zilongwang/ReadingBank huggingface dataset:
D 565 363 287 180 135 170 F 70 4 0 60 31 34 N 0 0 76 102 2 0 Total 2297 2289 2330 2501 2501 2490 Source: Authors’ calculations from state data. Table 2: Transition Matrix in Predicted Grades Based on 2002 Grade Change (row percentages) Grade in 2002 based on new (summer 2002) grading system A B C D F Simulated grade in 2002 based on old (summer 2001) grading system A 0.90 [284] 0.11 [33] 0.00 [0] 0.00 [0] 0.00 [0] B 0.59 [390] 0.32 [209] 0.09 [61] 0.00 [1] 0.00 [0] C 0.18 [206] 0.26 [301] 0.49 [567] 0.06 [69] 0.00 [3] D 0.02 [4] 0.01 [3] 0.37 [92] 0.41 [103] 0.20 [49] F 0.00 [0] 0.00 [0] 0.00 [0] 0.29 [2] 0.71 [5] Notes: All row percentages (in parentheses) are student-weighted. The number of schools is in brackets. Simulated grade changes are generated by applying both the old grading system and the new grading system to 2002 student test scores, using the approach introduced by Rouse et al. (2007). They are therefore generated based on precisely the same student tests; the only differences in the calculations are the formulas used to convert these same tests into school grades. Table 3: Teacher Job Changes between 2001-02 and 2002-03, by Accountability Shock in Summer 2002 School Year
Accountability shock Number of teachers in sample Fraction leaving school Fraction moving within district Fraction moving to new district Fraction leaving public school teaching in Downward accountability shock 8116 0.210 0.092 0.021 0.097 No accountability shock 47748 0.176 0.070 0.021 0.085 Upward accountability shock 41613 0.166 0.066 0.019 0.081 Number of teachers 97477 20629 8299 2376 9954 Source: Authors’ calculations from state data. Table 4: Accountability Shock Status for Sending and Receiving School in 2002 Sending school accountability shock Receiving school accountability shock Downward accountability shock No accountability shock Upward accountability shock Downward accountability shock 87 (11.68 percent) 402 (53.96 percent) 256 (34.36 percent) No accountability shock 298 (9.22 percent) 1572 (48.64 percent) 1362 (42.14 percent) Upward accountability shock 204 (7.72 percent) 1204 (45.54 percent) 1236 (46.75 percent) Source: Authors’ calculations from state data. Table 5: Logit Estimates of the Effect of Accountability Shocks in Summer 2002
Fenger High School PE II Syllabus Welcome Welcome to Physical Education at Fenger High School. Depending on your teacher you may be beginning Physical Education, Health or Drivers Education. These are all different classes with different rules and regulations but the common traits are all included within this syllabus. We’re glad to have you here! Goal/ Mission As a Physical Education Department we all strive to provide you with a high quality education experience that will provide you with the skills, knowledge and abilities to be lifelong movers and the interpersonal skills to live healthy productive lives. What to bring everyday As a part of your grade (see below for grading scale) you will be expected to bring several articles to school/ class every day. These items will be essential to your success in your PE Class. Activity Class PE Kit: Uniform top and Uniform Shorts Shoes/ Socks Folder (if assigned) Writing utensil Health/ Drivers Education Writing utensil Folder (as assigned) Lined paper (as assigned) Grading scale Activity Class Preparedness- 10% Ex. bringing all your materials to class, coming to class on time etc. Written assignments- 10% Sports Skills/ Daily participation- 30% Your daily participation in given activities. Assessment of Sports Skills- 30% Physical Skill tests PT- 20% General Physical Preparation Health/ Drivers Education Class Preparedness- 10% Daily Work- 40% Tests/ Assessments- 20% Projects/ Artifacts- 20% Uniform Policy
Fentanyl Patches: How to use safely Fentanyl is an opioid (narcotic) pain medicine. It can get into your body by using a skin patch. Fentanyl patches are used to provide a slow, constant flow of medicine for the relief of constant pain. The patches cannot be used unless you have been on some other opioids first. The first patch may take up to 24 hours to give pain relief. Your doctor may have you take other pain medicine for the first day or if you have breakthrough pain. Your doctor will determine if you need one or more patches together to get the right dose. Patches are usually replaced every 3 days. Change your patch(es) at the same time of day. Tell your doctor: • All the medicine you take • Your medical conditions and allergies • If you develop a rash or itchiness from the patch • If you have uncontrolled pain How to apply the patch Keep the patch in its package until you are ready to use it. Do not cut the patch. Use warm water to clean the skin. Allow the skin to dry. Try not to touch the sticky side. If you touch the sticky side, rinse your hands with water only. Soap, lotion and alcohol increases the amount of medicine absorbed. Press the patch in place for 30 seconds. Make sure that the edges are stuck to the skin. Wash your hands right away using water only. Where to apply the patch The skin needs to be unbroken, flat and away from a joint; such as shoulder, upper back or upper arm. The skin also needs to be hairless. You may need to clip hair, but do not shave. What are the common side effects? Hard stools (constipation) Upset stomach (nausea) Throwing up (vomiting) Dizziness Feeling sleepy Headache Sweating a lot
