zilongwang/ReadingBank huggingface dataset:
LEARNING DOMAIN Current Status Current Strengths Skills would like to develop What skills/supports do you currently use, or have used in the past, in the learning environment? What skills/supports would you like to develop to be more satisfied in your learning environment? NAME: _______________________________
Peer Study Rubric Category Explanation/Expectations Points 8 Reflective Entries 2 Entries per week Students must notice and record at least 8 actions or events. (The action may be done multiple times) Each entry must contain the following 56 Date of the action or 8 Entry is numbered 1-8 8 Description of the action 8 Hadith or Ayah related to the action, there must be a clearly connected explanation here (Hadith/Ayah can be repeated for different entries) 16 Explanation as to why this action was noteworthy, noble or moral. What can you learn from it? 16 Illustration Organization and Neatness The journal is neat and the handwriting is legible 3 14 Writing conventions learned in units 1 and 2 are applied 7 The page of the journal is illustrated 4 Presentation PowerPoint, Prezi or Google Slides 6 Slides Slide 1:Title (2 pt) Slide 2 through 5: Briefly introduce 4 actions/events with a related hadith/ayah on a slide (4 pt/slide) Slide 6: Reveal the person’s identity (2 pt) 20 30 Writing Conventions are applied 5 Background is simple enough for the text to be visible and legible & creativity is apparent 5 Total 100 Peer Study Rubric Category Explanation/Expectations Points 8 Reflective Entries 2 Entries per week Students must notice and record at least 8 actions or events. (The action may be done multiple times) Each must contain the following 56 Date of the action or event 8 Entry is numbered 1-8 8 Description of the action 8 Hadith or Ayah related to the action, there must be a clearly connected explanation here (Hadith/Ayah can be repeated for different entries) 16 Explanation as to why this action was noteworthy, noble or moral. What can you learn from it? 16 Illustration Organization and Neatness The journal is neat and the handwriting is legible 3 14 Writing conventions learned in units 1 and 2 are applied 7 The cover page of the journal is illustrated 4 Presentation PowerPoint, Prezi or Google Slides 6 Slides Slide 1:Title (2 pt) Slide 2 through 5: Briefly introduce 4 actions/events with a related hadith/ayah on a slide (4 pt/slide) Slide 6: Reveal the person’s identity (2 pt) 20 30 Writing Conventions are applied 5 Background is simple enough for the text to be visible and legible & creativity is apparent 5 Total 100
Enhanced Primary Care Peer Supporter Service Delivery Specification Title: Enhanced Primary Care Peer Supporter Service Background Worcestershire Health and Care NHS Trust is the local provider of mental health services across the county. Following a review by mental health commissioners, a new service specification for primary care mental health, which includes enhanced primary care services and stronger links with the voluntary and community sector, has been developed. The new model of delivery was launched in April 2016 and a number of new community wellbeing programmes are being set up in line with the new service specification. As part of the new Enhanced Primary Care Mental Health Service, we are seeking a maximum of 6 voluntary community sector organisations who have an established base in Worcestershire to work with us to provide an infrastructure and network of services providing peer supporter across the county. This will initially be for a period of 12 months from the service start date. Purpose The new service specification recognises that a number of secondary care patients, with well managed long term conditions would be better supported within the enhanced primary care service. It has also been recognised that for some patients, the transition from secondary care to the enhanced primary care service could induce stress and feelings of increased vulnerability. To help to guard against this, to ease the transition and to support the development of the new service, we are seeking a number of voluntary and community sector organisations to cover the 6 districts of Worcestershire to develop a Peer Supporter Service. To this end, we are seeking to the capacity of voluntary and community organisations who are able to enhance peer supporter services that they might already provide, or set up a new peer supporter service to enable them to meet the needs of people who have moved from secondary care to primary care services. The provider will develop and provide an infrastructure of Peer Supporters who will work across local communities, supporting people who are in receipt of Primary Care Mental Health Services, having recently stepped down from Secondary Care. This service will provide support for people alongside Gateway Workers and other Primary Care service offerings. The peer supporters will be community based, will not have formal qualifications
Data collection Sampling decisions SPRC, ANZSOG, NDIA, advisors end October Facilitate access to sample NDIA November Conduct interviews with peer support Project Managers SPRC November Conduct interviews with peer support leaders and facilitators SPRC November Data analysis and report writing Analyse interview and group data SPRC December-January Table draft report for discussion SPRC, ANZSOG, NDIA, advisors February Write final report SPRC February Present final report to NDIA SPRC February Approve public version of final report NDIA March Stage 1B: Research and literature review of international evidence and best practice in peer support programs In Stage 1B ANZSOG will undertake an international research and literature review to identify current evidence-based best practice in peer support. Together with findings from the practice review in Stage 1A, this literature review will inform the development of capacity building materials and teaching and learning resources in Stages 2 – 5 of the project. The time frame for this stage of the project will be roughly the same as Stage 1A, perhaps completing a little earlier. SPRC will play an advisory role, summarised in the table below. Task Responsible Timeframe Consult and advise on literature sources SPRC, ANZSOG August/September 2017 Peer review draft literature SPRC November/December 2017
Peewee AA Intersquad List Peewee AA Intersquad Game: 4:45 – 6:45 PM @ DCC Aidan Mazurenko Ashton Butz Austin Dubinsky Brander Lambert Brandon Kowal Brandon Mask Chase Boettger Chaz Lazar Coden Fournier Cole Cunningham Connor Puk Cyle Karamouzis Daniel Kozakewich Daniel McGeachy Evan Carlson Hudson Scrimshaw Isaac Beaucage Jacob Polansky Jesse Sjogren Joel Leeson Jordan Gustafson Kade Walker Kaleigh Dixon Liam Bechtold Sterner Mason Hartley Matthew Enns Peyton Dochstader Reese Walsh Rhett Melnyk Robert Olaveson Ryan Weber Rylan Walsh Ryle Dubitz Teydon Trembecky Dreffke
Makokis Pisani Gordon McIntyre Redlick Hwang Haight Tellier Carlson Giacobbo Murray Bokenfohr Capstick Grout Buchanan Kachkowski Menard Crandall Schula Scherer Goudreau Deacon Gallo Visser Warwaruk Prostebby Humphries Bokenfohr
