zilongwang/ReadingBank huggingface dataset:
Mandatory physical examination categories Five different systematic physical examinations conducted within the context of a consultation are required, each from a different system across the nine cases Patient consent forms Please ensure patient consent forms are collected and stored as per the protocol of the venue where the miniCEX is being conducted. Definitions of case complexity Low: this may include presentations where there is a single problem, requiring limited history, physical examination and straight forward management. Medium: this may include presentations where there are one or more problems, requiring a detailed history and examination of multiple systems, the diagnosis is not straight forward and patient review following a period of management will be required. High: This may include difficult problems where the diagnosis is elusive and highly complex, requiring consideration of several possible differential diagnoses, and the making of decisions about the most appropriate investigations and the order of which they should be performed. How to rate a candidate Unsatisfactory: The candidate has not managed this case presentation appropriately at the level of a safe practitioner. Borderline: The candidate is not performing at a level expected at this stage of training. Satisfactory: the candidate is performing at a level expected at this stage of training. Excellent: The candidate is performing at a level above expected at this stage of training. Definition of Terms: Specific Areas of Assessment: Overall clinical competence Characteristics of a ‘satisfactory’ candidate in this area may include: overall the candidate demonstrates a systematic approach; is consistently competent across the marking categories; and has made clear efforts to ensure patient comfort and safety and to reduce risks where appropriate in the clinical situation. History taking Characteristics of a ‘satisfactory’ candidate in this area may include: the candidate effectively uses appropriate questions to obtain an accurate, adequate history with necessary information, and response appropriately to verbal and non verbal cues. Clinical management Characteristics of a ‘satisfactory’ candidate in this area may include: the candidate makes an appropriate diagnosis; formulates a suitable management plan; selectively orders or performs appropriate diagnostic studies; and considers the risks and benefits to the Communication skills Characteristics of a ‘satisfactory’ candidate in this area may include: the candidate explores the patient’s problem using plain English; is open; honest and empathetic; negotiates a suitable management plan/therapy with the patient; shoes respect;
DEPARTMENT OF ASIAN STUDIES, UNIVERSITY OF BRITISH COLUMBIA FORMATIVE TEACHING CONSULTATION REPORT 12-MONTH LECTURER Instructor Name: Rank: Course Number: Course Name: Reviewer(s) Name & Rank: Date of Review: Duration of Class: Class Location: Nature of Presentation Observed: (e.g., lecture, discussion, performance / screening, seminar, tutorial, etc.) Course Enrollment: Number of Students in Attendance: Reviewers: We have met with the Instructor to discuss our comments and suggestions for the reviewee. Reviewer name: (signature) (date) Reviewer name: (signature) (date) Instructor: I have met with the reviewers and received comments and suggestions for the observed class. (signature) (date) Note: The internal reviewer should contact Isabeau Iqbal at CTLT once the formative process is complete. The reviewee is welcome to contact Isabeau Iqbal to discuss additional professional growth opportunities.
Lesson Plan Model Lesson Title/#: Culture and Setting Grade Level: Pre-K Learning Central Focus Central Focus What is the central focus for the content in the learning segment? Culture and Setting Content Standard What standard(s) are most relevant to the learning goals? Student Learning Goal(s)/ Objective(s) Skills/procedures What are the specific learning goal(s) for students in this lesson? Concepts and reasoning/problem solving/thinking/strategies What are the specific learning goal(s) for students in this lesson? Students will understand that Red Riding Hood and Ninja Red Riding Hood are placed in two different settings, and how to make their own setting. Prior Academic Knowledge and Conceptions What knowledge, skills, and concepts must students already know to be successful with this lesson? What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson? N/A Common Errors, Developmental Approximations, Some students may not see any differences between the two stories so they made need to be pointed out more