independence and to acquire thinking, learning and key skills. Leadership and management Knowledge and application of leadership styles and approaches and their relevance in different contexts. Understanding of the strategic role of the governors and the ability to work with them effectively. Experience of managing change successfully and developing excellence in a primary school. A clear understanding of how the new professional standards for teaching and leadership will enhance school improvement. A, I A, I A, I Strategic direction and development Practical experience of rigorous and meaningful self-evaluation processes. Leadership of the collaborative preparation, development and implementation of effective School Development Plans. A, I A, I Achievement and inclusion An understanding of and commitment to positive behaviour management processes. Commitment to high standards of achievement in academic, social, cultural and sporting fields for all pupils. A, I A, I the community Ability to nurture and develop purposeful community links. A, I Personal qualities Excellent interpersonal and communication skills. A, I Candidates may be expected to present evidence of any of the above essential statements. * A = Application, I = Interview ERW Education through Regional Working (ERW) provides the regional school improvement services for the six local authorities in South West Wales. The local authorities are: Carmarthen
Earliest Date Available: Expected Salary: EMPLOYMENT HISTORY (in chronological order, beginning with most recent employer) Period Company’s Name Position Duties Last Drawn Basic Salary Reasons for Leaving From (mm/yy) To (mm/yy) OTHER INFORMATION Have you ever worked or applied for a job in our Organization? If yes, please specify the post and period: _______________________________________________________________ *Yes/ No Have you ever been charged/convicted in a court of law? If yes, please give details of offence: _______________________________________________________________ *Yes/ No Are you an undischarged bankrupt? *Yes/ No Have you ever been dismissed or suspended from any position? *Yes / *Yes/ No Are you related to anyone working in this Organization or its subsidiaries? If yes, please state name and relationship: _____________________________________ *Yes/ No Where did you learn about this vacancy? _______________________________________________________________ IN CASE OF EMERGENCY, please contact: Name : ____________ Contact No. : Relationship : ________ * Please delete where appropriate
Farm Environment Plan auditing dispute submission form If you need help completing this form, please contact Customer Services on 0800 324636 or, if calling from Christchurch, 03 353 9007. Staff will be able to provide some general assistance. Send the completed submission form, and supporting documents, to: Environment Canterbury Regional Council, PO Box 345, Christchurch 8140 Fees A submission fee applies for this submission. Please refer to for fees information. The fee will cover an initial assessment of your submission. If the dispute is substantiated, Environment Canterbury will refund the fee. Submission process Use this submission form if you are disputing the audit grade or the action the Certified Farm Environment Plan (FEP) Auditor gives you. We will assess this dispute, during which we may ask you to come for an interview. For more information on the disputes submission process, please refer to the Farm Environment Plan audit complaints and disputes guidelines at . If you are part of an Approved International Standards Organisation (ISO) Accredited Audit Programme (see the list at ), you will need to contact your Approved ISO Accredited Audit Programme to dispute the audit grade or action that its auditor has given you. Submitter DETAILS Primary contact name Position Contact phone number Correspondence address E-mail address Submission details Certified Farm Environment Plan Auditor details Name Company Date of the audit Was the audit conducted as part of (Tick as appropriate): Individual contract Irrigation Scheme, Principal Water Supplier or Hurunui Waiau River Regional Plan Collective – Name Complaint details Please use the box below or attach a document (dated and signed) to provide a detailed and precise description of your complaint. Also include any supporting documents with your submission.
Relevant SC2015 Regulations Relevant CR NAI Conclusion 1. SCR2015 Regulations 15 – Design and Relocation for production installations 16 – MAH 17 – Production installation 18 – Non-production installation 19 – Design and safety case for non- production installations 20 – Dismantling fixed installations 22 - COMOPS 23 – Review of safety case 24 – Revision of safety case 30 – Internal emergency response 2. SCR2015 Schedules 3 – SEMS 5 – Design or relocation of a fixed installation 6 – Production installation 7 – Non-production installation 8 – Dismantling of a fixed installation 10 - COMOPS Assessment Record
Revisions in NOPR in RM05-5-025 No. of Respondents (1) Annual No. of Responses Per Respondent (2) Total No. of Responses (1)*(2)=(3) Average Burden (Hrs.) & Cost ($) Per Response (4) Total Annual Burden Hrs. & Total Annual Cost ($) (3)*(4)=(5) FERC-516E, (tariff filing) 132 1 132 6 $447 792 hours $59,004 FERC-717 (compliance with standards) 132 1 132 30 $2,235 3,960 hours $295,020 Total 264 36 hours $2,682 4,752 hours $354,024 Costs to Comply with Paperwork Requirements: The estimated annual costs are as follows: • FERC-516E: 132 entities * 1 response/entity * (6 hours/response * $74.50/hour) = $57,024. • FERC-717: 132 entities * 1 response/entity * (30 hours/response * $74.50/hour) = $285,120. Titles: Electric Rate Schedule Filing (FERC-516E); Open Access Same Time Information System and Standards for Business Practices and Communication Protocols for Public Utilities (FERC-717). Action: Proposed collection. OMB Control Nos.: TBD (FERC-516E); 1902-0173 (FERC-717). Respondents: Business or other for profit (Public Utilities – Generally not applicable to small businesses).
