zilongwang/ReadingBank huggingface dataset:
HERITAGE COUNCIL DETERMINATION Determination Date Thursday 4 August 2016 Place Name Fawkner Park Location 23-169 Toorak Road West and 24-88 Commercial Road South Yarra, City of Melbourne VHR Number H2361 Place Category Heritage Place At a meeting on 4 August 2016 The Heritage Council determined to include the above place in the Victorian Heritage Register. The Heritage Council endorses the attached report and in doing so notes the following minor change (in italics) to the description of the extent of registration for the place under the heading ‘Extent of Registration’ on page 3: “All of the place shown hatched on Diagram 2361 encompassing all of Crown Allotments 16B and 2B Parish of Melbourne South at South Yarra but excluding any part of Toorak Road and the Toorak Road footpath.” Professor Stuart Macintyre AO Chair, Heritage Council of Victoria ASSESSMENT OF CULTURAL HERITAGE SIGNIFICANCE AND EXECUTIVE DIRECTOR RECOMMENDATION TO THE HERITAGE COUNCIL NAME Fawkner Park
Smart Web Media Company Barracuda House Frimlington Hesketh HS 90712 FAX Date: Subject: Sender: Phone: Fax: To: Number of pages: CC: □ Urgent □ For Review □ Please reply □ For your records Comments
Patient name: _______________________________________________________________________ Phone #: _________________________________ Date: ___________________________________ Contact the patient directly? Yes No Referring practitioner: ________________________________________________________________ Urinary incontinence Urinary hesitancy/retention Urinary urgency/frequency Fecal incontinence/urgency/frequency Overactive bladder Pelvic organ prolapse Pelvic girdle pain Pelvic pain Low back pain Tailbone pain SI joint pain Hip pain Dyspareunia Vaginismus/Vulvodynia Vestibulodynia Pudendal neuralgia Post-prostatectomy Chronic prostatitis Interstitial cystitis/bladder pain syndrome Persistent genital arousal disorder Prenatal or postpartum care Pubic symphysis separation Rectus diastasis Constipation Other:____________________________ Comments:
(69 Hour AAS Degree) Horticulture Technology/Management - Associate Degree Program Articulation Agreement – Course Outline The following outline displays how the Associate Degree in Horticulture Technology will transfer into the Bachelor of Science Program in Agricultural Education at NC . To maximize the amount of credits transferable to NC A&T State University all students in the online agricultural education program will have 18 hours of their horticulture courses counted as their second major concentration under the plant and soil science option. The remaining courses will be articulated on a course by course basis. Transfer Course (One for One) NC Community College Courses Credit From CC NC Courses NC A&T Credit HOR 162 - Applied Plant Science 3 NARS 110 - Natural Resources 3 HOR 168 - Plant Propagation 3 HORT 334 - Plant Propagation 3 ENG 111 - Expository Writing 3 ENGL 100 – Ideas and Their Expression I 3 ENG 115 – Oral Communication 3 SPCH 250 - Speech Fundamentals 3 HOR 166 – Soils & Fertilizers 3 SLSC 517 – Soil Fertility 3 HUM Elective 3 ENGL 200 – Survey of Humanities I 3 Agricultural Economics Elective 3 BUS 137/Economics Elective 3 Agricultural Science Electives 9 Agricultural Science Electives 9 Take PSY 150 instead of PSY 118 3 PSYC 320 – General Psychology 3 Remaining Coursework **Courses in bold must be taken at NC University.** NC Courses NC Course Credit Humanities Elective 3 ENGL 102 - Ideas and Their Expression II 3 MATH 101 – Fundamentals of Algebra and Trigonometry I 3 MATH 102 - Fundamentals of Algebra and Trigonometry II 3 Social Science Elective 3 Social Science Elective 3 PHED 200 – Personal Health 2 CHEM 106 – General Chemistry VI 3 BIOL 100 – Biological Science 4 ANSC 211 – Animal and Laboratory Animal Sciences 3 CUIN 101 – Instructional Technology 1 CUIN 110 – Ethics of Teaching 2 CUIN 210 – Culturally Revelant Pedagogy 2 CUIN 310 – Assessment for 21st Century Classrooms 2 CUIN 410 – Differentiated Instruction 2 CUIN 520 – Content Area Literacy 2 CUIN 660 – Clinical Practice In 9
Teacher Education CUIN 670 – Capstone Experience in Teacher Education 3 SPED 350 – Introduction to Exceptional Children 3 AGED 101 – Introduction to Agriscience Education 3 AGED 401 – Leadership Theory and Youth Program Development 3 AGED 402 – History and Philosophy of Agriscience Education In The System 3 AGED 403 – Adult Education in Agriscience and Extension Education 3 AGED 501 – Materials and Methods of Teaching Agricultural Education and Extension 3 AGED 503 – Program Planning and Evaluation 3 AGED 607 – Environmental Education 3 Second Major Concentration (18 hour) – Plant and Soil Science NC Community College Courses NC Course Equivalent HOR 160 – Plant Materials I (3) Horticulture Elective (3) HOR 275 – Hort Production Mgmt (3) Horticulture Elective (3) HOR 164 – Horticulture Management (3) Horticulture Elective (3) HOR 260 – Plant Materials II (3) Horticulture Elective (3) HOR 134 – Greenhouse Operations (3) Horticulture Elective (3) HOR 112 – Landscape Design I (3) Horticulture Elective (3)
“The Poetics of Sex and the Pornography of the Invisible: American Avant-garde Film of the 1960s,” Blast from the Past: Art of the 1960s, Kresge Art Museum, Michigan State University (East Lansing, MI: February 2006). Michigan State University (Pre and post screening discussions). Lessons of Darkness (Herzog, 1992) “Cinema under Siege” film series, March 2008 The Host (Bong, 2006) with Tim Deines. “The Right to Hospitality” Film Series, October 2007 Taste of Cherry (Kiarostami, 1997) CAS Middle Eastern Film Festival, October 2006 The Tenant (Polanski, 1976) MSU Main Library, Friday Night Film Series, March 2004 Playtime (Tati, 1967) MSU Main Library, Friday Night Film Series, September 2002 East Lansing, One Book/One Community: Roundtable Discussion, “Mary Shelley’s Frankenstein and James Whale’s Cinematic Adaptation.” August 2002 “Film Noir and Film Studies,” Okemos High School, MI. February 2003 Professional Affiliations Society for Cinema and Media Studies American Comparative Literature Association Modernist Studies Association Board of Directors. Belcourt Theatre. Nashville, TN, 2013- Present