ANAC PILOT EVALUATION FORM – PEF 03 AIRLINE TRANSPORT PILOT LICENSE Candidate info Name: Medical Cert. Expiration date: Flight info From: To: Overflights or touch and go landings: Starting time: Ending time: Aircraft/simulator info Acft Registration / Sim ID#: Acft model: Acft category: ( ) Airplane ( ) Helicopter Owner or operator: S Satisfactory I Unsatisfactory N Not evaluated Ref. no . Element code Competency element Result Oral exam General knowledge Use PEF 05 Use the general knowledge content found on the appropriate type rating PEF. Specific knowledge – Airline Transport License privileges – General requirements for pilots operating in certified air carriers (Parts 121 and 135) – Differences between the of air operations (Parts 91, 121 e 135) – Uses and purposes of a General Operations Manual – Airmen labor regulations (need not be evaluated if the exam is conducted by a examiner) – Alcohol and drugs regulations – Instruments required for VFR and IFR operations – Emergency equipment required – Airfield requirements – Fuel and oil planning Flight exam General procedures Use PEF 05 Use the general procedures content found on the appropriate type rating PEF. Normal maneuvers Use PEF 05 Use the normal maneuvers found on the appropriate type rating PEF. Emergency maneuvers Use PEF 05 Use the emergency maneuvers found on the appropriate type rating PEF. Instrument panel maneuvers IFF.1 Determine and monitor the serviceability of flight instruments and instrument power sources IFF.2 Perform maneuvers using full instrument panel references IFF.3 Recover from upset situations and unusual attitudes using full instrument references IFL.1 Recognize instrument failures IFL.2 Perform maneuvers using limited instrument panel references IFL.3 Recover from upset situations and unusual attitudes using partial instrument panel references IFL.4 Following an inadvertent entry into IMC, reestablish VMC using partial instrument panel references Instrument flying CIR.1 Plan an IFR flight CIR.2 Conduct an IFR takeoff CIR.3 Conduct an IFR departure procedure CIR.4 Conduct an IFR departure procedure with an engine failure
CIR.5 Navigate under IFR CIR.6 Conduct IFR descent and approach procedures CIR.7 Perform a published IFR holding procedure CIR.8 Conduct an IFR approach procedures with one engine inoperative CIR.9 Perform a circle-to-land approach Non-precision (2D) approaches IAP2.1 Prepare the aircraft for the procedure IAP2.2 Perform a non-precision approach IAP2.3 Perform a missed approach Precision (3D) approaches IAP3.1 Prepare the aircraft for the procedure IAP3.2 Perform a precision approach IAP3.3 Perform a missed approach Multicrew operations MCO.1 Operates effectively as a crew member MCO.2 Demonstrates effective leadership and authority MCO.3 Maintain situational awareness MCO.4 Makes effective decisions Other (additional maneuvers required by the examiner) OUT OUT OUT COMMENTS Final grade: ( ) PASS ( ) FAIL Date: Examiner’s name: Examiner’s signature: Examiner’s License no Candidate’s signature Candidate’s License no (ANAC Code)
ANAC PILOT EVALUATION FORM – PEF 06 INSTRUMENT RATING Candidate info Name: Medical Cert. Expiration date: Flight info From: To: Overflights or touch and go landings: Starting time: Ending time: Aircraft/simulator info Acft Registration / Sim ID#: Acft model: Acft category: ( ) Airplane ( ) Helicopter Owner or operator: S Satisfactory I Unsatisfactory N Not evaluated Ref. no . Element code Competency element Result Oral exam General knowledge – Instruments required for the planned flight – Documents required for the planned flight – Knowledge of the aircraft – Aircraft’s normal, abnormal and emergency procedures – Aircraft’s weight and balance calculations – Aircraft’s takeoff and landing performance calculations – Safety bulletins applicable to the operation of the aircraft, as issued by the manufacturer or by the aviation authority – Interpretation of weather bulletins, forecasts and charts. – Interpretation of aeronautical publications (AIP, NOTAMs, etc) – Flight planning Specific knowledge – Meteorological minima for IFR operations at the departure, destination and alternate aerodromes – Fuel requirements and alternate aerodrome requirements for IFR operations – Reading and interpreting IFR charts – GNSS procedures Flight exam Instrument panel maneuvers IFF.1 Determine and monitor the serviceability of flight instruments and instrument power sources IFF.2 Perform maneuvers using full instrument panel references IFF.3 Recover from upset situations and unusual attitudes using full instrument panel references IFL.1 Recognize instrument failures IFL.2 Perform maneuvers using limited instrument panel references IFL.3 Recover from upset situations and unusual attitudes using partial instrument panel references IFL.4 Following an inadvertent entry into IMC, reestablish VMC using partial instrument panel references Instrument flying CIR.1 Plan an IFR flight CIR.2 Conduct an IFR takeoff CIR.3 Conduct an IFR departure procedure CIR.4 Conduct an IFR departure procedure with an engine failure CIR.5 Navigate under IFR CIR.6 Conduct IFR descent and approach procedures CIR.7 Perform a published IFR holding procedure CIR.8 Conduct an IFR approach procedures with one engine inoperative
CIR.9 Perform a circle-to-land approach Non-precision (2D) approaches IAP2.1 Prepare the aircraft for the procedure IAP2.2 Perform a non-precision approach IAP2.3 Perform a missed approach Precision (3D) approaches IAP3.1 Prepare the aircraft for the procedure IAP3.2 Perform a precision approach IAP3.3 Perform a missed approach Other (additional maneuvers required by the examiner) OUT OUT OUT COMMENTS Final grade: ( ) PASS ( ) FAIL Date: Examiner’s name: Examiner’s signature: Examiner’s License no
ANAC PILOT EVALUATION FORM – PEF 13 EXAMINER ACCREDITATION - ALL CATEGORIES Candidate info Name: Medical Cert. expiration date: Flight info From: To: Overflights or TGL: Start time: End time: Aircraft/simulator info Acft Registration / Sim ID#: Model: Category: ( ) Airplane ( ) Helicopter ( ) Airship ( ) Glider ( ) Free Balloon or operator: S - Satisfactory I - Unsatisfactory N - Not evaluate Ref no . Element code Competency element Result Oral exam General knowledge – Instruments required for the planned flight – Documents required for the planned flight – Knowledge of the aircraft – Aircraft’s normal, abnormal and emergency procedures – Aircraft’s weight and balance calculations – Aircraft’s takeoff and landing performance calculations – Safety bulletins applicable to the operation of the aircraft, as issued by the manufacturer or by the aviation authority – Weather bulletins, forecasts and charts Interpretation – Aeronautical publications (ROTAER, AIP, NOTAMs, etc.) Interpretation – Flight planning Specific Knowledge – Prerogatives and limitations of the accredited examiner – Requirements for granting, revalidation, validity and recent experience of pilot licenses and qualifications of which aircraft will be Examiner (RBAC 61) – IS 00-002 Knowledge – Evaulation methods and the most common mistakes made by pilots – Administrative procedures that Flight Examiner is responsible – SOP e MGO Knowledge (If the examiner works on a company certified by ANAC) – Knowledge of flight schools or Training Centers instructional curricula (if the examiner works on these kind of institutions) Flight Exam General Procedures NTS1.1 Effective lookout Assurance NTS1.2 Situational Assessment NTS1.3 Decision Making NTS1.4 Priorities Setting and Tasks Management NTS1.5 Effective communications and interpersonal relationships Assurance NTS2.1 Threats Recognition and Management NTS2.2 Errors Recognition and Management Conducting a Flight Exam EXM.1 Flight Exam Planning EXM.2 Exam Briefing EXM.3 Flight Exam Conducting EXM.4 result presentation EXM.5 Exam Debriefing EXM.6 Administrative Procedures Others (optional – Examiner Discretion) OTHER