purchasing a Shaggs CD, before launching into a polemic revealing animosity towards Columbia students: “The only time you’ll really know that this Occupy stuff is working is when you wake these kids at Columbia up. ... These kids will be the last to support this because their mommies and daddies are the 1 percent,” he declares. “Most of them will not go below 110th or above 125th the whole time they’re here. ... They have this air of entitlement that is disgusting.” --- Some students would beg to differ, at least with regard to Hann’s comment about students waking up. Despite Hann’s depiction of Columbia as a citadel of unjust wealth, student participation in the Occupy movement is growing, as demonstrated by this week’s activist events. In line with Klein’s comments about knowledge and power, many of the efforts target the establishment of new models for discourse and dissemination. The recent OWS book confiscation put ideas about free access to knowledge on the radar of even lukewarm sympathizers. A few blocks north of Hann’s table on a chilly afternoon, students gather around a guitar case with a bubble lettered sign reading “The Poetics of Exchange,” and a sheet listing their personal past course books and pleasure reading. As passersby pick up flyers for local activist events pinned to string hanging from the guitar case, an impromptu saxophone-guitar-harmonica jam session erupts. Klein describes why facilitating an active exchange (as opposed to maintaining a passive inventory) is important. “It’s nice to imagine where they [these books] will go and how they might change someone else’s life,” he explains. “There’s word of mouth and then there’s dissemination. I think that’s what’s really nice about dissemination is the influence these little seeds will bring is totally indeterminate. You never know, but you know something will be shared.” The swap is loosely held from 12 to 2 p.m. on Fridays, and uses gift economy logic to facilitate a more open, participatory forum for recommending books and sharing ideas than is found
TABLE OF CONTENTS 7. Mission Statement 8. Aims and Objectives 9. Open Door Policy Arrival and Departure Policy Equal Opportunities Policy 10. Confidentiality Policy Staff and Volunteer Recruiting and Vetting Policy inc. SSSc Codes of Practice 11. Code of Practice for Social Service Workers Code of Practice for Employers of Social Service Workers 12. Recruitment of Ex-Offenders Policy Learning and Development Policy 13. Control of Disclosure Information Policy 14. Student Placement Policy Protection of Vulnerable People Policy 15. Whistle Blowing Policy 16. Complaints and Commendations Policy 17 – 20. Child Protection Policy 20. Curriculum Policy 21. Collection and Notification of Absences Policy 22. Children’s Participation Policy Partnership with Parents Policy 23. Positive Behaviour Policy Additional Support for Learning Policy 25. Plan of Intervention Policy 26. Health and Safety Policy 26 – 29. Control Spread of Infection, Accident and Incident Policies 29 – 32. Fire Policy 32. Admission and Settling In Policy Food Hygiene Policy 33. Health Promotion Policy Sterilising Policy Tooth brushing Policy 34. Toilet Policy Anti-Bullying Policy Transition Policy 35. Outings and Visits Policy 36. Missing Child Policy Eco Policy 37. ICT Policy 38. Contact Details Nursery Staff
Matteuccia struthiopteris Ostrich Fern Performs better with higher humidity and water, can look poor by late summer. Polystichum aculeatum Holly-fern group Tolerates alkaline soils, prefers medium to high light, does poorly in deep shade. Polystichum braunii Braun’s Holly Fern Polystichum braunii x Andersonii Anderson’s Holly Fern Robust grower; produces a proliferous bud near the apex. Polystichum makinoi Makino’s Holly Fern One of the most beautiful of the Polystichum’s Polystichum neolobotam Long-eared Holly Fern Another beautiful form, elegant habit. Polystichum pseudo-makinoi Holly-fern group Very hardy and surprisingly vigorous. Polystichum setiferum Holly-fern group Varieties ‘rotundatum-cristatum’, ‘pulcherrimum’, ‘Herrenhausen’, and ‘Plumosum Bevis’ have performed well. Polystichum setiferum x Andersonii Holly-fern group Polystichum tagawanum Holly-fern group Easy to grow. Polystichum tsus-simense Tsus-sima Holly-fern Cold hardy, but slow growth. Polytichum xiphophyllum Glossy fern native to China, thrives. The ferns listed may difficult to find, however, here are some possible sources: Russell Graham Purveyor of Plants, 4030 Eagle Crest Road N.W., Salem, OR 97304 – they charge $2.00 for their catalogue Foliage Gardens at http://www.foliagegardens.com/ Fancy Fronds at http://fancyfronds.com/
8.3 HONORARY SOLICITOR There may be an Honorary Solicitor to the Club, who may be appointed by the Board upon such terms and for such period as the Board shall direct. 8.4 CLUB AMENITIES The Clubhouse and associated amenities shall be open to members for such time and such conditions as may be decided by the Board of Management from time to time. No more than three hundred and fifty (350) persons, being such number as the licensed premises can adequately accommodate will be permitted on such premises at any one time. The Board of Management in their absolute discretion may restrict entry at any time in order to comply with this Rule. 8.5 DAMAGE TO CLUB PROPERTY Members shall not without authority remove from the Club’s premises or deface or damage any article which is the property of the Club. Members removing, breaking or damaging any article the property of the Club shall pay for the same at a price fixed by the Board of Management. 8.6 CONDUCT OF CLUB EMPLOYEES Under no circumstance is the conduct of any employees of the Club to be made the subject of personal reprimand by any member. Any complaint must be directed to the Secretary, in writing. 