zilongwang/ReadingBank huggingface dataset:
PANAS questionnaire template Use this PANAS questionnaire template to fill in the PANAS Scale. The PANAS scale lists different feelings and emotions on which you can link a score to, based on how you are feeling. First select a timespan before filling in the scores. At the bottom you can find scoring instructions. The fields in this PANAS template are editable. You can also print this template to create hand-outs. For more information, visit: Time instructions There are different time instructions possible when using the PANAS Scale. Mark the option that you are applying for this test: Moment (you feel this way right now) Today (you have felt this way today) Past few days (you have felt this way during the past few days) Week (you have felt this way during the past week) Past few weeks (you have felt this way during the past few weeks) Year (you have felt this way during the past year) General (you generally feel this way) Scale & Scorecard 1 Very slightly or not at all 2 A little 3 Moderately 4 Quite a bit 5 Extremely # Score Feelings/emotions 1 Interested 2 Distressed 3 Excited 4 Upset 5 Strong 6 Guilty 7 Scared 8 Hostile 9 Enthusiastic 10 Proud # Score Feelings/emotions 11 Irritable 12 Alert 13 Ashamed 14 Inspired 15 Nervous 16 Determined 17 Attentive 18 Jittery 19 Active 20 Afraid Scoring instructions Positive Affect Score Add the scores on items 1, 3, 5, 9, 10, 12, 14, 16, 17 & 19. Scores can range between 10 – 50. Higher scores represent higher levels of positive affect. Mean scores: momentary = 29.7 and weekly = 33.3. Negative Affect Score Add the scores on items 2, 4, 6, 7, 8, 11, 13, 15, 18 & 20. Scores can range between 10 – 50. Higher scores represent higher levels of negative affect. Mean scores: momentary = 14.8 and weekly = 17.4.
Boy Scout Troop 243 Meetings: 7pm Wednesdays Meeting Location: Gallagher Hall Scoutmaster: Joe Lynch Website: www.troop243.us Award (Pope Paul VI) Venture Crew 243 2007 – 2009 Centennial Unit Award 2007 – 2009 National Catholic Quality Unit Award (Pope Paul VI) 2007 National Gold Medallion Award 2009 Four Crewmembers Received the Venturing Ranger
PANCE Required Report for Low First-Time Taker Pass Rates January 2018 Program Name: Include a copy of the official NCCPA print out of the most recent five-year first time and aggregate graduate performance on the PANCE. Provide narrative describing the program’s expected outcomes of students’ for performance on the exam. Provide narrative describing the program’s analysis based on the exam result data, to include the program’s effectiveness in preparing its graduates to enter the workforce. (Multi campus programs must address analysis by campus.) Data analysis related to PANCE outcomes should include but is not limited to correlation of PANCE outcomes and: Admissions criteria as predictors of success Individual course performance Course and instructor evaluations Program expectations, instructional objectives, learning outcomes and breadth and depth of curriculum Student summative performance (Summative examination and other comprehensive exam results). Remediation programs and results Attrition criteria and data for cohort being reviewed Feedback from students who were unsuccessful on Preceptor and alumni (employer feedback is not required but may be helpful if available to programs) Provide narrative detailing the actions based on the analysis. Complete ARC-PA Areas in Need of Improvement and Plans TEMPLATE below in relation to the analysis provided concerning PANCE results.
STUDY TITLE: What are the indications for Prescribing ANtiDepressAnts that will lead to a clinical benefit? (ACRONYM) PANDA PIC - This activity is considered a Patient Identification Centre study NIHR PORTFOLIO REF: 16264 NHS ETHICS REF: 135094 CHIEF INVESTIGATOR: Professor Glyn Lewis FUNDER: NIHR SPONSOR: University College London (UCL) MAIN STUDY OBJECTIVE: The primary objective is to investigate the severity and duration of the depressive symptoms that are associated with a clinically important response (compared to placebo) to sertraline in people with depression. The secondary objective is to investigate quality of life, the economic cost and whether performances on emotional processing tasks are associated with response to treatment with sertraline RECRUITMENT PERIOD: August 2017 POPULATION: 50 from West Midlands LOCAL CO-ORDINATOR/FACILITATOR: TEL: 0121 4146643 EMAIL: Anuradha.Krishna @nihr.ac.uk ADDRESS: Clinical Research Network: Primary Care, Primary Care Clinical Sciences, Learning Centre, University of Birmingham, Edgbaston, Birmingham B15 2TT FAX REPLY: 0121 414 6571 PANDA YES PLEASE I would be interested in finding out more about this study. NO THANK YOU, I am not interested at this time. It would be helpful to the study team if you could indicate below why your practice would not wish to be involved at this time: Too busy Funding Study not suitable Practice not interested in research Other PRACTICE CODE: PRACTICE NAME: CCG: Practice to complete PRACTICE ADDRESS: PRACTICE CONTACT: ROLE: Tel: Email:
c) Check the motor functionality: 6kph walk mode Now, connect just the motor (leave other parts disconnected). Ensure the motor cable is connected correctly with the motor cable. Press and hold the down button on the display, the motor should turn slowly at 6kph. Send us a short video to show what happens when you activate the 6kph walk mode ATTACH PHOTOS AND RESULTS HERE
This is a simple GIS and allows users to “layer” different sets of data on a map to see if there is any association between the data and to examine change over time. For example: Does the original panda habitat extend further than that of today? Is there any relationship between roads and location of panda habitat? How does habitat isolation play a role ion population health? see this short video for some clues - INQUIRY BASED LEARNING – Over to you! Inquiry process Giant Pandas- Example Observing and Questioning Write down what you already know about Giant Pandas Develop a question for investigation that will allow you to collect your own data Use the Panda broadsheet and a large sheet of paper to create a group brain storm about Giant Pandas Example question( students devise their own question) What are the benefits of a Giant Panda captive breeding and loan program? Planning, collecting and evaluating Create a step by step plan to complete your inquiry Select appropriate methods of data collection. Create a timeline for the project Example method: Devise a short questionnaire to collect opinions from members of the community. Ask questions about – visits to the zoo, value for money, attitudes towards conservation, knowledge about Giant Panda. Conduct a survey Choose a zoo that has Giant pandas and find out how many people visit the zoo. Has this changed since Pandas arrived at that zoo? Send an email, telephone or fax to the zoo you have chosen with 3 questions about the effect of the giant panda program at that zoo. Processing, analysing, interpreting and concluding Convert your data into a useable form Combine your data to draw conclusions about your question. For each question in your questionnaire, tally the responses , calculate the percentages of each response and then graph the results eg pie chart, column graph, pictograph
