zilongwang/ReadingBank huggingface dataset:
be able to provide high quality focused care. IntertradeIreland Science, Engineering & Technology Graduate jobs in Science, Engineering and Technology For more information on these positions go to: ASAP NYQUEST Camp Canada Any discipline NYQUEST Camp Canada NYQUEST helps people travel to Canada to work at summer camps. Our program is a great fit for students – it allows you to have an incredible summer adventure, share your passion with kids and earn a summer wage at the same time. For more information about our program you can visit our website () or send me an email On Going SABIS Early childhood Degree Graduating with a degree in Early Childhood Studies? SABIS is looking for Early Childhood Teachers How about a Teaching Career in SABIS Network Schools in and around Dubai To Apply: To View: On Going Le Cheile Mentors Le Chéile Mentors come from all walks of life and are: 20 and over (25 for Parent Mentoring) Enthusiastic, motivated and resourceful. Able and willing to fulfil the Mentoring commitment Able to relate to young people or parents and develop positive relationships. Able to communicate with a wide range of people Able to accept others as they are. Good listeners, empathetic, adaptable and reliable. Youth/Parent Mentor Our mentors work with young people who are at risk of offending or re-offending and their families. They provide support, guidance and encouragement to help young people and their families make positive choices and provide alternatives to offending. Youth mentors are matched with a young person aged between 12-21 years and meet on a weekly basis for about 2-3 hours to do an activity like going to the cinema, bowling, or just meeting for a bite to eat and a chat. For more information go to: On Going
allowed its free distribution through its Home Page under the title “Most Popular Articles”. Paper entitled, “Biodegradation Kinetics of Phenol and Catechol using Pseudomonas putida MTCC 1194”. This paper has been rated as one of the Most Popular Top 25 Papers during Jan-March 2005 of Biochemical Engineering Journal. Paper entitled, “Performance Based Fire Safety Design: Estimation of Movement Time for Evacuation using EVACNET-4”, authored by Jawad Farooqui, Shorab Jain, Shashi, Surendra Kumar, M.P. Singh which appeared in the Proceedings of Fire Science and Technology - Research and its Implementations- Nov. 3-4, 2011 pp 147-161 has been translated in Italian Language by the University of Turni, Italy and it will be included in the book, “Fire Models and Algorithms”, being written by Prof. Luca Marino and Mr. Vincenzo Puccia. Member of the International Advisory Committee of the Conference “International Conference on Membranes: Environmental and Biological Applications” held on Sept. 16-19, 2011 at Kerala, India. Reviewer of INDO-US Science and Technology Forum, New Delhi. Reviewer of following Peer Reviewed Foreign Journals: International Journal of Hydrogen Energy, Catalyst Today, Desalination, Biochemical Engineering Journal, Journal of Hazardous Materials. Member, American Institute of Chemical Engineers, USA. (Membership No. 009900031267). RESEARCH AREAS Modeling and Simulation of Chemical Processes Transfer Processes and Separation Processes Chemical Reaction Engineering Computer Aided Process and Plant Design Physiochemical and Biological Treatment of Wastewater Biochemical Processes TEACHING ENGAGEMENTS (Subjects Taught) At Undergraduate Level Chemical Reaction Engineering Transfer Processes Transport Phenomena Process Equipment Design Chemical Kinetics At Post Graduate Level CAD of Mass Transfer Equipment Chemical Reactor Analysis
Agenda Faculty Affairs Committee Meeting March 8, 2018 12:30pm-1:30pm CP 206 C Consent Agenda & Approval of Minutes Meeting materials: February 16, 2018 Faculty Affairs Committee Minutes - pending Non-competitive Hiring Policy - Update from February 23rd EC meeting – Decide next steps. Teaching Evaluation Policy Draft & Faculty Code Language – Waiting space on EC agenda. Climate Survey Update - RFI issued by UW Office of Procurement. Multiple responses received. Committee will meet soon to review. After the meeting Dr. Rickey Hall, VP/Chief Diversity Officer, Office of Minority Affairs will meet w/ President and Provost to decide. Goal is to issue an RFP before the end of academic year. Parking – Determine next steps in new plan to collaborate with students. Childcare – Determine next steps in new plan to collaborate with students. Sound Transit – Still need to form a plan – may also be best to collaborate with students. Adjourn Faculty Affairs Committee Meetings Spring 2018: Thursday, April 12, 2018 12:30-1:30pm SCI 104 Thursday, May 10, 2018 12:30-1:30pm SCI 104 Thursday, June 7, 2018 12:30-1:30pm SCI 104
NYS Grade 5 ELA Curriculum Map June 2013 NYS Grade 6 ELA Curriculum Map June 2013 NYS Grade 7 ELA Curriculum Map June 2013 NYS Grade 8 ELA Curriculum Map June 2013 2.4As Protocol_1A_NTI 0713 Overview of Modules (via Module Sampler) 70 Dig into the components of each module. Modules Samplers 3. Module Sampler Jigsaw_NTI 0713.docx 4. Connect Extend Challenge_NTI0713 Closing 5 minutes Reflection and Journaling/Transition to next session Session Roadmap Section 1: Creating a Culture of Achievement Time: 15 min [15 minutes] In this section, participants will establish a culture based on the norms for collaboration that will support their work for the entire day. Materials used include: Introduction to the Modules_ PPT.pptx 1.Norms for Collaboration_NTI 0713.doc *F = Facilitator, P = Participant