8.7 SUPPLY OF LIQUOR No liquor shall be sold or supplied to any person under 18 years of age, except where any such person is accompanied by a spouse, parent or guardian and the liquor is sold or supplied from consumption as part of a meal supplied on the Club premises. No liquor shall be sold or supplied for consumption elsewhere than on the Club premises unless such liquor is removed from the premises by the member purchasing the same. Liquor shall only be sold or disposed of during the times or days permitted by the license issued to the Club under the licensing laws. A visitor shall not be supplied with liquor in the Club premises unless the visitor is: A guest in the company of a member of the Club; or An Authorised Gaming Visitor admitted in accordance with the Rules of the Club; or At a particular function or occasion in respect of which a limited license has been granted under the provisions of The Liquor Control Reform Act
Composition Criteria & Standards 20 points per composition Criteria Level of achievement (excellent) Level of achievement (Acceptable) Level of achievement (Not Acceptable) Organization Clear supporting sentences. Clear conclusion. Clear Topic sentence. Clear cohesiveness in the development of the main topic. Clear transition of ideas within the topic. One element missing and/or unclear. Includes some transition of ideas within the topic. Lack of topic sentence. Lack of sequence. Main idea not developed. Little evidence/weak transition of ideas within the topic. Format and Mechanics (sentences, phrases, word order, punctuation) Complete sentences. Word order is clear. No or minor inaccuracies of mechanical errors. Ability to discern a complete thought. Complete sentences. Occasional inaccuracies of mechanical errors. Errors interfere with communication of main topic. Frequent mechanical errors. Obscure meaning. Vocabulary Proficient use of topic vocabulary. Orthography is correct. Adequate vocabulary usage. Occasional orthographical errors. Frequent errors in vocabulary usage. Frequent orthographical errors. Grammar Proficient use of grammar (subject/verb agreement; noun/adjective agreement). Conveys ideas effectively. Adequate use of grammar. Occasional errors interfering with communication. Inadequate use of grammar. Frequent errors interfering with communication. Adherence to topic Stay faithful to the topic. Include information pertaining to the topic. Some digression from the topic. Recognition of some of the information pertaining to the topic. Topic not addressed.
SPN 1120- Cultural Presentation – Formal Assessment( shown in percentages, not points) I.Good Information/ Accurate/ Recent Information: Sources are from 2000 or later. All information has been checked for accuracy. Relevant to the course. Shows why the topic is of interest. 25 20 15 10 5 0 II.Use of audio-visual aids: Student and group use visual and audio to help students understand the information. Use of authentic material! 25 20 15 10 5 0 III.Information presented without reading: Student is not reading from notes. He shows familiarity with topic he/she is presenting. 25 20 15 10 5 0 IV.Group work: There is coordination and organization in the presentation. Group cooperation and efforts are obvious through the presentation. Each member knows what is going on and presents the next speaker. 25 20 15 10 5 0 Scale: 100 – 90 –A 89 – 80 – B 79 – 70 – C 69 – 60 – D 59 – 0 – F Final Grade:__________
29. What are the people and activities of business? Define each group. The people of business are owners, employees, and customers. Owners have to put up resources—money or credit—to start a business. Employees are responsible for the work that goes on within a business. Owners can manage the business themselves or hire employees to accomplish this task. A business's most important role is to satisfy the customers who buy its goods or services. The major activities of business are management, marketing and finance. AACSB: Reflective Thinking Blooms: Analyze Learning Objective: 01-02 Identify the main participants and activities of business and explain why studying business is important. Level of Difficulty: 2 Medium Topic: The Nature of Business True / False Questions 30. A central issue of economics is how to fulfill an unlimited demand for goods and services in a world with limited resources. TRUE Economics is the study of how resources are distributed for the production of goods and services. AACSB: Reflective Thinking Blooms: Remember Learning Objective: 01-03 Define economics and compare the four types of economic systems. Level of Difficulty: 2 Medium Topic: The Economic Foundations of Business
Table 9: Impact map for social value changes: Mental health and wellbeing Indicator Description Source Number Cost Impact value* Reduction of stress and negativity Cost of stress reduction workshop Focus groups and interviews 38 25.00 £726.75 Not as reliant on NHS Cost of one saved GP appointment 12 25.00 £229.50 More relaxed after sessions Cost of meditation book 6 7.99 £43.27 Improved mental health Average cost of psychotherapy and counselling 19 £2,080.00 £30,232.80 Healthy eating skills Cost of average weekly fruit and vegetable shopping at £5.58 per person multiplied by minimum 2 family 128 £11.16 £1,289.20 Preventing hunger Cost of food donations valued at average cost of £27.99 per person per week 212 £55.98 £10,710.65 Reduced money worries - donation of nursery equipment, toys and clothing Amount of money spent during a baby's first year 12 £1,600.00 £17,328.00 Feeling valued and respected Average cost of Christmas and Easter greetings cards at £1.44 each 128 £2.88 £332.70 Developing other interests Cost of Zumba class per week for 26 weeks 12 £156.00 £1,689.48 Improving parental coping strategies Book on Coping strategies for parents during early years 32 £19.01 £383.24 *Taking into consideration all deadweight and attribution calculations