Leanne Bryant Elle Corcoran Elle's Husband Hannah & Neil Temple Nicole Liddle Jodie Kennedy Greg Boath Mark Power Tara Page Selina Barrett Renee Goldie Mark Power Matthew Ryan Joanne Ashton Sarah Jane Oakeshott Kath Bowler Suzie Barnaby Kaylene Monckton Fiona Tree Jodie Burge Felicity Crocker Brumby Claudia Buckby Karen Mavros Megan Bryant Matthew Ryan
Important Dates Monday 4 December 2017 – P & C General Meeting – Final for 2017! Tuesday 5 December 2017 – final day to return Guessing Competition Tickets Wednesday 6 December 2017 – Winners Guessing Competition Announced! Monday 29 January 2018 – Uniform Shop Open for New Families 12 noon – 1:00 pm Monday 29 January 2018 – Uniform Shop Open between 1:00 pm and 3:00 pm Monday 5 February 2018 – P & C General Meeting Monday 5 March 2018 – Annual General Meeting & P & C General Meeting Contacts: Glenys Rhodes President president@tackingpointpandc.org.au Mary Spackman/ Amanda Horder Vice-Presidents info@tackingpointpandc.org.au Kaylene Monckton Fundraising Coordinator fundraising@tackingpointpandc.org.au Mick Gavel Canteen Coordinator canteen@tackingpointpandc.org.au Fiona Tree/ Jodie Burge Uniform Shop Coordinators uniform@tackingpointpandc.org.au Jacquie MacAllister Volunteer Coordinator
Name:_______________________ Pandora and the Whispering Box Theme Short Answer State a theme for the story and give two details that support the theme. Name:_______________________ Pandora and the Whispering Box Theme Short Answer State a theme for the story and give two details that support the theme.
Shamim Nagy, MD, Chair (None) Michael Hautekeet, RPh Mark Decerbo, Pharm.D. Adam Zold, Pharm.D. Joseph Adashek, MD Chris Highley, DO Evelyn Chu, Pharm.D. Kate Ward, Pharm.D. DHCFP: Duane Young, Chief, DHCFP Holly Long, Social Services Program Specialist Gabe Lither, DAG DXC: Beth Account Operations Executive OptumRx: Carl Jeffery, Pharm.D. Kevin Whittington, RPh Public (Las Vegas): Charissa Anne, J&J John Madigal, J&J Jane Stephen, Allergan Vicky Viss, Synergy Janette Thompson, Synergy Rupa Shah, Purdue Cathy Gross, Purdue Paul Krisfylus, Gilead Marc Rueckert, Pfizer Elizabeth Simons, Abbvie Melissa Walsh, Novartis Laurence Ikeda, Pfizer Sheila Sanchez, Walgreens Sangeeta Auawana, Abbvie Ryan Bitton, HPN Karen Jackson, Trividia James Osborne, GSK Dan Tubridy, BI Bruce Smith, GSK Nana Numapau, BI Vito Mazzacone, BI Cynthia Albert, Merck Phil Walsh, Sunovian Nick Nguyen, Sunovian Wilson Liu, Sunovian Tom Perkins, DSI Quan, DSI Jennifer Lauper, BMS Chan, Gilead James Kotuski, Gilead William Crawford, DSI Nick Lourenco, DSI Patrick Mory, Horizon Mike Sans, DSI Matt Mendigurson, DSI Sandy Sierawski, Pfizer Rich Blair, Pfizer Public (Carson City): (None) Public (Teleconference): Don Harada, Ferring Brenda Nunnally, AstraZeneca
(i.e. the Supplier’s London office and/or a local office(s)). 2.1a Hourly Rates [used/not used] AND/OR Daily Rates [used/not used] AND/OR Monthly Rates [used/not used] Guidance Note: In paragraph 2.1a ,insert details of the Supplier’s hourly rate/daily rate/monthly rate for each grade of lawyer working on performing the Ordered Panel Services and delete “not used”, or delete “used” where applicable. These rates shall be based on the Panel Prices where there has been a Direct Award or the tendered prices where there has been a Further Competition Procedure. The Customer may decide to use either: the Supplier’s hourly rate/daily rate/monthly rate (or a combination); or a capped or a fixed price; or a combination of any of the above. Where a Customer uses hourly rates, both sentences in paragraph 2.1b should be retained. Where the Customer uses daily rates the first sentence in paragraph 2.1b should be deleted and the second sentence retained. Where the Customer uses monthly rates both sentences in paragraph 2.1b should be deleted. Where the Customer has used capped prices and/or fixed prices paragraphs 2.3 and/or 2.4 should be completed. 2.1b [Where any Supplier Personnel have completed eight (8) hours of work on any given day, the daily rate will apply irrespective of how many further hours of work are completed on that day.] [Where any Supplier Personnel have completed twenty (20) days of work in any given Month, the monthly rate will apply irrespective of how many further hours of work are completed in that Month.] 2.2 Estimate of Charges [used/not used] Guidance Note: if the Supplier has provided an estimate of the Charges for the Ordered Services, and the Ordered Panel Services are to be CHARGES
"Template Order Form" means the template form in Annex 1 to Panel Agreement Schedule 4 (Template Order Form and Template Terms and Conditions); "Tender" means the tender submitted by the Supplier to the Authority a copy of which is set out in Panel Agreement Schedule 21 (Tender); "Termination Notice" means a written notice of termination given by one Party to the other, notifying the Party receiving the notice of the intention of the Party giving the notice to terminate this Agreement on a specified date and setting out the grounds for termination; “Third Party Beneficiaries” has the meaning given to it in Clause 45.1; “Transferee” a body which is not a Panel Customer that succeeds the Authority; “Transparency Principles” means the principles set out at (and as may be amended from time to time) detailing the requirement for the proactive release of information under the Government’s transparency commitment to publish contract information; “Transparency Reports” means the information relating to the Panel Services and performance of this Panel Agreement which the Supplier is required to provide to the Authority in accordance with the reporting requirements in Panel Agreement Schedule 22; "Variation" has the meaning given to it in Clause 19.1.1 (Variation Procedure); "Variation Form" means the form that will be completed and signed by the Parties to effect a Variation which shall be in the form set out in Panel Agreement Schedule 19 (Variation Form); "Variation Procedure" the procedure for carrying out a Variation as set out in Clause 19.1 (Variation Procedure); "VAT" value added tax in accordance with the provisions of the Value Added Tax Act 1994; "Working Day" means any day other than a Saturday, Sunday or public holiday in England and Wales, Northern Ireland or Scotland and “Working Days” shall be construed accordingly.
