zilongwang/ReadingBank huggingface dataset:
= which means that is a set of cardinality five composed of men who walk in the park and watch the birds. means there are exactly five men in the park who watch the birds. We turn now to the case of introducing plural entities by coordination (conjunction or disjunction). The lexical entry for conjunction obviously gives right truth conditions and offers an antecedent for subsequent anaphora, as in, for example: “John and Mary came. They whistled”. In such cases, where more than one specific antecedent is present in the discourse, the lexical entry for they needs to search left for two (or three, or another number) DPs, for instance: The last equality is due to the fact that we take the predicate whistled to be distributive (as opposed to collective).
What about referring to determiner phrases that are not in a coordination relation (by conjunction) like: “John met Mary. They smiled”? The mechanism of transmitting more than one value of the antecedent to the plural anaphoric pronoun they is the same: Again, the predicate smiled is taken to be distributive. Note that reversing the order of Binding and Lifting for the two DPs gives the denotation. As usual, the layers act like indices; a superior level takes scope at inferior levels and left expressions take scope at right expressions, to account for left-to-right natural language order of processing. An open problem still remains: how to block “John or Bill called. *They hang up”? The third case, the case of introducing plural entities by singular DPs is the most difficult. We will stipulate that a singular DP may bind a plural entity (introduced by a pronoun or a definite) if and only if it is logically a plural, that is: Either the singular DP is bound by universal quantifier, Or the singular DP is embedded inside an expression in which it co-varies with a variable bound by the universal quantifier (the so-called structural dependency). Consider the following example, in which the DP every man is universally quantified: “Every man came. They whistled”. We give it the following derivation: To exemplify the case in which the binding DP is embedded inside an expression in which it co-varies with a variable bound by the universal, consider the following examples: “A kid climbed every tree.” followed by “He was full of energy.” or “They were full of energy.” Note that the sentence has two distinct readings, one in which a takes scope over every and one in which every takes scope over a. If the first sentence is continued by the second, then the only possible reading in natural language becomes that with a taking
A Call to Action Look around your church or community for the single parent. Ask them how you can lighten load. In what ways can you be a neighbor to a single parent? Can you entertain the children and give the parent a break? Can you invite them for a meal or take a meal to them as a random act of kindness? What other things can you do to make life easier for your neighbor, the single parent? Are you sometimes judgmental when the single parent cannot keep up with housework, car pools, children’s activities, job, yard, and all the things one parent must do for two? Encourage them. In what ways can you affirm them and their children? Prayer Thank you Lord for always being with us even when we feel alone. Thank you for sending help when we need it most. We ask you for wisdom to understand your plan for our lives, courage to look for you when our fears surround us, and strength when we feel we can’t go on. Help us be a light for our neighbors in need and may they feel your presence always. Teach us to trust you in all things. Amen ABOUT THE WRITER: Judith Seva became a single mom in 2012. In 2013, she was looking to God for a miracle and that was the beginning of her relationship with God. In 2014, God opened doors for a position that allowed her to live with her priorities: God, family, and job. In 2015, God opened more doors allowing Judith to attend Bethel University as a candidate for ministry. Judith says, “I now have a better home, a more secure job, and opportunities to serve in my church as an elder and a member of the worship group.” Judith is the parent of Mariana (age 10) and Carlos (age 9).
David W. Carter High School 2017-2018 School-wide Discipline Management A comprehensive system of School-Wide Positive Behavior Supports will increase our capacity to reduce school disruptions, and ensure the success of ALL students through the following: Clearly defined expectations Research-validated practices Supportive administrative systems Use of information for problem solving Features of School-Wide Positive Behavior Support Establish regular, predictable, positive learning and teaching environments. Train adults and peers to serve as positive models. Teach and model behavioral expectations to students. Create systems for providing regular positive feedback. Acknowledge students when they are doing the right thing. Redirect students’ misbehavior in a firm but respectful manner. Improve social competence. Develop environments that support academic success. Understanding Adolescents Characteristics Implications for Behavior Management Adolescents exhibit varying levels of intellectual development Plan and deliver instruction that matches the students’ interests, ability levels, and learning preferences Adolescents transition from concrete thinking to abstract thinking Move from hands-on experiences to real-life applications Adolescents are curious. Focus on active versus passive learning. Adolescents on self. Allow freedom to express opinions, offer leadership opportunities, and provide positive role models. Adolescents desire to be accepted. Encourage the development of friendships to promote a sense of belonging; refrain from isolating students. Adolescents are influenced by peers. Use cooperative grouping/peer mentoring to allow development of friendships and positive relationships. Adolescents are conscientious of personal values. Promote service to others and fairness. Instill classroom norms; be a positive role model; apply equitable consequences Adolescents are self-conscious about appearance. Be careful not to single out or humiliate students; dignify corrective actions of students