Table 10: Impact map for social value changes: New skills Indicator Description Source Number Cost Impact value* Improving parental coping strategies Book on Coping strategies for parents during early years Focus groups and interviews 32 19.01 £383.24 Parenting course Gaining accreditation after attending a parenting course 17 580.45 £6,216.62 Confidence (adults) Adult confidence building course 128 216.00 £16,588.80 Confidence (children) Cost of a confidence training course for children 6 £395.00 £592.50 Employment Self-employed cleaner 19 £7,000.00 £33,250.00 Non-judgmental Cost of The Stress Response book 128 £10.87 £347.84 Gained qualifications A Level English 19 £350.00 £1,662.50 Confidence and self-esteem Cost of course at Training Hand is £298.80 inc. VAT 44 £298.80 £7,888.32 Personal development Cost of personal development course for two days 11 £940.00 £6,204.00 Work preparedness/experience Preparing CV 22 £49.50 £612.56 *Taking into consideration all deadweight and attribution calculations
Workers’ Compensation Insurance 23 Unemployment Compensation Insurance 24 Teacher Retirement 24 Other Benefit Programs 24 Leaves and Absences 25 Personal Leave 26 State Sick Leave 27 Local Leave 27 Schedule 27 Sick Leave Bank (or Pool) 28 Family and Medical Leave Act (FMLA)—General Provisions 29 Local Family and Medical Leave Provisions 32 Temporary Disability Leave 33 Workers’ Compensation Benefits 33 Assault Leave 34 Bereavement Leave 34 Jury Duty 35 Compliance with a Subpoena 35 Truancy Court Appearances 35 Religious Observance 35 Military Leave 36 Employee Relations and Communications 37 Employee Recognition and Appreciation 37 District Communications 37 Complaints and Grievances 38 Employee Conduct and Welfare 39 Standards of Conduct 39 Employee Dress Code 43 Discrimination, Harassment, and Retaliation 45 Harassment of Students 45 Reporting Suspected Child Abuse 46 Sexual Abuse and Maltreatment of Children 47 Reporting Crime 47 Technology Resources 47 Personal Use of Electronic Media 48 Use of Electronic Media with Students 49 Criminal History Background Checks 52 Employee Arrests and Convictions 52 Alcohol and Drug-Abuse Prevention 53 Tobacco Products and E-Cigarette Use 53 Fraud and Financial Impropriety 53
Prepared by: [Name] [Address] [Phone] [Month Year] CERTIFICATIONS I, ________________________, am currently a registered professional engineer licensed by the State of New York, I had primary direct responsibility for implementation of the remedial program activities, and I certify that the [Remedial Action Work Plan or Remedial Design] was implemented and that all construction activities were completed in substantial conformance with the Department-approved [Remedial Action Work Plan or Remedial Design]. The following certifications are only required for Final Engineering Reports, and are not applicable to Construction Completion Reports I certify that the data submitted to the Department with this Final Engineering Report demonstrates that the remediation requirements set forth in the [Remedial Action Work Plan or Remedial Design] and in all applicable statutes and regulations have been or will be achieved in accordance with the time frames, if any, established for the remedy. For sites other than Track 1 or unrestricted cleanups, include the following two certifications:
Referral Form for Fertility Assessment Only – CRITERIA BASED ACCESS Patients from the BNSSG Clinical Commissioning Group area only Patient 1 Name Male Female Address Post Code Date of Birth NHS Number Patient 2 Name Male Female Address Post Code Date of Birth NHS Number Criteria for Referral for Assessment by Fertility Services The Access to Fertility Assessment and Treatments Policy is available on the relevant CCG website. In order to refer a couple for assessment by the Fertility Services, couples must answer “Yes” to relevant questions below. Any “No” responses will mean that the couple do not qualify for routinely funded fertility assessment or treatment and funding approval must therefore be secured from the Individual Funding Request (IFR) Panel prior to referral. A copy of this form should be completed and forwarded on with an IFR application. Please note: Recurrent miscarriage is not an indication for patients to access Fertility Services although, if appropriate, patients may be referred for gynaecological investigations rather than fertility services and treatments. Prospective fathers with a BMI of over 29.9 kg/m2 should be offered a referral to weight management services to reduce their weight, as obesity can impact on fertility. 1.a For couples in a heterosexual relationship - The couple have failed to conceive after regular unprotected sexual intercourse for two years. Patients may be referred outside this timeframe if there is a known condition which is likely to affect the fertility of either partner, for example: severe oligomenorrhoea previous testicular surgery) oncology treatment is likely to compromise the fertility of either the prospective mother or father Heterosexual couples who have failed to conceive after regular unprotected sexual intercourse for more than one year but less than two years and where the prospective mother will be older than 18 weeks before her fortieth birthday may also be referred. Yes / No N/A 1.b For same sex couples - insemination on at least 10 cycles at an HFEA licenced centre, over a period of 2 years, has failed to lead to a pregnancy. Yes / No N/A 2. The couple have been in a stable relationship for two years or more. Yes / No 3. The prospective mother is aged less than 18 weeks before her 40th birthday at assessment. Yes / No 4. The prospective father in a heterosexual relationship is aged 54 years or less. Yes / No N/A 5.a Neither partner in a heterosexual relationship has been sterilised in the past even if it has been reversed. Yes / No