Session Outcomes What do we want participants to be able to do as a result of this session? How will we know that they are able to do this? I can reflect upon my growth as a professional and share insights with colleagues I can analyze how the ELA modules increase in complexity over time (within a grade level and across a grade level band). Active participation in protocols Completed Written Conversation note catcher Completed Case Study of Standard note catcher Session Overview Section Time Overview Prepared Resources Facilitator Preparation Membership Activity and Norms 20 min Review 2-day agenda and set norms for collaboration. PPT Building a Staircase of Complexity_1B_NTI 0713 1.Norms for Collaboration_NTI 0713.doc Introduction to Session 1B 5 min Introduction to the session agenda and learning targets. Preview all documents and resources. Preview the PPT slides and note their alignment to the Facilitator’s Guide below. Reflection: Key Learning from Year 1 20 min Participants synthesize and share key learning from Year 1 implementation. 2.Written Conversation Protocol_NTI 0713.doc 3.Written conversation protocol notecatcher_NTI 0713 Staircase of Complexity, Part 1 (across a year) 20 min In triads, participants use a modified 4-As protocol to examine and discuss Curriculum Map (for one grade level) 4.4As Protocol_NTI 0713 Staircase of Complexity, Part 2: Case Study of a Standard (across a grade band) 45 min In same triads, participants do a “case study” of RI/RL.1 across three grade levels 5.Case Study of a Standard Task Card and Note Catcher_NTI 0713 NYS Grade 3 ELA Curriculum Map June 2013 NYS Grade 4 ELA Curriculum Map June 2013
Prince Rupert-Skidegate Route 11 Deployment and Refits: FY2019: Northern Adventure Apr 2018 to Sep 2018; Northern Expedition Sep 2018 to Mar 2019 FY2020: Northern Adventure Apr 2019 to Sep 2019; Northern Expedition Sep 2019 to Mar 2020 Significant Service Request Pilot: No schedule requests OTP: Reliability: Overloads: Capacity Utilization:
Denman Island-Hornby Island Route 22 Deployment and Refits: F2019: Kahloke - relief vessel Quinitsa from Oct 9 – Dec 2, 2018 F2020: Kahloke - no refits or planned out of service periods Significant Service Request Pilot: Increase service on shoulder Fridays to summer service levels, mid-May to late June and Labour Day to Thanksgiving weekends Pilot complete and extra service continues to be provided Add mid-day sailings effective Dec 2017 Pilot due for review by Nov 2019 OTP: Reliability: Overloads: Capacity Utilization:
Bowen Island – Horseshoe Bay Route 8 Deployment and Refits: FY2019: Capilano – no refits or planned out of service periods FY2020: Capilano – refit planned for Jan 4 – Feb 10, 2020, relief ship Bowen Queen Significant Service Request Pilot: Two additional trips per week – Sat AM & Sun AM 0700/0730 Saturday round trip 0905/0950 Sunday round trip Due for review by May 2019 OTP: Reliability: Overloads: Capacity Utilization:
Form Field <Form> Heading 1 <H1> Heading 2 <H2> Heading 3 <H3> Figure <Figure> Figure/Caption <Figure> <Caption> If you select the image and the nearby caption image will be tagged as a figure and the text will be tagged as its caption. Table <Table> <TR> <TH> <TD> Acrobat attempts to assign rows, columns, and headings. Sometimes it does this correctly, but this should still be checked with the table inspector. Cell <TD> Can be used to merge cells if they are incorrectly split Formula <Formula> Background none Also called an artifact, this will hide an item completely from a screen reader. Order Panel Note This feature is only available in Acrobat 7 Professional and later.
to bite=mordere tongue=lingua blood=sangue to jerk=strattonare/muoversi a scatti/dare spinte to bend=piegarsi drowsy=assonnato The tonic/stiffening phase The clonic jerking phase All the muscles stiffen Arms and legs jerk rapidly and rhythmically: they bend and relax The person may cry/groan, lose consciousness and fall down The jerking slows and stops after a few minutes He/she may bite his/her tongue and blood may emerge from the mouth Consciousness returns slowly The person may turn blue in the face The person may be drowsy,confused,agitated or depressed Epilepsy (growing into old age pp.194-196) Epilepsy is a neurological disorder that affects the nervous system. A convulsion is a disturbance of the electrical activity in the brain. Epilepsy can affect people differently. There are multiple kinds of epilepsy and the two types are partial or generalized. The first one occurs in a specific part of the brain and may affect part of the body; the second one occurs all over the brain and can affect the entire body. Symptoms: convulsions muscle spasms falling down loss of consciousness biting the tongue loss of bladder control stiffening of the body
APPENDICES Making the Invisible Visible: Gender Microaggressions Debunking Assumptions in the Faculty Search Process FORMS: FS5 – Sample Applicant Screening Matrix FS6 – UNH Hiring Selection Form FS7 – Applicant Interview Evaluation Form FS8 – Lecturer Selection Form
6. Use conferences to foster relationships with schools granting degrees to members of traditionally groups and engage in targeted recruitment of diverse applicants. 7. Determine the PhD programs that are graduating the highest numbers of minority and/or women candidates and foster a relationship with these institutions. Additional Resources New Paradigms for Diversifying faculty and Staff in Higher Education: Uncovering Cultural Biases in the Search and Hiring Process (Diversity Works Inc., Champaign IL), Turner, C.S.V. (2002). Diversifying the Faculty: A Guidebook for Search Committees. Association of American Colleges & Universities. Washington D.C. Section 1: Please check one: □ Committee □ Individual Assessment Instructions: Please construct and complete a matrix for ALL candidates who applied for the position while the position was considered open. Position Description/ Requirements Screen on minimum qualifications. See attached. Department/Division: Date Posted: Position Number: Rank: Section 2: Vita/Supporting Documents Assessment (attach additional sheets if necessary) Name Education Evidence of Research / Scholarship Evidence of Service Teaching Experience Comments / Other Relevant Factors
