zilongwang/ReadingBank huggingface dataset:
the Agency/Department had any Federal Audit during the last renewal period? Did the department’s response include any corrective action taken, including: additional internal or external training provided to procurement staff; internal directives or policy changes; and any revisions to the Procurement Policies & Procedures (P&P) Manual? Were these actions specific to the audit findings were page numbers noted for any P&P revisions? Analyst to verify audit documents, P&P, OAS, etc. and verify that corrections have been made. The Department indicated that there has been an audit of the Department’s activities that include procurement-related findings and provided copies of the audit report from the DGS Office of Audit Services. The report included details of the actions the Department has taken to correct those findings. Did the review of the Department’s P&P indicate that the stated corrective action has actually been implemented? Analyst to check Audit documents, P&P, OAS, etc. REPORTING REQUIREMENTS Did the department meet SB goals last fiscal year? Analyst to verify by reviewing data supplied by OSDS Did the department meet DVBE goals last fiscal year? Analyst to verify by reviewing data supplied by OSDS Did the department comply with data entry requirement by entering transactions as required? Analyst to verify by reviewing to see if transactions have been entered in FI$Cal. Did the department comply with the Std 810 reporting requirement by submitting the report to OSDS timely? Analyst to verify by reviewing data supplied by OSDS Did the department comply with the Late Payment Penalty Reporting Requirement? Analyst to verify by reviewing data supplied by OSDS Did the Agency/Department comply with the State Agency Buy Recycled Campaign (SABRC) reporting requirements by reporting purchases annually to the Department of Resources Recycling and Recovery (CalRecycle). Analyst to verify by reviewing the SABRC compliance report provided by CalRecycle to the PAMS mailbox Did the department meet their SABRC goals? Analyst to verify by reviewing the SABRC compliance report provided by CalRecycle to the PAMS mailbox ADDITIONAL REVIEW Did the department submit sample procurements for review? Analyst to request various types of procurements for review. (High dollar & low dollar solicitations, solicitation addendums, cancelled solicitations, protests, etc.) Were procurements compliant to all rules, regulations, policies, etc.? Analyst to verify with checklist (Brad and William are creating a checklist)
Clinical Practice and Prescription Guidelines Date: Physician Assistant Name: Board Registered and Approved Supervising Physicians: 1) Primary Supervising Physician 2) Primary Supervising Physician 3) Primary Supervising Physician 1) Locum Tenens Physician 2) Locum Tenens Physician 3) Locum Tenens Physician Type of clinical/hospital practice: Clinical Guidelines: 1) Practice location(s): (List all locations where the PA will be working. A copy of this guideline must be kept on file at each location.) 2) List SP delegation/approval of medical procedures/duties to be performed by the PA that are indentified as core competencies by the National Commission on Certification of Physician assistants under general supervision per section 1503.A. (i.e. Scope of Practice, which the delegation of medical tasks and authority must be appropriate to the PA’s level of competency) Procedures/Activities Requires SP presence (Check If applicable) Requires prior consultation with SP (Check if applicable) H&P Ordering of Radiological Studies Ordering of Lab Assessments
for-loop. However, the addition operation is associative, so the order of operations does not matter. Using this property, parfor can compute local copies of the count variable in parallel on each worker in the MATLAB pool, and then accumulate the partial results together at the end of the parfor loop. This accumulation of a result is called a reduction operation, and the count variable is called a reduction variable. To indicate that the count variable is a reduction variable, it is declared before the parfor code block, and is used after the parfor code block. A MATLAB pool is a collection of MATLAB workers that can be used to offload work from the MATLAB client interactively and in parallel. To take full advantage of parfor to speed up computations a MATLAB pool has to be open. If the MATLAB pool is not open the parfor executes sequentially in the client MATLAB session. Refer to the parfor documentation for more details. See the Advanced Topics section of the parfor documentation for more information on the classification of variables and reduction variables. Computing Pi Using Parallel-Loop Monte Carlo Method First, we verify that the MATLAB pool is open. poolSize = matlabpool('size'); if poolSize == 0 error('parallel:demo:poolClosed', ... 'This demo needs an open MATLAB pool to run.'); end fprintf('This demo is running on %d MATLABPOOL workers.\n', ... matlabpool('size')); This demo is running on 8 MATLABPOOL workers. We scale the number of darts by the size of the MATLAB pool to demonstrate the parfor weak scaling capability. parforDarts = darts * poolSize; R = 1; tic Call the parallel Monte Carlo method for computing . myPI = parallelMonteCarloPI(parforDarts,R); Measure the parallel elapsed time and display the results. parElapsedTime = toc; fprintf('The computed value of pi is %8.7f.\n',myPI); The computed value of pi is 3.1417299. Implementing the Parallel Monte Carlo Function function myPI = R)
Activity Supervising Administrator’s Comments / Signature Principal/School Leader’s Comments / Signature Initial Conference Comments: Signature: _____________________ Date: _________ Comments: Signature: _____________________ Date: _________ SLO Approved Signature: _____________________ Date: _________ Signature: _____________________ Date: _________ Mid-Year Review Comments: Signature: _____________________ Date: _________ Comments: Signature: _____________________ Date: _________ End of Year Review Comments: Signature: _____________________ Date: _________ Comments: Signature: _____________________ Date: _________
Activity Supervising Administrator’s Comments / Signature Principal/School Leader’s Comments / Signature Initial Conference Comments: Signature: _____________________ Date: _________ Comments: Signature: _____________________ Date: _________ SLO Approved Signature: _____________________ Date: _________ Signature: _____________________ Date: _________ Mid-Year Review Comments: Signature: _____________________ Date: _________ Comments: Signature: _____________________ Date: _________ End of Year Review Comments: Signature: _____________________ Date: _________ Comments: Signature: _____________________ Date: _________ Final Rating & Score (0 – 3) 3 – Distinguished 2 – Proficient 1 – Needs Improvement 0 – Failing Criteria for each level will be agreed upon by both the supervising administrator and the principal/school leader during the initial conference.
