zilongwang/ReadingBank huggingface dataset:
Outcome 2.2: Improved road infrastructure increasingly connects producers with consumers Targeted investments contribute to sustained improvements in the national road network. (Assessed by distance [km] of that are subject to design/routine maintenance / period maintenance and rehabilitation) Routine/periodic: 423 km Rehabilitation: 27 km Design: 60 km Total: 510 km Achieved During 2015, Australia funded the maintenance and upgrading of 1,400 km of PNG’s road network. Outcome 3.1: Improved infrastructure provides access to education services Number of school buildings constructed, maintained refurbished or rehabilitated 30 Achieved Australia completed 150 classrooms, 55 teachers’ houses, and 57 sanitation facilities in 2015. Outcome 3.2: The quality of key services in health and HIV/AIDS are improved Number of additional births attended by a skilled birth attendant 9,250 Achieved In 2015, Australia contributed to the supervision of 11,457 births supervised by skilled birth attendants. Outcome 3.3: The quality of key services and access to education are improved Number of additional girls and boys enrolled in school 71,000 Boys: 84,000 Total: 155,000 Partly achieved In 2015, approximately 133,000 additional girls and boys were enrolled in school. Improve Enrolment Rate (GER) at Grade 5 (six years of schooling) for girls and boys, ensuring more girls in particular are reaching the upper primary education levels Girls GER: 80.5% Boys GER: 93% Partly achieved For girls, the GER in 2015 improved to 82 per cent. For boys, it improved to 92.4 per cent. Note: Achieved. Significant progress has been made and the performance benchmark was achieved Partly achieved. Some progress has been made towards achieving the performance benchmark, but progress was less than anticipated. Not achieved. Progress towards the performance benchmark has been significantly below expectations *Excludes number of police and law and justice officials trained. **These benchmarks reflect results from Australia’s programs across PNG, including in the Autonomous Region of Bougainville
Scholarships PNG (INI815, INJ262, INJ465) $94m 2009-16 5 5 5 5 5 6 6 5 PNG Disaster Risk Management Program (INJ302) $9.2m 2010-16 3 4 4 3 3 4 4 3 PNG-Australia Law and Justice Partnership (INI194) $183m 2009-16 5 6 5 5 5 4 5 5 Strongim Pipol Strongim Nesen (INI382) $104m 2009-16 4 5 5 3 4 3 5 4 Church Partnerships Program Phase II (INJ313) $50m 2010-16 4 5 4 3 3 4 5 4 Kokoda Track Initiative (INH843) $26m 2008-16 4 4 3 4 2 3 3 4 Provincial and Local Level Governments Program (INK615) $106m 2012-16 4 5 4 3 3 4 4 4 Economic and Public Sector Program (INI903) $126m 2009-16 4 5 3 4 4 3 5 4 Definitions of rating scale: Satisfactory (4, 5 and 6) 6 = Very good; satisfies criteria in all areas. 5 = Good; satisfies criteria in almost all areas. 4 = Adequate; on balance, satisfies criteria; does not fail in any major area. Less than satisfactory (1, 2 and 3) 3 = Less than adequate; on balance does not satisfy criteria and/or fails in at least one major area. 2 = Poor; does not satisfy criteria in major areas. 1 = Very poor; does not satisfy criteria in many major area.
Ana Talag Occupational Therapist Email: Rhanda Craig Occupational Therapist Email: Ana Talag and Rhanda Craig are Occupational Therapists with several years of experience working in the community, home and school settings. Both have spent many years working on the Autism Team for the TDSB and other boards and have a passion for empowering students, parents and educators with the knowledge and strategies to promote self-regulation and Parents as Partners Conference Workshop Session: C12 Room: 204B Turning Around Meltdowns: Strategies for Connecting with your Kids and Helping Them Manage Their Emotions Mental Health and Well-Being Parent Partnership Committee When kids and teenagers are having strong emotional reactions like stress, worry or outbursts it can often be hard to know what to do, let alone prevent these reactions. This presentation, based in the work of Vancouver psychologist Gordon Neufeld, is focused on how to maintain a strong attachment with your children, validate their emotions, and support their emotional and behavioural regulation. Doug Schmidt Psychologist Email: Dr. Doug Schmidt is a school and clinical psychologist who works with TDSB and at South East Toronto Family Health Team. He has worked with many children with autism spectrum disorder, acquired brain injury, and learning disabilities and their parents. Parents as Partners Conference Workshop Session, A9 Room: 203A Growing Healthy Minds Mental Health and Well-Being Parent Partnership Committee Parents have a unique opportunity to role model for their children 6-12 years old the importance of taking care of our mental health just as we would our physical health. This
4. CONCLUSIONS paragraph text. Subsequent paragraph text. Acknowledgements: Text. 5. REFERENCES (Alphabetical by first author) Author, A.N., Author, B.O. & Author , C. I. (1990), Article in a regular journal, Intl. J. Autom. Control, 4, 11, pp. 231245. Second, A.N., Author, B.O. & Author , C. I. (1990), Article in conference, Proc. IEEE Intl. Conf. Autom. Control, Atlanta, pp. 231245. Writer, A.N. & Author, B.O. (1987), Article in an edited book, In Book Title (B Brown & G Green, Eds), Ironing Press, London, pp. 231245. Writer2, A.N. (1993), Book Title, Ironing Press, London.