Color printing with Cyan, Magenta, Yellow ink cartridges HP 46 Ink Cartridges Color printing with Tri-color HP 60/300/121/818 Ink Cartridges Color printing with Tri-color HP 61/301/122/802 Ink Cartridges Color printing with Tri-color HP 62 Ink Cartridges Color printing with Tri-color HP 650/662/678 Ink Cartridges Color printing with Tri-color HP 651Ink Cartridges Color printing with Tri-color HP 655/670/685 Ink Cartridges Color printing with Tri-color HP 110 Ink Cartridge Color or B&W printing 51 (WIR test) HP 675 OfficeJet Ink Cartridges Color printing with Tri-color HP 703 Ink Cartridges Color printing with Tri-color HP 704 Ink Cartridges Color printing with Tri-color HP 920 OfficeJet Ink Cartridges Color printing with Cyan, Magenta, Yellow ink cartridges HP 940 OfficeJet Ink Cartridges Color printing with Cyan, Magenta, Yellow ink cartridges 80 75
Instructor’s Name: Course: PRESENTATION & DELIVERY: (Awareness of demeanor, vocabulary, and articulation) Exceeds Expectations Meets Expectations Below Expectations N/A or N/O Comments: STUDENT INVOLVEMENT: (Evidence of active engagement and participation by students) Exceeds Expectations Meets Expectations Below Expectations N/A or N/O Comments: RAPPORT: (Evidence of mutual respect and professionalism) Exceeds Expectations Meets Expectations Below Expectations N/A or N/O Comments:
Instructor’s Name: Course: SUMMARY OF OBSERVATION OVERALL CLASS OBSERVATION RATING: Exceeds Expectations Meets Expectations Below Expectations N/A or N/O Observer’s Comments: Observer’s Signature: Date: Instructor’s Comments: Instructor’s Signature: Date: Division Chair’s Comments: Division Chair’s Signature: Date: Dean’s Comments: Dean’s Signature: Date:
Date Day of Week Time Location Topic Presenters May 2, 2014 Friday 0900-1000 CRC Conference Room A-3210 MCN/ CRC Research Skill Workshop CRC Optimization Overview And Star Panel Research Patient Registration Form/ FACTR Tips Lana Howard And Sandy Greeno May 8, 2014 Thursday 1200-1300 CRC Conference Room A-3210 MCN CRC Optimization Overview/New CRC Scheduling Process Lana Howard And Jennifer Adams May 14, 2014 Wednesday 1400-1500 CRC Conference Room A-3210 MCN CRC Ideal Physician Order Set Deloris Lee And Samantha Saalwaechter May 23, 2014 Friday 0900-1000 CRC Conference Room A-3210 MCN/CRC Research Skill Workshop CRC Optimization Overview And Star Panel Research Patient Registration Form/ FACTR Tips Lana Howard And Sandy Greeno May 30, 2014 Friday 0900-1000 CRC Conference Room A-3210 MCN/CRC Research Skill Workshop CRC Ideal Physician Order Set Crystal Rice And Lamar Bowman June 6, 2014 Friday 0900-1000 CRC Conference Room A-3210 MCN/CRC Research Skill Workshop CRC Optimization Overview/New CRC Scheduling Process Lana Howard And Jennifer Adams
press is like… has buttons properly labeled (with visual cues) with, no room for ambiguity. press right away. Pressing the button is like having a … Closed caption button that just toggles subtitles on or off. No room for mistake, user just has to press to toggle. Instant feedback of operation success shown through subtitles appearing or disappearing. Going through menu options is like having … Feature that doesn’t block the movie’s view completely. User can watch a movie and still do other things, such as setup the closed caption. Reading the captions is like having a … Feature that shows a few lines of text (transcript of conversation) in real time. A little at a time, in context of conversation. User can keep up, and is actively engaged in what is happening. Feature that one can adjust volume/other settings without disabling the caption. (Ties to dinner conversation and restaurant menu metaphor.) User can perform other set up without missing any of the movie. Activity Scenarios Setting Father and daughter want to watch a movie. Father is hearing impaired. Mom doesn’t like to miss any part of her show by having to spend time setting up various menu options in the TV. Actors Lucia (daughter), Mark (father), Phyllis
More Information can be found be following the link below Stage 2 – Full Impact Assessment What is the impact Level of Impact Mitigating Actions (what needs to be done to minimise / remove the impact) Responsible Officer Monitoring of Actions The monitoring of actions to mitigate any impact will be undertaken at the appropriate level Specialty Procedural Document: Specialty Governance Committee Clinical Service Centre Procedural Document: Clinical Service Centre Governance Committee Corporate Procedural Document: Relevant Corporate Committee All actions will be further monitored as part of reporting schedule to the Equality and Diversity Committee
Section 1: Please check one: □ Committee □ Individual Assessment Instructions: Please construct and complete a matrix for ALL candidates who applied for the position while the position was considered open. Position Description/ Requirements Screen on minimum qualifications. See attached. Department/Division: Date Posted: Position Number: Rank: Section 2: Vita/Supporting Documents Assessment (attach additional sheets if necessary) Name Education Evidence of Research / Scholarship Evidence of Service Teaching Experience Comments / Other Relevant Factors Search Committee Member Date
CERTIFIED BY:_______________________________________________ DATE:_______________________ Advising Resources on UMD Web Site Advising Resources -- UMD homepage, Faculty & Staff, Academic Advising (under Teaching) LSBE Advising Resources on theWeb – lsbe.d.umn.edu, Click on Students, click on There are academic Advising resources….this sentence takes you to the resource. LSBE Forms – lsbe.d.umn.edu, click on Stduents, click on Current Students, Click on Forms APAS Report – UMD homepage, Faculty & Staff/ APAS (under Tools) (can click to My Active Advisees List) FERPA -- www.d.umn.edu/onestop/ferpa/index.html UMD Catalog -- UMD homepage, Academics (top menu), Catalogs (under courses and schedules header) VCAA Policy Library – Click on Policy Library in left-hand menu. Incomplete Form www.d.umn.edu/vcaa/iform/pdf Reporting Center -- in the MyU Portal, under Key Links click on Reporting Center. Reports are listed by topic.