including word-processing and spreadsheets. Experience of working under pressure Planning and organising Able to plan and prioritise a of one’s own, and the team’s, standard and non-standard work activities. Ability to successfully plan and deliver an administrative project over a period of several months (e.g. to co-ordinate an Application/ interview Problem solving and initiative Ability to identify, manage, review and adjust critical processes to meet efficiency and customer service requirements Ability to respond to queries on behalf of the International Office Application/ interview Management and teamwork Able to solicit ideas and opinions to help form specific work plans Able to positively influence the way a team works together Able to ensure staff are clear about changing work priorities and service expectations Ability to work collaboratively with areas of the university to achieve shared outcomes Successful supervisory experience Application/ interview Communicating and influencing Able to elicit information to identify specific customer need Able to proactive advice and guidance Ability to deal with sensitive information in a confidential manner. Ability to relate well to a wide range of people including overseas visitors Application/ interview Other skills and behaviours Ability to work on own initiative and as a member of a team Application/ interview Special requirements A strong team worker, totally reliable attention to detail even under pressure Ability to maintain a calm and cheerful team spirit Application/ interview JOB HAZARD ANALYSIS Is this an office-based post?
It I can solve and write two step equations Day 8 Teacher Check Score _____ Handout – 16 equations 0ne step and two step Practice It I can use correct vocabulary for algebra equations I can solve and write two step equations Day 9 Self-Check Score __ Circle one reinforce Got It Score must be 80% or better to circle “got it” and move on reinforce score ___ Review for summative exam on one step and two step equations Prove It I can use correct vocabulary for algebra equations I can solve and write two step equations Day 10 Check using Mastery Connect – scan bubble sheet using IPad Score ____ Summative exam
14. Subpopulations – For PSH, each person must be listed as chronically homeless and at least one adult in each household must be listed as disabled. DV is not considered a disability by HUD. Households with At Least One Adult and One Child Homlss Non- Vets Chron. Homlss Vets Chronic Subs. Abuse Persons with HIV/ AIDS Severely Mentally Ill Dom. Phys. Dvlpmt Disab Not Represented Disabled Adults over age 24 Non-disabled Adults over age 24 Disabled Adults ages 18-24 Non-disabled Adults ages 18-24 Disabled Children under age 18 Non-disabled Children under age 18 Total Persons Adult Households without Children Chron. Homlss Non- Vets Chron. Homlss Vets Chronic Subs. Abuse Persons with HIV/ AIDS Severely Mentally Ill Victims of Dom. Viol. Phys. Disab Dvlpmt Disab Not Other-wise Represented Disabled Adults over age 24
Non-disabled Adults over age 24 Disabled Adults ages Non-disabled Adults ages Total Persons Households with Only Children Homlss Vets Chron. Homlss Vets Subs. Abuse Persons with HIV/ AIDS Severely Mentally Ill Victims of Dom. Viol. Phys. Disab Dvlpmt Disab Not Represented Disabled Children >18 Disabled Children >18 Disabled Children >18 Non- Disabled Children >18 Persons
Disabled Adults over age 24 Non-disabled Adults over age 24 Disabled Adults ages Non-disabled Adults ages Total Persons Households with Only Children Chron. Homlss Vets Homlss Vets Subs. Abuse Persons with HIV/ AIDS Severely Mentally Ill Victims of Dom. Viol. Phys. Disab Dvlpmt Disab Not Represented Disabled Children >18 Disabled Children >18 Disabled Children >18 Non- Disabled Children >18
ALBERT LEA PORT AUTHORITY AGENDA Wednesday, February 7, 2018 – 7:30 a.m. Regular Meeting Albert Lea Business Development Center CALL TO AND NOTATION OF ROLL APPROVAL OF MINUTES FROM JANUARY 3, 2018 REGULAR MEETING - action RESOLUTION PA-18-06 AUTHORIZING PAYMENT OF CLAIMS - action STAFF REPORT ZRB Building Project Update Bank Building Update Northbridge Mall School District Facilities Business Retention Visits Audit Prep Meetings & Conferences to Note: Senate Bonding Tour – 1/9/18 EDAM Winter Conference – 1/18/18 ~ 1/19/18 Reminder: Next meeting is Tuesday March 6th, 2018 EX-OFFICIO UPDATE Freeborn County – Mike Lee City of Albert Lea – Chad Adams Chamber of Commerce – Tom Newell COMMISSIONER/OTHER ITEMS ADJOURNMENT
4. Training Courses Please list any training courses relevant to this post: Place of Study Subject Dates / duration Continue on a separate sheet if necessary 5. Employment History Please give your current or most recent employment details: Job Title: Employer’s name and address: Dates of employment: Salary:
Further Training Employment (in reverse order, most recent first. Please include your current employment) Name and type or organisation with full address Dates employed Title of job, main responsibilities and achievements Reason for leaving From To Additional information Please give additional information in support of you application. It be helpful if you could summarise why you are interested in this post at this particular time.