FRANKLIN ELEMENTARY SCHOOL FAMILY HANDBOOK 2017-18 Page 2 Administration & Office Team Larry Quismondo Principal TBD Vice Principal Lesley Valim Secretary Lorraine Otani School Office Assistant Teaching Teams PRESCHOOL Alegna Atkins Preschool KINDERGARTEN Erin Caton AM Kinder Stacy Bruggeman PM Kinder Tanille Mendenhall AM Kinder JoAnn Woods PM Kinder FIRST GRADE Patty King Donna Lee Kim O’Hair Diana Seymour SECOND GRADE Jody Brown (2/3) Annette Jonson Amanda Martin Camila McFarland Kimberly McIntire THIRD GRADE Jody Brown (2/3) Karen Hausmann Lotty Chaves-Kanemoto Deb Patching Marcelina Torrence FOURTH GRADE Sherri Arruda Event Coordinators Boots ‘n Bling Goretti Duarte Harvest Festival Karen Vail Winter Family Fun Night Holiday Gift Shop TBD Kristi Jimenez Staff Appreciation TBD Spirit Wear Goretti Duarte Box Tops Josephine Manaois Head Art Docent Kristi Jimenez Dinner Nights Out TBD Jennifer Levario Laura McFarland Diane Shirey FIFTH GRADE SIXTH GRADE Mike Bradley Natalie Ellison Brenda Bridges Heidi Emerson Jean DeLuca Joe Fossum Kathi Hutto Natalia Muraoka Yard Supervisor Team Rachel Cantor Martha Flores-Reyes Judit Kakuszi Chris Lloyd Josephine Manaois Sarahi Velasco-Sequra Intervention & Support Team Laura Diaz-Castellanos RSP Holly Anthony RSP Jessica Malagon Psychologist Holly Green Speech Therapist TBD Nurse Cindy Ahnin Counselor Monica Lopez PBIS Coach/Behaviorist Mariana Castro Migrant Ed Family Support Librarian Computers Lori Hebenstreit Katheryn Wood Custodial Team Cafeteria Team Doug Sefing Kavita Lal Yanhong Li Diana Ortiz PTA Board Members Karen Vail President Kristi Jimenez Vice-President Karla Canant Secretary Goretti Duarte Treasurer Debbie Flowers Parliamentarian Lisa Manzo Historian Lesley Valim Auditor Erin Thompson Leisure Activity Coordinator _________________________________________
LITERATURE REVIEW Introduction The first paragraph in a subsection should align with left margin. General alignment for texts in paragraph should be “justified”. (Warner, 2002). When presenting your research paper, it is important that you provide references to the sources of information you have used in your research. Referencing is a method of acknowledging the contributions and work of others in your writing. You will have to provide brief information in the text and full bibliographic details of all SOURCES consulted in your Reference List at the end of your piece of work. The “Harvard Referencing System” is an author-date system for citing and referencing sources of information. This guide provides examples of In-text citation and referencing according to the Harvard Referencing System for various information sources. Refer to the following: Table 2.1: Harvard citation style Reference list format In-Text Citation One Author: Author, Initial(s)., Year. Title of journal article. Title of journal (italicized), Volume (Issue or number), Page number(s). Huffman, L.M., 1996. Processing whey protein for use as a food ingredient. Food Technology, 50(2), pp. 49-52. Two Authors: Author, Initial(s). and Author, Initial(s)., Year. Title of journal article. Title of journal (italicized), Volume (Issue or number), Page number(s). Lamb, R. and Kling, R., 2003. Reconceptualizing users as social actors in information systems research. MIS Quarterly, 27(2), pp. 197-198. (Huffman, 1996) … OR Huffman (1996) … (Lamb and Kling, 2003) … OR Lamb and Kling (2003) …
Excluded: Procedure not routinely funded Application form: - Functional Electrical Stimulation - new requests (Policy 59) Name of Referring Clinician GP Name and Surgery Patient NHS Number Is the patient/guardian aware of the proposed treatment and have they consented to you raising this request on their behalf? Yes No Has the patient/guardian consented for their personal and clinical information to be provided to the IFR service via all means, including electronic and automated approvals, to enable full consideration of this funding request? Yes No Is this a patient/guardian led application? Yes No Most Urgent: Decision needed within a week as the patient’s life may be in danger. Immediate: Decision needed within 3 weeks as delay will not be clinically appropriate. Routine: Decision needed in 4 to 6 weeks. Please note that that FES will only be considered for patients with foot drop. This form is to be completed by the GP/Consultant when applying for funding for individual patients for clinical procedures which require Prior Approval or Procedures Not Routinely Funded before treatment. Email the completed document and papers to the IFR service at: The policy statements are available at: Please note that unless there are exceptional health needs clearly demonstrated in the form which are deemed acceptable by the panel, it is unlikely that funding will be approved. Please complete the following sections in full. Incomplete applications will not be considered and will be returned. Clinical Criteria required for consideration for treatment Please tick and add details where requested What condition does the patient have? Please give full clinical details. What other treatments has the patient received for this condition? Please give full details outlining each treatment and the outcome of the treatment. Has the patient had a trial of FES of at least 3 months? Please provide details. YES NO Is the patient able to manage the use of the device and is compliant with it? YES NO How has the patient benefitted from the trial of FES? Please provide details. Why can’t the above improvements be attained using alternatives such as ankle foot orthoses?