Victoria 37 25 Queensland 31 21 Western Australia 14 9 South Australia 8 5 Tasmania 8 5 Australian Capital Territory 1 1 Northern Territory 1 1 Total responses 148 100 Source: KPMG analysis of survey data Table 8. What is the aged care planning region where this service is located? Aged care planning region Number of respondents Brisbane South 7 Eastern Metro 7 Southern 6 Southern Metro 6 Northern Metro 5 South East Sydney 5 Brisbane North 4 Central Coast 4 Gippsland 4 Hume 4 Hunter 4 Illawarra 4 New England 4 South West Sydney 4 Western Metro 4 Inner West 3 Metropolitan East 3 Northern 3 South West 3 Sunshine Coast 3 Western Sydney 3 Barwon South Western 2 Central West 2 Far North 2 Far North Coast 2 Fitzroy 2 Grampians 2 Loddon-Mallee 2 Metropolitan North 2 Metropolitan South 2 Metropolitan South West 2 Metropolitan West 2 Mid North Coast 2 Nepean 2 Northern Sydney 2 Riverina Murray 2 South Coast 2 Southern Highlands 2 Wide Bay 2 Australian Capital Territory 1 Cabool 1 Darling Downs 1 Darwin 1 Eyre Peninsula 1 Great Southern 1 Kimberley 1 Mackay 1 Mid North 1 Mid West 1 North West 1 West Moreton 1 Wheat Belt 1
1. 2013? Yes, we have had adequate information and support about this We have had enough information, but some support/ guidance would have been helpful No, we have not had enough information or support Total responses to this question No. % No. % No. % No New package levels 1 and 3 38 27 73 51 32 22 143 Transition of CACP to package level 2 56 37 74 49 22 14 152 Transition of EACH to package level 4 48 35 66 49 22 16 136 Included care and services 51 35 67 45 29 20 147 Excluded care and services 41 28 67 46 36 26 144 New broad-banded ACAT assessments 36 25 58 39 54 36 148 Processes for consumers to transition between package levels 39 26 67 45 43 29 149 New dementia and cognition supplement 26 18 73 49 50 33 149 New veterans' supplement 28 19 58 39 61 42 147 Process for consumers to access oxygen and enteral feeding supplements between package levels 30 20 59 40 59 40 148 Consumer fees policy (from July 2014) 24 16 56 37 71 47 151 KPMG Table 2. What other information or support would have been helpful for you? Please select one response which best describes your opinion for each of the elements in the list. Written information packs and newsletters Information sessions and seminars Training sessions, workshops or conferences One-on-one support for providers Total responses
Marking Criteria Fail 0-39 3rd 40-49 2:2 50-59 2:1 60-69 1st 70 + Introduction, context and statement of aims and objectives ,definition of terms (15) Unacceptable and needs more focus on the introduction / statement of aims and objectives / context setting/defining terms Acceptable but needs more focus on the introduction /statement of aims and objectives /context setting/ defining terms Largely clear but does not include all of the areas of the marking criteria. (Introduction / statement of aims and objectives / context setting / defining term) Clear and covers all appropriate areas Excellent coverage of all appropriate areas Demonstrates knowledge of a range of literature and theoretical sources and evaluates their application through analytical discussion of different perspectives (40) Unacceptable and needs to demonstrate wider range of literature and use of sources and evaluate their application / analytic discussion of different perspectives Acceptable but limited range of literature, theoretical sources and/ or application / may be missing analytical discussion of different perspectives Largely clear but doesn’t demonstrate knowledge of a wide range of literature and theoretical sources focusing largely on core text and minimal evaluation Clear and demonstrates good range of sources, some evaluation and discussion of different perspectives Excellent coverage of all appropriate areas Structure, coherence and strength of argument (15) Unacceptable and needs to improve structure and coherence Acceptable but structure, coherence could be improved and Largely clear but room for improvement with regard to structure Clear and persuasive argument Strong and persuasive argument presented Conclusions- follow on from previous work, provides a summary of key literature and does not introduce new information (15) Unacceptable and needs to ensure the conclusion follows on from previous work / provides a summary / does not introduce new information Acceptable but overall lacked depth of coverage of the marking criteria. Needs to follow on from previous work/ provides a summary / no introduce new information Largely clear conclusions but lacking in many of the areas in the marking criteria (previous work / realistic / provides a summary / new information) Clear conclusions which cover the majority of the marking criteria Excellent conclusion which covers all areas of the marking criteria Appropriately referenced sources, in line with the Harvard method (15) Unacceptable standard of referencing which may include over reliance on internet sources Occasionally sources are appropriately referenced but largely inappropriate referencing which may include over reliance on internet sources Some of the sources are appropriately referenced in line with Harvard Method The majority of sources are appropriately referenced in line with Harvard Method All sources are appropriately referenced in line with Harvard Method