understand that it’s a good thing to use, how we push people towards it rather than making it optional. It’s still technically optional but got to work harder to choose not to use it. And also because people are choosing their roles when the log into the app if somebody is logged in as the parent and they’re eligible to use the IRS data retrieval tool as the parent, we will allow then to do that. But if they continue through the FAFSA and start answering the student financial questions, we will not allow them to access the IRS data retrieval tool as the student because obviously they’re not the student. We would encourage them to log out and have the student log in themselves so that the student can access the IRS data retrieval tool. So that’s different from the website. On the website we make it if the student is available - sorry. If the student is eligible, the parent is eligible, we provide them with the option and we assume the student is using the student version, the parent is using the parent version because that is appropriate. But in the mobile app, we don’t even make an option that’s not relevant for your role. We don’t even make it available. But we do communicate that we are encouraging you to log out and let the other person come in so that they can use it. So I think I’m glancing quickly at my notes, just making sure that I mentioned all the highlights I wanted to. I see one other thing I forgot to mention. And that was with the options that are available in the hamburger menu. There is a difference there between 2018-19 and 2019-20. And that’s related to that FAFSA summary that I showed you a couple slides ago. You will be able to access the summary at any time throughout the application process from the hamburger menu. And you will see those hyperlinks for the
The second screenshot is an example of a question that has multiple response options. And I believe that this screen capture was done from an iPhone. Android is a similar concept but the way that it displays would be different. But we have a fair number of those questions with multiple response options. And I think the other main type of question is your entry question, which you see for like your financial questions and things like that. And for those you just type the answer in the box or using the keyboard which will display. And it displays appropriately based on the type of question. If it’s a numeric question, then we give you a numeric keyboard. If it’s an alpha question, we give you an alpha keyboard. If it’s a date, we give you a date picker. So we use functionality of the device itself in order to allow you to easily answer the questions. And then the third screenshot you can see again this is the checklist which you saw on a previous slide. But for this one, you can see section one is now green and it has a checkmark which indicates that it’s been completed. Section two is blue with an arrow which indicates that’s the section that you’re going to go into next. But I want to point out a few things at the top of that page as well. You can see in the blue section with the graphic it says you’ve completed a milestone. Let’s keep going to determine your eligibility for federal student aid. So we’re using these checklist pages to be encouraging. You’re moving from one section to another section so we’re basically letting you know you’re doing a great job, you know, you’re making progress in order to try to be encouraging and let people know that they’re on the right track. And you can see below the blue in the green line it indicates that the application was successfully saved. So as I mentioned just a little bit ago, just
25. After Data Receiver has destroyed any data, Data Receiver will send a letter to OHE’s Authorized Representative that confirms the method and date of the data destruction. 26. OHE retains the right to conduct audits or other monitoring of Data Receiver’s policies, procedures, and systems related to storage and analysis of data received under this Agreement. Data Receiver agrees to allow OHE reasonable access if OHE conducts any audit or monitoring. 27. Non-Financial Understanding. This Agreement is a non-financial understanding between OHE and Data Receiver. No financial obligation by or on-behalf of either of the parties is implied by the party’s signature at the end of this agreement. 28. Liability. No party will be liable for violations of any applicable laws, or the terms of this Agreement, indirectly or directly arising out of or resulting from, or in any manner attributable to the actions of the other party. 29. Transfer. No party may assign or transfer any rights or obligations under this Agreement without prior written consent of the other party. 30. Amendment. Any amendments to this Agreement shall be in writing and shall be executed as an amendment to the Agreement. 31. Cancellation. This Agreement may be canceled by any party at any time, with or without cause, upon thirty (30) days written notice to the other parties. Each party specifically reserves the right to immediately cancel this Agreement should a party, in its sole discretion, determine that identifying or confidential student information has been released in a manner inconsistent with this Agreement or has not been maintained in a secure manner. 32. Authorized Representatives. OHE Authorized Representative: Meghan Flores Manager, State Financial Aid Programs Office of Higher Education 1450 Energy Park Drive, Suite 350 St. Paul, Minnesota 55108 (651) 355-0610 Meghan.Flores@state.mn.us Data Receiver Authorized Representative: Printed Name Title District/Organization Physical Address Phone Number Email Address 33. Effective Dates. The terms of this Agreement shall take effect upon signature of both parties and will remain in effect until December 31, 2019.