11-4 Cont. research Speech #4-work on extemporaneous delivery/final presentation. 11-9 Comprehensive Exam Due/(Special Occasions Speech 2-3 minutes if time) 11-11 Present Persuasive speeches, self critiques. 11-16 Present Persuasive speeches, self critiques. 11-18 Individual Conference/by appointment IMPORTANT DATES . ACADEMIC CALENDAR:
Please list the countries where you intend to sell Sustainably Grown certified crop(s): Please indicate whether you are: Exporting on your own Selling to an exporter/importer Do you plan to sell the product under your own brand? Yes No Not sure Do you plan to make an on-product certification claim? Yes No Not sure (Please describe) Have you identified any buyers for Sustainably Grown certified product(s)? Yes No If yes, please describe D. ORGANIZATIONAL STRUCTURE Please indicate whether the operation is a single site or multi-site. Single Site Multi-Site with common management system Multi-Site with separate management systems The Sustainably Grown Standard (V2.0) includes a separate set of requirements for Producer Groups consisting of producers. The Producer Group can be organized independently as a cooperative or association, or by a trader or other supply chain actor. In addition, the Group Manager of the Producer Group must comply with a distinct set of indicators, developed to ensure an effective Internal Control System (ICS) is in place and adherence on the part of Producer Group members to the overall standard. In order for a Producer Group to be eligible for certification, the following criteria must be met: Distinct producers form a Producer Group and adhere to an Internal Control System (ICS) that governs the production and sale of the crop(s) elected to be certified; Producer Group members are responsible for their respective production sites, and cannot make a certification claim about their product(s) unless sold through the Producer Group; The Group Manager is responsible for the development and effective implementation of the ICS, and for compliance with applicable requirements; The crop(s) in scope must be shipped from Producer Group member sites, aggregated at collection points, and subsequently sold by the Group Manager; The maximum production area per Producer Group member site used to produce the crop(s) in scope must not exceed 20 hectares; and The number of workers contracted or employed by the Producer Group members does not exceed 5 permanent workers.1 Please indicate whether the Producer Group eligibility requirements apply to your company. Yes No Not sure NA Mark all activities performed by your company: Production Processing Packing Storage
PRODUCTION INFORMATION (summary) Product Variety (if applicable) Productive Area (specify acres or hectares) Post-Harvest Handling (specify activities) HARVEST INFORMATION Product Single or multiple harvest? (if multiple, use separate row for each) Start time (month) End time (month) Peak (month) PRODUCTION SITES
Name of farm Address Distance from admin. office (miles / km) Contact person Product(s) Productive Area (Acres/Ha) No. permanent workers No. temporary workers PROCESSOR/HANDLER SITES (IF APPLICABLE) Site name Address Distance from admin. office (mi/km) Activities Product type (input) Product type (output) No. permanent workers No. temporary workers SUBCONTRACTORS (IF APPLICABLE) Name of subcontractor Address Distance from admin. office (mi/km) Activities performed Products involved WORKER HOUSING (IF APPLICABLE)
Name of farm Address Distance from admin. office (miles / km) Contact person Product(s) Productive Area (Acres/Ha) No. permanent workers No. temporary workers PROCESSOR/HANDLER SITES (IF APPLICABLE) Site name Address Distance from admin. office (mi/km) Activities Product type (input) Product type (output) No. permanent workers No. temporary workers SUBCONTRACTORS (IF APPLICABLE) Name of subcontractor Address Distance from admin. office (mi/km) Activities performed Products involved WORKER HOUSING (IF APPLICABLE)
Name of farm Address Distance from admin. office (miles / km) Contact person Product(s) Productive Area (Acres/Ha) No. permanent workers No. temporary workers HANDLER SITES (IF APPLICABLE) Site name Address Distance from admin. office (mi/km) Activities Product type (input) Product type (output) No. permanent workers No. temporary workers SUBCONTRACTORS (IF APPLICABLE) Name of subcontractor Address Distance from admin. office (mi/km) Activities performed Products involved WORKER HOUSING (IF APPLICABLE)
Example 2: This is the final tableau in a standard minimum problem. Read the solutions. Example 3: Set up the dual problem, and write the initial simplex tableau. Example 4: One gram of soybean meal provides at least 2.5 units of vitamins and 5 calories. One gram of meat provides at least 4.5 units of vitamins and 3 calories. One gram of grain provides at least 5 units of vitamins and 10 calories. If a gram of soybean meal costs 7 cents, a gram of meat costs 9 cents, and a gram of grain costs 11 cents, what mixture of these three ingredients will provide at least 60 units of vitamins and 66 calories per serving at a minimum cost? What will be the minimum cost?