Economic Sciences (ECO) SUPERVISOR E-MAIL DEPARTMENT FREE KEY WORDS WEBSITE Antonio Nicolò Department of Economics and Management social choice; political economy; experimental economics Amedeo Pugliese Department of Economics and Management boards of directors; corporate governance; behavioral dynamics Bruno Scarpa Statistics, data mining and data analysis, Bayesian analysis Silvia Rita Sedita silvia.sedita@unipd.it Innovation management, entrepreneurship, regional resilience For more information about the supervisor see: For the complete list of MSCA descriptors see:
microbiota-gut-brain axis Giuliana Cortese Biostatistics (analysis of clinical/medical or biological data), Survival analysis, Complex statistical models and personalized predictions Rodolfo Costa Circadian chronobiology; Genetic, molecular and behavioral analysis of the circadian clock; Drosophila genetics; Molecular and cell biology Mauro Dacasto Drug metabolism, gene regulation, pharmacogenetics Vincenza De Filippos Blood Coagulation, Sepsis, Oxidative stress Alessandro Dolmella Radiopharmacy, Theranostics, SPECT/PET Molecular Imaging SUPERVISOR E-MAIL DEPARTMENT FREE KEY WORDS WEBSITE Michele Drigo Epidemiology, Virology, Animal Health Teresa Farroni Department of Developmental Psychology and Socialisation Developmental cognitive neuroscience, Social brain, Multisensory perception Alberta Ferrarini soft matter, chirality, theory and computation
Enrico Moro Lysosomal storage disorders, animal models, drug screening Stefano Moro molecular modeling; drug design; computational medicinal chemistry Mucignat PKA, Chemical sensing, Aging SUPERVISOR E-MAIL DEPARTMENT FREE KEY WORDS WEBSITE Gianfranco Pasut drug delivery; protein engineering; polymer conjugation Andrea Pilastro evolutionary biology, animal behavior, sexual selection Paola Pizzo Department of Biomedical Sciences ER-mitochondria contacts; Alzheimer’s Disease; Calcium homeostasis Alessandra Rampazzo Molecular genetics and pathogenesis of inherited cardiomyopathies; microRNA in arrhythmogenic Sara Richter Antiviral drugs Nucleic acid conformations Drug development Maria Ruzzene Signal Transduction; cancer; drug target Stefano Salmaso drug delivery; nanotechnology; protein formulation
Prospective Adopter Report (PAR) QA checklist Minutes / decision slip from SHOBPA Updated Child Permanence Report (CPR) (within 3 months and must contain a picture) Adoption Placement Report (APR) Foster carer report PAR for adopters Minutes of approval panel Adoption Medical Up to date PAR (with updates in bold) Review report by social worker Minutes of approval panel Report by social worker containing summary of family finding and views of Independent Reviewing Officer (IRO) When documents for Panel are submitted, Panel Co-ordinators will check that all required paperwork has been received. Panel Co-ordinators are not responsible for checking the content of documents, nor should they need to chase social workers for missing documents. Where panel administrators identify quality issues or documents are missing discussions will take place with Operations Managers. Adoption Counts will operate a paperless system and all Panel members, Chairs and medical advisors will be provided with electronic tablets and local authority employees will use existing tablets or laptops.) Panel Co-ordinators will upload Panel documents into a secure shared drive, and then e-mail the relevant Panel members to inform them that the documents are available. Once business for that Panel has concluded, the Panel members’ access to that paperwork will be revoked. The paperless system will be agreed as compliant with information governance regulations by all 5 local authorities prior to implementation. Quality Assurance Before Panel A checklist / template to be completed by team managers when doing the quality assurance of the PAR for approvals and CPR for matches. This will include a checklist for statutory and other required checks. See Appendix. This checklist will be submitted with the PAR / CPR to It is the responsibility of the team manager to undertake this check and ensure that all relevant documents are of an acceptable standard and identify / resolve any issues that are likely to result in panel not
Public engagement/involvement in research has improved. Public behaviour has changed. The user experience has improved. Animal health and welfare has been enhanced by research. The control of diseases has changed. Impacts on society, culture and creativity: Impacts the beneficiaries are individuals, groups of individuals, organisations or communities whose knowledge, behaviours or practices have been influenced Public understanding has improved. Public debate has been stimulated or informed by research. Changes to social policy have been informed by research. Changes to social policy have led to improved social welfare, equality or social inclusion. Impacts on the economy: Impacts where the beneficiaries are usually the NHS, private health care, or agriculture Policies have been introduced which have had an impact on economic growth or incentivising productivity. The costs of treatment or healthcare have changed as a result of research-led changes in practice. Gains in productivity have been realised as a result of research-led changes in practice. The roles and/or incentives for health professionals and organisations have changed, resulting in improved service delivery. Impacts on commerce: Impacts the beneficiaries are usually companies, either new or established, or other types of organisation which undertake activity that creates wealth A spin-out or new business has been created and established its viability by generating revenue or profits. Industry (including overseas industry) has invested in research and development. The performance of an existing business has been improved. A business or sector has adopted a new technology or process.