Student record files should be uploaded to our agency’s secure web site for this project, using the following: password: p9j$nJ7D Please contact (651) 259-3967 if you need assistance with submitting student record files. Users/Schools If a particular user, school or organization would like to be added or deleted from the current FAFSA completion system database, please contact or (651) 259-3967. A new school or organization will first be required to complete a Data Sharing Agreement before they are added to the system. Student Record Format for FAFSA Completion System (May be sent as Excel spreadsheet, tab delimited or .csv data file) Field # Field Name Field Length Required? Notes 1 District Code 12 Yes State assigned district identifier (organizations use code created by OHE) 2 School Code 12 Yes State assigned school identifier (organizations use code created by OHE) 3 First Name 12 Yes Student’s first name 4 Middle Initial 1 No – but please provide if you have it Student’s middle initial 5 Last Name 16 Yes Student’s last name 6 Date of Birth 10 Yes YYYYMMDD e.g., 19980901 7 Gender 1 Yes Male=1, Female=2 8 State Student ID 20 No Optional student ID
For more information contact: Elena Carrasco, LEAD Organization Cash For College Inland Empire Regional Coordinator Thank you - Gracias, EM --------------------------------------------------- Enrique G. Murillo, Jr., Ph.D. Executive Director - LATINO EDUCATION AND ADVOCACY DAYS (LEAD) ORGANIZATION President, SOUTHERN CALIFORNIA CONSORTIUM OF HISPANIC-SERVING INSTITUTIONS California State University, San Bernardino 5500 University Parkway / Room CE-305 San Bernardino, CA 92407 Tel: 909-537-5632 Fax: 909-537-7040 -- Join or learn more about LEAD activities, events or programs on any of our social networks, partnerships or education projects -- San Bernardino County: 1/6/15 6:00 PM - 8:00 PM Granite Hills High School 22900 Esaws Rd Apple Valley, CA 92307 Deborah Salisbury 760-961-2290 x 2215 1/8/15 6:00 PM - 9:00 PM Serrano High School PAC 9292 Sheep Creek Road Phelan, CA 92371 Michele Herald 760-868-3222 1/10/15 9:00 AM - 12:00 PM Silverado High School 14048 Cobalt Rd. Victorville, CA 92392 Martha Mendez 760-245-4271 x 2407 1/12/15 5:30 PM - 8:00 PM Eisenhower High School - Library 1321 N. Lilac Avenue Rialto, CA 92376 Robert Hampton 909-820-7777 x 21731 1/13/15 6:00 PM - 8:00 PM Colony High School 3850 E Riverside Dr Ontario , CA 91761 Alia Caldwell 909-980-2857 x 245 1/14/15 6:00 PM - 8:00 PM Colony High School 3850 E Riverside Dr Ontario , CA 91761 Alia Caldwell 909-980-2857 x 245 1/15/15 Rialto High School Ashley Zamora
I have reviewed the preceding and, at my option, have included the above response. FACULTY MEMBER’S SIGNATURE DATE COMMENTS BY ASSOCIATE VP FOR ACADEMIC AFFAIRS: (Required in the case of tenure-track faculty) I have reviewed the preceding and, at my option, have included the above response. ASSOCIATE VP FOR ACADEMIC AFFAIRS DATE COMMENTS BY FACULTY MEMBER regarding Associate VP for Academic Affairs statements, if desired.
The FRPS submitted the Employer’s Statement, signed by Mr. Marshall on July 30, 2013. Mr. Marshall stated that Ms. Faggioli was discharged on December 5, 2011 for job abandonment, and alleged PTSD “due to workplace/supervisor.” (Exhibit 6.) On May 22, 2014, the Board denied Ms. Faggioli’s application for accidental disability benefits without convening a medical panel. In its letter, the Board wrote, “Ms. Faggioli’s claim does not constitute a personal injury or hazard undergone while in the performance of her duties.” (Exhibit 1.) On June 6, 2014, Ms. Faggioli filed a timely appeal. (Exhibit 2.) CONCLUSION AND ORDER The decision of the Fall River Retirement Board to deny the accidental retirement application filed by Deborah Faggioli, without first convening a regional medical panel, is affirmed. To qualify for accidental disability retirement, the Petitioner must prove that she is permanently and totally disabled “by reason of a personal injury sustained or a hazard undergone as a result of, and while in the performance of, [her] duties at some definite place and at some definite time ... .” G.L. c. 32, § 7(1). An applicant bears the burden of proving her entitlement to accidental disability retirement by a preponderance of the evidence. Lisbon v. Contributory Retirement Appeal Bd., , 255 (1996). Although the term “personal injury” is not defined in chapter 32, courts have consistently applied the definition of “personal injury” from G.L. c. 152, § 1(7A). See, e.g., Zavaglia v. Contributory Retirement Appeal Bd, (1963). General Laws c. 152, § 1(7A) provides, “[p]ersonal injuries shall include mental or emotional disabilities only where the predominant contributing cause of such disability is an event or series of events occurring within any