Pre-AP Physics Fall Semester Final Review Key Terms Be able to identify the following terms if given a multiple choice, matching, diagram/picture/graph situations. Be sure you know these! ACCELERATION DUE TO GRAVITY AVERAGE ACCELERATION AVERAGE SPEED AVERAGE VELOCITY COMPONENT CONSTANT ACCELERATION CONTACT FORCE INVERSE RELATIONSHIP DERIVED UNIT DISPLACEMENT DISTANCE EQUILIBRANT EQUILIBRIUM FORCE FORCE OF GRAVITY FREE-BODY DIAGRAM KILOGRAM INERTIA INSTANTANEOUS ACCELERATION INSTANTANEOUS VELOCITY INTERACTION PAIR LINEAR RELATIONSHIP LONG-RANGE FORCE METER NET FORCE NEWTON'S FIRST LAW NEWTON'S SECOND LAW NEWTON'S THIRD LAW PARABOLA PARALLELOGRAM PROJECTILE RESULTANT VECTOR SCALAR QUANTITY SECOND SYSTEM TERMINAL VELOCITY TRAJECTORY UNIFORM MOTION VECTOR QUANTITY VECTOR RESOLUTION Write 54300 in scientific notation Write 0.00075 in scientific notation Write 8.5x10-2 in regular notation Write 75 x 104 in regular notation Convert 53.2 cm to m using dimensional analysis Convert 245 g to kg using dimensional analysis Convert 54 km/hr to m/s using dimensional analysis Convert 12 m/s to km/hr using dimensional analysis Find the components for each of the following vectors. You must show your work! A = 50 @ 25 above the +x axis B = 60 @ 15 left of –y axis C = 100 @ 45 above the -x axis Ax = __________ Ay = __________ = __________ By = __________ = __________ Cy = __________
Pre-AP Physics Fall Semester Review Key Terms Be able to identify the following terms if given a multiple choice, matching, diagram/picture/graph situations. Be sure you know these! ACCELERATION DUE TO GRAVITY ACCURACY AVERAGE ACCELERATION AVERAGE SPEED AVERAGE VELOCITY CENTRIPETAL FORCE CENTRIFUGAL COMPONENT CONSTANT ACCELERATION CONTACT FORCE CONSERVATION DERIVED UNIT DISPLACEMENT DISTANCE ELASTIC COLLISION EQUILIBRANT EQUILIBRIUM FORCE FORCE OF GRAVITY FREE-BODY DIAGRAM INELASTIC COLLISION INERTIA INSTANTANEOUS ACCELERATION INSTANTANEOUS VELOCITY INTERACTION PAIR INVERSE RELATIONSHIP KILOGRAM LINEAR RELATIONSHIP LONG-RANGE FORCE MOMENTUM NEWTON'S FIRST LAW NEWTON'S SECOND LAW NEWTON'S THIRD LAW PARABOLA PARALLELOGRAM PRECISION PROJECTILE RESULTANT VECTOR SCALAR QUANTITY SECOND SYSTEM TERMINAL VELOCITY TRAJECTORY UNIFORM MOTION VECTOR QUANTITY VECTOR RESOLUTION Write 54300 in scientific notation: 5.43x104 Write 0.00075 in scientific notation: 7.5x10-4 8.5x10-2 in regular notation: 0.085 75 x 104 in regular notation: 750,000 Convert the following 53.2 cm to m: 0.532m 245 g to kg: 0.245 Convert 54 km/hr to m/s.: 15m/s Convert 12 m/s to km/hr.: 43.2 km/hr
DoubleTree by Hilton Washington, DC—Crystal City 300 Army Navy Drive Arlington, VA 22202 Business Casual Wednesday, December 7, 2016, 9:15 AM – 5 PM 9:15 – 9:20 AM Call to Order Robert Mills, Chairman Earl Hardy, FMCSA, Senior Policy Advisor Shannon Watson, FMCSA, DFO 9:20 – 10:30 AM Continuation of Best Practices Discussion Mary Jo Ammon, Facilitator 10:30 – 10:45 AM Break 10:45 – 12:00 PM Finalize Best Practices Discussion 12:00 – 1:30 PM [on your own] 1:30 – 2:30 PM Additional Issues or Recommendations for PAR 2:30 – 2:45 PM Break 2:45 – 4:50 PM Finalize Report 4:50 – 5:00 PM Concluding Remarks Robert Mills Earl Hardy, FMCSA, Senior Policy Advisor
EXAMPLE: TEACHING Activities Checklist: Instructional Assessment This checklist is provided to assist you in assembling the material to be used in the evaluation of your TEACHING performance. Indicate the page number in your Professional Activities Record (PAR) where the evidence of meeting each Required or Optional activity listed below is included. If an activity does not apply write N/A in the Page # space. THIS FORM MUST REMAIN IN YOUR PAR FOR USE BY PEERS, THE DEPARTMENT CHAIR, DEAN, ETC. IN RATING YOUR TEACHING. Except for Student Ratings, the evaluation rubric shown below will be used by those (peers, dean, etc.) rating your TEACHING performance. TEACHING EVALUATION RUBRIC Refers to the required and optional activities for Instructional Assessment shown below. E = Exemplary Performance all required activities plus at least one optional activity. This rating indicates exemplary performance that is well above and beyond that of the professional level. P = Professional Level Meets all required activities. I = Improvement to meet at one required activity. U = Unacceptable Performance Fails to meet at two or more required activities. INSTRUCTIONAL ASSESSMENT ✓ Required Activities/Characteristics Checklist Page # Created assessment tools that appropriately evaluated student progress toward achieving learning outcomes Created assessment tools that appropriately evaluated student progress toward achieving abilities outcomes Evaluated student work in a timely manner Provided meaningful feedback Administered and evaluated assessments in an appropriate manner Maintained academic rigor Maintained academic honesty ✓ Optional Activities/Characteristics Page # Create criteria for grading (for example, rubrics for essays and communication exercises) Create quizzes Practiced exercises with self-evaluation Participated in peer editing mechanisms
EVENT OTHER DECSCRIPTION (EVENT_OTHER_DESC) [Max field length 50] Descriptive field to define events other than those indicated on EVENT_ID. CRASH DRIVER TABLE Data Element Definition DRIVER LAST NAME (DRIVER_LAST_NAME) [Max field length 20] The last name of the driver of the vehicle. DRIVER FIRST NAME (DRIVER_FIRST_NAME) [Max field length 20] The first name of the driver of the vehicle. DRIVER MIDDLE INITIAL (DRIVER _MI) [Max field length 1] The middle initial of the driver of the vehicle. DRIVER DATE OF BIRTH (DRIVER_DATE_OF_BIRTH) [Max field length 8] The date of birth of the driver. (YYYYMMDD) DRIVER LICENSE STATE (DRIVER_LICENSE_STATE) [Max field length 2] The license state/district/province of the driver. DRIVER LICENSE NUMBER (DRIVER_LICENSE_NUMBER) [Max field length 25] The driver's license number. VALID DRIVERS LICENSE (VALID_DRIVER_LICENSE_FLAG) [Max field length 1] Indicates whether or not the driver's license is valid. DRIVER LICENSE CLASS (DRIVER_LICENSE_CLASS_ID) [Max field length 8] Letter corresponds to Class A, B, C, D, M, or blank. CITATION ISSUED (CITATION_ISSUED_CODE_ID) [Max field length 8] Y = Yes, N = No, P = Pending, U = Unknown Attachment B: Vehicle Configuration/Cargo Body Type Visor Card