Please complete each column and explain any breaks in employment. Start with your most recent previous employment and list in descending date order. Dates (to/from) Month/Year Employer (Name and Address) Position held and main duties Reason for Leaving Skills, Abilities, Knowledge and Experience
http://www.bbc.co.uk/bitesize/higher/physics/mech_matt/pressure/revision/1/ http://www.bbc.co.uk/education/guides/zccmn39/revision
----------------------- P4-OIL-PROB-LTR-SECTION ----------------------- This code indicates the area in the Oil & Gas Division that requested a letter be mailed. OIL PRODUCTION CLERK VALUE 'PC' OIL PRORATION ANALYST 'PA' OPERATIONS VALUE 'FO' UIC VALUE 'UI' PRE AUDIT VALUE 'AD' COMMINGLE AUDIT VALUE 'CA' LEGAL ENFORCEMENT VALUE 'LE' P5 VALUE 'P5' II.57 ********************************************************************* * P4W700L4 * * THIS COPY IS USED TO STORE DATE OF PROBLEM/LETTER AND * * TYPE LETTER MAILED TO OPERATOR FOR A PARTICULAR LEASE * * & CYCLE. THIS SEGMENT WILL ONLY EXIST IF A PROBLEM/ * * LETTER WAS INITIATED BY A SECTION. IF THE LETTER HAS * * BEEN PRINTED AND MAILED, THE LETTER-MAILED DATE * * WILL NOT BE ZEROES. * * *
II.77 *************************************************************************** * P4W700V1 * * THIS COPY IS USED FOR THE P-4 DATABASE'S * * UNIT PREVIOUS ALLOWABLE SEGMENT. * * * * SEGMENT NAME: P4OUNTPV LENGTH: 79 BYTES * *-------------------------------------------------------------------------------------------------------------- * * VARIABLE NAME | TYPE | SSA NAME * *-------------------------------------------------------------------------------------------------------------- * * P4UP-OIL-ISSUE-DAY | SEARCH | P4OUNTIS *
Vic Roads scrapped registration stickers in 2014, renewal notices have been inconsistently delivered, which has left many drivers unaware when their registration expired. The absence of a registration renewal notice by mail can result in fines for some motorists caught driving unregistered vehicles. Vic Roads will advise that, as the registered owner of the vehicle it is your responsibility to monitor your registration, and pay the renewal before it is due. Vehicle owners can now set up an online Vic personal account that offers a quick, easy and secure way to receive and pay registration renewals online. You can then choose to receive your reminders by email or by post. If you have had trouble with a lapsed registration contact VicRoads on 8391 3270. Key contacts for older residents Seniors Online seniorsonline.vic.gov.au Seniors Information Victoria 1300 135 090 cotavic.org.au/info/siv Seniors Card 1300 797 210 seniorsonline.vic.gov.au/seniors-card Office of the Public Advocate 1300 309 337 My Aged Care 1800 200 422 myagedcare.gov.au Aged Care Complaints Commissioner 1800 550 552 agedcarecomplaints.gov.au Police 000 police.vic.gov.au Seniors Rights Victoria 1300 368 821 seniorsrights.org.au Federation of Community Legal Centers 9652 1500 fclc.org.au Victorian Aid 1300 792 387 legalaid.vic.gov.au
Our inclusive peninsula! Community group for gay, lesbian, bisexual and transgender people Loneliness and social isolation are common problems in our society. Seniors can become socially isolated and suffer loneliness as the years advance, with the loss of a spouse, friends and acquaintances. For seniors who are gay, lesbian, bisexual or transgender (GLBT), available social networks can be limited. Out On the Peninsula was formed in 2015 to provide a social outlet for gay, lesbian, bisexual and transgender (GLBT) seniors on the Mornington Peninsula. We have grown to become a diverse group of GLBT friends. We plan events such as visits to local restaurants and the like and meet regularly on the last Sunday of the month. Our events are well attended and provide the opportunity to make friends and have a good time in a welcoming environment. If you live in Frankston or on the Mornington Peninsula and would like to make new friends, enjoy coffee and cake in a GLBT friendly venue please visit our Facebook page, Out On the Peninsula, and make a members’ request. All are welcome - gay, lesbian, bisexual, transgender, young and not so young. Joy of music changed Jacqui’s life A brain aneurism completely upended Jacqui’s life. About five years ago, she was working full time and raising two teenagers when it struck out of the blue. Singing became a critical part of Jacqui’s recovery, eventually teaming up with her music therapist to set up the Singing for Wellness program, with support from the Brotherhood of St Laurence, the Shire and Bendigo Bank. Singing can reduce high blood pressure, improve the respiratory system, lift depression, and help people living with neurological conditions. Singing for Wellness is open to all at Seawinds Community Hub, Rosebud West. For more information please call: 0438 896 184
Chemistry x x x EMT x x x Geology/Earth Science (2 programs) x x x Mathematics x x x Medical Assisting x x x Nursing x x x Physics x x x Student Services 07/08 08/09 09/10 10/11 11/12 12/13 13/14 14/15 15/16 16/17 17/18 18/19 Special Services x x x Study Skills x x x American Sign Language (moved to Humanities 2014) x x x Academic Affairs 07/08 08/09 09/10 10/11 11/12 12/13 13/14 14/15 15/16 16/17 17/18 18/19 Distance Education X X X Institutional Effectiveness and Assessment Office x x x x x Annual and Quadrennial Program Review Documents bnj/rev. 09-02-15
The curriculum offerings are geared toward BFA training lacking foundational courses such as history and theory. We are of the need to expand our curriculum, and the reviewers confirm this by stating “We concur with the suggested program modification in terms of increasing required units (3-6 units) in all areas of emphases.” This includes foundational courses, as cited by the reviewers, in the areas of theory and history for all 3 emphases. PA Program, AVP Arts and Sciences, Provost 1) We need specialized PA faculty to teach some of the proposed courses, e.g., flamenco practitioner and historian, and aural skills expert, stage combat instructor, etc. 2) We also need the appropriate PA facilities to expand our program, and recruit students effectively. 3) We also need the necessary equipment to teach PA classes effectively. The curriculum overhaul is projected to occur in the coming two years. However, facilities and equipment are dependent on available resources. Update: In the PA Program mini-overhaul the lack of foundational courses is addressed by including a sequence of 2-semester history courses in each emphasis. Each emphasis is increased in unit requirements by adding 3-units (we have removed from the PA core courses.) In PAMU, for example, we are adding Aural Skills I and II which will align with the existing Music Theory I and II. In PATH, for example, we are adding an Introduction to Theatre at the 100-level, which will prepare students for future practical and theoretical courses. In PADA, for example, we are adding a second semester of Dance History. In the last 2 years we have hired 2 additional T-T faculty, one in PADA, and a second in PAMU. Hopefully, we will have additional faculty to specialized courses in each of the emphases, our facilities will have been significantly expanded and developed, and the necessary equipment will be acquired to teach our courses effectively. The Program Action Plan is an agreement among appropriate AVPAA and Program to implement recommendations that emerged during the program review process. These recommendations were derived from the program’s self-study, the external review, administrator input, and the Continuous Improvement review. Through the Program Action Plan, the goal is to integrate program review results into Academic Affairs planning and budgeting. To the extent that resources and changes in program and division strategic priorities permit, the Action Plan identifies two-year and five-year targets for implementation of recommendations.