project (maximum 100 Rationale for grouping short items as a single output (maximum 100 words) Reference: Part 2A, paragraph 49 Part 2B, paragraphs 52-53 Part 2C, paragraph 60 Part 2D, paragraphs 50, 51, 71 and 75 c. Factual information about the significance of the output (‘guidance on submissions’, paragraph 127b) Panel requirements: None In UOAs 11, 12, 13, 14 and 15: Factual statement wherever available None in UOAs 7, 8, 9 and 10. Factual statement about prizes or similar recognition None Reference: n/a Part 2B, paragraphs 54-57 Part 2C, paragraphs 61-62 n/a d. Outputs that include significant material published prior to 1 January 2008 (Part 1, paragraph 44) Panel requirements: All main panels: Statement on how far the earlier work was revised to incorporate new material Reference: Part 2A, paragraphs 30-31 Part 2B, paragraphs 35-36 Part 2C, paragraphs 40-41 Part 2D, paragraphs 54-55 e. The researcher’s contribution to a co-authored or co-produced output – the output is listed once within the submission (‘guidance on submissions’, paragraph 120-122 and 127d; Part 1, paragraph 45) Panel requirements: Affirmation of the author’s contribution to the output (selected from the statements In UOA9 only: Statement the author’s contribution only where there are None None
Panel Members: Declaration of Interests Name Main and subsidiary employment or business related to Social Care Wales Any directorship, consultancy or shareholding Member of any public body Involved with any contracts with Social Care Outside interests Interests in private companies Interests held by spouse/partner that may cause conflict of interest Bethan Webber Home Start UK: Wales Director None None None None TIDE Consultancy: Director None Brian Hobart None None Wales Council for the Blind: Trustee Carmarthenshire Association of Voluntary Service: Trustee None None None None Burhan Uddin None None None None None None None Catrin Davies None None Nursing and Midwifery Council: Lay Panel Member None None None None Christine Castledine None None Regulation of Nurses and Midwives: FTP panellist None None None None Kyle None None Human Fertilisation and Embryology None None None None
Psychotherapy: Chair Victoria Trenberth None None Independent Monitoring Board: Member None Walsingham Support: Potential appointment as Trustee None None Alys Jones Content in Welsh None None None None None None Abyd Aziz Cardiff University: Lecturer on MA Social Work Diverse Cymru: Trustee Bournemouth University: External Examiner None None Cardiff University: Lecturer on MA Social Work. Manager service user and carer budget Academi Wales: Welsh Government Training Summer School Facilitator for public sector leaders None None Ann Rowling Care and Social Services Inspectorate Wales: Area Manager, South West None None None None None None Annette de la Cour None None Health and Care Professions Council: Panellist None None None None Catherine Poulter None None None None None None None
Leigh Thorne None Practice Solution Ltd: Associate None None None None None Lynne Cook None None None None None None None Philip Kirkham None None None None None Llanmaes Community Councillor: Councillor Bro Radio: Director None Nygaire Bevan Torfaen County Borough Council: Social Worker None None None Bevan Commission: Commissioner None None Stephen Taylor None None None None None None None
AREA 5: MANAGEMENT’S RECENT EXERIPIENCE – indications of possible lingering risks based upon management’s experience with events during the pasts 3 years Prior annual financial statement or other audit results Controls & Compliance issues raised No findings related to this process Management letters comments or other similar findings provided by auditors for this process Reportable conditions, material weaknesses, non-compliance or matters cited by auditors for this process Adjustments by auditors None Few adjustments/not material in the aggregate Significant number of adjustments; aggregate value of adjustments exceed planning materiality Adjustments by management Few adjustments/routine in nature/mall dollar amounts involved Moderate adjustments/moderate dollar amounts involved Significant number or dollar amount of adjustments required/non-routine in nature Results of management’s recent Statement of Assurance assessments No findings related to this process Some findings, though insignificant in scale/impact Reportable conditions, material weaknesses & no-compliance matters found by management for this process Management’s day-to-day experience Accounting errors or irregularities fraud) Few adjustments Significant errors/adjustments Information available to monitor performance Readily available/useable by management on a timely basis Somewhat available for use by management/information is of mixed quality or is untimely Unavailable for use by management/information is hard to understand or apply on a timely basis Typical accounting analysis needed by management in this area Few calculations/analysis Moderate calculations/analysis Extensive calculations/analysis Overall nature of issues, errors or adjustments A virtually problem free area Problems occur from time to time of varying significance Problems persist, can be significant/demand high management intervention AREA 6: MANAGEMENT’S CURRENT OUTLOOK – overall perceived likelihood of material adverse financial reporting risks within the next year for this process Management overall prognosis of material adverse risks for this process Remote Reasonably Possible More Likely than Not