(MASL p. 217) Classroom Exercise F (p 218) Translate the following ASL glossed sentences into English and practice with a partner: DURING RAIN WIND CAN 3-OF-US S-C-U-B-A? (HUH) YOU LOVE-IT WINTER SUMMER SPORTS WHICH YOU YOU WANT LEARN SNOWBOARD?(HUH) YOU SKILL SWIM YOU / AGE START SWIM YOU YOU INVOLVE SPORT TEAM?(HUH) / WHICH
Classifier CL: 5 CL: V Bent, seated position CL: B & Base B flat objects What does the CL represent? Examples -five people walking home -the hallway is crowded -a popular movie -walking in front of someone -a huge crowd went to the mall -a dog jumping on someone -sitting in a chair -sitting with legs crossed -climbing a tree -skiing downhill -skiing uphill -climbing a tree -opening door -opening window -crawling on the floor -a boat on water -books stacked on a shelf -books on a shelf Vocabulary from Unit 6
Section 2: Activity Information 12. Name of Activity/Event 13. Date (s) required 14.Times required- please include set up and pack up/tidy up time in your booking ( fees apply if you run overtime) Minimum 3hrs bookings, per room, per day Time access required from Time function commences Time function ends at Time Venue vacated Total hours of booking 15. Event Type Meeting Launch Workshop Celebration Cultural Event Health & exercise other please describe 16. Number of attendees 17. Preferred Room/s (if known) 1st preference 3rd preference 2nd preference Whatever is available 18. Additional Equipment (Fees Apply) Data Projector Lap Top Public Address system(Includes 2 Microphones) White Board Flip Chart Sewing Machines Lectern 19. Car Parking space (Limited parking available, Fees apply) Please advise people who will use the car park to wait at the roller door in Therry St and phone 90921500 or use intercom phone for car park access. Number required (Maximum 8 car parking spaces subject to the availability and parking only allowed for the duration of the event) Who is using the car park; same person requesting this booking or different person If a different person; Name of the person: Mobile phone number: 20. Disabled Access Should there be an emergency evacuation we need to inform services such as Fire and Ambulance if there are people in the building that require special assistance. Will people be attending that have special mobility needs? Yes No Maybe
11:00 – 11:30 Refreshment and contact break 11:30 – 12:30 Harmonized System 2012 Focus on shoes, textiles and sports garments WCO Data Model Risk Management 12:30 – 14:00 Lunch 14:00 – 16:00 Harmonized System 2012 Focus on Pre-Entry Binding Tariff Information WCO Data Model Risk Management 16:00 – 16:30 Refreshment and contact break 16:30 – 17:30 Harmonized System 2012 Focus on Pre-Entry Binding Tariff Information WCO Tariff and trade specialist WCO Data Model Risk Management Day 4: Saturday 7 July 09:00 – 17:00 Field Trip – Port of Antwerp operations Sunday, 8 July Free time No planned activities Day 5: Monday, 9 July 09:00 – 09:30 Registration 09:30 – 10:00 Plenary session – 10:00 – 17:30 Individual Learning Tracks Learning Track 1 Facilitated by Pieter Haesaert Learning Track 2 Facilitated by Joris Zaman Learning Track 3 10:00 – 11:00 Rules of Origin Atsushi Tanaka, WCO AEO/SAFE Asha Menon, WCO Globally Networked Customs Gareth Lewis, WCO Technical Officer 11:00 – 11:30 Refreshment and contact break 11:30 – 12:30 Rules of Origin AEO/SAFE Globally Networked Customs 12:30 – 14:00 Lunch 14:00 – 16:00 Rules of Origin AEO/SAFE Speaker from the Private sector Globally Networked Customs 16:00 – 16:30 Refreshment and contact break
16:30 – 17:30 Customs Valuation Risk Management Risk manager from Honeywell Revenue Package Day 8: Thursday, 12 July 09:30 – 17:30 Individual Learning Tracks Learning Track 2 Facilitated by Pieter Haesaert Learning Track 2 Facilitated by TBD Learning Track 3 Open to WCO members only 09:30 – 11:00 Customs Valuation Mr. Stefaan De Baets, Advisor Transfer Pricing, OECD Basics transfer pricing and OECD guidelines Comparison and differences TP/customs valuation Convergence Risk Management Revenue Package Ian Cremer, WCO Technical Officer 11:00 – 11:30 Refreshment and contact break 11:30 – 12:30 Customs Valuation Mr. Dirk Van Stappen, Global Transfer Pricing Services, KPMG Risk Management Speaker from the Private sector Revenue Package 12:30 – 14:00 Lunch 14:00 – 16:00 Customs Valuation Ms. Veronique Slachmuylders, Global Transfer Pricing Services, KPMG Risk Management Speaker from the Private sector Revenue Package 16:00 – 16:30 Refreshment and contact break 16:30 – 17:30 Customs Valuation Risk Management Revenue Package Day 9: Friday, 13 July 09:30 – 10:45 Plenary 10:45 – 11:30 Refreshment and contact break 11:30 – 13:00 Closing Ceremony / Certificates Sergio Mujica, Deputy Secretary General, WCO
Expiry Time 23:59 for all units. Each unit expires @ 23:59 on the day of expiry Format: HH:mm Days to expire Number of days as at the transfer date the unit remains viable Unit Price $ Price of the unit at the time the Transfer took place. (nb, this is NOT the price when the product was issued) Format: $dd.cc Comments If the user entered any comments during the Transfer Transaction, they will show here Financial year The financial year the Transfer occurred in – based on the Transfer Date Format: yyyy/yy Financial Month The financial year the Transfer occurred in – based on the Transfer Date July = 1, June =12 Facility Type Facility Type – as stored in BloodNet Eg. Pathology Lab, Hospital Facility Category The category the APH belongs to – as stored in BloodNet Eg. Public, Private, Day AIHW Peer Group Peer group as defined by Australian Institute of Health and Welfare.– as stored in BloodNet Eg Public Pathology, Day Hospital, Private Pathology Local Health Network Regional health network the AHP belongs to - as stored in BloodNet Eg Alfred Health, Ballena Health Private Organisation Any private organisation the AHP belongs to - as stored in BloodNet Private Head Organisation If the private organisation has a parent organisation (as stored in BloodNet), it is shown here. Transferred In table Data Item Description Behaviour Episode Number Unique identifier that identifies related transfers as a single batch (performed in the same transaction in BloodNet) Hospital Name The Approved Health Provider facility name of where the transfer was TO. This field is limited by the parameter selected for Facility AHP Code Approved Health Provider Code for the facility State State (jurisdiction) of the AHP Transferred from Facility/ Location/ Distribution Site Facility where the unit was transferred from. Transferred from AHP Code The Approved Health Provider code of the transfer from location. Transferred from State State of the facility where the unit was transferred from Transfer Reason As provided by the user during the fate process in BloodNet Transfer Date The date the Transfer occurred as entered into BloodNet or received from Format: dd MMM yyyy