What was (individual) DP’s view of the PEFA assessment, including quality of the process, team, product, appropriateness of the results The outcome of the PEFA assessment was generally seen as satisfactory, although there was concern that some of the descriptions didn’t relate to the ratings. There was concern expressed at the initial fiduciary approach to the assessment, leading to tensions with the government who reportedly felt audited. The desire to avoid this approach in future and to ensure appropriate engagement with the government in future exercises has led to specific changes in the TORs for the 2008 exercise. Describe level of (relevant) DP involvement in assessment process – who was involved, who led the process (involvement in management of process), how were they involved As indicated above, a joint assessment was undertaken, involving both the EC and the World Bank. DP assessment of quality/strength of level of DP involvement – (pre, during, post assessment), including the level of DP-DP co-operation during the PEFA exercise In general, the joint nature of the assessment was appreciated. DP motivations for supporting/leading PEFA assessment As indicated above, there was a desire to reduce the number of PFM diagnostic assessments, as well as to have a basis for sustained joint dialogue and to justify on-going reforms and DP support programmes (including budget support). Government use of PEFA post-assessment Circulation of PEFA Copies of the PEFA were provided mainly to those government and DP stakeholders involved with the assessment. There is not a culture of making such documents public. Discussion of PEFA The PEFA has been discussed in the context of preparing the MAP and the PAPs. Citations of PEFA post-assessment As indicated the PEFA framework is cited in the MAP. What, if any, direct follow-ups to the PEFA have been carried out or are planned (e.g. follow up PEFAs), additional analyses, etc. What were the reasons for undertaking these. Carried out: None yet Planned: TORs have been circulated for a follow-up PEFA, scheduled for January 2008, will involve the same team as carried out the 2006 PEFA assessment. This will help provide progress on one of the monitoring indicators in the MAP (specifically, the number of ‘A’ scores).
The full report is available at Appendices - Individual Studies LBL Study Summary of Exploration of Resource and Transmission Expansion Decisions in the Western Renewable Energy Zone (WREZ) Initiative Lawrence Berkeley National Laboratory February 2010 Overview This LBL study uses an Excel-based model, developed as part of the WREZ initiative, to evaluate the relative economic attractiveness of renewable resources to the major load zones of the WECC. The primary metric is “adjusted delivered cost” (ADC) and the model uses a least-cost algorithm to identify which resources and transmission are needed to meet varying levels of RPS requirements while respecting the limited quantities of high quality resources that are attractive to multiple load centers. The comparison of relative economic attractiveness between various load centers can uncover potential for collaboration (on common transmission needs, for example) or competition to secure attractive resources. It is important to note that this is a high-level screening model driven by very broad (but reasonable) simplifying assumptions. The study points out rational patterns of renewable resource and transmission development and the importance of various changes in assumptions and policies. However, it is of limited value in looking at the issues of renewable integration, operational feasibility or reliability. For example, the design is to meet annual, RPS energy requirements up to 33% RPS levels. While the ADC method incorporates factors to reflect “value to the electricity system”, the annual energy approach precludes consideration of seasonal or diurnal variations, operational feasibility, reliability or such issues as local market disruptions at high penetration levels of a single renewable technology. Assumptions and Design The following are some of the key assumptions and methods of the study: Test year of 2029 RPS requirements are WECC-wide and are tested at 12%, 25% and 33% Resources are WREZ-identified resource hubs only. Hubs are discrete geographic concentrations of environmentally preferred renewable resources that might justify a new 1,500 MW transmission line. Adjusted Delivered Cost is defined as: Bus-Bar Cost PLUS Transmission costs (including losses) PLUS Integration cost LESS Capacity LESS Time of day energy Solar assumed financed with 25-year debt, all others 15-year New transmission assumed to be required between resource and load, costs assigned on a pro-rata share (lumpiness ignored)
month is considered to have thirty (30) days. 2.12 Customer Equipment and Channels 2.12.1 Interconnection of Facilities A. Customer provided terminating equipment such as CSUs, multiplexers, and other terminating equipment may, at the Customer’s request, be provided by the Customer, at the Customer’s expense. Company makes no guarantees or warranties as to the performance of Customer provided equipment. B. In the event the Customer should desire to collocate Customer owned equipment in a facility owned (or leased) and operated by the Company for the purpose of interconnecting the Customer owned equipment with the Company’s network, the Customer and Company shall enter into an ICB agreement specifying the terms and conditions relating to such colocation. 2.12.2 Inspections The Company may, upon notification to the Customer, at a reasonable time, make such tests and inspections as may be necessary to determine that the requirements regarding the equipment and interconnections are being complied with in respect to the installation, operation and maintenance of Customer-provided equipment and in the wiring of the connection of Customer channels to Company-owned facilities. 2.13 Customer Deposits 2.13.1 General A. To safeguard its interests, the Company may, at any time prior to or after the Service Commencement Date, require a Customer to post a deposit or irrevocable letter of credit, at the Company’s option, to secure the Customer’s payment for the term of the service requested. B. When a service is discontinued, the amount of a deposit, if any, will be applied to the Customer’s account and any credit balance will be refunded. Before the service is discontinued, the Company may, at its option, return the deposit or credit it to the Customer’s account. If the amount of the deposit is insufficient to cover the balance due to the Customer’s account, the Company retains the right to collect any amounts owing after the deposit has been applied plus any costs related to the collection of any remaining balance.