Techniques and skills 0 1 2 3 4 5 6 Incompetent Expert Please comment on the following: The trainees ability to select and adapt appropriate intervention, relevant to the model and stage of therapy The trainee’s ability to be flexible in the use of a range of both cognitive & behavioural techniques used/observed, e.g. DTR’s, BE’s, ERP, Positive data log, etc. Demonstrate a creativity with the use of techniques Demonstrate appropriate developmental adaptations Implementation of techniques appropriate to the clients goals for therapy and abilities The trainees ability to demonstrate a range of skills used/observed in the process of therapy, e.g. agenda setting, negotiating homework Comments: Other Areas to work on: Assessment and formulation Use of theory Techniques and skills Other
Formation of Community Forest Association (CFAs) Outcome: Improved management of Natural Resources and forests. Annual output: Enhancement of community capacity building in conservation and utilization of natural resources. Target: To identify, form, register and train Community Forest Associations (CFAs) around all forest ecosystems in Turkana County in every ward. This is owing to the recurrent episodes of ravaging drought in the county, aggravated by erratic and sporadic rainfall, the ministry intends to increase tree cover through community driven initiatives and all inclusive participation across the county Achievement: The Ministry has established and trained 20 Community Forest Associations around forest ecosystems in wards namely: TURKANA COUNTY COMMUNITY FOREST ASSOCATIONS-TURKANA NORTH AND WEST AT KAKUMA. No. Name of CFAs Sub County Location Membership Contact Person Mobile 1 Tarach CFA Turkana West Kakuma 45 Jacob Kobongin O714403754 2 Nalapatui CFA Turkana West Kalobeyei 25 Joab Egiron O712882308 3 Nanam CFAs Turkana West Lokichoggio 44 Sammy Emuria O713583310 4 Lokangae CFAs Turkana West Sorgot 30 5 Kamoric CFAs Turkana West Kakuma 40 Susan Akai O726693863 6 Kabokorit CFAs Turkana West kakuma 30 Achok Johnson O714401355 7 Letea CFAs Turkana West Letea 45 8 Lokichoggio CFAs Turkana West Lokichoggio 38 9 Kalokol CFA Turkana Central Kalokol 15 Amui O724417292 10 Kerio CFAs Turkana Central Kerio 20 Margeret Nabuin O712109337 11 Naoros CFAs Turkana Central Naoros 45 Philip Lobelu 12 Loima CFAs Loima Turkwel 35 Moses Ayen O735099640 13 Nakuwa CFAs Turkana North Kibish 25 Jacob Nakuwa 14 Lorionotom CFAs Turkana North Kaikor 30 Sarah Erot O710458355
16 February 2015 LIST OF RESEARCH INFRASTRUCTURES OF GLOBAL INTEREST SECTION I NATIONAL BASED RESEARCH INFRASTRUCTURES Country RI Name and web site Scientific Domain Opinión acerca de las instalaciones que pudieran beneficiar a los investigadores que conforman la Red Motivos que lo llevan a elegir esta infraestructura Instituciones que participarían en la utilización de dichas instalaciones Australia Australia Telescope National Facility - ATNF – (NEW) Astronomy
Australia Australian Astronomical Observatory - AAO – Astronomy Australia Murchison Widefield Array Radio Telescope - MWA – (NEW) Astronomy Australia Population Health Research Network - PHRN – (NEW) Social Sciences Australia Open-Pool Australian reactor - OPAL – (NEW) Neutron source Materials Science
Brasil Brazilian Centre for Research in Energy and Materials - CNPEM – (NEW) Energy and materials Brasil Brazilian Synchrotron Light Laboratory - LNLS – (NEW) Synchrotron Materials Science Brasil Brazilian Bioethanol Sci&Tech Laboratory - CTBE – (NEW) Bio Fuel Brasil Brazilian Bioscience National Laboratory - LNBIO – (NEW) Bioscience
China Beijing Electron Positron Collider – BEPC - Physics Materials Science China Experimental Advanced Superconducting Tokamak - EAST - Energy research China Heavy Ion Research Facility at Lanzhou - HIRFL - Nuclear Physics, Atomic Physics, Materials Sciences, Biophysics, Energy France Système de Production d'Ions Radioactifs et Ligne de 2éme génération - SPIRAL2 - nuclear physics, atomic physics, material sciences, research for hadron and isotope therapy.