Hyatt Regency Atlanta 265 Peachtree Street, NE, Atlanta, GA 30303 1:30 – 5 PM Business Casual Monday, April 24, 2017, 1:30 – 5 PM 1:30 –1:40 PM Call to Order/Introductions Robert Mills, Chairman Shannon Watson, Designated Federal Officer (DFO) 1:40 – 1:45 PM Welcoming Remarks Jack Van Steenburg Assistant Administrator and Chief Safety Officer, FMCSA 1:45 – 2 PM Review of Task Statement 17-1 and Task 16-1 Report Robert Mills 2 – 2:30 PM Review of Definitions Scott Valentine, Analysis Division, FMCSA Fijalkowski, Facilitator 2:30 – 2:45 PM Break 2:45 – 3:30 PM Prioritizing Data Elements Scott Valentine, FMCSA Sarah Weissman Pascual, Management & Program Analyst, NHTSA 3:30 – 4: 15 PM Implementation Needs Discussion Scott Valentine, FMCSA Sarah Weissman Pascual, NHTSA Jared Fijalkowski, Facilitator 4:15 – 4:55 PM Finalize Task 17-1 Report Jared Fijalkowski, Facilitator 4:55 – 5 PM Concluding Remarks Robert Mills Earl Hardy, FMCSA, Senior Policy Advisor
Clinical Periodontology (Includes Gingival Diseases, Periodontal Diseases, Periodontal Instrumentation, Diagnosis, Prognosis And Treatment Of Periodontal Diseases) And Oral Implantology Long Answers: 20 Marks 1 2 Discuss approaches for periodontal tissue engineering. Advance diagnostic aids N 2011 3 4 Discuss current trends in chemical plaque control. Discuss peri-implant diseases and its management. M 2010 5 6 Discuss the signs and symptoms of treatment of bruxism Classify gingival enlargement. Describe in detail the clinical features, histopathology and management of cyclosporine induced gingival enlargement M 2009 7 8 9 Lab investigations in periodontal practice Discuss in detail the management of furcation defects Current concepts in the treatment of tooth hypersensitivity Management of furcation involvement A 2008 Discuss the application of lasers in periodontal therapy. Discuss the recent development in micro-surgical techniques and its application in Periodontics. Various diagnostic aids in periodontics Describe the mucogingival surgical procedures for root coverage. A 2007 Describe the current status of periodontal treatment with LASERS Describe the present status of modified widmon flap surgery. Role of chemical plaque inhibitors in periodontics. Give the classification of infrabony pockets and the management of the same. S 2007
New York City College of Technology Of The City University of New York Professional Activity Report and Self-Evaluation ___________________________________________________________________ Detailed guidelines for preparing this form can be found in the Guidelines for Faculty Personnel Process on the OFSR web site. BACKGROUND Date: Name: Department: Date of first NYCCT appointment on tenure bearing line: Present Rank: 5A. Effective Date of Present Rank: Bachelor’s Degree/Year: Master’s Degree/Year: Thesis Title: Doctorate Institution/Year: Dissertation Title: Progress toward doctorate (if not completed), Institution/Date Expected: Doctoral Dissertation Advisor or Sponsor: Basis for Doctoral Equivalent if relevant: Professional licenses or certifications: Summary of Previous Employment (list in reverse chronological order): TEACHING List all courses taught at New York City College of Technology (course code and List other teaching/instructional responsibilities. SCHOLARLY AND PROFESSIONAL GROWTH 18. Publication and Production 18 A. Refereed Publications / Creative Works, Performed or Exhibited (Peer-reviewed works) 18 A (i) Refereed Publications / Creative Works, Performed or Exhibited (Peer-reviewed works) published since the last promotion.
As a complement to the historical institutionalist literature on policy outcomes, in order to making sense of labor unions strategic choices, interactions, and pacts with the state, this study drew insights upon the strategic choice literature on social movements (Jasper 2004; Maney, Kutz-Flamenbaum, Rohlinger, and Goodwin 2012). This literature enabled us to bring to the table a way of interpreting organized labor action vis-à-vis state in the process of labor unions laws reform through the lens of organized labor capacities and strategic choices which was obscured in the structuralist approach of the historical institutionalist tradition. Unlike rational choice theory which focuses on strategic choices of the agents taken in light of a larger rationality, strategic choices approach analyses agents’ strategies and choices at a micro level, without assuming that these choices are made as part of and deploy a broader and abstract rationality. Hence, in this study, in order to making sense of labor unions choices and pacts in the politics of labor unions laws policymaking, we focused not only on the historical and institutional configuration of the relationships that shaped labor politics in the eighties but also we examined what labor strategic choices shaped labor political interactions, political actions, goals, and influenced policy outcomes. In doing so, we focused on two organized labor unions capacities: coherence as a collective actor and capacity to fit its demands toward the state. By coherence of labor as a collective actor, I understand the capacity of labor to maintain as a unified collective actor, overcoming any eventuality of labor fragmentation although its own internal heterogeneity. Labor's capacity to fit its demands upon the state is defined as the capacity of labor as a collective actor to wisely engage in a dual relationship with the state, which not necessarily expressed different strategies, cooperation or confrontation, but, on the contrary, further enhanced the capacity of labor to alternately combine, with considerable freedom of action, how and when to cooperate or confront with the state. The two critical dimensions of
References Abós, Alvaro, La columna vertebral (Buenos Aires: Legasa, 1983). Bourdieu, Pierre, Razones prácticas. Sobre la teoría de la acción (Barcelona: Editorial Anagrama, 1994). Bourdieu, Pierre and Loic Wacquant, An Invitation to Reflexive Sociology (Chicago: Chicago University 1992). Bourdieu, Pierre, The Distinction: A Social Critique of the Judgement of Taste (Cambridge: Harvard University Press, 1984). Brubaker, Rogers, Nationalism Reframed: Nationhood and the National Question in the New Europe (Cambridge: Cambridge University Press, 1996).