Chat window flow Problem category Chat Subflow actions <problem 1 name> <chat name> <show knowledge articles, present guided troubleshooting questions, route to chat queue, or other> <problem 2 name> Pega Knowledge articles Subflow: <name of subflow Articles to present <question 1> <question 2>
If you have any question concerning the survey process, phone the School Choice/Pupil Assignment Office at 390-2144. 2014-2015 Report Card Dates 2nd Quarter 3rd Quarter 4th Quarter Elementary Report Cards Go Home Jan 28 April 14 June 5 Middle School Report Cards Go Home Jan 26 April 13 June 9 High School Report Cards Go Home Jan 26 April 13 June 9 *Please note: The release date of progress reports are decided by each individual school. Please check with your student's school for specific release dates. HISTORY CLUB JWJ’s Black History Club is asking for your canned goods. Boxes are located in the 6th, 7th, and 8th grade houses as well as the Main Office. Donation are accepted from 7:30am – 8:10am and 2:55pm – 4:00pm. Parent Conference Please schedule conferences with your students team leaders. 2014-2015 Team Leaders 6th Grade – Alpha House Epsilon – Mrs. Redenius Lambda – Ms. Menard Gemini – Mrs. Karaitis 7th Grade – Nu House
ITALIAN ARTHROSCOPY SOCIETY ITALIAN SOCIETY FOR SURGERY OF THE HAND INTERNATIONAL SOCIETY FOR SPORT TRAUMATOLOGY OF THE HAND EUROPEAN WRIST ARTHROSCOPY SOCIETY PRESIDENTS: L. PEGOLI, G. PEZZELLA, R. LUCHETTI SCIENTIFIC COMMETTEE: G. PIVATO, A. POZZI, G. BERTO SECRETERIAT: STUDIO PROGRESS 12 MAY 2017 UPDATE IN WRIST AND HAND ARHROSCOPY REGISTRATION 09.00 OPENING 09.15 – 10.30 I SESSION: WRIST MODERATORS: A. BADIA, G. PEZZELLA 09.15 – 09.25 COMPARISON BETWEEN ARTHROSCOPY AND INSTRUMENTAL EVALUATION IN WRIST CONDITIONS – L. PEGOLI 09.25 – 09.40 SCAPHOLUNATE AND FIBROCARTILAGE COMPLEX LESIONS CLASSIFICATIONS – J. MESSINA 09.40 – 09.50 ARTHROSCOPIC TREATAMENT OF SCAPHOLUNATE LESIONS – R. LUCHETTI 09.50 – 10.00 POST OP REHABILITATION IN SCAPHOLUNATE LESIONS – T. FAIRPLAY 10.00 – 10.10 ARTHROSCOPIC TREATAMENT OF TRIANGULAR FIBROCARTILAGE COMPLEX – A. ATZEI 10.10 – 10.20 POST OP REHABILITATION FOR TFCC LESIONS – F. BRAIDOTTI 10.20 – 10.30 DISCUSSION 10.30 – 11.00 COFFE BREAK
Payment: The CPE unit fee is $1,250. Included in this fee is a one year student membership in the Canadian Association of Spiritual Care (CASC). A $25 cheque deposit must be submitted with application Upon acceptance in the unit, the student must pay $325 to hold their place in the unit. The remainder of the fee ($900) must be paid before the end of the first week of the program. If the student is seeking academic credit, the student must register with the appropriate academic institution and pay that institution’s fees required for the credit (included in this fee is the $900 balance for the CPE program). If the student is not seeking academic credit, the $900.00 CPE unit balance is paid to Kimberly Bustard, Spiritual Care Coordinator, QEH (see details below) A charge of $25.00 for NFS cheques will be applied. Cheques to be made payable to: Kimberly Bustard, Spiritual Care Coordinator Elizabeth Hospital, PO Box 6600, Charlottetown, PE, C1A 8T5 Please specify below if payment is to be made by another source: Denomination/Other: Mailing Address: Contact Person: Telephone #: Certificate: How would you like your name to appear on your certificate at the end of the course? Educational Background Undergraduate College: Degree (s): Date (s): Seminary: Degree (s): Date (s): Graduate Study: Degree (s): Date (s): Degree (s):
Teacher Task Self Evaluation & Peer Evaluation Please use this form to review your board. You must include a review of your board from another group. Make sure to include a picture of your board. Self Evaluation Title/theme: Calendar (Meredith, Taylor, Audrey) Level: Kindergarten AQTS Standards Indicators Comments 1: Content Knowledge 1.0 Content is accurate and current Yes. The standard was posted in the top right corner of the board beside the months of the year. The standards were properly aligned. Project content and standard are aligned 2: Teaching and Learning 2.0 Project is standards based What techniques were used to draw attention to this board and its content? - The board is colorful and organized. Young students will not be overwhelmed when looking at the board and its bright colors will make something as simple as calendar fun. This board uses interactive activities to count ten frames, count the days that they have been in school, and record the weather. Standard chosen is visibly displayed 3:Literacy 3.0 Written work is grammatically and mechanically correct This board has no grammar errors. 4: Diversity 4.0 Project is interactive and/or engaging for ALL learners This board is engaging because it can be used and updated on a daily basis. Students of all levels can interact because there is such a variety of activities 5: Professionalism 5.0 Project is professional in appearance This board can cover several Kindergarten standards in both Mathematics and Social Studies. It covers counting to 100 by tens and ones, counting forward to a sequence, representing a written numeral from 1-20 and using calendars to differentiate time. Project is visually neat and attractive