CHAPTER ACTIVITY. A DeMolay should be reasonably active in his Chapter. It is not necessary, in order to be eligible for this distinction, to have held an office in the Chapter. Some DeMolays, particularly in large Chapters, have rendered service on committees, teaching Obligations, and in other ways without holding office. No DeMolay will be awarded the Representative DeMolay unless the answers show that he may be said to be genuinely interested in the work of the Order and reasonably active in it. Have you earned your Obligations Card? Yes No How long have you been a DeMolay? Years How many of your home Chapter events have you attended this year? What percent of the meetings was this? % What you change about DeMolay to make it better? How many visitations to Chapters have you made in the past twelve months? Offices Held. Mark the offices you have held in your Chapter. Master Councilor Senior Councilor Junior Councilor Senior Deacon Junior Deacon Senior Steward Junior Steward Orator Scribe Treasurer Sentinel Chaplain Marshal Standard Bearer Almoner 1st Preceptor 2nd Preceptor 3rd Preceptor 4th Preceptor 5th Preceptor 6th Preceptor 7th Preceptor What Office, if any, do you currently hold? Dramatic Parts. Indicate the approximate number of times you have taken any of these parts in the DeMolay Degree. Jacques DeMolay Guy of Auvergne Godfrey de Goneville Hughes de Peralde Master Inquisitor Senior Inquisitor Junior Inquisitor Marshal of Commission Lord Constable Senior Guard Guard Scribe Candle Lighter Other extra cast
Legislator name DC Phone Official webpage Scheduler Committee Assignments Senator Robert P. Casey Jr. (D, PA) 202-224-6324 Barbara Vachon barbara_vachon@casey.senate.gov -Senate Health, Education, Labor and Pensions Committee -Senate Finance Committee Senator Patrick J Toomey (R, PA) 202-224-4254 Danielle Quercia danielle_quercia@toomey.senate.gov -Senate Budget Committee -Senate Finance Committee Representative Robert Brady (D, PA-01) 202-225-4731 Zachary Rosen Zach.rosen@mail.house.gov -No key committees for mentoring Representative Dwight Evans (D, PA-02) 202-225-4001 Kimberly Turner -No key committees for mentoring Representative Mike Kelly (R, 202-225-5406 Tim Butler tim.butler@mail.house.gov -Ways and Means Committee Representative Scott Perry (R, PA-04) 202-225-5836 Carol Wiest carol.wiest@mail.house.gov -No key committees for mentoring Representative Glenn W. Thompson (R, 202-225-5121 Kelly Sheerer Kelly.sheerer@mail.house.gov -House Education & the Workforce Committee Representative Ryan Costello (R, PA-06) 202-225-4315 Naysa Woomer (naysa.woomer@mail.house.gov) -No key committees for mentoring Representative Pat Meehan (R, PA-07) 202-225-2011 Colleen Gallagher colleen.gallagher@mail.house.gov -Ways and Means Committee Representative Michael G. Fitzpatrick (R, 202-225-4276 Joe Hogan Joe.hogan@mail.house.gov -No key committees for mentoring Representative Bill Shuster (R, PA-09) 202-225-2431 Brittany Smith brittany.smith@mail.house.gov
Communication and relationships skills Strong interpersonal, written and oral communication skills and able to use a variety of communication methods to relationships with staff at all levels of the organisation Present information in a clear, concise and timely manner Able to liaise confidently with a variety of external partners and organisations Communicate by email, telephone or face to face with different audiences. Develop good working relationships with key contacts Strict adherence to confidentiality Knowledge, training and experience Knowledge and understanding of a wide range of administrative skills Word processing qualification (such as RSA or extensive experience Educated to A level (or equivalent) with English GCSE at Grade C or above Experience of working in a supporting capacity Good working knowledge of Microsoft Office (Word, Excel, PowerPoint and Outlook) Experience of seeking out information and data and preparing statistical information Meeting support - taking and transcribing of minutes, preparation of agenda and supporting papers Knowledge of VCS/grass-roots organisations or experience of working for a voluntary organisation Knowledge of social deprivation and its implications on communities, young people and their families Understanding of dyslexia Analytical and judgement skills Use judgement and analytical skills to research information to support projects the Founder is working on Prioritise own workload to ensure deadlines are met Use judgement to ensure all relevant information is made available to the Founder Use your own