Parabolas Quadratics Parabolas: Quadratic Equations A quadratic equation is a second order polynomial equation in one variable that appears in a variety of applications. The general formula is For quadratics with coefficient a ≠ 0 the graph is a parabola. The simplest example is y = x2 whose graph is Other parabolas: (See ) In applications involving quadratic equations the result often requires that you solve . There are three ways to solve this equation: Factoring (prerequisite) Use the quadratic formula; Completing the Square; (also a prerequisite, see )
Figure : The Elemental Triangle We know that the area of this triangle is: We will now manipulate this relationship so that it can be expressed entirely in terms of r. To do this, we will use some trigonometry. As reasoned earlier, an polygon is made up of n identical, elemental triangles. The angle subtended at the triangle’s apex is since there are n triangles making up the polygon, the value of  must be 360/n. For our purposes, we are interested in the angle between r and h; since this is half of remember, we are dealing with an isosceles triangle), its value must be 360/2n, or 180/n once reduced. We can derive the following expressions from the characteristics of the triangle: ; and ; Recalling that the area of the triangle is , we can then make the substitutions for s and h and get: There is a trigonometric identity that can be used to further reduce this expression, as follows: For an angle , Here, if we set , then Applying this identity to our expression for, we get:
Parachute Activity Student Names Six Parachute Games Specific Expectation Demonstrate behaviours and apply procedures that maximize their safety and that of others during physical activity Specific Expectation Participate in sustained moderate to vigorous physical activity, with appropriate and cool-down activities Success Criteria: Communicating to each other Following safety directions Two hands on parachute Stopping and starting when signalled Success Criteria Heart rate elevated Moving constantly Breathing more heavily Sweating Yes No Yes No
Trial 1 Two paperclips Which parachute touched the ground last? Trial 2 Three paperclips Which parachute touched the ground last? Trial 3 Four paperclips Which parachute touched the ground last? Trial 4 Five paperclips Which parachute touched the ground last? Using the parachutes from Experiment 2, we will add more weight and see if the parachute that performed the best continues to perform the best. Trial 1 Two paperclips Which parachute touched the ground last? Trial 2 Three paperclips Which parachute touched the ground last? Trial 3 Four paperclips Which parachute touched the ground last? Trial 4 Five paperclips Which parachute touched the ground last? What was the best combination of weight, string, and material? Now you have the best parachute for the Army Men! Great job! Teacher’s Parachuting Army Men by Sonia Vargas, Colby College, January 2012 Teaching Objectives: To introduce the physical concepts of air resistance and gravity Time Allotment: This experiment takes about 30-40 minutes, depending on the speed your students work through the experiments. .
British Mountaineering Council 177-179 Burton Road Manchester M20 2BB Tel: 0161 445 6111 Fax: 0161 445 4500 e-mail: Mountaineering Council of Scotland The Old Granary West Mill Street Perth PH1 5QP Tel: 01738 493 942 Fax: 01738-442 095 e-mail: Paraclimbing Series 2017 Regulations
Management of Safety and clear responsibilities Participants Members of Public Public Liability Insurance covers the event. Stewards briefed ahead of the parade (not to direct traffic) Medium Ensure copies of the documents are available onsite during the event Low Injury due to surfaces Employees Members of Public Highway visually checked by organiser and any noted slip/trip hazards (potholes etc.) to be informed to stewards and parade attendees Medium Event organiser to carry out walk through visual inspection Low Alcohol Participants Participants advised to avoid alcohol consumption (if available) until after the event Low Event organiser to brief participants Low Adverse Weather Issues Participants Members of Public Parade attendees and stewards to be advised on appropriate clothing for weather/time of year Medium Event organiser to brief participants Low Slips, trips, falls Participants First aid kit available (at designated location) *** Include if First Aid provision attending (St Johns Ambulance, Red Cross etc.) *** Low Low Lack of access for emergency services Participants Stewards in high visibility vests within the TTRO/at road closure points Police attendance to support event (if operationally viable) and provide engagement and security patrols Medium Event organiser to brief participants at road closure points/TTRO in place Low
Table 3 Economic model: Net costs and QALYs of PEd compared with TAU Net cost, (95% CI) Net QALY, (95% CI) Net cost per QALY, £ Probability PEd cost effective WTPT = £20K per QALY WTPT = £25K per QALY WTPT = £30K per QALY Probability of relapse higher in TAU than PEd1 15% higher 97 (-6613; 4890) 0.010 (-0.266; 0.269) 9700 0.48 0.50 0.51 20% higher 18 (-7404; 5065) 0.014 (-0.277; 0.290) 1286 0.50 0.51 0.52 25% higher -60 (-8142; 5136) 0.017 (-0.292; 0.312) PEd dominates 0.51 0.52 0.53 Probability and time to relapse2 Probability 10% higher, time 10% lower £103 (-5912; 4320) 0.010 (-0.233; 0.240) £10,300 0.48 0.49 0.50 Probability 15% higher, time 15% lower -£18 (-6710; 4123) 0.015 (-0.233; 0.263) PEd dominates 0.50 0.51 0.52 Probability 20% higher, time 20% £-141 (-7558; 4135) 0.020 (-0.239; 0.288) PEd dominates 0.52 0.53 0.54 1probability of relapse in PEd = 0.58 (95% CI 0.50-0.66) 2mean time (weeks) to relapse in PEd = 29.63 (95% CI 24.21-35.06) WTPT = willingness to pay threshold
Other hospital outpatient admissions 108 per visit (type of visit not specified, costed as average of all outpatient visits) 26-215 per visit (other physical health care) NHS Reference costs (28) and diagnostics 3-4 per test (haematology, phlebotomy) 28-177 per test (x-rays, scans, MRI, biopsy) NHS Reference costs (28) General practice GP 37.50 (per surgery visit) 94.50 (per home visit) Unit costs of health and social care (25) Practice nurse 12.40 per visit Single estimate, no range PSSRU Unit costs of health and social care (25) District nurse, health visitor, midwifery 59.58 per visit Single estimate, no range Unit costs of health and social care (25) Other primary physical health care 25-115 per visit NHS Reference (28) and PSSRU Unit costs of health and social care (25) Community mental health/social care 13.50 per (Home help/Care worker/health care assistant/clinical or care support worker/link mental health worker/support time and recovery worker) 68-135 per visit (Community Psychiatric Nurse/Case Manager, care coordinator/CMHT) 58-123 per visit (counselling and therapy) 204.50 per visit (psychiatrist) 91-204 (other miscellaneous services) 207 per visit (social worker) 13.50-104 per visit (other miscellaneous services) NHS Reference costs (28) and PSSRU Unit costs of health and social care (25) Table S2 Costa of the psychoeducation (PEd) and peer support (PS) interventions Wave, location, year started PEd PS Planned no. participants No. (%) attend 1+ sessions Cost/planned participant, £ Planned no. participants No. (%) attend 1+ sessions Cost/planned participant, £ Wave 1 Manchester 2009 12 10 (83) 522 12 10 (83) 517 Wave 2 Manchester 2010 17 13 (76) 368 15 12 (80) 414 Wave 3 Barrow 2010 10 9 (90) 626 11 11 (100) 564 Wave 4 Carlisle 2010 17 15 (88) 368 17 16 (94) 365 Wave 5 Preston 2010 16 12 (75) 391 16 14 (88) 388