Report Compilation and Review Name and Position Document Revision Date Author: Rochelle Lupton Environment Officer v1 March 2016 Reviewer: Vanessa Clarke Senior Environment Officer Final v1 March 2016 Author: Rochelle Lupton Environment Officer Draft v2 March 2016 Reviewer: Julie Mahony Senior Environment Officer Final v2 23 March 2016 CONTENTS
Further Actions Possibly Required (tick applicable): None Consult with DAA NSHA Activity Notice Aboriginal consultation Desktop Study Ethnographic Survey Archaeological Survey s18 approval Reg. 10 approval Completed by Signature R Lupton Date 2 March 2015 Environment Officer Name Rochelle Lupton Title Environment Officer Signed by Signature bahmani Date 8/03/2016 Project Manager Name ARDESHIR BAHMANI PMD Reviewed by Signature Todd Craig Date 9/3/2016 Principal Heritage Officer Name Todd Craig Title PHO Principal Heritage Officer’s Comments S18 consent will be required for works within Aboriginal heritage sites.
PHASED ENVIRONMENTAL INFLUENCES MATRIX © State Issue Being Analyzed Here: Increased near-miss pedestrian-vehicle events near an elementary school. Environmental Contextual Factors Physical & Built Environment Identified Levels of Social Environmental Influence* - Traffic Defined by user; may range from individual-level to multi-national. Level 1 Child Pedestrians Level 2 School Administration Level 3 Retirement Community Level 4 Local Police Department Level 5 State Highway Admin. Level 6 ??? Historic Phase Factors Current Phase Factors Future Phase Factors
STRAND SH.12.DM. Sexually Transmitted Diseases and HIV: By the end of the 12th grade, students should be able to: ITEM INDICATORS SH.12.DM.1. Apply a decision-making model to choices about safer sex practices, including abstinence and condoms Grade: 12 - Adopted 2012 TOPIC / STANDARD FoSE.CC. Core Concepts: Students will comprehend concepts related to health promotion and disease prevention to enhance health. STRAND PD.12.CC. Puberty and Adolescent Development: By the end of the 12th grade, students should be able to: ITEM INDICATORS PD.12.CC.1. Analyze how brain development has an impact on cognitive, social and emotional changes of adolescence and early adulthood TOPIC / STANDARD FoSE.INF. Analyzing Influences: Students will analyze the influence of family, culture, media, technology and other factors on health behaviors. STRAND PR.12.INF. Pregnancy and Reproduction: By the end of the 12th grade, students should be able to: ITEM INDICATORS PR.12.INF.1. Analyze influences that may have an impact on deciding whether or when to engage in sexual behaviors TOPIC / STANDARD FoSE.INF. Analyzing Influences: Students will analyze the influence of family, peers, culture, media, technology and other factors on health behaviors. STRAND SH.12.INF. Sexually Transmitted Diseases and HIV: By the end of the 12th grade, students should be able to: ITEM INDICATORS SH.12.INF.1. Analyze factors that may influence condom use and other safer sex decisions TOPIC / STANDARD FoSE.DM. Decision-Making: Students will demonstrate the ability to use decision-making skills to enhance health. STRAND PD.12.DM. Puberty and Adolescent Development: By the end of the 12th grade, students should be able to: ITEM INDICATORS PD.12.DM.1. Apply a decision-making model to various situations relating to sexual health / STANDARD FoSE.DM. Decision-Making: Students will demonstrate the ability to use decision-making skills to enhance health. STRAND PR.12.DM. Pregnancy and Reproduction: By the end of the 12th grade, students should be able to: ITEM INDICATORS PR.12.DM.1. Apply a decision-making model to choices about contraception, including abstinence and condoms
2017 ICD-10-CM Mappings The 2017 ICD-10-CM Mappings reference was initially created to prepare your office or facility for the documentation and coding challenges of the new ICD-10-CM code set. Diagnosis code mappings remain a valuable tool in linking ICD-9-CM historical coded data to the current coded data and will continue to be relevant for trending of case mix and medical severity, coding audits, reimbursement trending, and financial planning. Use this resource to identify all forward and backward mappings of ICD-9-CM codes to their corresponding codes. Key Features and Benefits Optum360 Edge — Forward and backward mappings. Contains all forward and backward and ICD-10-CM mappings contained in the most recent General Equivalency Mappings (GEMs) provided by the National Center for Health Statistics (NCHS). Optum360 Edge — Equivalent mapping icon identifies one-to-one mapping. ICD-9-CM and ICD-10-CM codes are considered equivalent in both forward and backward mappings. Optum360 Edge — ICD-10-CM combination codes. Flag icon identifies ICD-10-CM combination codes that require multiple ICD-9-CM codes to satisfy the clinical concepts described in a single code. An appendix provides all ICD-9-CM codes required to complete the meaning of a single ICD-10-CM combination code Unlock historical ICD-9-CM coded data. Mapping can facilitate the linking of over thirty years of coded data which is the key to reimbursement trending, retrospective audits, episode of care coding and financial planning. Scenario mappings. When two or more ICD-10-CM codes are required to satisfy an equivalent mapping to an ICD-9-CM code, scenarios are grouped and highlighted for easy translation, and and/or statements used to identify the ICD-10-CM code combinations needed to create equivalent mappings. Easy-to-use table format. Lists ICD-9-CM codes with descriptions and the corresponding ICD-10-CM codes with descriptions.