judgement to know when to refer situations to the Founder Planning and organisational skills Strong planning and organisational skills with ability to work under pressure and prioritise tasks Ability to work on projects for the Founder and be able to plan and organise Manage the day to day administration of the Founder Organise own workload when necessary to meet changing demands Responsibilities for research and development Undertake audits or surveys as necessary to support project development Provide assistance and advice to the Founder and senior leadership team regarding new projects Suggest strategies to develop the work of Enthusiasm Freedom to act Work with minimum supervision using own initiative to solve problems and refer to Manager where necessary Flexibility in approach General Full driving licence
Level 2 Award in Counselling Skills for Working with Children (Access) Thanet Friday 5 May – Friday 7 July Session Date Session Title 1 5 May What is Counselling? 2 12 May The Counselling Relationship 3 19 May Play and Creative Communication 4 26 May Skills Practice and Tutorials 5 9 June Self-awareness and Culture 6 16 June Child Observation 7 23 June Change and Endings 8 7 July Final Tutorials
Name: School: Facilitator: #6 Complete the row on the chart for each day of physical activity you complete. After you complete the full week of activity, answer the reflection questions below. Day Physical activity Warm-up activity Personal Heart Rate Zone Cooldown activity Heart rate after cooldown How did you feel after about your personal cardiovascular endurance after completing the workout? 1 5 minutes of activities, 35 minutes of jogging, 5 minutes of cooldown activities My workout HR was: . In my Zone? Yes or No 2 5 minutes of activities, 35 minutes of jogging, 5 minutes of cooldown activities My workout HR was: . In my Zone? Yes or No 3 5 minutes of activities, 35 minutes of jogging, 5 minutes of cooldown activities My workout HR was: . In my Zone? Yes or No 4 5 minutes of activities, 35 minutes of jogging, 5 minutes of cooldown activities My workout HR was: . In my Zone? Yes or No
5 5 minutes of activities, 35 minutes of jogging, 5 minutes of cooldown activities My workout HR was: . In my Zone? Yes or No What benefits do you feel that a cardiovascular workout gives you? What did you like about working out this week? Explain. What can you do to improve in your work out next week? Explain. What goal would you like to set for next week?
Name: School: Facilitator: #11 Fill in the row on the for each day of physical activity you complete. After the full week of activity, answer the reflection questions below. Day Physical activity Cardio Warm-Up Push Press 2 sets of 20 reps Deadlift 2 sets of 20 reps Dead Hang Clean 2 sets of 20 reps Back or Squats 2 sets of 20 reps Power Clean 2 sets of 20 reps Cardio Activity Tues & Thurs Reflection 1 20 minutes cardio warm-up, 20 minutes muscular endurance test , 5 minutes cooldown Bench Press 1RM Weight: 50% 1RM Weight: Number of reps: X 1. How did you feel after the workout? 2. What was your heart rate after the workout? 3. Describe your cooldown. 4. What was your heart rate after cooldown? Squat 1RM Weight: 50% 1RM Weight: Number of reps: Power Clean 1RM Weight: 50% 1RM Weight: Number of reps: Deadlift 1RM Weight: 50% 1RM Weight: Number of reps: 2 40 minutes of cardio, 5 minutes cooldown X X X X X 1. How did you feel after the workout? 2. What was your heart rate after the workout? 3. Describe your cooldown. 4. What was your heart rate after cooldown?
3 20 minutes cardio warm-up, 20 minutes muscular endurance, 5 minutes cooldown Set 1 Weight: Set 2 Weight: Set 1 Weight: Set 2 Weight: Set 1 Weight: Set 2 Weight: Set 1 Weight: Set 2 Weight: Set 1 Weight: Set 2 Weight: X 1. How did you feel after the workout? 2. What was your heart rate after the workout? 3. Describe your cooldown. 4. What was your heart rate after cooldown? 4 40 minutes of cardio, 5 minutes cooldown X X X X X 1. How did you feel the workout? 2. What was your heart rate after the workout? 3. Describe your cooldown. 4. What was your heart rate after cooldown? 5 20 minutes cardio warm-up, 20 minutes muscular endurance, 5 minutes cooldown Set 1 Weight: Set 2 Weight: Set 1 Weight: Set 2 Weight: Set 1 Weight: Set 2 Weight: Set 1 Weight: Set 2 Weight: Set 1 Weight: Set 2 Weight: X 1. How did you feel after the workout? 2. What was your heart rate after the workout? 3. Describe your cooldown. 4. What was your heart rate after cooldown? How did you feel about the endurance workouts using the foundational lifts?