Breakdowns and accident Accident or injury due to lack of planning of action to be taken. Refer to recommendations in highway code and Force Policy. Consider shared driving. Consider other forms of transport. Compliance with highway code and level of training – ensure own safety and others around you. Follow guidance given in relation to e.g. Change of tyres Contract in place for breakdown. (Private vehicle not covered as per Force Policy) Pool and hire vehicles to be treated as Police accidents. E.g. leave vehicle in situ unless causing an immediate or dangerous obstruction or instructed to move by a police officer. Hazard warning lights on. Contact Force Ops room immediately. (Guidance from legal on private vehicles required)*** Eliminate long journeys where possible. Consider video conferencing. Consider alternative modes of transport. If supplied with SAT NAV ensure compliance with Road Traffic Act. Journeys must be planned providing sufficient time to make the appointment with adequate rest periods. Driver & Line Manager Driver Driver Driver Line Manager Line Manager BSD travel team & driver Line Manager
Weather conditions Line managers must consider the duration of any journey in conjunction with overnight accommodation. Must take into consideration working time directive. Line Managers must be informed of journey route and destination arrival times. In particular for lone and vulnerable staff. Individuals must dynamically risk assess selection of their parking location to ensure their safety. BSD should consider parking facilities for staff when accommodation is being arranged. Journey must take account of weather conditions. Suitability of vehicle for the weather conditions. Line Manager Line Manager Line Manager Driver BSD travel team Driver & Line Manager BSD travel team Work Activity Risk In Further Action Required Ref No Description Hazard (H-M-L) Control Measures Required Place By when Person responsible 6 Telephone Headset use Excessive or frequent high volume L Ensure existing staff are aware of dangers and issue guidance and warning notices. Ensure Noise cancelling Headsets are purchased and training manuals are adhered to. Report any excessive noise as near miss for reporting purposes. If the risk rises to Medium report matter to Health & Safety dept for a noise assessment. Work Activity Risk In Further Action Required
KENTUCKY HIGH SCHOOL ATHLETIC ASSOCIATION FOOTBALL ONLY PRACTICE LOG AND HEAT INDEX RECORDING KHSAA Form FB135 Rev. 05/15 School: USA Football Drill Level and Per Player Contact Time Equipment Worn Heat Index Monitoring Information DATE TIME PRACTICE / CONTEST QUARTERS (NUM/LENGTH) LEVEL (F / JV / V / ALL) 0 Air 1 Bags 2 Thud 3 Control 4- Live Action Helmets Only Helmets Shoulder Pads Full Gear TEMP HUMIDITY HEAT INDEX (from chart) ACTIVITY REVISION DUE TO HEAT?? By signing below, the individuals certify that the information on this form is complete and accurate. (Coach Signature) Position (Coach) (Date) (Prin/AD Signature) Position (Principal or Designated Rep.) (Date)
TOOLS: Saw or chainsaw and circular saw, drill with ¼-inch bit, ½-inch spade bit and Phillips head screwdriver MATERIALS: One 8-foot length of treated 4”x4” wood, two 8-foot lengths of treated 1”x4” wood, box of 1 1/2-inch wood screws and pair of jump cups. Step 1: Prop the 4”x4” beam up off the ground; sawhorses or bags of shavings/hay bales work equally well. Measure and saw into two four-foot halves. Step 2: Measure 18” away from the ground end on each of the four-foot pieces just cut. Start marking for jump cup holes in the centre of the beam every three inches until you get to the top. Step 3: Using the ¼-inch drill bit, make a hole at each mark, all the way through the beam. Switch to the ½-inch spade bit and widen each existing hole. Step 4: Prop a 1”x4” plank off the ground, measuring and marking every 20”. Using the saw or circular saw, cut the board into four “jump feet.” Repeat with other 1”x4” plank. Step 5: Prop up a four-foot 4”x4” beam so one of the feet lines up at a 90-degree angle along the bottom. Use two screws to mount the foot to the base of the beam. Step 6: Rotate the beam and continue mounting the other three feet in a pinwheel pattern, using two screws for each one. Step 7: Set up your new standard to make sure it’s sturdy, then try mounting a jump cup and pin to check the fit through the holes. Now you’re ready to tack up and try your new jump! Answer next questions.(Dutch) What can be used as bars for the home made fence? Standards Landscaping poles wood planks What tools do you need? Saw, drill, spade bit and screwdriver Wood screws, wood and box Jump cups Treated wood To “prop the beam” means? Putting the beam into the standards Measure the beam into two halves Mark the jump cup holes in the centre of the beam Support the beam What is the spade bit used for?: To make holes at each mark on the beam To cut the board into “jump feet” To widen the holes in the beam To switch to the ½ -inch spade bit
Rhode Island AMAO Accountability Report District/Consortium Status Report Rhode Island Department of Education Annual Measurable Achievement Objective Status Report for 2013-2014 Based on school year 2012-2013 and 2013-2014 data CUMBERLAND 2013-2014 AMAO Status This district/consortium met 3 of 3 objectives Achieved AMAOs Classification: Unclassified AMAO 1 Annual increases in the number or percentage of students making progress toward learning English Definition of progress: Gain of ≥ 0.5 overall composite score on the ACCESS for ELLs® from 2012-2013 1o 2013-2014 Target percentage of student making progress Number Eligible District Achievement State Achievement District Met Objective 40% 56 73% 60% YES AMAO 2 Annual increases in the number or percentage of students attaining English proficiency Definition of attainment: ACCESS for ELLs® composite score ≥ 4.5 on a Tier B or Tier C assessment from 2014 Target percentage of students attaining English proficiency Number Eligible District Achievement State Achievement District Met Objective 23% 89 37% 26% YES AMAO 3 Making adequate yearly progress for limited English proficient students* NOTE: Percentages are used for targets and achievement rather than the index proficiency. READING Grade Cluster State Achievement District Achievement District Met Objective 3-5 36.08 65.22 YES 6-8 30.06 -- -- 9-12 31.25 -- -- MATH Grade Cluster State Achievement District Achievement District Met Objective 3-5 26.35 54.35 YES 6-8 21.52 -- -- 9-12 9.45 -- -- Overall AMAO 3 Status YES * AMAO 3 determinations are based on results from the 2013 NECAP Reading and Mathematics assessments -- Fewer than minimum n-count of 20 students for AMAO 3
Creating an Environment to Support Learning DPAS-II for Teachers: Criterion 3a Interactive Handout Name: ________________ _______________ Session Objectives: Teachers will develop a deeper understanding of Criterion 3a: Engaging Students in Learning Teachers will build their understanding of the elements of Criterion 3a What are students doing and saying in a lesson with high cognitive engagement? Criterion 3a. Engaging Students in Learning Ineffective Needs Improvement Effective Highly Effective Students are not at all intellectually engaged in significant learning as a result of inappropriate activities or materials, poor representations of content, or lack of lesson structure. Students are intellectually engaged only partially, resulting from activities or materials of uneven quality, inconsistent representations of content, or uneven structure or pacing. Students are intellectually engaged throughout the lesson with appropriate activities and materials, instructive representations of content and suitable structure, and pacing of the lesson. Students are highly engaged throughout the lesson and make material contributions to the representation of content, the activities, and the materials. The structure and pacing of the lesson allow for student reflection and closure. Complete the statement: 3a is about not .