□ Temporarily doubles up with friends or relatives due to economic hardship □ Awaiting permanent foster care □ Living in a shelter □ Homeless migrant family, children, and youth □ Living in a car □ None of the above Information and Photograph Release A cadet’s photograph/video clip, or any form of media may be released to be used in newspapers, school newsletters, or on broadcast stations to promote Willamette Leadership Academy. Please let us know if you agree to allow your child’s photo to appear as follows and sign the media release form: for media release Yes □ No □ on the Willamette Leadership Academy website Yes □ No □ on the Willamette Leadership Academy Facebook page Yes □ No □ in the Willamette Leadership Academy yearbook Yes □ No □ □ Do not use my student’s information or image in any form of publicity. Directory Information: Student directory information may be published. Directory information may include: student’s name, address, home phone number; student’s image; participation in officially recognized sports and activities; degrees or awards received. □ Please include my student’s information in the school directory. □ Do not include my student’s information in the school directory. Color Guard and/or Military Drill Team: In order for a student to be a member of Willamette Leadership Academy’s Color Guard and/or Military Drill Team students may not be on the “Do Not Photo” list, because these teams participate in public events which may be photographed by the media. My student may participate in the Color Guard and/or Military Drill Team, if eligible, and I understand that they may be photographed and the photographs may be publicized. Yes □ No □ *High School Students Only
DUI or DWI Leaving the scene of an accident Hit and run G. & HIRED AUTO INFORMATION: How many volunteers or employees drive their personal vehicle for business use? H. PUBLIC ENTITY ERRORS & OMISSIONS (For Public Entities Only): Do you have any existing coverage written on a claims-made basis? If yes what is your Retroactive Date? I. DIRECTORS AND OFFICERS (For Nonprofits Only): Date of Incorporation/Formation. Do you have any existing coverage written on a claims-made basis? If yes what is your Retroactive Date? Has the insured been involved in any of the following in the past: Investigations or Inquiries by any Federal, State or local authorities? YES NO Civil or criminal actions or administrative proceedings charging violations of any Federal or State law or regulation or any other criminal action? YES NO Anti-trust litigation? YES NO J. EMPLOYMENT PRACTICES: Do you have any existing coverage written on a claims-made basis? If yes what is your Retroactive Date? Do you have a director of personnel or other similar position: YES NO Do you have established written guidelines and/or procedures for employment practices YES NO
Leadership Making a difference in our school and society. Integrity Acting with fairness and authenticity. Community Upholding individual humility and collective pride. School Governing Body, Administrators, and Faculty Owner University of Pennsylvania Amy Gutmann, President Directors Bishop Lane, Vice Dean 215-898-8601 pblane@wharton.upenn.edu Bernadette Birt, Executive Director 415-267-6357 birt@wharton.upenn.edu Juana Droessler, Associate Director 415-267-6312 droessler@wharton.upenn.edu Amy Hazen, Associate Director 415-267-6336 alw@wharton.upenn.edu Administrative Officials Bernadette Birt 415-267-6357 birt@wharton.upenn.edu Kim A. Cowperthwaite 415-267-6326 kimandr@wharton.upenn.edu Faculty For information on individual faculty member’s qualifications, please see: Abel, Andy Amit, Raffi Barad, Seth Bell, David Berger, Jonah Bishop Lane, Peggy Blackman, Celeste Blouin, Jennifer Bodnar, Gordon Burns, Robert Cachon, Gerard Cappelli, Peter Chalfin, Robert Chandan, Sameer Chaudhuri, Saikat Cichello, Michael Collom, Doug Danzon, Patricia Day, George Donaldson, Thomas Peter Felman, Michelle Fitsgerald, Michael Friedman, Stewart Geczy, Chris Gibbons, Mike Gultekin, Bulent Harrington, Scott Hernandes, Exequiel (Zeke) Hsu, David Huang, Laura Ittner, Iyengar, Rahu Jenkins, Mark Kahn, Barbara Kapoor, Rahul Katalan, Ziv King, Paul Lambert, Richard Lee, Tom Macduffie, John Paul Massey, Cade Maugeri, Carl Meyer, Robert Mollick, Ethan Musto, David Niedermeir, Keith Ofer, Roni Pottruck, David Raju, Jagmohan Reed, Americus Reibstein, David Riis, Roberston, David Rossiter, Matthew Sammut, Sarig, Oded Shropshire, Kenneth Siggelkow, Nicolaj Sinai, Todd
Methods A prospective observational study was performed in the NICU of the LUMC, which is a tertiary level perinatal center in the Netherlands with an average of 650 intensive care admissions per year. In the Netherlands, no ethical approval is required for anonymised studies with medical charts and patient data that were collected and noted for standard care. The LUMC Medical Ethics Committee provided a statement of no objection for obtaining and publishing the anonymised data. All preterm infants <30 weeks of gestation (GA) admitted to the NICU before and after the implementation of the automated FiO2 control in August 2015 (May 2015 - January 2016) receiving respiratory support (endotracheal and non-invasive ventilation) using the AVEA ventilator (CareFusion, Yorba Linda California) were included. Preterm infants with major congenital heart disease were excluded. The characteristics, of each infant as well as clinical parameters and ventilator settings (including FiO2 and SpO2) were sampled every minute and routinely collected in the patient data management system (PDMS) (Metavision; IMDsoft, Tel Aviv, Israel). During both periods the heart rate and SpO2 was collected using a neonatal pulse oximeter (Masimo Radical, Masimo Corporation, Irvine CA, USA) with an averaging time set at 8 seconds, integrated into the AVEA ventilator. Data was collected when infants received respiratory support by the AVEA and only included for analysis when supplemental oxygen was given, until the infants reached a gestational age of 32 weeks. After 32 weeks most infants are transferred out of the intensive care area in our unit or to a regional hospital, where no automated FiO2 control is available. During the manual and the automated FiO2 control periods, SpO2 was measured using a neonatal pulse oximeter integrated into the AVEA ventilator. During the manual period the nurses manually titrated the supplemental oxygen following local guidelines. During the automated period, an automated FiO2 control device integrated in the ventilator was used (CLiO2), in addition to manual adjustments. The CLiO2 function is a Closed-Loop controller designed to regulate FiO2 levels for preterm infants receiving support and oxygen from a mechanical ventilator. The FiO2 is