2006 Rochester Prep Middle School – Brooks Campus Rochester, NY 2007 Star Academy - Vailsburg Elementary School Newark, NJ 2007 Kings Collegiate Charter School Brooklyn, NY 2008 Excellence Boys Charter School Middle Academy Brooklyn, NY 2008 Bedford Stuyvesant Collegiate Charter School Brooklyn, NY 2009 Excellence Girls Charter School Elementary Academy Brooklyn, NY 2009 Leadership Prep Brownsville Elementary Academy Brooklyn, NY 2009 Brownsville Collegiate Charter School Brooklyn, NY 2009 Uncommon Charter High School Brooklyn, NY 2009 Troy Prep Middle School Troy, NY North Star Academy - West Side Park Elementary School Newark, NJ 2010 North Star Academy - Vailsburg Middle School Newark, NJ 2010 Leadership Prep Ocean Hill Elementary Academy Brooklyn, NY 2010 Leadership Prep Bedford Stuyvesant Middle Academy Brooklyn, NY 2010 Ocean Hill Collegiate Charter School Brooklyn, NY 2010 Brooklyn East Collegiate Charter School Brooklyn, NY 2010 Rochester Prep Elementary School Rochester, NY 2011 North Star Academy - Fairmount Elementary School Newark, NJ 2011 Rochester Prep Middle School – West Campus Rochester, NY 2011 Roxbury Prep - Lucy Stone Campus Boston, MA 2011 Troy Prep Elementary School Troy, NY 2012 North Star Academy - Liberty Elementary School Newark, NJ 2012 Star Academy - West Side Park Middle School Newark, NJ 2012 Uncommon Collegiate Charter High School Brooklyn, NY 2012 Roxbury Prep Charter School - Dorchester Campus Boston, MA 2013 Rochester Prep Elementary School – West Campus Rochester, NY 2013 Leadership Prep Canarsie Elementary Academy Brooklyn, NY
2011 Roxbury Prep - Lucy Stone Campus Boston, MA 2011 Troy Prep Elementary School Troy, NY 2012 North Star Academy - Liberty Elementary School Newark, NJ 2012 North Star Academy - West Side Park Middle School Newark, NJ 2012 Uncommon Collegiate Charter High School Brooklyn, NY 2012 Roxbury Prep Charter School - Dorchester Campus Boston, MA 2013 Rochester Prep Elementary School – West Campus Rochester, NY 2013 Leadership Prep Canarsie Elementary Academy Brooklyn, NY 2013 Leadership Prep Canarsie Middle Academy Brooklyn, NY 2013 Leadership Prep Hill Middle Academy Brooklyn, NY 2013 Excellence Girls Charter School Middle Academy Brooklyn, NY 2013 Leadership Prep Brownsville Middle Academy Brooklyn, NY 2014 Star Academy – Alexander Street Elementary Newark, NJ 2014 Uncommon Schools Camden Prep Elementary School Camden, NJ 2014 Rochester Prep High School Rochester, NY 2014 Uncommon Preparatory Charter High School Brooklyn, NY 2015 Roxbury Prep High School Boston, MA 2015 North Star Academy – Central Avenue Middle School Newark, NJ 2016 Rochester Prep - Elementary School #3 Rochester, NY 2016 North Star Academy - Elementary School #6 Newark, NJ 2016 Star Academy – Lincoln Park High School Newark, NJ 2016 Uncommon Schools Camden Prep Middle School Camden, NJ 2016 Kings Elementary School Brooklyn, NY Source: Company documents.
candidate in the national as well as many regional elections (Shelley 222).” This change really took people by surprise, “for many, the victory of the PAN’s charismatic Vicente Fox in July 2000, stood as the crowning achievement of Mexican democratization, placing Mexico onto a new and long sought after path (Morris 2).” After his presidential victory, President Fox did not waste any time in implementing reforms to strengthen democracy in the country. For example, after Fox’s win there was a greater emphasis freedom of expression in relation to Mexican scholars, journalist, and political activist saw an increase, and lastly, press obtained new freedoms during this period than ever before (Morris 5). In addition, President Fox would not shy away from acknowledging that corruption was a problem in Mexico and launched an anticorruption program (Morris 5) In other words, President Fox was implementing reforms that would help Mexico democratize. It is said that democracy is the only thing that deters corruption, this seemed to be Fox’s idea for Mexico. However, I do not believe president Fox took into consideration what his reforms would cause during the process to reach a consolidated democracy. The grey area between a one party controlled Mexico to a consolidated democratic Mexico is where the country finds itself at the moment. Violence dramatically increased as a result of President Fox’s reforms, which caused greater freedoms to the Mexican people and challenged corruption, and was further fueled by President Calderon’s declaration of war on the drug cartels in 2006. However, many people would argue that less corruption and more democracy means more stability and not the other way around? Research shows that democracy does in fact help reduce corruption and help the