This Standard means: It is really important that children and young people know what difference they have made and how their ideas have been used. We will all: Keep children and people with what is happening. Give feedback as soon as possible and in ways that are easy to understand for everyone. There are plans to develop a “Consultation Hub” – an online database where young people can find out more information and take part in consultations on issues important to them. It will also provide feedback to young people explaining how their views/comments/opinions were used. The Local Service Board (LSB) ran survey workshops and changes were made as a result. The information was shared with children and young people. One piece of work focused around bullying and changes/improvements were made. Audits were conducted following this to ensure that all schools were following the new guidance. There are very active Facebook and Twitter accounts. These are used to inform and engage with young people. There is an on-line consultation hub which includes a system for feedback, twitter, library of best practice/evaluation. They are currently developing a young persons version with young people. Carmarthenshire Ceredigion Monmouthshire RCT
Sire: Jet of Honor By Jet Deck Dam: Mercy Doc By Nevada Doc www.lscottbr.com KS CASH N FAME as of 9-6-10 High Bid $200 Sire: Dash Ta Fame By Easy Jet Future Fortune Stallion!!! www.dugolivestock.com Parade of Stallions for the
What do we mean by a disability The Disability Discrimination Act defines disability as 'a physical or mental impairment with long term, substantial effects on ability to perform day to day activities Examples of Disabilities The following list of conditions or impairments is given as a guide only and is not meant to be exclusive. We have provided this list as it may help you to answer the question. Hearing, speech or visual impairments (if you wear glasses or contact lenses this is not normally considered a disability) Co-ordination, dexterity or mobility (e.g. polio, spinal cord injury, back problems, repetitive strain injury) Mental health (e.g. schizophrenia, depression, severe phobias) Speech impairment (e.g. stammering) Learning Disabilities (e.g. Down's syndrome) Other physical or medical conditions (e.g. diabetes, epilepsy, arthritis, cardiovascular conditions, haemophilia, asthma, cancer, facial disfigurement, sickle cell, dyslexia etc.) Declaration I confirm that to the best of my knowledge, the information given in this monitoring form is true and correct. I hereby give consent to the collection, storage and processing of my personal data. If you are returning this form by e-mail, you will be asked to sign your application upon being called for interview. Signed Date Guidance on how to fill in this application form Checklist
extract – the second time to start looking for and highlighting points to include in your answers. Timings You have an hour for this paper so: 10 minutes – read questions and extract, highlight points to include in answers 5 minutes – Question 1 10 minutes – Question 2 10 minutes – Question 3 20 - 25 minutes – Question 4 If time left – CHECK!
` Year 12 DP Language and Literature HL 2014 Semester One Term II Take-Home Examination Hand out – Wednesday 16th April Submit – Monday 21st April 120 minutes 5 minutes perusal Student name: ________________ Teacher name: ________________ Instructions to candidates: Reading time: 5 minutes Working time: 120 minutes Write using black or blue pen your name on every page Do not open this examination paper until instructed to do so Format: Paper One: Select either Group One texts or Group Two texts. Write a comparative essay on the two texts from this Group ENGLISH A: LANGUAGE AND LITERATURE – HL – PAPER ONE
LIFE17 ENV/ - C2 DELIVERABLE PRODUCTS OF THE PROJECT Name of the Deliverable Number of the associated action Deadline MILESTONES OF THE PROJECT Name of the Milestone Number of the associated action Deadline ACTIVITY REPORTS FORESEEN Please indicate the deadlines for the following reports: Progress Reports n°1, n°2 etc. (if any; to ensure that the delay between consecutive reports does not exceed 18 months) Mid term report payment request (for project longer than 24 months or with Eu contribution of more than EUR300,000) Final Report with payment request (to be delivered within 3 months after the end of the project)
LIFE17 ENV/ - FC Coordinating Beneficiary's contribution Country code Beneficiary short name Total costs of the actions in € (including overheads) Beneficiary's own contribution in € Amount of EU contribution requested in € LT 0 0 0 Associated Beneficiaries' contribution Country code Beneficiary short name Total costs of the actions in € (including overheads) Associated beneficiary's own contribution in € Amount of EU contribution requested in € Associated Beneficiaries 0 0 0 TOTAL All Beneficiaries 0 0 0 Co-financers contribution Co-financer's name Amount of co- financing in € TOTAL 0 Page 19 of 19
Word Description List of Angles Conclusion a. Corresponding Angles If two parallel lines are cut by a transversal, then the pairs of corresponding angles are congruent. Angles 1 and 5 Angles 2 and 6 Angles 3 and 7 Angles 4 and 8 They are congruent b. Alternate Interior Angles If two parallel lines are cut by a transversal, then the pairs of alternate interior angles are congruent Angles 3 and 6 Angles 4 and 5 They are congruent c. Alternate Exterior Angles If two parallel lines are cut by a transversal, then the pairs of alternate exterior angles are congruent Angles 1 and 8 Angles 2 and 7 They are congruent d. Consecutive Interior Angles (Same Side Interior Angles) If two parallel lines are cut by a transversal, then the pairs of consecutive interior angles are supplementary Angles 3 and 5 Angles 4 and 6 They measure 180 degrees.