Assign Module Seven discussion and assignment Week 14 The Future of Emergency Management Module Seven discussion and assignment due Week 15 Final Project due Grading Policy: The grade is based on a point system. You divide the total number of earned points into the total amount of points available to determine your grade. A grading rubric for the final project is under the Resource Tab on the course. Assignment Points or percentage Grading Discussion Participation - 15 points each discussion 105 points Homework Assignments - points each assignment 105 points Final Project - comprehensive and applied 100 points Final Grade 310 points GRADING SCALE: A = 93.0 to 100% A- = 90.0 to 92.9 B+ = 87.0 to 89.9 B = 83.0 to 86.9 B- = 80.0 to 82.9 C+ = 77.0 to 79.9 C = 73.0 to 76.9 C- = 70.0 to 72.9 D+ = 67.0 to 69.9 D = 63.0 to 66.9 D- = 60.0 to 62.9 F = below 60 See https://catalog.ufl.edu/ugrad/current/regulations/info/grades.aspx regarding current UF grading policies.
on different electrical and mechanical joint concepts are required, as well as the construction of a facility which could wind and test a fusion-relevant HTS TF coil. Because much of the remaining work is engineering development as opposed to basic R&D, with adequate resources the time horizon for this technology to achieve its goal would be 3-6 years. Most of the infrastructure to build and test benchtop-scale joints already exists, primarily at the National High Field Magnet Lab and at MIT. An HTS coil winding facility would be advantageous for compact, high-field research in general as well as benefitting joint research. The only country besides the US which has been seriously investigating demountable joints is Japan, through the NIFS, although this program is also limited in scope. Thus, there is a large gap in global development in which the US could become world leaders in this technology. [1] Sorbom, B. N., et al. "ARC: A compact, high-field, fusion nuclear science facility and demonstration power plant with demountable magnets." Fusion Engineering and Design 100 (2015): 378-405. [2] Yanagi, N., Ito, S., Terazaki, Y., Seino, Y., Hamaguchi, S., Tamura, H., Sagara, A. (2015). Design and development of high-temperature superconducting magnet system with joint-winding for the helical fusion reactor. Nuclear Fusion, 55(5), 53021. [3] Mangiarotti, Franco Julio. Design of demountable toroidal field coils with REBCO superconductors for a fusion reactor. Diss. Massachusetts Institute of Technology, 2016. [4] Ito, S., Seino, Y., Yanagi, N., Terazaki, Y., Sagara, A., & Hashizume, H. (2014). Bridge-Type Mechanical Lap Joint of a 100 kA-Class HTS Conductor having Stacks of GdBCO Tapes, 9(3405086). [5] Mangiarotti, F. J., & Minervini, J. V. (2015). Advances on the design of demountable toroidal field coils with REBCO superconductors for an ARIES-I class fusion reactor. IEEE Transactions on Applied Superconductivity, 25(3).
Social Studies 3 4 4 Health 0.5 0.5 0.5 PE 1 1 1 Other Language 0 2 3 Fine Arts 1 1 1 Electives 7* 5 4 22 26 26 Advanced Measures 4 *One credit must be an academic elective. In addition to earning the appropriate credits, students must demonstrate minimum competency as measured by the State of Texas Assessment of Academic Readiness (STAAR) in Algebra 1, Biology, English 1, English 2, and U.S. History. SCHOOL SCHEDULE School Year: Two semesters School Day: Seven-period day School Hours: 7:40AM-2:50PM Graduation: June 2, SCHOOL MASCOT AND COLORS Mascot: Wildcats Colors: Navy and Silver TOMBALL ISD GRADING SCALE A: 90-100 B: 80-89 C: 75-79 D: 70-74 F: 0-69 QUALITY POINTS Fifteen quality points are added to the semester average to calculate GPA for students in Advanced Placement, Dual Credit, and Pre-Advanced Placement classes. This weighting applies only to semester averages of 70 and higher. Students must remain in the course for the full semester for quality points to be awarded. Pre-AP semester grade + 15 points AP/DC semester grade + 15 points GRADE POINT AVERAGE/RANK IN CLASS GPA is expressed as a mathematical average calculated by adding eligible semester grades (including quality points earned) and dividing by the total number of credits attempted. Eligible semester grades earned in grades 9, 10, 11, and the fall semester of grade 12 or at graduation shall determine GPA and class rank. Grades for calculating formal GPA are those earned through: The regular school year Approved correspondence courses Grades earned though Credit by Exam Credit by Exam for Acceleration Approved Dual Credit District and other approved summer school programs Approved night school programs Transfer Grades/Credit Tomball ISD reports GPA on a weighted 100-point scale. To convert to a weighted 4.0 scale: GPA ÷ 100 x 4 = GPA (4.0 scale)
– Roles Responsibilities Document Management (Document Librarian) Ensures review of all controlled documents on an annual basis. Obtains the required approvals for the new or changed document. Monitors changed documents. Ensures documents conform to standard document templates. Document Owner Reviews document for currency and accuracy of information. Abides by Change Management document revision policy. Posts or updates document in the CD document repository. Document Approver Reviews new or revised document; signs off on document.
16.1 Entering new document – Document Management Inputs Incidents, Problems, new processes. Entry Criteria A new controlled document is created. General Comments The purpose of this procedure is to ensure that the document is included in the Document Management Process and that it goes through the correct approval process. 16.1 Entering new document Narrative Step Responsible Role Action 16.1.1 Document Owner Takes document through Change Management. 16.1.2 Document Owner Submits document in the document repository. Notifies Document Manager that new controlled document has been posted.