AGENDA – AAPC Chapter Meeting Welcome– Stronger Together Modesto Chapter Board Meet and Greet All New Members New Certifications Current Job Opening All ICD-10 Changes for 2019 Review of all deleted codes for 2019 Review of all updated codes for 2019 Review of all new codes for 2019 Cindy Carney, MHA, CPC, CPC-I San Joaquin Valley College Medical Billing Specialist Instructor Diversity Committee Faculty Advisor End of Year Extravaganza! Modesto Chapter Board
Enrollment Report October, 2017 KINDERGARTEN # STUDENTS Dubien, Leslie 23 Williams, Ashley 23 Winkler, Micayla 22 Goff, Janet 23 GRADE 5 # STUDENTS Butler, Victor 26 Greenland, Aimee 28 Renz, Mackenzie 26 GRADE 6 # STUDENTS Skinner, Janis 100 Cotten, Katrina Hubbard, Emily GRADE 1 # STUDENTS Dahl, Marla 28 Malpass, Kara 26 Pierce, Rebecca 26 GRADES 7/8 # STUDENTS Bird, Nicholas 213 Boisacq, Shawn Spray, Jon Bravo, Enrique Garber, Deidre Findlay, Rick Johnson, Kevin Christenson, Amanda GRADE 2 # STUDENTS Hannigan, Erin 29 Nieto, Sarah 31 TOTALS # STUDENTS KINDER 91 GRADE 1 80 GRADE 2 60 GRADE 3 83 GRADE 4 80 GRADE 5 80 GRADE 6 100 GRADE 7 108 GRADE 8 105 GRAND TOTAL 787 GRADE 3 # STUDENTS Newbold, Kaitlyn 27 Holmes, Karen 28 Piel, Kayla 28 GRADE 4 # STUDENTS Moya, Christine 26 Cisneros, Maria 27 Gill, Shilpa 27
Fatigue Method Survey Revision A By Tom Irvine Email: tom@vibrationdata.com November 14, 2014 _____________________________________________________________________________________ Introduction I recently performed an informal survey where I simply asked engineers which fatigue methods they used. 61 engineers responded. I then tabulated the keywords for software, methods and standards in Tables 1, 2 and 3, respectively. If someone used the same keyword more than once, then I only counted it one time per respondent. I did mention in the survey that I use ASTM E 1049-85, section 5.4.4, for time domain rainflow counting. I then feed the results into the Miner’s cumulative damage summation. And also that I use the Dirlik, Single Moment, and similar spectral moment-derived methods for frequency domain fatigue calculations. So some engineers replied that they use the same methods. In addition, I have recorded their responses in Appendix A, minus their names and company. The respondents represent both U.S. and Europe. They are also from a number of industries including aerospace, automotive, wind power, nuclear energy, offshore, etc. Results Table 1. Software Programs Code Respondents Nasgro (fracture) 8 nCode 8 Unspecified Nastran 5 Ansys 4 Fe safe 4 MSC Nastran 3 ABAQUS 3 Patran 2 Femap 2 NX Nastran 2 Autodesk Nastran 1 Comsol Multiphysics 1 FEMFAT 1 WAFO 1 Matlab 1
Table 2. Fatigue Methods Method Respondents Miners 30 Rainflow 18 Dirlk 9 Steinberg 7 Rayleigh 5 Coffin-Manson 2 Engelmaier 2 Goodman 2 Lalanne 1 VRS 1 Jiao and Moan 1 Alpha 0.75 1 Benasciutti 1 Soderberg 1 Paris-Erdogan 1 Hobbacher 1 ESDU 1 Fatemi-Socie 1 Table 3. Standards and Specifications Reference Respondents ASTM E 1049 5 ASME BPVC 2 DNV RP-C203 2 MMPDS-01 2 RTCA DO-160 1 BS7910 1 API-RP-579 1 ESA Requirements 1 DNV-OS-J101 1 Eurocode 3 1 GOST 25.502-79 1 GOST 23207-82 1 ISO TS 10811 1 Welding Institute 1 GSFC-STD-7000 1 AISI 1 AISC 1 MIL-HDK-5 1 APPENDIX A 1 For the SLS Core Stage, we are using heritage cycle counting programs from the shuttle program for coupled loads low frequency transient cycle counting. For high frequency, we are using the Dirlik methodology for specific calculations of selected items. For first cut general approximations, we use simplified Rayleigh approximations. 2 I have been using both nCode Glyphworks (Lalanne) and Vibration Research's Fatigue Damage Spectrum. Both tools apply Miners rule with an SN curve to yield very similar results.