Classify each pair of angles as alternate interior, alternate exterior, same-side interior, same-side exterior, corresponding angles, or none of these. 19. ∠11 and ∠16 are 20. ∠12 and ∠2 are 21. ∠14 and ∠8 are 22. ∠6 and ∠16 are 23. ∠7 and ∠14 are 24. ∠3 and ∠16 are Homework Classify each pair of angles as alternate interior, alternate exterior, same-side interior, same-side exterior, corresponding angles, or none of ∠7 and ∠12 ∠3 and ∠6 ∠6 and ∠11 ∠7 and ∠11 ∠4 and ∠10 ∠14 and ∠16 ∠2 and ∠3 ∠2 and ∠10 Parallel Lines & Proofs WORD or CONCEPT DEFINITION or NOTES EXAMPLE or GRAPHIC REPRESENTATION
Friday 17 December Excelsior Ambassadeur Audi 1 Audi 2 9.00-10.20 Budgets and budgeting Information systems change Communication and language Inter-organizational partnering WIM VAN DER STEDE Chair: PAOLO QUATTRONE Chair: JONAS GERDIN Chair: TEEMU LAINE Discussant: JAN Discussant: ANGELO DITILLO Discussant: KATARINA ØSTERGREN Discussant: ANDREAS HOFFJAN MATTHIAS MAHLENDORF, MARIO THATEN, OLIVER SKIBA and UTZ SCHÄFF The effect of tight budgetary control and competitive strategy on budgeting usefulness SVEN GERDES and AGNE Implementation of strategic management accounting techniques in information systems HUBERTUS WINKLER and MARTIN PIBER How to account for unique, fluid and contingent resources beyond numbers: Hunting the chameleon? MARTINE COOLS, REGINE SLAGMULDER and ALEXANDRA VAN DEN ABBEELE Management control in inter-organizational relationships: Lessons learnt from partnerships SAMUEL SPONEM and CAROLINE LAMBERT A configurational approach to explaining budget roles and critiques LAATS and SIRLE BÜRKLAND The interplay of people and technology in management accounting change STIJN MASSCHELEIN The influence of control mechanisms and uncertainty on partner selection and cooperation
Excelsior Ambassadeur Audi 1 Audi 2 10.40-12.00 Controlling creativity Institutional power Performance management Beyond budgeting Chair: ERKKI VUORENMAA SURESH CUGANESAN Chair: SIRLE BÜRKLAND Chair: ALAN RICHARDSON Discussant: MATTHIAS MAHLENDORF Discussant: MATTHEW HALL Discussant: EIJA VINNARI Discussant: JANNE JÄRVINEN ANGELO DITILLO and ANTONIO DAVILA Controlling creativity: Design and use of management accounting and control systems in creative environments SVEN MODELL and CHUNLEI YANG Power and performance: A field study of the rise and fall of an institutional entrepreneur ANA YETANO Performance management in government: Views from senior managers SEBASTIAN BECKER Towards understanding the deinstitutionalization of management accounting practices: The case of budget abandonment ISABELLA GRABNER and GERHARD SPECKBACHER How to control creative work: The role of intrinsic motivation and task programmability in control system design KATARINA ØSTERGREN and NØRREKLIT Beyond 'beyond budgeting' - from the controller as a bellboy to an actor
If m ∠2 = (14x-24)° and m ∠10 = (6x+72)°, then find the measure the following angles: Find the values of the unknown variables in each figure. (#78-82) 79. 80. 81. 82. Find measure of the following angles: m∠1= m∠2= m∠3= m∠4= m∠5= State which segments (if any) are parallel.