Science Education International Vol. 24, 2, 2013, 195-211 Constructing arguments: Investigating pre-service science teachers’ argumentation skills in a socio-scientific context Brooke Robertshaw, Todd Campbell ABSTRACT: As western society becomes increasingly reliant on scientific information to make decisions, citizens must be equipped to understand how scientific arguments are constructed. In order to do this, pre-service teachers must be prepared to foster students’ abilities and understandings of scientific argumentation in the classroom. This study investigated how instruction in the Toulmin Argumentation Protocol (TAP) impacted pre-service science teachers' ability to write sound and logical scientific arguments. The study occurred in the context of a pre-service methods class on the socio-scientific realm of secondary science education at a university in the USA. Through the use of quantitative methods, investigation findings indicate that there was a positive impact on science teachers’ ability to construct sound scientific arguments through instruction in the TAP within the one semester course where this research took place. KEY WORDS: Argumentation, Socio-Scientific Issues, Pre-Service Science Teachers As western society evolves, it has become more and more reliant on scientific concepts to judge how to move forward. Examples of this include looking to science to explain and give guidance about how humans should interact with the earth's ecosystem or understanding what stem cells do and the most ethical uses of these cells. These are just a few examples of hundreds, possibly thousands, of ways that our current western society looks toward scientific work to guide us into the future. In order to be the best possible consumers of scientific information for making personal, political and ethical decisions, we need to understand how this scientific knowledge came to be or the epistemic origins of this knowledge and the foundations upon which it is being presented. In the U.S., A Conceptual Framework for K-12 Science Education (NRC, 2011) supports this, including science practices as a central strand of science learning. Linked to the practices of science learning, the NRC conceptual framework emphasizes being able to understand and create arguments about phenomena that use scientific logic. In order to produce citizens that can process and evaluate science information, students must understand how evidence is used in coordination with theory, how to assess the
PAA7 REQUEST FOR PASSPORT AGREEMENT RENEWAL/EXPANSION Please check current and new services you wish to provide. SERVICE COUNTIES RATE CURRENT RATE PAA use only Current New Adult Day Care Enhanced $49.39/day $49.39/day $24.70/ ½ day $24.70/ ½ day $1.55/ 15 min. unit $1.55/ 15 min. unit Adult Day Care INTENSIVE $64.84/day $64.84/day $32.41/ ½ day $32.41/ ½ day $2.03/ 15 min. unit $2.03/ 15 min. unit ADS Transportation UP TO $1.54/MILE $1.16 2ND PERSON UP TO $1.54/MILE $1.16 2ND PERSON $15.76/ONE WAY $11.82 2ND PERSON $15.76/ONE WAY $11.82 2ND PERSON $20.28/ROUND TRIP $15.21 2ND PERSON $20.28/ROUND TRIP $15.21 2ND PERSON chore cOMMUNITY TRANSITION EMERGENCY RESPONSE SYSTEM ENHANCED COMMUNITY lIVING home care attendant /unit /unit Home Delivered Meals Hot Frozen Therapeutic Kosher /meal /meal /meal /meal /meal /meal /meal /meal HOME MEDICAL EQUIPMENT & SUPPLIES Homemaker /unit /unit ILA IN-PERSON ACTIVITIES TELEPHONE SUPPORT TRAVEL ATTENDANT /unit /call /unit /unit /call /unit Minor Home Modifications Nutrition Consultation /unit /unit out-of-home respite /unit /unit Personal Care Personal Care 2nd /unit /unit /unit /unit Pest control Social Work Counseling /unit /unit TRANSPORTATION NON-MEDICAL TRANSPORTATION NON-EMERGENCY waiver nursing /unit /unit DESIGNATED SERVICES – MUST HAVE MEDICARE CERTIFCATION Occupational Therapy $70/day $4.50/ 15 min unit $70/day $4.50/ 15 min unit Physical Therapy $70/day $4.50/ 15 min unit $70/day $4.50/ 15 min unit Registered Nurse $55/day $4.50/ 15 min unit $55/day $4.50/ 15 min unit Speech Therapy $70/day $4.50/ 15 min unit $70/day $4.50/ 15 min unit
Response – The note in question refers to a change in data collection method. The ministry implemented student level data collection through OnSIS in 2005-2006 and began using this system as the primary data source as of 2006-07 and onwards. Prior to 2006-07, data was collected at an aggregate board level. This change in collection method should be taken into consideration when comparing legacy data collected before 2006-2007 with student-level data collected in and after 2006-2007. Question 13 – numbers are reported as a percentage of "students with special education needs" and that category is not defined, how can the Ministry make sense of the data, considering the variability among boards in those numbers? Response - The following are the data elements that are collected for special education in at the student level. Special Education Flag that indicates if the student is receiving special education program and/or services Individual Education Plan (IEP) flag IPRC flag IPRC/Review Date Exceptionality Code Deaf/Hard of Hearing/Pre-school Autism Deaf/Hard of Hearing Learning Disability Speech Impairment Language Impairment Behaviour Physical Disability Vision Developmental Disability Giftedness Mild Intellectual Disability Multiple Exceptionalities Main Exceptionality flag Non Identified Student flag Special Education Placement/ Instructional Setting Fully Self-Contained Indirect Service Partially Integrated Resource Assistance Withdrawal Assistance
research or theories to advance knowledge members of a profession, industry, or organization: news, trends, products, research summaries news, opinions, entertainment to the general public Writing Uses specialized vocabulary or jargon. Requires prior training or subject expertise to understand. Uses specialized vocabulary or jargon. Requires training or subject expertise to understand. Uses vocabulary understood by the general public, including those with an upper elementary education References / Bibliography of sources, quotes, and ideas is required. Must be cited in footnotes or a bibliography. Documentation of sources not required, though there are sometimes brief bibliographies of further readings Documentation of sources is not required and is rare Few, if any, Moderate number of advertisements targeted to the interests of the members of a profession, industry, or organization Large number of advertisements for a wide variety of products that appeal to the diverse needs of the general population Authors Scholars or researchers. Academic credentials, degrees, and/or affiliation are almost Journalists or members of the profession, industry, or organization Journalists
Conflicts of Interest This work has been accepted for oral presentation at the 2015 Dysphagia Research Society Meeting. No conflicts of interest to disclose. Works Cited 1. Kahrilas PJ, Logemann JA, Lin S, Ergun GA. Pharyngeal clearance during swallowing: A combined manometric and videofluoroscopic study. Gastroenterology 1992;103(1):128-136. 2. Leonard R, Kendall KA, McKenzie S. Structural displacements affecting pharyngeal constriction in nondysphagic elderly and nonelderly adults. Dysphagia 2004;19(2):133-141. 3. Logemann JA. Evaluation and treatment of swallowing disorders. 2nd ed. Austin, TX: Pro-Ed; 1998. 4. Leonard R, Rees CJ, Belafsky P, Allen J. Fluoroscopic Surrogate for Pharyngeal Strength: The Pharyngeal Constriction Ratio (PCR). Dysphagia 2011;26(1):13-17. 5. Palmer JB, Tanaka E, Ensrud E. Motions of the posterior pharyngeal wall in human swallowing: A quantitative videofluorographic study. Arch Phys Med Rehabil 6. Olsson R, Castell J, Johnston B, Ekberg O, Castell DO. Combined videomanometric identification of abnormalities related to pharyngeal retention. Acad Radiol 1997 5;4(5):349-354. 7. Pauloski BR, Logemann JA, Fox JC, Colangelo LA. Biomechanical analysis of the pharyngeal swallow in postsurgical patients with anterior tongue and floor of mouth resection and distal flap reconstruction. J Speech Hear Res 1995;38(1):110-123.