2016 3-6 de enero CAPITULO 10 Sacramentos de Curación Respuestas de la Misa Pg 416 Dios esmisericordioso y compasivo después del bautismo, Dios nosofrece el perdón de lospecadosmediante el Sacramento de la penitencia y la reconciliación el Sacramento de la unción de losenfermosfortalece a los que sufrenfísicamente Acto de Contritión, unción, Iglesia, Confesión, conciencia, perdón, gracia, pecado mortal, sacramento, Sacramento de la Penitencia, pecado, pecado venial 10-13 de enero Protección de la lección de losniños de Dios Oraciónespontánea Material adicional se utilizará para estaclase. Se le dará 3 lecciones para enseñar con actividades de acompañamiento para losniños. Cualquieractividad no completa, por favor enviar a casa con los padres para la discusiónadicional 17-20 de enero CAPITULO 11 Sacramentos al Servico de la Communidad Salve Regina Pg 388 lossacramentosen al servicio de la communidadtienencomo objective la salvación de losdemás. pormediodel Sacramento del ordensagrado, los hombres bautizadossirven a la iglesiacomoobispos, sacerdotes o diáconos En el Sacramento del matrimonio, un hombre y unamujerbautizadosformanunacomuniónespecial de vida y amor Matrimonio, papa, Obispo, sacerdote, diácono, laicado Jan 24-27 CHAPTER 12 God Created us in His Image Nicene Creed Pg 391 God alone created the world and humankind freely out of love. God created us in his image and likeness God calls us to care for his creation Bible, creator, saint Jan 31 Feb 1-3 CHAPTER 13 The Fall of Man & the Guardian Angel Pg 395 Adam and Eve’s sin affected all humankind and weakened human nature God give us the freedom to choose whether to obey him and follow his law Baptism, original sin, sin, virtue
U 93/2016 26 2017 WESTERN AUSTRALIAN INDUSTRIAL RELATIONS COMMISSION FULL BENCH CITATION : 2017 WAIRC 00866 CORAM : J H ACTING S J T HEARD : 22 2017 DELIVERED : FRIDAY, 13 OCTOBER 2017 FILE NO. : FBA 10 OF 2017 BETWEEN : Appellant AND Respondent ON APPEAL FROM: : : P E : [2017] WAIRC 00234; (2017) 97 WAIG 551 : U 93 2016 Catchwords : Industrial Law (WA) - Appeal against the decision of the Commission dismissing a claim that a teacher was unfairly dismissed - Hearing on the papers at first instance - Testing of veracity of evidence necessary where the papers contain conflicting material matters - Turns on own facts Legislation : Industrial Relations Act 1979 (WA) s 26, s 29(1)(b)(i), s 49(2) A KENNER EMMANUEL
B 74/2016 26 2017 WESTERN AUSTRALIAN INDUSTRIAL RELATIONS COMMISSION FULL BENCH CITATION : 2017 WAIRC 01010 CORAM : J H ACTING S J T HEARD : 27 2017 DELIVERED : WEDNESDAY, 13 DECEMBER 2017 FILE NO. : FBA 8 OF 2017 BETWEEN : Appellant AND Respondent AND FILE NO. : FBA 9 OF 2017 BETWEEN : Appellant AND Respondent ON APPEAL FROM: : : D J : [2017] WAIRC 00232; (2017) 97 WAIG 563 A KENNER EMMANUEL
B 234 2014 23 2015 WESTERN AUSTRALIAN INDUSTRIAL RELATIONS COMMISSION FULL BENCH CITATION : 2015 WAIRC 01118 CORAM : J H A R S J HEARD : 5 2015 DELIVERED : WEDNESDAY, 23 DECEMBER 2015 FILE NO. : FBA 9 OF 2015 BETWEEN : Appellant AND Respondent ON APPEAL FROM: : : P E : [2015] WAIRC 00749; (2015) 95 WAIG 1426 : B 234 2014 CatchWords : Industrial Law (WA) - Appeal against decision of Commission - Claim of contractual benefits for progress payments for supervision of building projects - Principles for use of interpreter by witnesses giving evidence considered - No error demonstrated in allowing respondent's owner to use an interpreter to give evidence - Failure to admit photographs of building sites into evidence a breach of procedural fairness that did not result in appellable error as photographs would not assist the appellant's case - Error found in calculation of claims - Turns on own facts - Appeal allowed in part SCOTT OF THE OF IN BUILDING BEECH KENNER
(d) 64 Nollamara Avenue, Nollamara The appellant claimed that he was entitled to be paid for the slab finish and 25% brickwork. When it was put to the appellant that although the slabs had been completed, the brickwork at the property had not yet commenced, he said the brickwork was on its way and he had taken photographs on 6 November 2014 that shows the 'brickies' on the site and bricks on all the slabs. (e) 71 Mirrabooka Avenue, Westminster The appellant claimed that the project had reached lock up stage at the time of the termination of his employment. It was put to the appellant that the build was well short of lock up, that rendering had just started, no ceilings were installed and no glazing (windows) had been installed. The appellant responded by claiming that photographs he had taken on 6 November 2014 proved his claim. (f) 77 Curlington Crescent, Balga The appellant stated that the photographs he took on 6 November 2014 show that this project was at lock up. (g) 207 Ravenswood Drive, Westminster When it was put to the appellant that at the date of termination of his employment this project was 8% complete, the appellant said that was impossible as the brickwork was underway so that would make the project 25% complete. (h) 322A Main Street, Balcatta He denied that this project was 5% complete at the time of the termination of his employment and said the site works, ground slab, first floor brickwork, suspended slabs and second floor brickwork was complete. When re-examined, he said that 95% of the brickwork on this site was finished. When asked about the grounds for termination of employment in cross-examination, the appellant denied that he had failed to attend at the sites and failed to manage the construction of the projects. He also denied that he had breached occupational health and safety laws by failing to wear correct safety gear, failing to adequately inspect electrical tools and leads on the site in use by the subcontractors and failing to erect safety signs at the sites. He said that he had warned Mr Quoc Hung Du (Paul) about this many times and explained he told Paul to
Antecedent events (immediate triggers) that precede and predict the occurrence of problem behavior are identified and specified List antecedents: 0 = not completed 1 = partially completed 2= completed Antecedent events in which problem behavior is least likely to occur (or appropriate behavior is more likely to occur) are identified and specified. List antecedents: 0 = not completed 1 = partially completed 2= completed Consequences (i.e., how others respond immediately after problem behavior occurs) are identified. List consequences: 0 = not completed 1 = partially completed 2= completed A hypothesis statement that includes 3 essential components (i.e., antecedent events, behavior, function) is present and linked to the antecedent events and consequences listed in the FBA. State hypothesis statement: 0 = not completed 1 = partially completed 2= completed Function of behavior is identified, specific, and linked to FBA data. Check the function of the behavior: - Positive reinforcement—To get/obtain (attention, tangible, sensory stimulation) - Negative reinforcement—To escape/avoid/delay (tasks, attention,, tangibles; painful/uncomfortable stimuli) - Multiple functions (positive and negative reinforcement) 0 = not completed 1 = partially completed 2= completed
Introduction and Practice in Functional Behavior Assessment and Behavior Support Planning (FBA/BSP) From FBA to BSP Planning Workbook School: _____________________________ Who makes the referral? How is the referral made? Where or to whom does the referral go?