Russian Federation Exawatt Center for Extreme Light Studies (XCELS) (NEW) Physics and materials science. Russian Federation A Super c-τ (charm-tau) Factory (NEW) Physics South Africa Southern African Large Telescope (SALT) (NEW) United Kingdom ISIS neutron and muon source ISIS (NEW) science
Italy International Mouse Phenotyping Consortium - MMC IMPC – Genome Mapping Italy IPERION CH Research Infrastructure for Heritage Science (RIHS) Web site: TBD (NEW) Cultural Heritage South Africa Square Kilometre Array - SKA - Astronomy, astrophysics United Kingdom European Life Sciences Infrastructure for Biological Information – ELIXIR – State of the art ICT provision to support biological and medical data processing and managing.
CONTENTS SL.N0. PARTICULARS PAGE NO. CHAPTER 1 – INTRODUCTION 1.1 1.2 1.3 1.4 1.5 1.6 CHAPTER 2 – REVIEW OF LITERATURE 2.1 CHAPTER 3 – UNDERSTANDING OF CONCEPT 3.1 3.2 3.3 3.4 3.5 CHAPTER 4 – SUMMARY OF THE STUDY 4.1 Findings at ASPEE 4.2 Data Analysis and Interpretation 4.3 Conclusion and Recommendations APPENDICES 5.1 Glossary of Key Points on Productivity subject 5.2 Abbreviations 5.3 Bibliography
i. Relevant Knowledge and Experience (As required under Section 9(3A) of The Banking Companies (Acquisition & Transfer of Undertakings) Act, 1970. j. Any other information relevant to the Directorship of the Bank II. Relevant Relationships of the Candidate a. List of Relatives if any who are connected with the Bank (Refer Section 2(77) of The Companies Act, 2013 read with Rule 4 of Companies (Specification of Definitions Details) Rules, 2014 [Section 6 and Sch 1A of Companies Act 1956] b. List of entities, if any in which he/she is considered as being interested (Refer Section 2(49) and Section 184 of The Companies Act, 2013) [Section 299(3)(a) and Section 300 of The Companies Act, 1956] c. List of entities in which he/she is considered as holding substantial interest within the meaning of Section 5(ne) of The Banking Regulation Act, 1949 proposed and existing d. Name of Bank in which he/she is or has been a member of the board (giving details of period during which such office was held) e. Fund and non-fund facilities, if any, presently availed of by him/her and/or by the entities listed at II (b) and (c) above from the bank. f. Cases, if any, where the candidate or entities listed at II (b) and (c ) above are in default or have been in default in the past in respect of credit facilities obtained from the Bank of Maharashtra or any other bank. III. Records of Professional Achievements a. Professional achievements relevant
3 How are these materials used 3 4 What are these learning materials about 4 5 Employability skills 5 6 Unit descriptor and how the unit applies to your workplace 6 7 What is sustainable forestry? 7 8 International criteria and indicators of sustainable forestry 9 9 Practicing sustainable forestry in the Australian context 12 10 Inventory and knowledge – the first step to sustainability 15 11 Tree harvesting while minimising environmental impacts 19 12 Regrowing trees while minimising environmental impacts 27 13 Protecting trees for the future 34 14 Assessment 36 15 Bibliography and source materials 38 COPYRIGHT NOTICE These interactive workbooks were produced by the Institute of Foresters of Australia and funded by the Department of Education, Employment and Workplace Relations and are intended for free use to any student, RTO or school. Note that the workbook content is copyright and should not be reproduced or copied for commercial gain.
Concerted programs to measure tree and ecosystem health may occur periodically in response to observed concerns. The development and continued refinement or aerial assessment technology using LIDAR or remote-sensing satellite data can make large-scale ecosystem health assessments far easier and more cost-effective than was formerly the case. 10.2 Using what you have gleaned from this and the previous section, briefly outline the key differences between sustainably managing native forests and plantations. 11HARVESTING TREES WHILE MINIMISING ENVIRONMENTAL IMPACTS The key environmental values that can be impacted by tree harvesting are: Soil structure and productivity Water quality and stream health Biodiversity conservation. In accordance with Federal and State Government legislation and associated regulations (eg Codes of Practice), sustainable forestry practices include harvesting native forests and plantations in a manner that avoids or minimises impacts to these values. The measures commonly used to minimise environmental impacts during tree harvesting operations are described in the following sub-sections: OPERATIONAL PLANNING AND MANAGEMENT Operational planning and management is a critical part of minimising the environmental impact of tree harvesting because it requires operational supervisors to identify the key environmental values and compels harvesting contractors to operate in ways that take account of them. Codes of Practice for forestry operations (or similar instruments) have been in force in all states and territories for many years now, including 27 years in Tasmania, and 25 years in Victoria. Although their format varies between states, they typically provide mandatory minimum standards,
Once again, both for the sake of your health and your legal rights, be sure to follow through with any after care recommended by the doctors you consult. You may be entitled to compensation for the pain and suffering the accident caused as well as for the physical injuries. Writing down how your injuries impact your daily life can be a powerful piece of evidence when it comes to valuing your pain and suffering claim. If you have to call a taxi because you don’t have a car, write down that cost. If you have to drive a long way every week for treatment, write down the miles. After the immediate crisis passes, be sure to get estimates for any personal property damages in the accident. That could include things such as your vehicle in a car accident, clothing or a purse in a slip and fall accident.