ACTION: EA (Michele Cooper) will provide ownership details and send riparian responsibility letters to ditch owners. 5th Oct’18 (Action Completed Can the ditch running along Effingham Lane be reinstated, specifically the section from mid-way along the lane to where it joins Effingham Road? SCC Part of the investigations and works also being considered for question 5. When is the ditch between Leylands in Broadbridge Lane to the junction with Redehall Road be cleared? EA SCC Ditch scavenged by EA. ACTION: EA (Diane Hill / Michele Cooper) to share report. CCTV investigation Broadbridge Lane and Flight Path Farm drains found to be clear. ACTION: EA (Michele Cooper) arrange a further ditch scavenge. 9th May’18 (Action Completed) 30th Nov’18 The road is collapsing into the ditch at these locations. Church Lane near the bend north of the Church Church Road pond adjacent to the Church The lower end of Broadbridge Lane When will the roads and ditches will be reinstated? SCC/SH SCC/SH (Lauren Woulfe / Ian Fowler) will investigate and prepare proposals for drainage improvements. 9th May’18 (Action Completed) a) & b) Ditch outflow works being led by FAG residents. Capital works to install / repair the culverts will be considered by SCC when ditch works complete. The culvert under the access to Broadbridge Farm Riding School stables is blocked just north of the southern pond, causing the road to flood again. What can be done to get the culvert cleared? SCC Not discussed at meetings
When will the culvert under Copthorne Bank be repaired? SCC Not discussed at meetings Can the culvert, which comes into the ditch along Redehall Road (house numbers 81 eastern side and 66 on the western side of the road) be cleared? SCC Not discussed at meetings Park Road surface water and drainage problems. What can be done about the lack of maintenance to ditches and other drains along Cross Lane and Dowlands Lane? SCC George Allen will review with Tom MacKay on behalf of Mr Seabrook. 2nd Aug’18 (Action Completed) Site meeting held and issues will be reviewed as part of the Ditch Survey review. Can further ditch surveys be undertaken and specifically include the catchment area around Burstow Church? SCC Survey area already extended and survey of Church Road / Lane to be considered for the future. We are very concerned about the flooding that occurs to the ancient property known as May Cottage in Redehall Road. This house has a flooded void under the property which can no longer drain away because of tree roots blocking the road drains. When will these drains be investigated and repaired? SCC Problem related to blocked riparian drain. ACTION: SCC (George Allen) to contact land owner. end Nov’18 Regarding our sewage system: a) Can you confirm if our sewage system is combined or a separate sewer and foul system? b) What can be done to prevent surface and sewage water from entering into the same system? TW It was confirmed by Tim Beech that most of the village has a combined sewer for both foul and surface water.
Course Certification Specific for Fine Arts & Humanities: Historical Understanding This document should only be used as a working document to prepare the course certification information for submission. Upload the information online at: Course Department, Course #, Name, CRN: A separate document is required for each section/CRN unless the course is coordinated and has a common syllabus and assessments across all sections. If available, sample assignments (3-5, planned or completed [student work]) should also be submitted. Syllabi will be pulled from institutional files and DO NOT need to be submitted. Courses can qualify in more than one category/subcategory. Fine Arts & Humanities: OVERALL CATEGORY OUTCOMES Students will: Describe the forms and limits of knowledge in the arts and the humanities. Identify the relationships among ideas, text, and artistic works and their cultural and historical contexts. Recognize and evaluate competing interpretations of texts broadly defined. Compare the differences and commonalities among the various disciplines in the Fine Arts and Humanities. Apply the techniques of interpretation and analysis characteristic of disciplines in the Fine Arts and Humanities to explore significant issues, texts, and artistic works. Communicate the results of their inquiries and analyses in writing, Fine Arts & Humanities: HISTORICAL UNDERSTANDING Subcategory Describe how this course meets each outcome. What assignments, activities, etc., will be used to assess student learning of these outcomes? Students will: Explain concepts such as cause and effect, change over time, context, and contingency. Explain the varieties of historical evidence and assess their strengths and limitations. Analyze and interpret primary and secondary source material, distinguish between them, and place them in context. Evaluate multiple perspectives that emerge from differing narratives and sources. Follow and construct logical and coherent historical arguments. Articulate the relationship between the past and the present. If the course has been offered before, include 3-5 student samples of the completed assessments, if available. By typing my name in the field below, I indicate agreement that this course meets institutional standards for general education and this proposal has my support for the course for use in the general education curricula. Dept. Head/Director Name: Date Approved: Dean Name: Date Approved:
FACULTY CERTIFICATION L#: Last Name, First Name: Division/Dept: Contracted Faculty: Part-Time Credit Instructor: Specific Course(s)/activities CERTIFIED to be taught/performed Note: Use “tab” key when entering data in the table. It will add extra rows as you need them. Add Delete Continued or Revised Effective Date (month/year) Course Number (Include all suffixes as appropriate; use same syntax as class schedule) Course/Activity Title Add – New Course Delete – Remove Courses Continued – All the courses for which nothing has changed Revised – All the courses for which the minimum certifications have changed SIGNATURES: Faculty Member Date Division Dean/Director Date Executive Dean Date