Hypothesis Statement for your student: “During _____________________________________________, (the routine or location) When _______________________________________________, (summarize the antecedents here) he/she will ____________________________________________ (summarize the problem behavior here) in order to __________________________________________.” (summarize the function here) This behavior is more likely to occur if ____________________. (summarize setting event here)
As a team, debrief the additional information you gained as a result of interviewing team members back at school and conducting observations. Discuss the things you found useful and the questions that arose as a result of using the F-BSP Protocol. Finalize your hypothesis statement.
Identify the desired behavior you ultimately want your student to demonstrate in the long-run Identify an alternative behavior that … serves the same function as the problem behavior is easier to do and more efficient than the problem behavior is socially acceptable Record your student’s behavior pathway below. Assign one team member to use the sticky notes to post the competing pathway on the laminated chart. Prepare to present your student’s competing pathway to others. If your team has been able to identify any setting events, use the space below or your F-BSP Protocol to identify the setting event strategies or structural changes that could be made to the student’s day or to the classroom SETTING EVENT STRATEGIES ANTECEDENT STRATEGIES BEHAVIOR TEACHING STRATEGIES CONSEQUENCE STRATEGIES
K. Headings and Captions: Any paragraph heading or caption contained in this Instrument shall be for convenience of reference only and shall not affect the construction or interpretation of any provision of this Instrument. L. Counterparts: This Instrument may be executed by the Parties in any combination, in one or more counterparts, all of which together shall constitute one and the same instrument. M. Binding: This Instrument, consisting of both this Basic Agreement and the Appendices, shall be immediately, automatically, and irrevocably binding upon the Sponsor and its heirs, successors, assigns and legal representatives upon execution by the Sponsor, Ecology, Corps, and [If applicable, insert the name of the local jurisdiction and the following text: “fulfilling its role as the “local jurisdiction” pursuant to RCW 90.84.040”] fulfilling its role as the ‘local jurisdiction’ acting pursuant to RCW 90.84.040. IN WITNESS WHEREOF, the Parties hereto have executed this Instrument on the date herein below last written. PARTIES: By the Sponsor: [Name] Date [Title] By the Corps: [Name] Date Colonel, Corps of Engineers Seattle District Engineer By Ecology: [Name] Date
Group Work Rubric Completely addresses all prompts. Addresses the majority of prompts. Failed to address the prompts. Demonstrated excellent teamwork and cooperation. Generally stayed on task during cooperative work. Were disruptive and worked poorly together as a team. Excellent logic and usage of class materials and concepts. Few errors of logic and some misunderstanding of terminology. Little understanding of class materials and concepts. Class Participation Rubric Asks interesting questions. Asks an occasional question. Never asks a question. Responds to teacher question in a thought provoking way. Responds to question. Does not respond to teacher question. Photo/ Image Bibliography: 1) Lower Manhattan 1876 ()
Contents Contact Details 2 Welcome 4 Centre Aims 4 Mission Statement 5 Centre Philosophy 5 Hours of Operation 7 Staff Members 7 Education, Curriculum and Learning 7 Enrolment & Fees 7 Overdue Fees 7 Arrival & Departure 8 What to Bring 8 Birthday Celebrations 8 Medication 9 Immunisation 9 Exclusion 9 Emergency 9 Child Protection 9 Positive Guidance 10 Hygienic Practices 10 Safety 10 Illnesses & Injuries 10 Privacy & Social Media 10 Visitors to the Centre 10 Eco Friendly 10 Parent Communication 11 Grievances 11
Incident Name: How to use this form. Date: Purpose: To transmit any personnel or resource request Operational Period Time When to complete: Anytime during the Operational Period Station: Completed By: Any Shelter Staff Prepared by: Name Position: Approved By: ERC Manager Approved by: Send to: ERC Manager Resource Order (completed by requestor) Order Status (Completed by Logistics) Quantity Detailed item description Requested arrival date / time Order # Final Disposition Notes: ERC Manager Approval: Date / Time:
1. Incident Name 2. Operational Period (Date/Time) From: To: UNIT LOG ICS 214-CG 3. Unit Name: Registration, Services, Building Manager, ERC Manager 4. Unit Leader (Name) 5. Personnel Assigned NAME POSITION HOME BASE 6. Activity Log TIME MAJOR EVENTS 7. Prepared by: Date/Time
Criterion A: Knowing and understanding Maximum: 8 At the end of year 5, students should be able to: explain scientific knowledge apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations analyse and evaluate information to make scientifically supported judgments. Achievement level Level descriptor Task-Specific Language 0 The student does not reach a standard identified by any of the descriptors below. … 1–2 The student is able to: state scientific knowledge interpret information to make judgments. 1-2 means you defined each word independently. You cited data, but didn’t talk about how it supported what you are concluding and explaining. 3–4 The student is able to: outline scientific knowledge interpret information to make scientifically supported judgments. 3-4 means that you defined each vocab in a sensible order, but did not interconnect it. You do not make explicit connections with your data to support your conclusion. 5–6 The student is able to: describe scientific knowledge analyse information to make scientifically supported judgments. 5-6 means you just describe the different vocab, not weaving them together to construct an explanation of what occurred. 7–8 The student is able to: explain scientific knowledge analyse and evaluate information to make scientifically supported judgments. You used each vocab. word to explain how natural selection was applied and modeled in this lab. You analyse and use your DATA (from the lab) to support your explanation, including an EVALUATION of how well the data was collected.