Please list in chronological order, with precise dates if possible as this information will be used as part of our safer recruitment procedures. For periods of part-time employment the decimal fraction of full-time should be shown or the average hours per week for hourly paid appointments. Although not all jobs you have held may seen relevant to your application, it is important for you to give as much information as you can. The reasons for this are: You may have developed transferable skills in the job which you can highlight later in your application This job is subject to a Disclosure and Barring Service (DBS) check and it is important to demonstrate that there are no unexplained gaps in your career Employment History – please start with the most recent Employer and Establishment Job Title/nature of self employment/ voluntary work Post, Pay Scale and Final Salary Weekly Full time/ Part time Full/Part Time Reason For Leaving From To Mth Year Mth Year Please continue on a separate sheet if required. SECONDARY EDUCATION Establishment(s): To From Examinations – please give details of ‘A’ levels and GCSEs, or equivalent, i.e. Subject, Date, Result/Grade
D 658 nm E 647 nm Based on the information in the table above, which of the following is the most accurate ranking of the speed of the stars from fastest toward the Earth to moving fastest away from Earth. B, D, C, A, E E, D, C, B, A C, E, A, D, B A, B, C, D, E E, A, C, D, B An important line in the absorption spectrum of stars occurs at a wavelength of 656nm for stars at rest. Imagine that you observe four stars (A-E) from Earth and discover that this absorption line is at the wavelength shown in the table below for each of the four stars. 1. STAR 2. Wavelength of Absorption line A 649 nm B 656 nm C 658 nm D 647 nm Based on the information in the table above, which of the following is the most accurate ranking of the speed of the stars from moving fastest toward Earth to moving fastest away from Earth. A=B=C=D C, B, A, D D, A, B, C Cannot be determined from the information provided. An important line in the spectrum of a typical cloud of hydrogen gas occurs at 486 nm for a cloud that is not moving relative to an observer. Imagine that you observe four different clouds of gas (A-D) from Earth and discover that this line is at the wavelength shown in the table below for each of the four clouds. 1. STAR 2. Wavelength of Absorption line A 449 nm B 460 nm C 458 nm D 447 nm
2. Team Organizational Chart Showing Firms, Lead Staff and Disciplines 3. Team Matrix Firm Information Team Member Information Team Member Projects Experience and Role Additional Team Member Projects Staff Name and Registration /Credential Project Discipline / Role For This Project (see keys, Instructions for Filing) Years with Current Firm / with Other Firm 1. Section 4 Title, Cost, Capacity 2. Section 5 Cost, Year 3. Section 5 Title, Cost, Year 4. Section 5 Title, Cost, Year 5. Section 5 Title, Cost, Year 6. Add’l Project Cost, Size, Year Substantial Complete 7. Add’l Project Title , Cost, Size, Year Substantial Complete 8. Add’l Project Title, Cost, Size, Year Substantial Complete 9. Add’l Project Title, Cost, Size, Year Substantial Completed Firm Name City, State MBE/DVB Firm Name City, State MBE/DVB Firm Name City, State MBE/DVB Firm Name City, State MBE/DVB Firm Name City, State MBE/DVB
(1) None tolerance means none found during the normal inspection procedures. None is not a guarantee to mean the field inspected is free of the factor. V. SEED STANDARDS Standards for Each Class R R R C Pure Seed (min.) Crop (max.)* Sweetclover (max.) Matter (max.) Weed Seed (max.) % % % 0 9 0 2 2 2 2 2 % % % % 1 1 1 1 1 1 1
Understanding Gene Expression 21. Do all cells in the body have the same chromosomes, DNA, and genes? 22. Do all cells express all of the genes? 23. What type of molecule is made as a result of a gene being “expressed”? 24. What types of genes would you expect to be expressed in all cells? 25. What gene is expressed in a muscle cell but not a digestive lining cell? 26. What type of gene was only turned on in a red blood cell? 27. What type of gene was only turned on in a muscle cell? 28. What type of gene was only turned on in a Beta cell? 29. What happens to the ability of a cell to perform its functions if there is a mutation in the DNA and the gene cannot be expressed? 30. How could a mutation in a tumor suppressor gene lead to cancer? Causes of Cancer 1. What is cancer? 2. Identify of the normal cell cycle and a brief description of what happens in each phase. J I H E G F A= B= C= D= E= F= G= H= I= J=
STUDENT TEACHING REQUIREMENTS: Responsibilities Student Deliverables Role Completion/Due Dates Page Reference(s) Cooperating Teacher University Supervisor Fall Spring Binder N/A Review & Evaluate Daily Daily 33-44 Emergency Contact Form N/A Confirm TBA TBA 38 Clearance Requirements N/A Confirm TBA TBA 36-37 Planning Calendar Assist Review and Evaluate Weekly Weekly 33/Tab 3 Supervisor’s Visitation Record N/A Review and Initial Per Visit Per Visit 39 Checklist of Experiences… Assist and Sign Review TBA TBA 40-41 Assumption of Teaching Duties (Log) Assist and Oversee Review and Evaluate Supervisor Direction Supervisor Direction 33-34/Tab 6 Daily Lesson Plans Assist, Review and Approve Review and Evaluate Per Lesson Per Lesson 69-76 Weekly Lesson Plans Assist, Review and Approve Review and Evaluate Supervisor Direction Supervisor Direction 77-79 Focused Reflection on Evaluative Criteria Assist Review and Evaluate TBA TBA 49-60 General/Weekly Reflections N/A Review and Evaluate Weekly Weekly 45-48 Experienced Teacher Observations Assist Review and Evaluate TBA TBA 34/Tab11 & 42 Focused Reflection on Standardized Testing Assist Review and Evaluate TBA TBA 61 Focused Reflections on Professional Development Assist Review and Evaluate TBA TBA 62-68 Unit Plan Proposal Assist Review and Evaluate TBA TBA 80-83 Unit Lesson Plan Assist, Review and Approve Review and Evaluate TBA TBA Visual Display or Learning Center Advise/Assist Review and Evaluate TBA TBA 35/Tab 15 Please note that due dates are established at the discretion of the University supervisor.