16.2 Changing Document Exit Criteria, Outputs Outputs Changed document in document repository Exit Criteria All necessary approvals are obtained. 16.2 Changing Document Risks Risk Impact Document does not go through correct approval process. Incorrect or out-of-date information is disseminated. 16.3
– Process Process Information Change Management to Document Management Determines which documents must go through Change Management. Establishes chain of approval for changed documents. Document Name Description Relationship Fermilab Director’s Policy on Document Control, No. 13.000 Rev. 0 Laboratory Policy Defines Fermilab policy on document management. Fermilab Document Management Process and Process This document
3.1 Provide means for the Service Desk Analyst to quickly resolve an incident Incident Manager M 2 3.2 Capable of assigning a priority to the incident Incident Manager S 1 3.3 Provide updates to the client/end user Service Desk Analyst S 2 4.0 Incident investigation and diagnostics 4.1 Ability to assign incident tickets to the appropriate team Service Desk Analyst M 1 4.2 Ability to re-assign tickets as necessary Service Desk Analyst M 1 4.3 Capable of including other team members, consultants, support groups and contractors as needed Service Desk Analyst M 2 4.4 Allow for 3rd party support within the process Incident Manager S 2 4.5 Provide a resolution loop with the ability to document the resolution Incident Manager M 2 4.6 Suspension of the service clock is required for adherence to Service Level Agreements Service Desk Analyst S 1 5.0 Incident Resolution 5.1 Provide continued communication with the client/end-user and continue informing them of the status of the incident and resolution Service Desk Analyst M 1
5.2 Process integration with Change Management and the ability implement a change Incident Manager C 3 5.3 Ability to stop the resolution of the incident if there is no known solution Service Desk Analyst C 3 5.4 Procedure to update the incident and track solution within the incident process Service Desk Analyst M 1 5.5 Service Desk validate service is restored Service Desk Analyst M 1 5.6 Service Desk validate the incident priority, category, urgency prior to closing the incident Service Desk Analyst M 1 6.0 Incident Restoration 6.1 Ability to identify the recovery solution Service Desk Analyst M 2 6.2 Maintain communication with the client of the potential solutions Incident Manager M 1 6.3 Integrate with the Change Process for the resolution of the incident Incident Manager C 3 6.4 Ability to stop the resolution process Service Desk Analyst S 3 7.0 Incident Closure 7.1 Capable of identifying criticality of the ticket during incident closure Service Desk Analyst M 2 7.2 Ability to verify restoration of the incident Service Desk Analyst M 1
7.3 Service desk communicates resolution to the customer Service Desk Analyst M 2 7.4 Verification of the incident details as they relate to the configured item and the impacted service, the process allows for the updating of the incident Service Desk Analyst M 1 8.0 Incident Ownership, Monitoring and Tracking 8.1 Maintain the ability to monitor active incidents Service Desk Analyst M 1 8.2 Ability to perform hierarchical escalation Incident Manager M 1 8.3 Ability to perform functional escalation Incident Manager M 1 8.4 Provide ability to communicate to clients or end-user community as needed Incident Manager C 2
2.0 The objective of Incident Management is to restore normal service operations as quickly as possible. To do so, ensures minimal adverse impacts on customers, scientists, and research teams as well as Computing Division operations. It also ensures that the best possible levels of service quality and availability are maintained. Incident Management is planned and performed in accordance with established policies, procedures, and standards. Roles and responsibilities for managing the Incident Management process and procedures are defined, assigned, and communicated. Incident Management relies on the effective and efficient operations of other processes. There is a close interface between Incident Management, Problem Management and Change Management processes, as well as, the function of the Help Desk or Service Desk. Definition: Incidents here are defined to be ITIL incidents unless excluded by superceding external policies. Policy Incidents are recorded in the BMC Remedy tool as the single source of data. Incidents are classified by priority and categorized by type or service (e.g., hardware, application) in accordance with documented criteria. Incident Management, Change, Configuration, and Problem Management processes will use a common set of Categories. Incidents are assigned and escalated based on procedures established in the Fermilab Incident Management Business Process and Procedure document. (CD DOCDB 3064) Incidents are investigated to determine resolution and workarounds. The customer shall be kept informed of the progress of their reported incident or service request and alerted in advance if their service levels cannot be met and an action agreed. Services are restored and Incidents are closed in accordance with the established procedures defined in the Fermilab Incident Management Business Process and Procedure document. In the event that an Incident fails to achieve satisfactory progress, it is escalated according to specified criteria, as identified in the Fermilab Incident Management Business Process and Procedure document. The priority of an Incident is determined by assessing its Urgency and Impact. The customer or end-user offers input to guide this assessment, which is compared to previously agreed-upon criteria or Service Level Agreements and Service Level Targets. Major Incidents are declared when the degree of Impact and Urgency reach or exceed the previously defined levels as set forth in the Service Level Agreement or as determined by the Incident Manager or a member of Computing Division management as referenced in the Incident Management Business Process and Procedure Document Third Party Statement: Any Incident involving IT configuration items that require involvement of a 3rd party vendor, will be recorded and tracked within Remedy.
4.0 Document Name Relationship Fermilab Incident Management Business Process and Procedure document. (CD DOCDB 3064) Processes and Procedures ITIL Glossary Terms and definitions Incident Management Policy Fermilab Computing Division (CD DOCDB 3067) This document