A responsible individual states that a child is being abused. There is basis for concern based upon physical, emotional, or other indicators of possible abuse. Steps in Reporting If a child or young person discloses that he/she is being abused, or his/her actions suggest that abuse is occurring, staff and volunteers are instructed to take the following steps: If the alleged incident occurred on site, make sure that the child is not in immediate danger. If the suspected abuser is present, separate the child and other children from that individual. Listen carefully. Reassure the child that he/she took the right step in telling. Tell the child that people who can help will be notified. Write down exactly what was said, noting the time, place, and context in which the disclosure was made. Immediately report the alleged abuse to the department or activity supervisor, who will report the allegation in writing to the pastor. Do not: Make it apparent to the child that you are shocked. Ask specific questions, as these could influence the clarity of the child’s memory. Promise that the abuse will stop. Conduct any personal investigation. Share information with those outside the proper reporting channels. Organizational Response to Allegations of Abuse When the pastor receives credible information suggesting that abuse has occurred, he will immediately contact Children’s Services Division or the appropriate law enforcement agency in the state. He will also inform the Superintendent General of the allegation. The church will coordinate its internal investigation with the governmental entity involved. A designated church representative will interact with legal counsel and insurance representatives, and will respond as directed to questions from the media concerning allegations of abuse or neglect. Other staff members should refrain from comment. During the investigation the alleged abuser will not participate in any church activities involving minors. If the internal or external investigation results in credible evidence supporting the allegations, the pastor will impose appropriate disciplinary restrictions, which may range from dismissal from duty to barring from church attendance.
Have the children occupy separate locations as much as possible to make it more difficult for a violent intruder to cause multiple injuries. Call 911 or other appropriate emergency numbers. If time permits, close blinds or curtains and turn off lights and audio equipment. Encourage the children to remain quiet. Prepare to defend the children by arming yourself and other adults with heavy objects. Do not sound the fire alarm or initiate a building evacuation, as this could place others in the vicinity of the intruder as they attempt to exit. Do not leave the secured area until notified that it is safe to do so by the police or authorized security personnel. Minor Injuries or Illness First aid supplies should be available in the Sunday school departments for minor accidents. Use only ice, cold water compresses, and bandages as children may have allergies to Neosporin or other ointments. The parent/guardian of the injured child should be told of the incident when they come for their child after the service. If a child becomes ill while in Sunday school, a staff member should remove the sick child from proximity to other children, while keeping him/her within sight and hearing distance of an adult. One staff member should notify the parent/guardian. Missing Child If a child is missing from the church premises while Sunday school is in progress, the Sunday school department leader should be notified. He/she will notify the head usher or CER. That individual will: Contact ushers and other staff members as needed to assist with a search of the church premises. Notify the parent/guardian of the child of the situation and the action being taken. Determine if and when 911 help should be summoned. If the situation is a suspected kidnapping, contact law enforcement officials immediately. When the child is found, notify searchers and the parent/guardian that the situation has been resolved.