May 2017 AP Testing May 1 Even May 2 AP MC Practice May 3 Even May 4 AP FRQ Practice May 5 Review/Questions May 8 Even May 9 Last Minute Review May 10 AP Test @ noon May 11 Class wrap-up May 12 Class Day (am)
Start yr 1 after yr 2 after yr 3 after yr 4 after yr 5 yr 6 yr 7 Asleep $11.50 $11.50 $11.50 $11.50 $11.50 $11.50 $11.50 $11.50 Awake $12.99 $13.08 $13.19 $13.30 $13.39 $13.48 $13.58 $13.69 MR Awake $13.47 $13.56 $13.68 $13.78 $13.88 $13.97 $14.09 $14.18 after yr 8 after yr 9 after yr 10 yr 11 after yr 12 yr 13 after yr 14 Asleep $11.50 $11.50 $11.50 $11.50 $11.50 $11.50 $11.50 Awake $13.79 $13.89 $14.00 $14.09 $14.19 $14.30 $14.41 MR Awake $14.29 $14.39 $14.53 $14.63 $14.75 $14.84 $14.94 after yr 16 after yr 18 after yr 20 Asleep $11.50 $11.50 $11.50 $14.50 $14.60 $14.70 MR Awake $15.06 $15.16 $15.27 *Employees assigned to work at the McDonnell, Saugus and Stoneham Group Homes will receive an additional $1.50/hr for all hours worked at these Homes. *Asleep overnight may receive Awake rate pay for any hours they are required to be awake between the hours of 12 am and 6 am. Employees must indicate those hours on their timesheet for that week if they desire the higher rate. Effective 3/1/19
Human Service Options, Inc. Employee health & Dental Insurance Contributions Effective JULY 1, 2017 TUFTS HEALTH PLAN – ADVANTAGE HMO & BLUE BLUE SHIELD – DENTAL PLAN Residential Union Employees Working Positions of 40 Hours or More PLAN TYPE ANNUAL PREMIUM MEDICAL ANNUAL PREMIUM DENTAL ANNUAL AGENCY CONTRIBUTION MEDICAL/DENTAL HMO Individual 8334.60 447.84 6592.08 / 305.76 Dual 16062.84 954.00 10,390.16 / 389.28 Family 24869.64 1334.88 14,831.56 / 390.56 Plan Annual Cost to Employee Weekly Payroll Deduction HMO Individual 1742.52 142.08 1884.60 33.51 2.74 36.25 Dual 5672.68 564.72 6237.40 109.09 10.86 119.95 Family 10038.08 944.32 10982.40 193.04 18.16 211.20 union 40hrs MEDICAL
Human Service Options, Inc. Employee health & Dental Insurance Contributions Effective July 1, 2017 TUFTS HEALTH PLAN – ADVANTAGE HMO & BLUE CROSS BLUE SHIELD – DENTAL PLAN Residential Union Employees Working Positions of 30 Hours or More PLAN TYPE ANNUAL PREMIUM ANNUAL PREMIUM DENTAL ANNUAL AGENCY CONTRIBUTION MEDICAL/DENTAL HMO Individual 8334.60 447.84 5156.88 / 238.80 Dual 16062.84 954.00 8202.52 / 332.08 Family 24869.64 1334.88 11,758.36 / 290.72 Plan Annual Cost to Employee Weekly Payroll Deduction HMO Individual 3177.72 209.04 3386.76 61.11 4.02 65.13 Dual 7860.32 621.92 8482.24 151.16 11.96 163.12 Family 13111.28 1044.16 14155.44 252.14 20.08 272.22 union 30 HRS.
ISPM 13. 2001. Guidelines for the notification of non-compliance and emergency action. Rome, IPPC, FAO. ISPM 14. 2002. The use of integrated measures in a systems approach for pest risk management.Rome, IPPC, FAO. ISPM 18. 2003. Guidelines for the use of irradiation as a phytosanitary measure. Rome, IPPC, FAO. ISPM 28. 2007. Phytosanitary treatments for regulated pests. Rome, IPPC, FAO. USDA-APHIS. 2014. Treatment Manual. http://www.aphis.usda.gov/import_export/plants/manuals/ports/downloads/treatment.pdf Definitions Definitions of phytosanitary terms used in the present standard can be found in ISPM 5 (Glossary of phytosanitary terms). Outline of Requirements Schedules on fumigation treatments may be used for pest risk management. National plant protection organizations (NPPOs) should be assured that the efficacy of the treatment is scientifically demonstrated for the regulated pest(s) of concern and the required response. Application of the treatment requires calibration of chemical and environmental recorders and fumigant mapping to ensure that the treatment is effective in particular facilities and with specific commodity configurations. The NPPO is responsible for ensuring that facilities are appropriately designed for phytosanitary treatments. Procedures should be in place to ensure that the treatment can be conducted properly and commodity lots are handled, stored and identified to ensure that phytosanitary security is maintained. Record-keeping by the treatment facility and documentation requirements for the facility and NPPO are required, and should include a compliance agreement between facility operator and the NPPO stipulating in particular the specific requirements for phytosanitary measures. 1. Authority The NPPO is responsible for the phytosanitary aspects of evaluation, adoption and use of fumigation as a phytosanitary measure. To the extent necessary, it is the NPPO’s responsibility to cooperate with other national and international regulatory agencies concerned with the development, approval, safety and application of fumigation, or the distribution, use or consumption of fumigated products. Their respective responsibilities should be identified to avoid overlapping, conflicting, inconsistent or unjustified requirements. 2. Treatment Objective
Supplementary File 2: Investigation of unitigs with (partial) MHC class II system genes which are listed by Malmstrøm et al.1 in their Table S7 for the non-gadiform fishes S. chordatus, C. roseus, Z. faber, T. subterraneus, P. transmontana, and P. japonica. Table of Contents Page 1. Summary 2 2. References used in this supplementary file 3 3. Detailed analyses 4 3.1 Stylephorus chordatus 4 3.2 Cyttopsis roseus 10 3.3 Zeus faber 21 3.4 Typhlichthys subterraneus 32 3.5 Percopsis transmontana 42 3.6 Polymixia japonica 57
This utg7180000079533 sequence contains exons for a leader peptide plus complete CD4-1 ectodomain (below), but does not include the essential transmembrane and cytoplasmic domain regions.
