of the evaluation. Sign the plan to indicate the process has been completed. Receive a copy of the “Professional Development Plan” by the end of the conference day.
relationship to assessment measures, evaluator expertise, eligibility regulations. how to increase that knowledge. May require significant advance preparations as each “new” disability is encountered in practice. evaluation. Find); Frames and phrases questions to obtains desired information/data for evaluation plan. Demonstrates knowledge appropriate assessment tools and evaluator; Has ability to guide team through eligibility Has ability to synthesize data/information obtained through evaluations; Demonstrates ability to make recommendations appropriate to disabilities qualifying disabilities and uses the regulations manual as a procedural guide. Has in-depth understanding of evaluation issues for qualifying disabilities and demonstrates expertise in helping teams make relevant evaluation, eligibility and recommendation decisions. -Applicable coursework 5f.4: Integrating Students, Advocating for Inclusion Standard #2 – Professional Knowledge Standard #4 - Advocacy Educator does not consider inclusion in process. Educator does not advocate for inclusion or offer support for inclusionary practices. Educator plans for reintegration but may allow others to make inclusion decisions. Educator ensures that the IEP clearly states student level of inclusion. Educator advocates for inclusion, offering support and recommendations for inclusion, based on the student needs and strengths. Educator will lead the team through and analysis of the school’s ability to serve the student in the mainstream and provide researched recommendations for inclusionary practices specific to that student. -IEPs -Student schedules -Meeting notes/minutes -Student/parent interview -Applicable coursework Colchester School District
2d) Are they able to communicate the decision in any way? The question here is only are they able to communicate? You cannot enter a ‘no’ answer because someone refuses to or is reluctant to decide. Date of Assessment How was the assessment completed? Who was present, where did it happen, how did you enable the person to make their own decision? Conclusion – If the answer to Q1 is yes and the answer to any of Q2 a) – d) is No then the person lacks capacity under the Mental Capacity Act 2005 Fluctuating capacity: Always consider whether the person has fluctuating capacity and whether the decision can wait intil capacity returns. If this is the case, explain and enter reassessment date in outcomes below. Outcome: Decision / assessor signature:
Interactive Notebook for Civil War 21.6 (p 204 Interactive Notebook) Events After the Compromise of 1850 Fugitive Slave Act passed Two Key Details Slave owners could retrieve runaway slaves, even in the Northern States Charged anyone who did not turn in a runaway How the Event Pulled the Nation Apart Extended slavery to the North Uncle Tom’s Cabin published Layed the groundwork for the Civil War Got more Northerners involved in abolition Revealed the truth in slavery: that is was horrific and dehumanizing. Kansas-Nebraska Act Popular sovereignty determined whether or not slavery would be in the states. Lead to pro-slavery and anti-slavery fighting in Kanses Repealed the Missouri Compromise- which now allowed slavery above the 36/30 line. Raid on Lawrence, Kansas (Bloodshed in Kansas) Guerilla attack by people on a Union (free) town. John Brown lead a raid, destroying pro-slavery plantations and farms Revealed that abolitionists would FIGHT for freedom Became an issue of states’ rights. Beating of Senator Sumner Leader of anti-slavery in the he denounced the Kansas-Nebraska Act. He was beat with a can by Preston Brooks Said that the Act was intended to spread slavery, NOT to ensure states’ rights.
passed the initial screening by the CBMS Program Committee are invited to participate in a pre-scheduled interim meeting/training workshop of the CBMS network. It is in the said activity where potential grantees are able to learn from on-going CBMS initiatives, and interact with existing network members and its pool of resource persons, and obtain the necessary basic tools for the development of a more detailed proposal on CBMS. Institutions that are interested to submit a proposal may follow the guidelines and format in Annex A. 2.0 Review and Approval of Grant Applications The review process of CBMS Proposals usually takes 6 to 12 months before the formal approval of a Project. The duration of the review process depends on the quality of the initial proposals submitted and the capacity of the Proponent Institution to revise the original proposal based on the set of comments from the CBMS Network Program Committee. The project will commence immediately once the revised proposal is approved by the program committee. The process of grant applications and review are as follows: Proponents submit a research proposal to the CBMS International Network Coordinating Team for initial screening. If the proposal some important basic elements based on the set criteria, the proposal is sent back to the proponents for revision. Upon submission of revised proposal to the CBMS International Network Coordinating Team, said document is circulated to the members of the CBMS Program committee for further review. Comments of the members of the Program Committee on the proposals are then consolidated by the CBMS International Network
[Pane – Core SEL Competencies] has identified five core groups of social and emotional competencies: Self-awareness—being able to understand one’s feelings and beliefs, as well as developing Self-management—learning to manage and express emotions appropriately, controlling impulses, overcoming challenges, setting and persevering Social awareness—seeing other points of view and empathizing with others, and learning to accepti differences Relationship skills—developing healthy and respectful relationships; managing peer pressure; and handling conflict appropriately Responsible decision-making—considering a variety of factors when making decisions and being aware of consequences [END Pane – Core SEL Competencies] [Pane – How can SEL skills be taught?] Research also indicates that SEL programs with the best outcomes are: multi-year in duration, use interactive instructional methods, and are integrated into the life of the school rather than being implemented as marginal add-ons. are various commercially-produced curriculum materials available. CASEL has produced the , which is available on their website. This provides an independent and objective review and rating of evidence-based programs in social and emotional learning. The guide is intended to help schools and teachers identify programs that will best meet their needs. [END Pane – How can SEL skills be taught?] [Pane – RI SEL Standards] On October 24, 2017, the Council for Elementary and Secondary Education endorsed . Districts are encouraged to follow these standards and implement them in classrooms at all levels, for all students. SEL is NOT "one more thing", but connects to all instruction and supports academic rigor. SEL skills are important for ALL! [END Pane – RI SEL Standards] [Pane – Incorporating SEL into current teaching]
Contents: Part 1: Introduction Page 4: What is Ageing Well? Page 5: What can Ageing Well you? Page 7: Key contacts Page 8: How Ageing Well is implemented and monitored Part 2: Resources Page 10 – How to get involved with Ageing Well Page 11 – Ageing Well project developments Page 12 – Health promotion campaigns 2016 Part 3: Events Page 14 – events Page 15 – Event toolkit Page 16 – Let’s get started / planning the event / on the day Page 19 – Checklist 1: Choosing a venue Page 21 – Template 1: Event risk assessment Page 23 – Checklist 2: Quick checklist for events Page 25 – Checklist 3: Creating a welcoming environment Page 27 – Template 2: Registration sheet Page 29 – Template 3: Evaluation form (short) Page 30 – Template 4: Evaluation form (long) Page 32 – Template 5: Stepping into Spring poster Page 33 – Template 6: Winter Warmer poster Part 4: Training Page 35 – Ageing Well health trainer Page 36 - Ageing Well allies Page 37 - Practical dementia awareness training Page 38 – Specialist health improvement service training