The Grapes of Wrath as an American Story: Using The Grapes of Wrath as a Lens for Looking at American History and Issues in America Today Susan Pellecchia Graduate Student NEH Steinbeck Institute 2013 Title of Central Text: Steinbeck, J. (1939). The grapes of wrath. New York: Penguin. Additional Shillinglaw, S. (2011). A journey into Steinbeck’s California. Berkeley, CA: Roaring Forties Press. Steinbeck, J. (1989). Working days: The journals of the grapes of wrath. New York: Penguin. Steinbeck, J. (2002). The harvest gypsies: Squatters’ camps. In S. Shillinglaw and J. Benson (Eds.), America and the Americans (pp. 78-82). New York: Penguin. Steinbeck, J. (2002). Starvation under the orange trees. In S. Shillinglaw and J. Benson (Eds.), America and the Americans (pp. 82-87). New York: Penguin. Essential Question (s): How is The Grapes of Wrath truly an American story? In what ways is this text more than just the of the Joads? What other historical moments does the plight of the Joads during the Dust Bowl parallel? What examples of injustice exist in the world today and what should be done? Grade level: 11 Context: American History Classroom (Parts can be used in English classroom as well) Overview: The Grapes of is a text that does more than tell the story of one family. It is a universal story that touches on many important themes in American history. John Steinbeck wrote this text in order to create change and improve the lives of the migrants of the Dust Bowl. Steinbeck’s conviction and commitment to address the lives of the marginalized is an important lesson for today’s students. This lesson is designed for use at the end of the school year upon completion of the American history curriculum. The goal is to draw connections from The Grapes of Wrath to important themes in American history. In addition, this lesson seeks to promote concerns for social justice and prepare students for assuming their roles as active citizens in a democracy. Objectives:
Gilman Carpentry, LLC (Grout Base Plates) 35 Oak Street Franklin, NH 03235 -- Eckman Construction Company, Inc. Gilman Carpentry, LLC -- Twin City Fire Ins. Co. c/o Paychex Ins. Agency, Inc. P.O. Box 33015 San Antonio, TX 78265 Employee Name -- Gilman Carpentry, LLC -- Employee Name -- Gilman Carpentry, LLC -- Fences Unlimited, Inc. (Fencing) 25 Indian Rock Road, 19 Windham, NH 03087 -- Eckman Construction Company, Inc. Fences Unlimited, Inc. -- Granite State WC Mfg. c/o Insurance 1100 Elm Street Manchester, NH 03101 Rob Daudelin -- Fences Unlimited Y -- Blake Chapman -- Fences Unlimited Y -- Keith Browne -- Fences Unlimited Y -- Anthony Bonanno -- Fences Unlimited Y -- Bruce Allard -- Fences Unlimited Y -- Glenn Dowling Jr. -- Fences Unlimited Y -- Kevin Coventry -- Fences Unlimited Y -- Mike Cafiso -- Fences Unlimited Y -- Tim Brown -- Fences Unlimited Y -- Ray Allard -- Fences Unlimited Y -- Bill Dreckmann -- Fences Unlimited Y -- Mike Croteau -- Fences Unlimited Y -- Robert Cameron -- Fences Unlimited Y -- Browne -- Fences Unlimited Y -- Marian Banica -- Fences Unlimited Y -- Shaun Holland -- Fences Unlimited Y -- John Goss -- Fences Unlimited Y -- Tom French -- Fences Unlimited Y -- Robert Feeney -- Fences Unlimited Y -- Tim -- Fences Unlimited Y -- Jim Ingham -- Fences Unlimited Y -- Griebel -- Fences Unlimited Y -- Scott Galpin -- Fences Unlimited Y -- Matt Fortier -- Fences Unlimited Y -- Michael Emery -- Fences Unlimited Y -- Don Jensen -- Fences Unlimited Y -- Alan Guibord -- Fences Unlimited Y --
SUBCONTRACTOR MASTER LIST FOR POSTING ON JOBSITE AND WEBSITE (RSA 21-I:81-a and 21-I:81-b) Revision Date: 11/06/15 Project Name: NH Regional Training Institute CM Completion Project Number: 80342R, Contract G General Contractor: Eckman Construction Company, Inc. 84 Palomino Lane, Bedford, NH 03110 CEO: Mark Walsh 84 Palomino Lane, Bedford, NH 03110 CFO: NAME ADDRESS LLC Principals: NAMES ADDRESSES NAME OF GENERAL CONTRACTOR, SUBCONTRACTOR, OR INDEPENDENT ENTITY WITH WHOM SUBCONTRACTOR OR INDEPENDENT IS CONTRACTED ENTITY PROVIDING WORKERS COMPENSATION COVERAGE NAME & ADDRESS OF INSURANCE CARRIER Eckman Construction Company, Inc. 84 Palomino Lane Bedford, NH 03110 State of New Hampshire Eckman Construction Company, Inc. Fireman’s Ins. Co. of Wash. DC c/o The Rowley Agency, Inc. P.O. Box 511 Concord, NH 03301-0511 Greene & Russell, Inc. P.O. Box 987 Concord, NH 03302-0987 Eckman Construction Company, Inc. Greene & Russell, Inc. Fireman’s Ins. Co. of Wash. DC c/o The Rowley Agency, Inc. P.O. Box 511 Concord, NH 03301-0511 HS&G Erosion Control, LLC 212 River Road Weare, NH 03281 Greene & Russell, Inc. HS&G Erosion Control, LLC Peerless Insurance c/o Insurance 80 Canal Street Manchester, NH 03101 American Excavating Corp. 5 Madden Road Derry, NH 03038 Greene & Russell, Inc. American Excavating Corp. c/o Aspen Insurance Agency P.O. Box 510 Manchester, NH 03105
Chicago, IL 60601 Vanguard International, Inc. P.O. Box 2021 Madison, MS 39130 Eckman Construction Company, Inc. Vanguard International, Inc. Hartford Underwriters Ins. Co. c/o FIAI/Cross Insurance 1100 Elm Street Manchester, NH 03101 Cashins & Associates, Inc. 599 North Ave., Suite 8 Wakefield, MA 01880 Eckman Construction Company, Inc. Cashins & Associates, Inc. Liberty Mutual c/o The Howe Insurance Agency 4 Punchard Avenue Andover, MA 01810 Exeter Roofing Corporation 36B Old Stagecoach Road Epping, NH 03042 Eckman Construction Company, Inc. Exeter Roofing Corporation Star Insurance Company c/o FIAI/Cross Insurance 1100 Elm Street Manchester, NH 03101 Aubin Woodworking, Inc. 359 River Road, Unit 15 Bow, NH 03304 Eckman Construction Company, Inc. Aubin Woodworking, Inc. Atlantic Charter Insurance Co. c/o Infantine Insurance P.O. Box 5125 Manchester, NH 03108 Creative Counters, LLC 82 Commercial Lane Lyndonville, VT 05851 Aubin Woodworking, Inc. Creative Counters, LLC Guard Insurance Group c/o Denis, Ricker & Brown – LYV P.O. Box 1029 Lyndonville, VT 05851 Schoolmaster Installations, Inc. 33 Page Road Litchfield, NH Aubin Woodworking, Inc. Schoolmaster Installations, Inc. Merchants Mutual Ins. Co. c/o FIAI/Cross Insurance 1100 Elm Street Manchester, NH 03101 Evan Corporation dba Evan Fall Protection 3125 Industrial Drive Sanford, NC 27332 Eckman Construction Company, Inc. Evan Fall Protection National Union Fire Ins Co of Pitt c/o BB&T Insurance Solutions, Inc. 140 Applecross Road, Suite B Pinehurst, NC 28374 Subcontractor/Independent Name & Address GC or Subcontractor/Indep name GC or Subcontractor/Indep name Name & Address Subcontractor/Independent Name & Address GC or Subcontractor/Indep name GC or Subcontractor/Indep name Name & Address