Acting in a lewd manner or exhibiting sexual behavior. Physical Contact Policy The Apostolic Faith organization has a physical contact policy which promotes positive, nurturing relationships with the young people in our care while offering protection as well. The following guidelines must be followed by anyone serving in church-sponsored activities for children and youth. Common expressions of affirmation (an arm around shoulder, light hugs, a pat on the back), support (carrying, or guiding a small child by the hand), and comfort in distress are generally suitable in the church setting. However, these must be offered with discretion, maintaining awareness that what is appropriate for a toddler or early school-aged child would be inappropriate for a or older youth. Any touch that could be viewed as inappropriate must be strictly avoided. Contact should be restricted to non-intimate, neutral, or “safe” zones, such as the upper arm or across the shoulders. Physical interaction with children and youth should never give an appearance of wrongdoing. Physical contact must occur only in observable locations and in full view of others. Physical contact should be for the benefit of the child, and never be based upon the emotional needs of a staff member or volunteer. A child’s expressed preference regarding physical contact must always be respected. Staff members and volunteers are responsible for protecting children under their supervision from inappropriate or unwanted touch by others, including peer-on-peer. Restroom Assistance Policy We recommend that children who participate in our early childhood programs be self-sufficient in toileting. However, there may be times when assistance is required. In such cases, the parent/guardian should be summoned to take care of their child’s needs if possible. If a parent/guardian is not available, the following procedures must be observed. Diapering: While we ask that children be toilet trained before participating in church programs, the following guidelines must be followed in any situation where diapering is a necessity.
Nicole Akoukou Thompson, Immigration Detention Quota Puts LGBT Immigrants, Asylum Seekers at Risk for Abuse, Latin Post (June 3, 2014), . LGBT Orgs Call on Obama to Stop Deportations and Detention, Transgender Law Center (June 3, 2014), . Sharita Gruberg, LGBT Undocumented Immigrants Face an Increased Risk of Hate Violence, Center Am. Progress (June 10, 2014), . Jennifer Pike, Continuing the Fight for Immigration Reform, Hum. Rts. Campaign (June 12, 2014), . Olga Tomchin & Jenny Zhao, Sleep-Deprived + Hungry + Degraded=Fair Hearing?, Transgender Law Center, . Emma Margolin, Immigration reform advocates protest at Obama’s LGBT victory lap, MSNBC (June 17, 2014), . Lauren Fox, Obama’s LGBT Order Leaves Immigrant Groups Wanting More, U.S. News (June 17, 2014), . Nat’l Coal. of Anti-Violence Programs, Lesbian, Gay, Bisexual, Transgender, Queer, and Hate Violence in 2013 (2014), available at . Alison Cerezo et al., Trans Migrations: Exploring Life at the Intersection of Transgender Identity and Immigration, 1 Psychol. Sexual Orientation and Gender Diversity 170 (2014), available at . David Schwartz, Activists say transgender woman raped at Arizona immigration center, Reuters (July 31, 2014), . LGBTQ Immigration Activists Win Support on Equality, Equal Voice (July 31, 2014), . Matthew Hendley, Activists Say Response to Transgender Woman’s Rape in Eloy Detention Center is Unacceptable, Phx. New Times (Aug. 1, 2014), . Ashley Chhibber, US: Activists call for release of trans woman following alleged rape in detention centre, PinkNews (Aug. 1, 2014), . Sunnivie Brydum, Congressional Equality Caucus for LGBT-Specific Immigration Reform, Advocate (Aug. 1, 2014), . Parker Marie Molloy, Activists Call for Release of Trans Immigration Detainee Raped in Custody, Advocate (Aug. 1, 2014), .
Title (Tımes New Roman, 14 Font Sıze, Bold, Tıtle Case, Centered) Author’s Name and Surname1, Author’s Name and Surname2 (10 font size) 1Affiliation E-mail 2Affiliation E-mail Abstract: Abstract should be written with Times New Roman, 10 font size, justified, single line spacing. It should contain no longer than 350 words. *CRITICAL: Do Not Use Symbols, Special Characters, or Math in Paper Title or Abstract. Keywords: This section should contain maximum 5 words that are written in 10 font size and separated with commas.
Examples of References Books Hope, G. 2011. The Role of Poverty in Economic Growth. Cambridge, MA: MIT Press. Chapter or Text in a Book Mean, T, and Null, F. 2015. “The power of statistics in education.” In Statistics for Dummies, ed. Hopeless, P. Wiley-Blackwell. London: UK. Journal papers Mussels, Z. 2014. “The growth of shellfish in aqua-culture.” Journal of AquaCulture 11(3): 66–95. Permissions Authors must obtain written permission to use any material that is not self-generated or not in the public domain, such as images, photographs, tables, figures, and lengthy text.