Teacher comments: _____________________________________________________________________________________
Symbol Explanation Evidence Page Number The Salamander The Hearth The symbolic centre of the home. The hearth in the case of this novel has been damaged by society, and is no longer a place of comfort “It was like coming into the cold marble hall of a mausoleum” 19 The Hound Symbolises society’s willingness to turn on itself 33 The Sieve The Sand Burning Bright The city burns, just as the books have burned Man’s thirst for knowledge is still “burning bright” symbolising man’s ability to survive The Phoenix Mirrors Mirrors symbolise self-understanding, of a person “seeing themselves clearly “How like a mirror too, her face” “We’re going to go build a mirror factory…and take a long look in them” 18 171 Blood Blood symbolises the repressed soul: Mildred is unchanged when her blood is changed, suggesting that her soul is lost along with her poisoned blood. Montag feels his revolutionary thoughts welling and circulating in his blood. 27
Standard 115.215 Limits to cross-gender viewing and searches Exceeds Standard (substantially exceeds requirement of standard) Meets Standard (substantial compliance; complies in all material ways with the standard for the relevant review period) Does Not Meet Standard (requires corrective action)
Standard 115.241 Screening for risk of victimization and abusiveness Exceeds Standard (substantially exceeds requirement of standard) Meets Standard (substantial compliance; complies in all material ways with the standard for the relevant review period) Does Not Meet Standard (requires corrective action)
might be anyone under 60. Clarify what you mean by younger people. Is it currently anybody’s responsibility or do you need to create a new position that addresses targeted community engagement. Finally, think about whether there are any roles you have not covered but you think are critical to your historical society’s future. These roles might include support staff that can assist with web site maintenance or other digital media outreach that might appeal to a younger age demographic
6. Successors Development Plan Outline the skills and knowledge to be developed, training and timeline. Complete the table for each new role. (The current content is an example only, please complete for your own situation). Successor Name Current Position Future Position Skills/Knowledge to be Developed Time Frame Training/Development Required Deadline for Delivery Mentor/Person Responsible Sarah Anderson General Member Vice President Mentoring by President Experience in writing reports Experience in liaison with regional body Experience in recruiting/attracting new members Contact details of other members and associated bodies Confidence level with delegated authority 1-2 years Orientation Assist current Vice President with tasks Mentoring from current President Networking opportunities - visiting other societies to share information Formal introduction at Historical society Committee meeting and opportunity to swap contact details. Current VP to deliver ‘handover notes’ with contact information and take opportunity to make informal introductions at events. Sarah to observe current roles in operations of society eg newsletter; museum; computer data Sarah will need to be prepared to take on the new role by the Commencement of 2019 Mentoring from January 2018 Budget for Community museums day at Museums Australia Conference Current Vice President Current President Historical Society Committee
Goswami, A., Sen, P., Jana, K. & Raha, S. Involvement of Caspases in Neurodegenaration and Stroke. Proteases and Neural Disorders. Role of Proteases in Cellular Dysfunction, Edited by Sajal Chakraborty and Naranjan S Dhalla, Springer Publisher, New York, USA. 2013, 8: pp 47-66. Under minor Revision: 1. Saha S, Basu M, Guin S, Ray A, Gupta P, Mitterstiller A-M, Weiss G, Jana K, Ukil A. Leishmania donovani exploits macrophage heme oxygenase-1 to neutralize oxidative burst and TLR signaling dependent host defense. Journal of Immunology 2018. 2. Roy A, Sarker S, Upadhyay, P, Pal A, Adhikary A, Jana K, Roy M. Methylglyoxal sensitizes breast cancer cells to doxorubicin and cisplatin at metronomic doses causing synergistic induction of programmed cell death and inhibition of stemness. Biochemical Pharmacology 2018. 1. Prof. Subeer S. Majumder Director National Institute of Animal Biotechnology (NIAB), Opp. Mysamma Temple & HP Petrol Pump, Extended Q City Road, Near Gowlidoddy, Hyderabad, Telangana, India PIN: 500 049 Phone: 09818170750 Tel:+91 40 2312 0103 Telefax: +91 40 2304 2740 Email: , / 2. Prof. Samir Bhattacharya (Former Director IICB, Kolkata) INSA Golden Jubilee Research Professor & Professor, School of Life Science Visva-Bharati (A Central University) Santiniketan - 731 235 & CSIR-North-East Institute of Science and Technology, Jorhat - 785 006 Phone: 03463-261268/ 261176 (Off.) 03463-262838 (Res.) Fax: 03463-261176 Phone: 09232567066/9435514989/9433145002 Email: 3. Prof. Sagartirtha Sarkar Professor (full) Genetics & Molecular Cardiology Lab Department of Zoology University of Calcutta 35 Ballygunj Circular Road Kolkata-700019
Partner Name Partner Type (e.g. research institution, producer, association, producer) Partner Role (Describe involvement e.g. research partner, funder) Capacity of Project Team (150 words max) Please describe the relevant experience and capacity of the project team to carry out the proposed work.