coding sequence which first has been described for neoteleost fish MHC IIB genes in pufferfish (Lim et al.3). CD4: S7 mentions utg7180000048768. This sequence encodes a full-length canonical CD4-1 molecule. CD74a: Table S7 mentions utg7180001483868, but we were not able to retrieve that unitig. However, we found that Cyttopsis roseus scaffold scf7180003315926 probably encodes a canonical CD74a molecule, although we were unable to predict the exon of the very CD74b: Malmstrøm et al.1 did not report finding Cyttopsis roseus CD74b sequences, and we could not find CD74b gene(-fragment) containing unitig or scaffold sequences in their datasets either. the respective retrieved scaffold sequences are shown with their relevant protein coding capacity: Cyttopsis roseus MHC IIA >utg7180000163186 length=4473 num_frags=1193 (the complementary sequence is shown)
The utg7180000135569 unitig encodes a full-length canonical CD4-1 sequence: MQTVFNTFFLFFRRGTKMKNCIQSLIVFSAFISTAAVQEKYCMYAQVGETVTFTYTPQQT ESQSYYMYWYSRAGGDAPLISRNPFGHISKPAKQWEDRLSSTGYSLTIKNVKEEDFQTFT LNLKINRETQITATYELIMVTMGVRPDYILLAGESLTLSCTQMSHSCAQPQIHWLSPQKM SMGQPGQPTLIVRNVTGQHTGVWTCVLSHNGKQSFVTSSVKVVDLSPSPPHPVYTSLSTS PRLHIPCSFPLLFTWEDLRTKDIVGGHWSFTPDQPPLPGGPQKLFSLSTGDPPAWQSDQE RGLTVNDLGKNDLSLTKKSVTEGDRGTYTCSLEFRNNVMSRSTRVEVLQVLLNSSDSVIF GHQVNLTCSLGHALTPELQVKWIPPKHYSLSSLGPEPHPATILIRVEGDGDQEKWRCELL RNGSKLTSAEIKLKIERTPLNVWLFVTICGATVIFILLLIVTVILIRRHRQ RMCRRPRQR FCRCKDPKPKGFYRN Percopsis transmontana CD74a >utg7180000203314 length=2563 num_frags=639 Astat=144.00
DATA COLLECTION: OPPORTUNITIES AND CHALLENGES Introduction Relevant SDG target and CRPD article Objectives of the chapter: to discuss current efforts by countries to collect data on disability, and identify strategies to enhance national capacity to meet data demands arising from SDG implementation and monitoring Data collection on disability: the current status Available tools and guidelines at international level, national experiences in data collection and on-going national capacity building activities for official statistics. This will cover related activities by: UNSD WG WHO UNICEF ILO UN Partnership on the Rights of Persons with Disabilities (UNPRPD) DHS Other relevant activities on data collection not for official statistics Conclusions and way forward Synopsis of findings Recommendations on possible ways to enhance capacity of countries to produce good quality and timely data on disability for monitoring of progress on relevant SDGs NOTE: It was decided that instead of a "statistical" annex, and given the limited space for the report, the annex could be a place to elaborate on existing tools/instruments, etc.
To provide pupils with the opportunity to represent the school and take part in inter-school competitions Annual membership fee to “Scottish Wheelchair Association” £900 Number of children that accessed competitions this year. To provide pupils with the opportunity to represent the school and take part in inter-school competitions More external competitions to be entered e.g school £600 Number of pupils that access the competition this year. Pupil feedback and case study. To develop Teacher and TA skills and confidence in delivering multi sports PE lead teachers in school to be available to provide model lessons and to team teach. £xxxx for staffing Teacher feedback and case study. To develop the equipment to ensure all strands of PE can be taught successfully. PE lead to audit resources and to purchase new resources £500
To provide opportunities for pupils using power wheelchairs to develop their skills in safely using their wheelchairs. To experience the range of activities they can undertake in power wheelchairs. To provide weekly sessions with ‘Whizz Kids’ £900 To provide pupils with the opportunity to represent the school and take part in inter-school competitions Boccia England to provide training and competitions across North west £525 Impact report from Boccia England. To provide pupils with the opportunity to experience To attend cycling activities at £300
alternative sporting activities. wythenshaw park. To develop Teacher and TA skills and confidence in delivering multi sports PE Lead is released from school to attend training events and take pupils to competitions- one day of per ½ term £475 Staffing £400 Manchester National PE association annual fee School Action Plan with evidence and impact. To provide pupils with the opportunity to represent the school and take part in competitions Specialist Transport costs £1100 Attendance to events. . To enable pupils to actively take part in inclusive football clubs Staff and Coach £3200 Staff training and case study of pupil impact.