Burstein, P. (2010). “Public Opinion, Public Policy, and Democracy,” in Leicht, K.T. and Jenkins, J.C. (eds.). Handbook of Politics: State and Society in Global Perspective. New York: Springer, pp. 63-79. Chong, D. & Druckman, J.N. (2007). “Framing Theory,” Annual Review of Political Science (10): 103-126. Citrin, J., Green, D.P., Muste, C., & Wong, C. (1997). “Public Opinion Toward Immigration Reform: The Role of Economic Motivations,” Journal of Politics (59): 858-881. Citrin, J., & J. (2008). “Immigration and the Imagined Community in Europe and the United States,” Political Studies (56): 33-56. Citrin, J., Levy, M. & Lenz, G. (2013). “Californians and Immigration Reform Alternatives.” Institute of Governmental Studies Research Brief. http://igs.berkeley.edu/files/2013_immigration_6-27-13_color.pdf. Citrin, J. and D.O. (2014). American Identity and the Politics of Multiculturalism. New York: Cambridge University Press. Cornelius, W.A., & Tsuda, T. (2004). “Controlling Immigration: The Limits of Government Intervention,” in Cornelius, W.A. (ed.), Controlling Immigration: A Global Perspective. Palo Alto: Stanford University Press. Dahl, R.A. (1971). Polyarchy. New Haven: Yale University Press. A. (1957). An Economic Theory of Democracy. New York: Harper and Row. Facchini, G., Mayda, A.M., and Mishra, P. (2008). “Do Interest Groups Affect U.S. Immigration Policy?” IMF Working WP/08/244. Accessed online November 26, 2014 at https://www.imf.org/external/pubs/ft/wp/2008/wp08244.pdf. Free, L.A. and Hadley Cantril (1967). The Political Beliefs of Americans: A Study of Public
APPENDIX 3 FENCING PHOTOGRAPHS (FOR INFORMATION ONLY) Photo 1 – Loop Tubular (Pool type) Fence Photo 2 – Tubular System used for channelling pedestrians at stations Photo 3 – Chain Link Fabric Fence Photo 4 – Barbed selvedge at the top rail Photo 5 – Chain Link Fabric Fence Gate
Photo 6 – Spear Fence Photo 7 – Flat Top Fence Photo 8 – Flat Top Fence (Showing plastic cap on vertical rails) Photo 9 – Palisade Pale Fence Photo 10 – Close Space Welded Mesh Fence 11 - Typical Sliding Gate Photo 12-Typical Isolation Panel
SCHEDULE 1 SCHEDULE OF TURNOUT PARTS TO BE SUPPLIED ITEM NO. DESCRIPTION CAN SUPPLY YES/NO REMARKS 1 Switch Assembly – Back Stretcher, 50kg 2 Switch Assembly – Back Stretcher, 53kg 3 Switch Assembly – Back Stretcher, 60kg 4 Switch Assembly – Front Stretcher, 50kg 5 Switch Assembly – Front Stretcher, 53kg 6 Switch Assembly – Front Stretcher, 60kg 7 Switch Assembly – Fastening (Huck, Ht Bolts, etc) , 50kg 8 Switch Assembly – Fastening (Huck, Ht Bolts, etc) , 53kg 9 Switch Assembly – Fastening (Huck, Ht etc) , 60kg 10 Switch Assembly – Switch Lugs, 50kg 11 Switch Assembly – Switch Lugs, 53kg 12 Switch Assembly – Switch Lugs, 60kg 13 Switch Assembly – Distance Block, 50kg 14 Switch Assembly – Distance 53kg 15 Switch Assembly – Distance Block, 60kg 16 Switch Assembly – Heel Block, 50kg
17 Switch Assembly – Heel Block, 53kg 18 Switch Assembly – Heel Block, 60kg 19 Switch Assembly – Switch Stops, 50kg 20 Switch Assembly – Switch Stops, 53kg 21 Switch Assembly – Switch Stops, 60kg 22 Switch Assembly – Switch Chairs, 50kg 23 Switch Assembly – Switch Chairs, 53kg 24 Switch Assembly – Switch Chairs, 60kg 25 Switch Assembly – Stock Rail, 50kg 26 Switch Assembly – Stock Rail, 53kg 27 Switch Assembly – Stock Rail, 60kg 28 Switch Assembly – Switch 50kg 29 Switch Assembly – Switch Blade, 53kg 30 Switch Assembly – Switch 60kg 31 V.Crossing, Fabricated, Washer, 50kg 32 V.Crossing, Fabricated, Washer, 53kg
144 K. Crossing, (RBM), Guardrail – Opp Hand, 60kg 145 K. Crossing, (RBM), Guardrail – As Drawn, 50kg 146 K. Crossing, (RBM), Guardrail – As Drawn, 53kg 147 K. Crossing, (RBM), Guardrail – As Drawn, 60kg 148 K. Crossing, (RBM), Guardrail – Long, 50kg 149 K. Crossing, (RBM), Guardrail – Long, 53kg 150 K. Crossing, (RBM), Guardrail – Long, 60kg 151 K. Crossing, (RBM), Wing Rail, 50kg 152 K..Crossing, (RBM), Wing Rail, 53kg 153 K. Crossing, (RBM), Wing Rail, 60kg 154 K. Crossing, (RBM), Point Rail – Opp Hand, 50kg 155 K. Crossing, (RBM), Point Rail – Opp Hand, 53kg 156 K. Crossing, (RBM), Point Rail – Opp Hand, 60kg 157 K. Crossing, (RBM), Rail – As Drawn, 50kg 158 K. Crossing, (RBM), Point Rail – As Drawn, 53kg 159 K. Crossing, (RBM), Point Rail – As Drawn, 60kg
your organisation consider a mentor partnership with another organisation? The following organisations answered “Yes, as a mentor” ADHC Aftercare CASPA CatholicCare Cerebral Palsy Alliance Disability Services Australia Early Ed Glenray Industries Greystanes Disability Services House with No Steps Independent Community Living Australia Limited JewishCare Life Without Barriers Lifeskills Plus Inc Lifestyle Solutions Lithgow Information & Neighbourhood Centre Macarthur Disability Services Royal Rehab Lifestyle support Samaritans SGSCC disAbility The Ascent Group Uniting Disability Valmar Support Services Windgap foundation Youth Care UPA The following organisations answered “Yes, as a buddy (requiring guidance during development)” Aftercare Aspire Support Services Break Thru People Solutions Care for Children with Disabilities Inc. CatholicCare Centacare NENW Cerebral Palsy Alliance Community Links Wollondilly Dundaloo Support Services Ed Eurella Community Services Inc Glenray Industries Greenacres Greystanes Disability Services JewishCare L'Arche Sydney Inc (Merrylands House) Life Without Barriers Lifestyle Solutions RichmondPRA SGSCC disAbility Sylvanvale Foundation The Ascent Group The Disability Trust The Junction Works Valley Industries Ltd Windgap Foundation