The PAB is invited to: NOTE the aggregate totals for the July 2016 reporting period (Appendix 1); NOTE the Settlement Performance for Metering Systems (Appendix 2); and NOTE the P272 Industry flight path (Appendix 3). AGREE the changes to the SMU template (Appendix 4). Appendices Appendix 1 – Totals for the July 2016 reporting period Appendix 2 – Settlement Performance for sub-100kW Metering Systems Appendix 3 – P272 Industry Flight Path Appendix 4 – SMU Template (NEW) For more information, please contact: Kathryn Gay, Settlement Analyst Kathryn.Gay@elexon.co.uk 020 7380 4300
Note to APA readers: PAB’s draft amendments to the Accreditation Preconditions and Standards appear in red or as crossed-out text. Changes suggested by APA members appear in magenta. Planning Accreditation Board Amendment to Preconditions to Accreditation and Accreditation Standards EXISTING Preconditions to Accreditation Mission and Strategic Plan Strategic plan Mission statement Program Measurable objectives Students Student quality Student diversity Size of student body Student advising, services, and support Student engagement in the profession Faculty Faculty quality Faculty diversity Faculty size Engagement with students Research and scholarship Professional involvement and community outreach Professional development Curriculum and Instruction Required knowledge, skills, and values of the profession of specialization and electives Instructional delivery and scheduling Facilities Information and technology Governance Program autonomy Program leadership Communication Faculty and student participation Promotion and tenure Grievance procedures Program Assessment Faculty research and scholarly contributions to the profession Student learning and achievement Student retention and graduation rates Outcomes Progress Progress towards goal attainment Programmatic changes Strategic issues for the next 5-7 years Public Information PROPOSED Preconditions to Accreditation Strategic Planning and Progress A. Prior Planning and Reviews B. Current Strategic Plan C. Program Assessment D. Strategic Issues for the Next 5 – 7 Students A. Student Quality B. Student Diversity C. Size of Student Body D. Student Advising, Services, and Support E. Student Engagement in the Profession Faculty Faculty Quality Faculty Diversity Faculty Size Engagement with students Research and Scholarship Professional Involvement and Community Outreach Professional Development Curriculum and Instruction Required Knowledge, Skills, and Values of the Profession Areas of Specialization and Electives Instructional Delivery and Scheduling Facilities Information and Technology Governance Program Autonomy Program Leadership Communication Faculty and Student Participation Promotion and Tenure Grievance Procedures Online Integrity
Overview The 2018 Mayo Clinic Physician Assistant Board Review course is a comprehensive review designed to not only help with Initial and Recertification Examinations, but also to provide a relevant review for daily practice. This course has top Mayo Clinic faculty and unparalleled content and experience proven learning techniques to enhance learning and recall. You may find additional course details on the course website: Audience We expect 80 attendees at the Physician Assistant Review. This course was designed with Nurse Practitioners and Physician Assistants in mind. Tuesday-Friday, August 7-10, 2018 Course Highlights Intensive review Aligned to the PANCE/PANRE blueprint Course app with presentations and note- taking functionality Daily exam prep practice questions 34.0 hours of AAPA Category 1 CME credit 34.75 ANCC nursing contact hours Approximately 11.75 designated pharmacology content 15.0 AAPA Category 1 Self-Assessment CME Credits Additional "Acid Base" and "Electrolyte" Modules Access to all presentation recordings for one year Optional Mayo Clinic tour-August 7th • Welcome Netwoion Website https://ce.mayo.edu/paboardreview2018 W-9 Location Mayo Clinic Siebens Medical Education Building 2nd Floor, Leighton Auditorium Price $1,500, exhibit fee includes one 6 foot table and two chairs. Exhibitors are invited to participate in all food and beverage events, which include breakfast, lunch and refreshment breaks. Up to two (2) company representatives may attend. Attendee List Exhibitors will be provided and attendee list with the following attendee information: Name Credentials City, State Exhibit Area Exhibitors will be located in the refreshment area. Set-Up Set up will be Monday, August 6th between p.m. Hours Tuesday, August 7, 2018, 6:30 a.m. to Friday, August 10, 2018, 5:00 p.m.