3. Using a compass and straightedge, construct parallel lines. You can use any method of your choice. Answers Segments ,, , Segments ,, , Segments ,, , ,, Yes, because these segments are parallel No, these lines are skew, so they are not coplanar. Never Always Sometimes Sometimes Never , , , , , , , , ,, , , because they are parallel these lines are skew, so they are not coplanar side interior of interior interior of these interior interior of these of these
Reflexive Property of Equality Transitive Property of Equality Substitution Property of Equality Symmetric Property of Equality reasons should be: Statements Reasons 1. line m || line k 1. d. 2. ∠2 ≅ ∠6 2. b. 3. ∠6 ≅ ∠8 3. c. 4. ∠2 ≅ ∠8 4. a. reasons should be: Statements Reasons 1. line m || line k 1. f. 2. ∠1 ≅ ∠5 2. d. 3. m∠1 = m∠5 3. e. 4. ∠1 & ∠4 are supplementary 4. a. 5. m∠1 + m∠4 = 180° 5. c. 6. m∠5 + m∠4 = 180° 6. b. 7. ∠5 & ∠4 are supplementary 7. c. Transitive Property of Congruence Substitution Property of Equality Symmetric Property of Congruence Reflexive Property of Equality reasons should be: Statements Reasons 1. line m || line k 1. b. 2. ∠3 ≅ ∠7 2. d. 3. ∠7 ≅ ∠5 3. a. 4. ∠3 ≅ ∠5 4. c. reasons should be: Statements Reasons 1. line m || line k 1. c. 2. ∠1 ≅ ∠5 2. b. 3. m∠1 = m∠5 3. d. 4. ∠5 & ∠8 are supplementary 4. e. 5. m∠5 + m∠8 = 180 5. a. 6. m∠1 + m∠8 = 180 6. f. 7. ∠1 & ∠8 are supplementary 7. a. 144° 64° and y= 49/4 z=2 y=11; z=22/5 y=2 and are parallel and are parallel of these and y=8 and z=7 and y=7
and y=7 y=6; z=7 y=10; z=8 y=3 be determined and are parallel and are parallel y=12; z=7 y=7 student work same interior the same student work angles congruent that should be supplementary. student work student work A: c & Part B: d A: b & Part B: b REVIEW c b c a b c a c d EXTENDED CONSTRUCTED RESPONSE 1. Statements Reasons ∠1 ≅ ∠3 c. Given c. Given ∠1 ≅ ∠2 b. Alternate Interior Angles Theorem ∠2≅∠3 a. Transitive Property of congruence Statements Reasons 1. n || p, k || m 1. e 2. ∠2≅∠12 2. f 3. ∠12≅∠14 3. c 4. ∠2≅∠14 4. a 5. m∠2+m∠14 5. d 6. ∠13 & ∠14 are supplementary 6. g 7. m∠13 = m∠14 = 180° 7. b 8. m∠13 + m∠2 = 180° 8. h 9. ∠2 & ∠13 are supplementary 9. b 3. See student work
Song Text (1) Transcription: Aziza abu Ife Aziza abu ife Ututu wa ‘palaya o M’aziza abu ife o! Translation: The broom is an insignificant thing But in the morning, it gets pride of place They say the broom is insignificant thing But in the morning, they search for it Yet the broom is an insignificant thing. Analysis of Section (2) Ndiomu dance As fellow married women, the Ndiomu owe a duty to the deceased to give a befitting farewell to their sister-in-marriage so that the same may be done for them. It is an act of solidarity that demonstrates the cooperation within the caucus of women married from outside the community. The Ada Dance
Reference Awogu, E. 1998 Semiotics of Dance in Selected African Plays M.A. Thesis Department of English Studies Obafemi Awolowo University Elam, K. 1983 The Semiotics of Theatre and Drama London, Methuen. New Accent Series Maduagwu, E.A. 2012 Ogodin’omulunwa (There Is Value In Motherhood) Burial Dance of Osomala, Nigeria, Ph.D. thesis, Institute of African Studies, University of Ibadan Nicchols, R. 1994. “African Dance: Tradition and Continuity” in African Dance: An Artistic, Historical, and Philosophical Inquiry(ed) Kariamu W. Asante. Afrca World Press. Van Gennep, 1960 Rites of Passage, Chicago Press
AUDITORY Hear normal speaking level sounds (e.g., report) Hear faint voices Hear faint body sounds (e.g., blood pressure sounds, assess placement of tubes) Hear in situations when not able to see lips (e.g., when masks are used) Hear auditory alarms (e.g., monitors, timers, fire alarms, call bells) C VISUAL See objects up to 20 inches away (e.g., information on a computer screen, skin conditions) See objects up to 20 feet away (e.g., client in a room) See object more than 20 feet away (e.g., client at end of hall) Use depth perception Use peripheral vision Distinguish color (e.g., specimens, lab reagents, color codes on supplies, charts, bed) Distinguish color intensity (e.g., flushed skin, skin paleness) C TACTILE Feel vibrations (e.g., palpate pulses) Detect temperature (e.g., skin solutions) Feel differences in surface characteristics, sizes and shapes (e.g., skin turgor, rashes, palpate vein, identify body landmarks) Detect environment temperature (e.g., check for drafts) C OLFACTORY Detect from client and environment (e.g., foul smelling drainage, alcohol breath, lab chemicals/reagents) Detect smoke, gases or noxious smells etc.) C COMMUNICATION Engage in verbal, two-way communication, in English, with others of a variety of social, emotional, cultural and intellectual backgrounds (e.g., client interaction in person and via telephone, physician orders, Discern and interpret nonverbal communication C EMOTIONAL STABILITY Establish therapeutic boundaries Adapt to changing environment/stress/crisis Focus attention on task Monitor own emotions Handle strong emotions (e.g., grief) C Note: Students with disabilities requiring accommodations must meet with the College Disabilities Support staff.
PARAMEDIC Program Application Application Date _______________ Application for: __________EMT __________Paramedic ANSWER ALL QUESTIONS Last Name First M.I. Street Address Apartment/Unit # City State ZIP Mandatory GCSC Student ID: A Male ______ Female______ Student email address: @my.gulfcoast.edu Secondary email address: Home Phone Cell Phone Have you previously applied to the program? YES NO What Year/Semester ______________________ Which Degree/Certification are you seeking? EMS AS Degree Param-CT EMT-ATD EDUCATION OFFICIAL TRANSCRIPTS must be mailed to the Office of Enrollment Services (Admissions and Records). All schools and colleges attended must be listed for the application to be complete. If necessary, use additional sheets. High School Address From To Did you graduate? YES NO College Address From To Did you graduate? YES NO College Address From To Did you graduate? YES NO Other Address From To Did you graduate? YES NO LICENSES AND CERTIFICATIONS Type of Certification Issuing or Agency? License Number Expiration Date CONTACT INFORMATION In case of emergency list two contacts. These contacts should always know where to locate you. Name Mailing Address Telephone Number GULF COAST STATE COLLEGE
ESSENTIAL FUNCTION REQUIREMENTS FOR PARAMEDICS Weight (lbs)/Reach % of Time Description Tasks Remarks Carrying 250 lbs 60% Carry patient from scene to ambulance With assistance of 1 or 2 additional persons Hearing/Speaking 100% Listening and communicating with patients and personnel Must have excellent communication skills Vision 100% Performing patient care and driving skills Corrected to 20/20 vision Lifting 250 lbs 60% Lifting patients from ground to stretcher With assistance Pulling/Pushing 250 lbs 60% Pull or push stretcher to ambulance With assistance Sitting 25% Completion of run reports Writing Eye/Hand Coordination 100% Writing, run reports, driving, patient care skills Sometimes in adverse weather and light conditions Standing 75% Patient care at and in hospital Sometimes in adverse weather Walking 75% Patient care at scene and in hospital Sometimes in adverse weather Bending/Stooping/Squatting 250 lbs 60% Lifting and moving equipment and patients With assistance Special Requirements: (i.e. Climbing, Cleaning, Driving, Crawling, etc.) 80% Must drive ambulance, climbing, crawling, etc. occurs while performing rescues Considerable physical and mental effort in duties requires judgment and perception and normal use of all eye and ears, heavy lifting required.