Step 1: Risk Identification Identify at least five potential risks to the Title I, Part D program in your State using the table below. It is not necessary to identify a risk for each cell in the table. The five Federal guiding principles for providing high-quality education in juvenile justice secure care settings and the Federal monitoring key compliance areas for the Title I, Part D program are provided to help you brainstorm. Review the handouts for both the guiding principles and monitoring indicators to self-assess areas of vulnerability in your State. Use the table to record your thoughts. OSHS Monitoring Key Compliance Areas Guiding Principles for High-Quality Education I. A safe, healthy, facility-wide climate that prioritizes education, provides the conditions for learning, and encourages the necessary behavioral and social support services that address the individual needs of all youths, including those with disabilities and English learners II. Necessary funding to support educational opportunities for all youths in long-term secure care facilities, including those with disabilities and English learners, comparable to opportunities for peers who are not system-involved III. Recruitment, employment, and retention of qualified education with skills relevant to juvenile justice settings who can positively impact student outcomes through demonstrated abilities to create and sustain effective teaching and learning environments IV. Rigorous and relevant curricula aligned with State academic, career, and technical education standards that utilize instructional methods, tools, materials, and practices that promote college- and career- readiness V. Formal processes and statute, memoranda of understanding, and practice—that ensure successful navigation across child-serving systems and smooth reentry into communities Standards, Assessment, and Accountability
Step 2: Risk Analysis List each of the risks you identified in step 1 in the table below. Determine the positive and negative consequences associated with each identified risk according to the example in the first row. Risks How likely is the risk to occur (e.g., low, medium, high)? What are the negative consequences if the risk occurs? What, if any, opportunities does the risk present? If the risk were to occur, what student-level outcomes could be impacted? Example: Statewide RIF of tenured instructional staff to address forecasted budget shortfalls High Replace experienced staff with inexperienced staff Replace disengaged (as indicated by high absenteeism) with newer staff who are more energized and committed to the population Potentially lower student performance on math and reading assessments but higher student engagement in the short term
5. WORK EXPERIENCE 1 Main administrative positions at the University of Ioannina Establishment and administration of a laboratory in the Department of Pre-School Education of the University of Ioannina, and Other administrative positions at the University of Ioannina Α.Ι. and Α.ΙΙ. 2 Participation in the committees within the University of Ioannina Α.ΙΙΙ. 3 Work experience at international Β 4 Work experience in Ministries, etc. C 5 Positions in committees and other entities D Ι. ) Main Administrative Positions at the University of Ioannina (UOI) (if it is not specified otherwise, the years are interned as academic years)
230 Simply effective group cognitive behaviour therapy light-headedness, coming full circle to the one o'clock position. Because the sufferer from panic disorder keeps literally going round in circles with their symptoms, they often end up at the local A&E Department to be told usually that there is nothing wrong with their heart. Overcoming panic disorder involves breaking the circle in Figure 1 by challenging the reflex automatic catastrophic thoughts about unusual bodily sensations, four and eleven o'clock positions, and avoiding the 'safety' procedures, the eight o'clock position. 2. If you can think yourself into panic can it be that dangerous? Just read over the following of words: Breathless Suffocate Dizzy Faint Chest tight Heart attack Unreality Seizure or insane Numbness Stroke Palpitations Dying Lightheadedness Losing control Nausea Vomiting uncontrollably As you read through the above words, you may have noticed the beginning of symptoms of panic. If you can bring on such symptoms can they really be that serious? Can you bring on a stroke in the next few minutes just by thinking about it? 3. Being on 'sentry duty' for bodily sensations triggers an alarm Generally we only notice what we are looking for, e.g. when looking for a parking space we might not take in a partner's questions about what present to buy for whom but might take in the patrolling traffic warden. Focus just now on whether there are any pins and needles, numbness, warmth in your right big toe, now switch your attention to your left big toe and notice what sensations you have: warmth, numbness, pins and needles. When focusing on your left big toe you probably didn't notice what was happening to your right big toe. Leaving your camera on bodily sensations sets the scene for becoming alarmed about them. If a friend is holding a glass of wine you might say to them 'are you OK, only I noticed your hand shaking slightly there?', they might react somewhat abruptly with a denial that there is any shaking but then focus attention on their hand, hold the glass more tightly so as not to 'shake' and end up putting the glass down