Every child must be on the roll of an educational provision within 30 school days of the school referring the transfer request to the Admissions Team for the Fair Access Panel. Local Authority Instruction If a Fair Access Panel does not make an offer of a school place, the Local Authority will identify a school/academy to admit the young person taking into consideration the number of young people already accepted by each school under the Protocol and the accessibility of the school/academy for the young person. Consideration can also be given to any other personal circumstances of the young person. The allocated school/academy may not always be within the Panel area within which the young person lives. (Note 3) If a school/academy refuses to agree to an ‘instruction’ from the Local Authority they must put their reasons in writing within seven days. The Local Authority and Chair/Vice Chair will then consider the reasons given and decide whether or not to issue a direction (community schools) or in the case of Academies refer the matter to the Education Funding Agency using the processes in place to seek a direction. Children and Young People ‘eligible’ to be considered under the Protocol Mandatory categories (as described in the Code of Practice) Children of Gypsies, Roma, Travellers, refugees and asylum seekers Children who are homeless Children who are carers Children with special educational needs, disabilities or medical conditions (but without a statement or EHCP) Children who have been out of education for two months or more (Appendix E) Children from the criminal justice system or Pupil Referral Units who need to be integrated into mainstream; and Children with unsupportive family backgrounds for whom a place has not been sought Locally agreed categories Children with less than 85% attendance Children whose behaviour is causing concern or who are at risk of being permanently excluded Children who are permanently excluded who are not placed/ referred to the Behaviour & Attendance Collaborative) Children who are known to the police, social care, CAMHS or other support agency Children returning from Elective Home Education Children whose parents have been unable to find them a place after moving to the area, because of a shortage of places within a ‘reasonable’ distance as defined in legislation; and Children of HM Forces families who are moving into the area
Inclusive Decision Making: Fair Process Practice Practice facilitating Fair Process with small group (split into 2 smaller groups) Each person one at a time completes steps a –c, then all complete step d at the same time, then finish steps e and f one at a time. Presents the decision that needs to be made. Elicits suggestions/problem solving solutions from the group and writes ALL the suggestions down without responding to them. Give group members an opportunity to make a case for their suggestions. Takes 5 minutes to review all suggestions and makes a decision (can take a proposed suggestion or come up their own). Shares with the group the final decision and provides a rationale for it. Reviews the new expectations as a result of the decision. Small Group Reflection: How did it feel? What was that process like for you? In what ways can you see yourself applying fair process? What is the decision that needs to be made that you are going to present to the group? Scribe all suggestions/ problem solving solutions from the group. Do not respond to any of the suggestions, only write them down. _________________________________________________
Whiteley Surgery, Yew Tree Drive, Whiteley, Fareham PO15 7LB 01489 881982 Links to other websites This privacy notice does not cover the links within this site linking to other websites. We encourage you to read the privacy statements on the other websites you visit. Changes to this privacy notice We keep our privacy notice under regular review. This Fair Processing notice was last updated in September 2017. Definitions of information/data: Data Processor – An organisation or body that processors, reviews, updates or amends, or stores information about individuals Personal Confidential Information – this term describes personal information or data about identified or identifiable individuals, which should be kept private or secret. For the purposes of this notice ‘personal’ includes the Data Protection Act definition of personal data, but it is adapted to include deceased as well as living people. ‘Confidential’ includes both information ‘given in confidence’ and ‘that which is owed a duty of confidence’ and is adapted to include ‘sensitive’ as defined in the Data Protection Act. Pseudonymised – this is data that has undergone a technical process that replaces your identifiable information such as NHS number, postcode, date of birth with a unique identifier, which obscures the ‘real world’ identity of the individual patient to those working with the data Anonymised – this is data about individuals but with identifying details removed so that there is little or no risk of the individual being re-identified Aggregated – anonymised information that is grouped together so that it doesn’t identify individuals Appendix A Who we share your information with and why Activity Rationale Clinical Commissioning Group Purpose – Anonymous information is shared to plan and design care services within the locality Legal Basis – non identifiable data only Data Processor – Fareham & Gosport & SE Hants CCG Individual Funding Requests – The CSU Purpose – We may need to share your information with the IFR team for the funding of treatment that is not normally covered in the standard contract Legal Basis – The clinical professional who first identifies that
Figure : Banners across Campus Figure : I Support Fair Trade Banner in the University Centre Fair Trade Awareness: Fair Trade Events: Over the past year, the Engineers Without Borders chapter as well as other volunteers across campus have put together numerous events to increase awareness for Fair Trade. Key events include putting together a workshop about Fair Trade during Sustainability Week on Campus (EWB Chapter, March 2013), two Valentine’s Day chocolate selling events in which over 300 Camino’s chocolate bars were sold (Collaboration between EWB, Margaret Virani and the Sustainability Office, Feb 2013 and 2014), a My Fair Halloween chocolate selling event (EWB, Oct 2013), a Fair Trade banana selling event (Sept 2013) and a workshop about Fair Trade during the Student Volunteers Connections Conference (EWB, Jan 2014). Key events are described in more detail below. In addition, the Sustainability Office is working with EWB to allow clubs to make their events “Fair Trade Events”, in which the Sustainability Office would set up a list of criteria for conferences/events in which clubs would abide by in exchange for the clubs getting a 20% reimbursement on their coffee/tea costs (ex. they would have to give a short blurb about the university being a Fair Trade Campus as well as put up the Fair Trade logo on their signs/postersp). Numerous clubs on campus have already expressed interest towards hosting Fair Trade Events. * All coffee and teas for events are provided by Hospitality Services and are already Fair Trade Certified. Banana Selling Event: Around 100 Fair Trade Certified Bananas by EWB were sold in September 2013 on campus at Branion Plaza. EWB also gave out info about Fair Trade by giving a Fair Trade fun fact with each banana and having discussions with students about Fair Trade.
6. Summarize what happened. Use this space for a brief and concise statement of the facts. Additional details and any supporting documents may be submitted as attachments. When did the act(s) checked in #3 above occur? (Use the most recent date if several dates are involved) ______ / ______ / ____________ 7. I declare under penalty of perjury that I have read this complaint (including any attachments) and that it is true and correct. Signature Date For Office Use Only Date Received: Distributed: __________ City Clerk’s Office __________ Legal Department __________ Housing Advisory Commission