449. Governor education and training Governors had not attended any training since the last governing board meeting. Rik McShane had signed up to the NPW Governors Introductory course in May. The chair will check to see what training LBWF are offering. Action: Chair 450. Dates of Next Meetings Wednesday 25th 2018 Wednesday 11th July 2018 451. Any Other Business There was no other business. 452. Agenda Items for the next meeting Science data The meeting finished at 9:05pm Summary of Actions from the meeting Item Action Name(s) Co-opted governor vacancies To consider interested individuals from LBWF list Chair & Vice chair Health and Safety The fire risk assessment has not been actioned yet Safety link governor Learning Ladders Feedback from parents Acting Head teacher GDPR Governors to have school addresses and inform NPW Acting Head teacher Safeguarding Undertake another safeguarding visit within the school Ellie Barton and the Acting Head teacher Equality objective review To set a date for this for trailing the questionnaire Acting Head teacher Governor education and training The chair will check to see what training LBWF are offering Chair The gaps between pupil premium and non-pupil premium children in Yr2 and Yr6? The data will be updated and reported on at the next governing board meeting. Acting Head teacher Boiler issues Letter to LBWF, to be followed up by the chair Acting Head teacher /Chair
(2018). Psychology: Modules for Active Learning. “Conditioning and Learning” pp. 251-258 Management weeks’ reflection 10/3 Dual Language Learning Application: Preparing for DLL Reading Selection from Multicultural “First & Second-Language Acquisition” pp. Reinforcement quiz 10/17 Trauma Informed Practice Guiding Children with Challenging Behavior Teaching Children to Calm Themselves. Bernstein, NYTimes, 2014 Language reflection 10/24 Family Engagement Welcoming and Working with Families Understanding Children in Context: The Ecological of Human Development Introduction to JS’s Family Engagement Philosophy/Framework Self-Study PTSD quiz 11/7 Principles of Assessment Language & Literacy Development Application: Jumpstart School Success Checklist The Future of Preschool Prevention, Assessment, and Intervention, 2017 Systems reflection 11/21 School Policy Leadership and Civic Engagement Research Summary: The Lifecycle Benefits of an Influential Early Childhood Program - The Heckman Equation Final Reflection Paper 12/X FINAL EXAM Additional Resources on Jumpstart Course Topics Temperament: Understanding individual differences in our students guides us in how we respond to them. Reading: Selection from “Emotional Life of the Toddler” Leiberman (1996) Videoclips: (short and recent)
Nursing and Care Home GP Conference Half-day conference for GPs and allied health professionals including care home managers Certificates for 4 hours CPD Wednesday 18th May 2016, 13:30 – 18:00, Unipart Conference Centre, Unipart House, Cowley, Oxford, OX4 2PG Programme 13:30 Networking lunch, tea/coffee 14:00 Introduction Dr Joe McManners GP and Clinical Chair OCCG 14.05 The role of care homes in the NHS and the challenges we face Dr Julie Anderson GP and Locality Clinical Director SWOL, OCCG 14:15 Avoiding hospital admissions (pptimising and rationalising medication) Dr Dan Lasserson Senior Interface Physician in Acute and Complex Medicine, Department of Geratology, Oxford University Hospitals NHS Foundation Trust 15:15 Management of behavioural and psychological symptoms of dementia Dr Jane Fossey Associate Director of Psychological Services, Oxford Health NHS Foundation 16:15 Tea/coffee break 16:45 End of life care Dr Sarah Hanrott Specialty Doctor Sobell House Hospice, Oxford and Oxfordshire CCG End of Life Clinical Advisor There will be Q&A / discussion time at the end of each presentation. There will also be contributions from the CCG Medicines Optimisation team, Care Home Support Service, and others. Book your free place by emailing:
your bond; you are honest to a fault; and you have the sweetest blue eyes that hide the teddy bear you really are,” I teased. He kissed me back and I suggested we take a break upstairs after lunch. “I think Janie spending time with her sister will be a huge treat for her. She’ll keep her busy and you could give me a few affirmations and whatever else you think I need.” I was horny, I admit it. “You’re the best,” I told my husband. Tom had a strong libido, so I believed him when he said the night before he’d been tired. His dark hair was showing a little gray, but he could fuck like a 20-year-old and I was always horny around him. He kissed me lovingly in the windowsill, letting the curtains hide our smooching from the kids while we timed our daughter’s chores in the yard. I didn’t pay attention at all to what she was doing or whether the kids saw us behind the curtains – I was never really shy about kissing Tom in public or around the kids. They should see that two adults love each other this way. I just wanted some private time to actually make out with him and that was for just him and I to enjoy. I shut my eyes and trusted Tom to be the one to watch over Taylor while I melted in his strong arms.
If it’s not listed here, it’s not legal. For the safety of turn marshalls and other racers, race cars that are damaged to the point of the chassis being exposed must pit and be repaired immediately with adhesive or tape. Front and rear windows, front bumpers and grills must be repaired immediately. Rear Bumpers must be repaired before the start of the next heat. 2018 APPROVED BODY LIST 4.5'' NASCAR Any 4.5” NASCAR Lexan Body that is COMMERCIALLY AVAILABLE by the DISTRIBUTOR will be allowed in this class. JK Spec Indy Narrow Chassis: JK #61181B (Dalara 06), JK #61192B (Champ Car), JK #61193B (Champ Car G Force), JK 61152B (Champ Car) Wide Body: JK #6113B Production: Parma/Champion: Saleen (#263X_CH) JK: Jaguar GTS (#7111), Saleen GTS (#7112), Ferrari Maranello (#7113), Cadillac CTS (#7123), Aston Martin (#7124), Corvette C6 (#7126) Red Fox: #320 BMW DTM (#RFPRODB7), Fusion DTM (#RFPRODF7), Mercedes (#RFPRODM5) Outisight: Mercedes (# OS-088), Corvette (# OS-081) Retro Can-Am: For a complete list of legal bodies, go to the following link:
Fixed Assets Management The function should be adequately managed and controlled by the CFO with the support from Administration and Purchase Committee. Assets capitalization and assets disposal policies should be in duly approved by the Board. All acquisitions of assets should be made centrally against pre-approved budgets following the Purchase Manual requirements, under the auspices of the Purchase Committee. Board’s prior approval is required for any non-budgeted asset’s acquisition. All the fixed assets should be fully insured and are well maintained. Physical security controls should be appropriately applied to ensure that assets are not misappropriated or misused. The Accounts and Finance should exercise appropriate control over fixed assets’ acquisitions, their proper classification and correct recording and maintaining their ownership/supporting documentation. CFO should review all capitalizations on periodic basis and also ensures that any disposals are done in accordance with the defined process. Amortization/depreciation of assets should be recorded periodically based on the proper assessment of their useful lives and adoption of appropriate methods. Fixed Assets Register should be maintained which is reviewed by the Finance Manager to ensure its regular updating and accuracy of recording. The risk categories, where planned and recommended controls were specified, are summarized/ listed below for reference. Risk Mitigation Step Identified Initiative The Chief Financial Officer should ensure assets capitalization as per the approved policy. CFO should also review the capitalization periodically. It is recommended that the capitalization limit may be enhanced appropriately. Further, category wise capitalization amount limits may be considered to be fixed. The Financial Officer should ensure that the assets to be disposed are as per the policy. CFO should also review the disposal process. Finance Manager may review the transactions on selective basis. Physical verification to be performed at least on annual basis. Physical verification to be performed at least annually.