Skills P9S1 Conduct activities in compliance with applicable laws and policies P9S2 Maintain the dignity, privacy, and confidentiality of all individuals with exceptionalities, families, and school employees P9S3 Protect the health and safety of individuals with exceptionalities P9S4 Provide accurate and timely information about individuals with exceptionalities to individuals who have the need and the right to know as determined by the instructional team P9S5 Report suspected child abuse, suicidal ideation, and /or dangerous behaviors as required by law, policies and local procedures P9S6 Practice within the limits of the defined paraeducator role P9S7 Respect role differences of teachers, paraeducators, and other professional practitioners P9S8 Recognize the role of the teacher as a leader instructional team P9S9 Follow chain of command to address policy questions, system issues, and personnel practices P9S10 Practice within one’s limits and obtain assistance as needed Practice with competence, integrity, and sound judgment P9S12 Request and use feedback from supervising professionals P9S13 Reflect on one’s performance to improve practice Professional Development Guideline 10 Collaboration Knowledge P10K1 Purposes of collaborative teams P10K2 Common concerns of families of individuals with exceptionalities P10K3 Roles and relationships of paraeducators and other stakeholders on the instructional team Skills P10S1 Use local policies for confidential communication about team practices P10S2 respectful relationships with teachers, colleagues and family members Communicate effectively with stakeholders as determined by the instructional team P10S4 Participate actively in conferences and team meetings P10S5 Support individuals with exceptionalities by modeling and facilitating the use of collaborative problem solving and conflict management
Able to develop original techniques/methods Management and teamwork Work effectively in a team, understanding the strengths and weaknesses of others to help teamwork development CV Application Interview Communicating and influencing Communicate new and complex information effectively, both verbally and in writing, engaging the interest and enthusiasm of a variety of target audiences Able to present research results at group meetings and conferences Able to up research results for publication in leading peer-reviewed journals Work proactively with colleagues in work areas/institutions, contributing specialist knowledge to achieve outcomes CV Application Interview Other skills and behaviours Excellent attention to detail Understanding of relevant Health & Safety and ethical issues Positive attitude to colleagues and healthcare professionals and patients and their parents Interest, skills and aptitude for analyses (e.g. SPSS or Excel syntax, programming) Able to secure and adhere to all relevant approvals in a timely fashion (e.g. ethics, research governance) CV Application Interview Special requirements Able to work flexibly Willing to travel to participating centres for data collection as necessary. Able to attend national and international conferences to present research results CV Application Interview JOB HAZARD ANALYSIS Is this an office-based post? Yes If this post is an office-based job with routine office hazards (eg: use of VDU), no further information needs to be supplied. Do not complete the section below.
calling her name with her distinguishable voice. She went to her and said it felt amazing. She saw many people while in the light and they all seemed to be in their prime. There were no old people there. She then felt a presence and turned around to look at it. She knew she was standing in the presence of God. She asked if God was the light and was told no. She was told the light is what happens when God breathes. She thought to herself, I am standing in the breath of God. She was in awe. Shortly after, she was informed she had to go back. She said her uncle brought her back to her body. When she got close to her body, she saw how lifeless her body was. She didn’t want to go back but her uncle kept insisting that she must. Finally, her uncle shoved her back into her body and she felt her body jump. After her experience, Pam had a greater sense of compassion in her life until her ‘second’ death at the age of 53 from heart failure. Not all near death experiences are completely positive. Former atheist and professor Howard Storm describes part of his experience as a trip to hell. On June 1, 1985, 38 year old Storm suffered a perforated stomach and was awaiting surgery in a Paris hospital when a nurse came in to inform him that no surgeon would be available until the next day. He lost hope and knew the end was near. He soon lost consciousness. He awoke standing next to his hospital bed looking down on his motionless body. He tried to get the attention of his wife but she could not hear him. He then heard voices coming from outside the
Christian to live,” and "The power of God, the Holy Ghost, is the Spirit of Dominion. It makes one a god." Others in the church such as Benny Hinn and Kenneth Copeland, as well as Satanist, witches, and new agers have made similar claims. Even Jim Jones said, “It is written that ye are gods. I'm a god and you're a god.” It is not surprising that so many make this claim because Satan has been trying to convince us of this from the very beginning. In Genesis 3:5 Satan said to Eve, “For God knows that when you eat from it your eyes will be opened, and you will be like God, knowing good and evil.” Like the prodigal son, because of their disrespect, arrogance and pride, God allows some people to have their ‘inheritance’ early. In essence God is saying, I will allow you to pretend to be a God for a little while. This is explained in 2 Thessalonians 2:9-12. “The coming of the lawless one will be in accordance with how Satan works. He will use all sorts of displays of power through signs and wonders that serve the lie, and all the ways that wickedness deceives those who are perishing. They perish because they refused to love the truth and so be saved. For this reason God sends them a powerful delusion so that they will believe the lie and so that all will be condemned who have not believed the truth but have delighted in wickedness.” But truth will win in the end. God will not allow this forever. Zephaniah 2:11 “The Lord will be awesome to them when he destroys all the gods of the earth.” Many will say, but those in the church that