Exhibitor Representative Name Signature Date Mayo Clinic Representative Name Signature Date PAYMENT INFORMATION Please indicate your method of payment: PROVIDER Federal Tax ID number is 41-6011702. Please remit check payable to: Mayo Clinic- Mayo School of CPD. Please identify name of course on the check stub. Check Credit Card or Wire Transfer Make payable to: Mayo Clinic Mayo Clinic School of Continuous Professional Development 200 First St SW, Plummer 2-60 Rochester, MN 55905 Please identify PABR on the For payment by credit card or wire transfer, please call the MSCPD Registrar at 800-323-2688 Do not send credit card information via or fax. Complete and return this form with your payment made to Mayo Clinic, Federal Tax ID# 41-6011702 before August 1, 2018 to: Kathy Fuqua, EAC 200 First St SW, Plummer 2-60 Rochester, MN 55905 T: 507-266-9815 F: 507-538-7234 E:
House of Commons Work and Pensions Committee (2015) Benefit sanctions: Beyond the Oakley Review: Government Response to the Committee’s Fifth Report of Session 2014-15, HC 557, October National Audit Office, Department of Work and Pensions: Benefit Sanctions, Report by the Comptroller and Auditor General, HC 628 Session 2016-17, 30 November Oakley, Matthew (2014) Independent review of the operation of Jobseeker’s Allowance sanctions validated by the Jobseekers Act 2013, DWP, July Webster, David (2014) JSA Sanctions: A Guide to the Oakley Report and the Government’s Response, updated 14 September 2014, available at Webster, David (2016) Explaining the rise and fall of JSA and ESA sanctions 2010-16, Supplement to the Briefing on the DWP’s JSA/ESA Sanctions Statistics Release, 17 August 2016, available at
Strategies to achieve each goal Activities to implement each strategy Committees responsible for each activity 4.1. Investigating opportunities for new MLA programs within PAC Review any recommendations for new MLAs Developing, endorsing and implementing new MLA scheme MLA-G 4.2. Increasing membership and the number of signatories to the MLAs Review any recommendations for new MLAs Examine potential for new membership categories Review MLA offered and potential for new MLAs Set targets for new MLA signatories to each existing MLA MLA-G 4.3. Increase visibility of PAC among trade blocs in the region Strengthen contacts within APEC by identifying PAC members who also participate in APEC meetings Invite APEC to PAC meetings Identify trade blocs in the region - ASEAN, SAARC, Customs Union in CIS countries etc EC, MLA-G 4.4 Increase visibility of PAC MLA among regulators Each PAC member to identify one or more regulators who could be invited for PAC meetings. Also pursue with the regulators to make a reference to PAC / IAF MLA in their regulations EC, MLA-G
MINUTES PROVIDER ADVISORY COUNCIL MEETING Date: May 19, 2015 Meeting Time: 1:03 p.m. Location: Arrow Child and Family Ministries 1605 Cromwell Bridge Road Baltimore, MD 21234 Meeting Adjourned: 3:00 p.m. Participants: Member Present Absent Member Present Absent Paul Brylske, Kennedy Krieger Institute X Terry Manning, Children’s Guild X Sharon Kistler for Tom Curcio, Board of Child Care X Jeanne Marks, Presley Ridge X Shanda Crowder, DHR X Walter McNeil, Challengers Independent Living, Inc. X Debbie Ramelmeier, DHR X Mark Mittelman, New Pathways X Zachery Dingle Jumoke, Inc. X Norman Richard, Martin Pollack Project X Ralph Hertges, Brook Lane Health Services, Inc. X Tennille Thomas, DHR X Kevin Keegan, Catholic Charities X Shelley Tinney, MARFY X
Damon Thompson, Pressley Ridge X Shannon McRae, DHR X Carrie Knebel, CONCERN X Suzette Riviere for Hattie N. Washington, Aunt Hattie’s Place X Darlene Ham, DHR X Darlene Dockins, MENTOR X Joe Leshko Arrow Project, Inc. X Lynn Wisner, DHR X Guest/Other Organizations Participants Linda Carter, DHR X Laurie Vozzella-Bell, Catholic Charities X Amy The ARC X McCarter, Neighbor to Family X Howe, Children’s Guild X Wendi Martin, Mosaic Community Service X Eric Fenwick, Aunt Hattie’s Place X Monee Hale, Foundations for Home and Community X Jennifer McGlothlin, Arrow Child and Family Ministries X Dania O’Connor, Woodbourne X Benny Thomas, KidsPeace X Colette Walker-Thomas, Mentor Network X Debbie Marini, Building Families X Maisha Davis, Arrow Project, Inc. X Nellie Power, The ARC X Jacqueline Pattison, Mentor Maryland X Joel Lightfoot, ARC NCR X Kevin Drumhellor, ARC, NCR X
Service Delivery Area Counties To Be Served – Region 10 Choose the counties within the Region where Personal Assistance Care Services will be provided. Check (“√”) the box in front of the county name. Choose a single county or any combination of counties you are willing to provide home – based services. Primary Service Delivery Areas County City El Paso El Paso Other Regional Counties Brewster Jeff Davis Culberson Presidio Hudspeth
PAC-UK London & Leeds Training Programme: April 2018 to March 2019 (as at 9 February 2018 – we plan to add additional courses to this programme shortly) Dates in London Dates in Leeds Title For Trainer/s 25 2018 Assessing the emotional capacity of prospective adopters Professionals Fiona Start 27 April 2018 Assessing the emotional capacity of prospective adopters Professionals Fiona Start 9 May 2018 Intermediary and reunion work Professionals Mike Hancock 14 May 2018 Enabling effective contact for special guardian and kinship carers Professionals Stuart Hannah 21 May 2018 Enabling effective contact for special guardian and kinship carers Professionals Stuart Hannah 21 June 2018 Building and sustaining resilience through active self-care Adoptive parents Patsy Bolton 28 June 2018 Building and sustaining resilience through active self-care Adoptive parents Patsy Bolton 19 September 2018 First family – working effectively with contemporary birth parents Professionals Mike Hancock 27 September 2018 First family – working effectively with contemporary birth parents Professionals Mike Hancock 8 October 2018 Caring for a who has been sexually abused Adoptive parents Stuart Hannah 10 October 2018 Assessing the emotional capacity of prospective adopters Professionals Fiona Start 12 October 2018 Assessing the emotional capacity of prospective adopters Professionals Fiona Start 14 November 2018 Intermediary and reunion work Professionals Mike Hancock For further details of any of the trainings please contact ; see / or contact the training administrator Birte on 020 7284 5872.