12. Portion of rib removed only to enhance operative exposure, provided patient does not have a history of malignancy 13. Scars from recent burns and trauma or old scars from non-neoplasm surgery 14. Subcutaneous tissue, excess removed incidental to surgical approach 15. Tissue expander implants 16. Tissue from cosmetic repair from the nose, ear and face 17. Tissue from extensive soft tissue and bony trauma 18. Toenails & fingernails that are grossly unremarkable Thymus tissue, removed only to enhance operative exposure, provided the patient does not have a history or suspicion of malignancy Atrial appendage tissue, excess removed incidental to surgical approach Mohs surgery specimen for which the tissue diagnosis has been previously established by a pathologist Debrided tissue for which the tissue diagnosis has been previously established by a pathologist and the base is to be subsequently treated with electrofulguration or liquid nitrogen treatment. B. Neurosurgery - Ruptured disks/ osteoarthritic bone removed during spinal surgery. 5. Lens cataracts removed by phacoemulsification 6. Ophthalmic plastic surgical tissues, without underlying malignant or systemic disease 7. Scleral tissue removed at time of trabeculectomy 8. Subretinal/choroidal membranes 9 Explanted devices and materials, eg, explanted intraocular lenses, buckles, valves, 10. Vitreous fluid/tissue without suspicion of neoplasia 11. Prosthetic intraocular lenses E. Oral Surgery 1. Bone associated with extracted tooth 2. Dental appliances 3. Dental restorations 4. Hardware (arch bars, wire, bone plates, screws, etc.) 5. Impacted teeth 6. Mobile primary teeth 7. Teeth, not otherwise specified 8. Teeth removed for dental caries, periodontal disease 9. when there is no attached soft tissue 10. Temporomandibular F. Orthopedics 1. Bone donated to the bone bank 2. Bone from osteotomies 3. Bone segments removed as part of corrective or reconstructive orthopedic procedures (e.g., rotator cuff repair, synostosis repair, spinal fusion) 4. Bone spurs, in addition to bunions
Bone Marrow Antibodies: Pituitary Panel: Dual Antibody Tests: Antibody Clone CD 3 SP7 CD 5 SP19 CD 10 270 CD 15 MMA CD 20 L26 CD 34 QBEND/10 CD 56 123C3.D5 CD 61 2F2 CD 79a SP18 CD 138 B-A38 Glyco GA-R2 Kappa L1C1 Lambda LAMB14 Tryptase G3 MPO MPO-7 Pax 5 SP 34 Antibody Clone ACTH α-HCG FSH C10 GH LH Prolactin TSH 0042 MGMT Ki67 SP6 Synaptophysin Antibodies PIN-2 (P63 / Racemase) PIN-3 (P63 + CK5 / Racemase) P63/SMMS TTF-1 / Napsin P63/LMWK MUM-1 / CD 20 MUM-1 / CD 20 (Neuro Tissue) PAX-5 / CD 138 BCL-1 / CD 138 Ki67 / GFAP Molecular IHC TESTS Dual CISH EBER
Encourage adults to be open and honest as this is important in helping CYP manage their grief. The response of around them, particularly within their family, is important in helping the child/young person through the grief. If the family is not coping well with the loss then this means that the child/young person may also struggle. Reassure the parents/carers that it is ok for child/young person to see them cry as it gives the child/young person permission to show their feelings. Families who have been bereaved usually want people to talk about the person who has gone. It is ok to tell them you are sorry and even that you don’t know what to say. You can’t make it better for them and they would rather you said something than nothing. Signpost to local Children’s Centre if family has child under 5 years old so they can help families to support the bereaved child. Children’s Centres (as part of Early Start Teams with Health Visitors) have a key role in supporting all families who have children under 5 (not just those who have a child attending the Children’s Centre). When a younger child is bereaved the most beneficial thing is to ensure that parents/carers are receiving the support and encouragement to manage their own grief and support their child. All practitioners can refer children under 5 to Early Start teams by contacting the local Health Visitor Team or Children’s Centre. Crisis support for schools Crisis Line offers support to schools following a death in the school community. Schools can contact a crisis line to ring and gain support from a Senior Educational Psychologist following a bereavement in the school community. This is usually if a child attending the school or staff member has died, or there has been an incident that has a significant impact on the school. Tel: 0113 378 3645. Step by Step Samaritans service – support with repercussions of suicide or attempted suicide
Contact: Philip Harrington Senior Principal, Carbon & Energy (03) 6210 1489 0419 106 449 transport | community | mining | industrial | food & beverage | carbon & energy Contact Details Brisbane Devonport Launceston E: Level 2 276 Edward Street Brisbane QLD 4000 T: (07) 3221 0080 F: (07) 3221 0083 Level 1 35 Oldaker Street PO Box 836 Devonport TAS 7310 T: (03) 6424 1641 F: (03) 6424 9215 Level 4 113 Cimitiere Street PO Box 1409 Launceston TAS 7250 T: (03) 6323 1900 F: (03) 6334 4651 W: incorporated as Pitt & Sherry (Operations) Pty Ltd ABN 67 140 184 309 Canberra LGF, House 28-36 Ainslie Place Canberra City ACT 2601 PO Box 122 Civic Square ACT 2608 T: (02) 6274 0100 Hobart 199 Macquarie Street GPO Box 94 Hobart TAS 7001 T: (03) 6210 1400 F: (03) 6223 1299 Melbourne Level 1, HWT Tower 40 City Road Southbank VIC 3006 PO Box 259 South Melbourne VIC 3205 T: (03) 9682 5290 F: (03) 9682 5292