Error Analysis – Order of Operations Billy Bob missed class yesterday so he went onto the school website to pull up the Order of Operations worksheet. He took risks and worked persistently but made mistakes along the way. In the boxes below, please: a) Circle the mistakes in his original work. b) Then show the correct work below and solve the problem. 25 – 9 x 2 + 3 = 25 – 18 + 3 25 – 21 4 Corrections: 2 + 3(5 + 4) = 2 + 3(9) 5(9) 45 Corrections: 15 – 12 4 x 3 = 15 – 12 12 15 – 1 14 Corrections: 6 + 9 3 x 4 = 15 3 x 4 5 x 4 20 Corrections: 5 x 6 – 33 3 = 5 x 6 - 9 3 30 – 3 27 Corrections: 4(8 – 2) = 2 + 1 4(6) 2 + 1 24 2 + 1 12 + 1 13 Corrections:
GD0J 23 SVQ 3 Process Engineering Maintenance (Instrument and Control) at SCQF Level 7 - Structure To achieve the qualification candidates must complete 12 Units in total. This comprises: 8 Mandatory Units 4 Optional Units Please note the table below shows the SSC identification codes listed alongside the corresponding SQA Unit codes. It is important that the SQA Unit codes are used in all your recording documentation and when your results are communicated to SQA. Mandatory Units: Candidates must complete 8 Units SQA code SSC code Title SCQF SCQF credits FP3J 04 COGPEM26 Hand Over Process Engineering and Equipment 6 5 FP3K 04 COGPEM27 Reinstate the Work Area after Completing the Maintenance of Process Engineering Plant and Equipment 6 5 FP3L 04 COGPEM28 Minimise Risks to Life, Property and the Environment 6 7 FP3M 04 COGPEM29 Work Safely, Minimise Risk and Comply with Emergency Procedures 6 6 FP3P 04 COGPEM30 Contribute to Effective Working Relationships 6 2 FP64 04 COGPEM65 Out Planned Maintenance Procedures on Instrument and Control Systems 7 8 FP65 04 COGPEM66 Deal with Variations and Defects in Instrument and Control Systems 7 6 FP66 04 COGPEM67 Diagnose and Determine the Causes of Faults in Instrument and Control Systems 7 8 Optional Candidates must complete 2 Units from this group SQA code SSC code Title SCQF level SCQF credits
FP3R 04 COGPEM31 Prepare Work Areas for Engineering Activities 6 7 FP67 04 COGPEM68 Prepare Equipment Required for Maintaining Instrument and Control Systems 6 5 FP68 04 COGPEM69 Prepare Materials Required for Maintaining Instrument and Control Systems 6 4 FP69 04 COGPEM70 Adjust Instrument and Control Systems to Meet Operational Requirements 7 6 FP6A 04 COGPEM71 Remove Components from Instrument and Control Systems 7 6 FP6C 04 COGPEM72 Replace Components in Instrument and Control Systems 7 6 FP6D 04 COGPEM73 Determine the Feasibility of Repair of Components from Instrument and Control Systems 7 6 Optional Candidates must complete 2 Units from this group SQA code SSC code Title SCQF level SCQF credits FP6E 04 Interpret Detailed Instrument and Control Information from Technical Sources 7 4 FP6F 04 Read and Extract Information from Instrument and Control Engineering Drawings and Specifications 7 6 FP6G 04 Identify and Suggest Improvements to Working Practices and Procedures Whilst Maintaining Instrument and Control Systems 7 6 FP6H 04 Establish that an Instrument and Control Engineering Maintenance Process has been Completed to Specification 7 6 FP6J 04 Test the Performance and Condition of Instrument and Control Systems 7 6 FP6K 04 Monitor the Performance and Condition of Instrument and Control Systems 7 7 FP6L 04 Assess the Performance and Condition of Instrument and Control Systems 7 7 FP6M 04 Inspect Instrument and Control Systems 7 6
6. How these proposals will be measured? 7. Estimated cost of the project 8. Will this project involved any structural alterations or change of use to an area, please outline in the box below and attached a marked up CAD Plan (this can be found on P2Net)? If Yes, it is essential that you obtain Landlords consent from Property Services (Runcorn Schools please contact Paula Blellock 0151 511 8432 and Widnes Schools please contact Alison Pritchard 0151 511 6253) and also approval from the Capital Development Team (Catriona Gallimore 0151 511 7291). 9. Proposed source of funding for the project. Source of funding Please Tick Access Initiative Devolved Formula Capital LA Capital Repairs programme (VA Schools only) School Funds Tenants Maintenance Other (please state) Form completed by……………………………………. Date………… Designation………………………………………… (Headteacher/Chair of Governors) Please return by FRIDAY 29TH JUNE 2018, preferably electronically to or by post: Catriona Gallimore, Programme Planner and Data Analyst, People Directorate, Rutland House, Halton Lea, Runcorn, Cheshire WA7 2ES.
The interschool journal will your school against the following SAP account assignment: Fund Code – 6100 Cost Centre – Ed Delivery 101 G/L Account – 522874 (General Staff Training) Authorised by: _____________________ / / 2018 Principal Please note cancellations are not accepted. Staff unable to attend may send a replacement.