Behavioral disorders induced by antiparkinsonian treatment: a window onto the human dopamine system Richard Levy (Paris) The scientific challenges of fronto-temporal lobar degeneration Francis Eustache (Caen) Neuropsychology and neuroimaging of social cognition in neurological diseases ANNEX 2 Survey on the current state of care for patients suffering from brain diseases in France Contributors: Prof. Jean-Yves Delattre Prof. Philip Gorwwood Prof. Yves Dauvilliers Prof. Emmanuel Haffen Prof. Pierre Krolak-Salmon Prof. Jean-Antoine Giraud Prof. Marion Leboyer Prof. Rançois Mauguière
FBLA: Competitive Events Detailed descriptions of each event can be found under “competitive events” on the PA FBLA webpage (www.pafbla.org) Competition Title No. of People Needed No. of Entries Allowed Test Performance Project Grade only?) S 3D Animation 1-3 2 X X R/S Accounting I Accounting II 1 1 3 3 X X R/S S R/S American Enterprise Project Argibusiness 1-3 1 1 1 X X X R/S R/S R/S Advertising Business Calculations Banking and Financial Systems 1 1 2-3 3 3 1 X X X XS R/S R/S Business Communications Business Calculations 1 2-3 3 1 X X R/S Business Ethics 1-3 1 X S Business Financial Plan 2-3 1 X X R/S Business Law 1 3 X R/S Intro to Financial Math 1 3 X 9-10 S Business Plan 1-3 2 X X S Intro to Business Presentation 1-3 2 X X 9-10 R/S Intro to Business Procedures 1 3 X 9-10 R/S Client Service 1 3 X
Competition Title No. of People Needed No. of Entries Allowed Test Performance Project Grade only?) R/S Computer Applications 1 3 X S Computer Game & Simulation Program 1-3 2 X X R/S Computer Problem Solving 1 3 X R/S Cyber Security 1 3 X R/S Database Design & Applications 1 3 X S Coding and Programing 1 2 X X R/S Publication Design 1-2 2 X X S Graphic Design 1-3 2 X X S Digital Video Production 1-3 2 X X S E-business 1-3 2 X X R/S Economics 1 3 X S Electronic Career Portfolio 2 X X R/S Emergency Business Issues 1-3 1 X R/S Entrepreneurship 2-3 1 X X R/S FBLA Principles & Procedures 1 3 X 9-10 R/S Future Business Leader 1 2 X X X R/S R/S Global Business Graphic Design 2-3 2-3 1 2 X x X X R/S Health Care Administration 1 3 X
Competition Title No. of People Needed No. of Entries Allowed Test Performance Project Grade only?) R/S Hospitality Management 2-3 1 X X R/S Impromptu Speaking 1 1 X R/S Insurance & Risk Management 1 3 X R/S Intro to Business 1 3 X 9-10 R/S Intro to Business Communication 1 3 X 9-10 R/S Intro to Information Technology 1 3 X 9-10 R/S Intro to Parliamentary Procedures 1 3 X 9-10 R/S R/S Job Interview Journalism 1 1 1 3 X X X N only Life Smarts 1-2 1 X X S Local Chapter Annual Business Report n/a 1 X R/S Management Decision Making 2-3 1 X X R/S Management Information Systems 2-3 1 X X R/S Marketing 2-3 1 X X N only Microsoft Office User Specialist (Excel) 1 n/a X N only Microsoft Office User Specialist (Word) 1 n/a X S Mobile App Development 1-3 2 X X R/S Network Design 2-3 1 X X R/S Networking Concepts 1 3 X R/S Parliamentary Procedures 4-5 1 X X S Partnership with Business Project 1-3 1 X X R/S Personal Finance 1 3 X
Competition Title No. of People Needed No. of Entries Allowed Test Performance Project Grade only?) R/S Public Speaking I 1 1 X 9-10 R/S Public Speaking II 1 1 X R/S S Publication Design Sales Presentation 1-3 1 2 2 X X X X S Social Media Campaign 1-3 2 X X R/S Securities & Investments 1 3 X R/S Sports & Entertainment Management 2-3 1 X X R/S Spreadsheet Applications 1 1 X N only Virtual Business Management Challenge 1-3 S Who’s Who in FBLA (Award) 1 3 S Web Site Design 1-3 2 X X R/S R/S Word Processing Organizational Leadership 1 1 3 3 X X
WATER USAGE You’ll save: over 2,000 lbs. of CO2 each year! Max Points: 10 reduce costs by 10%, add 5 points Attach your energy bills or water bills for proof of reduction PLANT A TREE You’ll save: 5,000 lbs. of CO2 a year! Max Points: 10 Add 5 points for each tree you plant Attach a picture of you planting the tree ORGANIZE A MOVIE NIGHT Spread awareness by showing movies about global warming and solutions! Max Points: 10 Name of Film: _____________________ Date & Time:_______________________ Location:__________________________ Number Attending:________________ Attach a 100-word summary about what you learned from the film, and attach a picture of attendees watching the film PARTICIPATE IN A LOCAL “GO GREEN” EVENT Max Points: 10 5 points per event Attach a 100-word summary about the event, and include pictures of you there WRITE A LETTER Max Points: 10 2 points per letter Write a letter to a local business with a specific suggestion about going green that must be signed by both the member and the local chapter adviser. Attach a copy of each letter sent Point Subtotal For Page 2:________ Name:___________________________________ School:___________________________________ FBLA Goes Green Individual Project Checklist (Page 3) Activity Requirements Date(s) Initials of Adult Witness Points CONVINCE A TEACHER TO GO PAPERLESS FOR 1 WEEK You’ll save: trees! Max Points: 10 Teacher’s Name: __________________ Teacher’s Signature:_______________