Goal Notes Person(s) Assisting Projected Date of Completion Actual Date of Completion Sign Off Chafee/CW HIGH SCHOOL Keep High School Diploma in Binder Pass Grade Level 9th Grade 10th Grade 11th Grade 12th Grade Keep a transcripts in file Keep Report in File Maintain GPA at ________, raise GPA if needed COLLEGE Identify Post Secondary Education Program: Certification Program School/Apprentice) Community College 4 Year College or University CW/Chafee Apply to Scholastic Program: Certification Program ______________________ Community College _______________________ 4 year College or University _________________ Other: __________________________________ Complete Admissions Application Get letter of FC Status or Chafee/CW 3 Scholarships __ ___ College Foundation Scholarship __ ______________________________ ______________________________ Chafee/CW HS Counselor Apply for Trio Services GED Keep GED Certificate in File Complete Individual Language Arts, Writing _________ Language Arts, Reading ________ Social Studies _________________ Science _____________________ Mathematics _________________ Reward Earned IL Shopping $20 Received on: ____________ EMPLOYMENT
BANKING Open a Bank Account Research account requirement Bank: _______________ Address: _____________ Save $ _______ Per Month Obtain a TOTAL Savings of $ _______ Complete Bill Pay/ Exercise BUDGETING: Complete Monthly Exercise Save Receipts for 1 Month Complete Budget Worksheet for 3 Consecutive Months to Adjust Spending Review every year Remediate any issues on your Credit Report CW COMMUNITY RESOURCES: How to Access: Emancipation Medicaid Day Care DISABILITY BENEFITS: FIND If receiving , determine steps needed to transition to adult benefits. Learn about SSI recertification TRANPORTATION: Demonstrate understanding of Public Transportation’s & Other: REWARD FOR COMPLETION: IL Shopping Spree $20 RECEIVED ON ____________ MEDICAL/DENTAL/MENTAL Goal NOTES PERSON(S) ASSISTING Projected Date of Completion Actual Date of Completion SIGN OFF CHAFEE/CW
A Journey of Stories Presenters PATHWAYS SPIRITUAL – RETREAT MODE PRE-RETREAT PURPOSE: To clarify what ‘retreat mode’ looks like: Decide on a time-line to prepare resources [and staff] QUESTIONS: What is a Christian spiritual retreat? What do we need to do to get ready for our staff retreat? Who will lead and participate? What must be planned and organised? What will our retreat space look like?
II. Means to Assess Classroom Effectiveness In addition to the formal means we use to assess student understanding – tests, projects, reports, etc. – there are ways to get quick, informal feedback from our students to give us a ‘meta-understanding’ of what seems to be working and what isn’t. Cross and Angelo compiled numerous short feedback forms with which we can get such information. These are termed ‘Classroom Assessment Techniques’ and can help us to gauge students’ knowledge, confidence, or attitudes at the outset, as well as their questions, concerns or level of understanding at the conclusion of class. Below are some of the topics addressed by these CATS: Lecture Outline Class Outline Lab Outline What's Exciting To Me Do Your Own Quiz Class Notes Class Notes - Decisions Study Time Log Key Points In The Reading A Key Question On The Reading Linking Ideas - Class Linking Ideas - Reading Test Feedback - Student Me, Studying Study Partners Best Friend, Worst Enemy Beginning of Semester What Worries Me About This Course Background Knowledge Probe Ways I Can Help Course Objectives Expectations Feedback on Teaching A Question I Have Class Feedback Confidence Levels What's Exciting To Me Questions, Questions Focused Listing Put It In Your Own Words Guiding Principles Most Useful - Least Useful Little Things Beginning Class Ending First Class I've Heard I've Heard - And Now I Believe Most Exciting - Most Boring Experiential Exercises Feedback Course Chatroom Feedback Distance Learning Feedback Film Feedback Feedback Finding The Course Hard The Class At Work Feedback On My Comments Advice To The Newcomers Objective Checking Are We Meeting Expectations? Put It In Your Own Words Do Your Own Quiz Misconceptions Check These are some of the many topics available with the CATS forms. You can find many of the types of ‘CATS’ at the link below, as well as helpful prefatory information.
Pathways Programme 2016 – 2017 Date Year One Year Two 1 October Orientation Day: Gildea and Drumalis team Models and Vision of Church Bishop Donal McKeown Marian Curran 5 November Pastoral Use of / Praying the Scriptures Bishop Donal McKeown Anna Hainey CP Luke and the Year of Mercy Pam Thimmes osc 3 December Liturgical Seasons: Advent and Christmas Joe Greenan Sacraments 2 Hilary Musgrave 28 January Context of Faith Clare Gilmore Ecumenism/ Celtic Spirituality Johnston McMaster 18 February Sacraments 1 Hilary Musgrave Liturgical Seasons: Lent and Easter Joe Greenan 25 March Images of God/ the Christ Clare Gilmore The Prophetic Evoking Newness & Hope- Past and Present Pam Thimmes osc 29 Christian Ethics Perry Gildea CM Justice, Peace and the Integrity of Creation Margaret Rose McSparran Anne Harnett 20 May A Gospel Narrative Approach to Ministry Pádraig Ó Tuama Eucharist John Forsythe PP 17 June Day of Reflection Day of Reflection