Figure 6 – Video Snapshots SAVE – Saves snapshot as a picture CANCEL – Cancels the snapshot process without saving EXPORT – Exports the picture to another location (desktop) SEND – Not used ADVANCED – Brings up some basic photo adjustment options including (Sharpen, Brightness, Contrast, etc.) Click ADVANCED again to hide the photo adjustment options. ZOOM IN – Zooms in on the picture ZOOM OUT – Zooms out on the picture MAGNIFY – Brings up a magnify window when you click on the picture. STEP NEXT – Not used STEP BACK – Not Used PICTURE LIST – Lists the pictures on the local computer and lists some basic information Figure 7.1 – Video Data – General Tab VIDEO TYPE – Select type of video from dropdown list. VIDEO DESC. – Enter a brief description of the video. FILE NUMBER – Enter the related file number of the incident COURT DATE/ COURT TIME – Not used MISC 1, MISC 2, MISC 3 – Not used SAVE DATA – Saves the entered information to the video VIDEO LIST – List of videos. Choose a video to see the description. STOP – video playback PLAY – Starts video playback for review while entering information. PAUSE – Pauses video playback STEP NEXT – Steps to the next frame of video. Red fields are mandatory. Figure 7.2 – Video Data - Subjects tab
STORAGE STATUS – Shows the amount of storage left on the computer (this will never be completely empty) TOTAL SIZE – Shows the total size of the files to be downloaded DOWNLOAD REMAINING – Shows the amount of files left to be uploaded CURRENT FILE SIZE – Shows the size of the current file SERVER CONFIRMED – Shows the size of the file that the server received MESSAGES – Shows the current status of the download. Changes from Searching to Downloading once the server is detected AVERAGE – Shows the average speed of the download RESET – Stops the client and reconnects to the server SKIP FILE – the current downloading file. Use if a file download won’t go through DISABLE – Temporarily stops the download process. It will automatically resume after 10 minutes. HIDE – Minimizes the Download client to the toolbar Body Mic BEEP – VIB (vibrate) – OFF Switch – Used to select alert when recording has started or stopped. REC button – Press button to start video recording In-Use LED – Flashes Red when unit is on and to record. Turns solid Green when video recording is active. Low Batt – Alerts user that the battery is low and needs to be placed back in the charger. EMG – Not Used Body Microphone plug – Plug in external body microphone into this port POWER ON –OFF switch – Used to turn body mic on or off
1924-25 “Die Perspektive als symbolische Form,” Vorträge der Bibliothek Warburg, 1924-25, p. 258ff. English translation by Christopher Wood: Perspective as Symbolic Form, New York, 1991 1930 “A. Warburg,” Repertorium für Kunstwissehschaft, LI, 1930, pp. 1-4 1930 “Das erse Blatt aus dem ‘Libro’ Giorgio Vasaris; Eine Studie über die Beurteilung der Gotik in der italienischen Renaissance mit einem Exkurs über zwei Fassadenprojekte Domenico Beccafumis,” Städel-Jahrbuch, VI, 1930, p. 25ff. English translation: ““The First Page of Giorgio Vasari’s ‘Libro’,” Meaning in the Visual Arts, New York, 1955, pp. 169-235 1930 Hercules am Scheidewege und andere antike Bildstoffe in der neueren (Studien der Bibliothek Warburg, 18), London and Berlin, 1930 1915-32 Deutschsprachige Aufsätze 1915-1932, eds. Karen Michels and Martin Warnke, I, Berlin, 1998, 1933 Panofsky and F. Saxl, “Classical Mythology in Mediaeval Art,” Metropolitan Museum Studies, IV, 1932-33, pp. 228-80 1934 “Jan van Eyck’s Arnolfini Portrait,” in The Burlington Magazine, 64, 1934, pp. 117-27. Reprinted, in Renaissance Art, ed. Creighton Gilbert, New York, 1970, pp. 1-20 1934 “What is Baroque,” lecture of 1934, in Three Essays on Style, ed. Irving Lavin, Cambridge, Mass., 1995, pp. 19-88 1936 “On Movies,” Princeton University. Department of Art and Archaeology. Bulletin, June 1936, pp. 5-15. Enlarged version: “Style and Medium in the Motion Pictures,” Critique, i (3), 1947, pp. 5-25. Reprinted in Three Essays on Style, ed. Irving Lavin, Cambridge, Mass., 1995, pp. 1936 “Et in Arcadia ego. On the Conception of Transience in Poussin and Watteau,” in R. Klibansky
and H.J. Paton, eds., Philosophy and History. Essays Presented to Ernst Cassirer, Oxford, 1936, pp. 223-254. Republished as “Et in Arcadio Ego: Poussin and the Elegiac Tradition,” Meaning in the Visual Arts, New York, 1955, pp. 295-320 1939 Studies in Iconology, New York, 1939 1940 The Codex Huygens and Leonardo da Vinci’s Art Theory (Studies of the Warburg Institute, 13), London, 1940 1940 “The History of Art as a Humanistic Discipline,” The Meaning of the Humanities, T.M.Greene, ed., Princeton, 1940, pp. 89ff. Reprinted in Meaning in the Visual Arts, New York, 1955, pp. 1943 Albrecht Dürer, Princeton, 1943; 3rd ed., 1948; one volume paperback ed., 1954 1944 “Renaissance and Renascences,” Kenyon Review, VI, 1944, p. 201ff. Expanded version: Renaissance and Renascences in Western Art, Stockholm, 1960. 1946 Abbot Suger on the Abbey of Saint-Denis and Its Art Treasures, Princeton, 1946 1951 Gothic Architecture and Scholasticism, Latrobe, Pa., 1951 “‘Nebulae in Pariete’’ Notes on Erasmus’ Eulogy on Dürer,” JWCI, 14, 1951, pp. 34-41 1952 “Artist, Scientist, Genius: Notes on the ‘Renaissance-Dämmerung’,” The Renaissance, A Symposium, Metropolitan Museum of Art, 1952, pp.77ff. Reprinted as The Renaissance. Six Essays, New York, 1962, pp. 121-182 1953 Early Netherlandish Painting, Its Origins and Character, Cambridge, Mass., 1953
Panorama Vaccine Forecaster Issue Report Form This form should only be used for Forecaster related questions, concerns or comments. Please contact the Service Desk for general support with the Panorama application. Email Completed Form: eHS Service Desk +1-888-316-7446 servicedesk@ehealthsask.ca Contact Details Full Name: User ID: Email/Phone: PHO: RHA/FNJ: Issue Details *Client ID: ID HEADER. HCN *Pertinent Clinical Info (Minimum: Risk Factors, Special Considerations, DOB): *Issue Summary: *Pertinent Screenshots: IF POSSIBLE, Follow-Up (Completed by MoH/eHS) Date Received:
countries on one hand, and on the other, addressing the needs of their majoritarian underserved poor population (see Table 3). Table 3 – Unpacking innovation in developing countries Features Stakeholders Approach Grassroots innovators Very limited capital Low technology Labour intensive Single entrepreneurs Local communities Micro firms Clusters of micro-firms Grassroots innovation Inclusive Innovation Jugaad Innovation Standard innovators Small and medium capitals Low or medium technology Labour intensive Cooperatives Small firms Network or clusters of firms Jugaad Innovation Catch-up, imitation and absorption Big investors Big capitals Financial markets influence Multinational cooperation High tech and R&D activities National or public firms Multinational corporations BOP Prahalad BOP Hart & London Classic R&D In this I attempted to demonstrate that the developing world is a unique context to understand how innovation evolves in resource-constrained environments. What is more, the developing world, and in particular the emerging economies (BRICS), is already testing alternative approaches to innovation that include innovative concepts such as frugality, affordability, inclusiveness and empowerment of common people. We described how the developing world reacts to affordability, institutional and resources constrains with endogenous ingenuity. We illustrated some of the theoretical approaches that are emerging to explain innovation among the poor. Some people look at market dynamic to alleviate poverty, others advocate for new strategic challenges to bridging formal and informal economy. On the other hand many other argue that social aspects will dominate the future scenarios. As a consequence, organizations with strong social orientation are likely to serve better the BOP. In any case, a fundamental error is to think that low income countries are following the same path that developed countries went through during the industrial
Related on APA style APA: The Easy Way (Peggy M. Houghton, Timothy J. Houghton) APA Pocket Handbook (Jill Rossiter) Sample References Blyth, C. S., & Davis, J. N. (2007, September). Using formative evaluation in the development of learner-centered materials. CALICO Journal, 25. Retrieved from https://www.calico.org/a-669.html Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684. Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis: Verbal reports as data (2nd ed.) Cambridge, MA: The MIT Press. Hulstijn, J. H. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. In P. J. L. Arnaud & H. Bejoint (Eds.) Vocabulary and applied linguistics (pp. 113-125). London, England: Macmillan. Jackson, H. (2002). Lexicography: An introduction. London, England: Routledge. Krashen, S. (1982). Principles and practice in second language acquisition. New York, NY: Pergamon. Levy, M. (2007). Research and technological innovation in CALL [Electronic version]. Innovation in Language Learning and Teaching, 1(1), 180-190. Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge, England: Cambridge University Stockwell. G. (2007). A review of technology choice for teaching language skills and areas in the CALL literature. ReCALL, 19, 105-120. (Please note: Do not use the space key or the tab key to format your reference page. Only use the return key at the end of the bibliographical entry (not in the middle or before the URL). Do not put blank lines between the entries.) Appendix
• males • toddlers and children below 5 years of age • children from 5 to 10 years of age • children and people from 10–22 years • older people • children from families with many children • children from poor families • children without proper supervision The participants also felt that injuries can happen to anyone, any time at any place. But the members of the mothers’ group thought that children in rural villages suffer more from injuries than their urban counterparts. “In my opinion, must be fewer incidents of injuries in towns than in the villages. In the town people do not have to go out of their rooms, most of the time. Here (in the village, we) have to go all around, neighbourhoods for any reasons or (to) work. They just watch TV indoors, in the town.” (Mother #5) Common places of injuries When participants provided real-life examples, which they had seen or experienced, they were able to describe the situation and places where those injuries occurred. However, the common places for injuries as discussed during the focus groups were home, farms and jungle, road/trails, stream/river, play areas and school. Some of the activities included children picking fruit, or collecting firewood or fodder/leaves from trees, training/herding goats or cattle, all of which made children vulnerable to injuries. All these activities of children were often overlooked by the participants during the discussion, as they were prevalent as normal activities in a typical Nepali family. The mothers’ group participants observed that injuries are by-products of activities. Since such activities are very common occurrences injuries are also usual phenomena. Some of the students felt that injuries were also high in towns because of the increasing number of motorised vehicles and poor driving behaviour. The common places and context of injuries are summarised in the Table 2. Table 2 Common places of injury occurrence Mechanism Place Activities leading to injuries
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