Declaration The correct statement of declaration should be used from the confirmation letter of the bachelor / master thesis (“Thema-Bestätigung”) following the examples stated below: [Obligatory for: Business Administration Bachelor’s Degree/European Business Administration Bachelor’s Degree/Business Administration Master’s Degree/European Business Administration Master’s Degree/Business and Economic Education Master’s Degree] Ich erkläre hiermit gemäß § 6 Abs. 3 PO, dass ich die vorstehende Bachelorarbeit/Masterarbeit selbständig verfasst und keine anderen als die angegebenen Quellen und Hilfsmittel benutzt habe. [Obligatory for: International Business Administration Bachelor’s Degree/ International Business Administration Master’s Degree] Ich erkläre hiermit gemäß § 5 Abs. 3 PuStO, dass ich die vorstehende Bachelorarbeit/Masterarbeit selbständig verfasst und keine anderen als die angegebenen Quellen und Hilfsmittel benutzt habe. [Obligatory for: Diploma Business Administration/Diploma European Business Administration/Diploma Business and Economic Education] Ich erkläre hiermit gemäß § 27 Abs. 2 APO, dass ich die vorstehende Diplomarbeit selbständig verfasst und keine anderen als die angegebenen Quellen und Hilfsmittel benutzt habe. [Obligatory for: Seminar Papers] Ich/Wir erkläre/erklären hiermit, dass ich/wir die vorstehende Seminararbeit selbständig verfasst und keine anderen als die angegebenen Quellen und Hilfsmittel benutzt habe/haben. City/Date Signature
UNITED STATES ENVIRONMENTAL PROTECTION AGENCY WASHINGTON, D.C. 20460 MEMORANDUM DATE: [Add Date] SUBJECT: Request for a Waiver for an External Public Website from the Requirement to Host EPA Content within the EPA Web Environment FROM: [XXX, Senior Information Officer; if OEI, put Office Director of the Requesting Office] THROUGH: [Current Director], Director Office of Information Management TO: [Current CIO], Chief Information Officer Office of Environmental Information This memorandum requests your approval of a waiver from the requirement to host EPA public information in the EPA Web Environment. Your approval of this waiver request will allow [Office/Region] to host [site and website URL] on a server external to the EPA Web Environment. As the Senior Information Official of [Office/Region], I certify that the use of this domain is consistent with EPA’s Web Governance and Management Policy and associated procedures. In addition, the content of the external website conforms to the Federal Government content policies and applicable requirements outlined by the Office of Management and Budget in Memorandums, , “Policies for Federal Agency Public Websites,” and , “Policy to Require Secure Connections across Federal Websites and Web Services.” I have also included the business and/or technical reasons for seeking a waiver from the requirement and any costs, risks and mission impacts associated with the content remaining on the current website. Waiver Request Information (All elements are required except those marked with *) Site URL/Domain: Date of Notification: Purpose of the site:
Format for Overview of Projects/Tasks Area of Concern Needs Assessment Action Plan Evaluation* Competency addressed Effectiveness of afterschool intervention (tutorials) in grades 3 to 5 Campus Leadership Team perceive that there is not enough teacher accountability regarding the afterschool intervention program 1. Monitoring afterschool tutorial student progress and attendance 2. Monitoring TEKS covered in each tutorial session Comparing how tutorial’s students perform in campus and district assessments in the objectives covered in tutorial sessions C 004 C 005 Effectiveness of iSation (computer adaptive learning) in grades 3 to 5 towards student achievement in State tests Campus Leadership Team perceive that there is not enough teacher accountability regarding the afterschool intervention program 1. Monitoring iStation usage by students 2. Monitoring iStation students’ tier movement 3. Collect iStation and school/district data Performing Statistical analysis with iStation data and State testing data between 2012-2013 and 2013*2014 school year C 004 C 005 Formative Assessment Plan Campus Leadership Team perceive that there is not enough teacher accountability regarding the implementation of formative assessments 1.Develop formative assessment testing calendar 2.Review teacher created formative assessments for rigor and curriculum alignment 3.Provide teachers with formative assessment Analyzing student performance and academic progress throughout the school year C 004 C 005
13. (c) Important MoUs formulated for academic collaborations: S.No MoUs formulated Name of Agencies/Departments involved Year of MoU 13. (d) Position of Chairs: S.No Name of Chair Name of Agencies/ Departments involved Period of holding the Chair Administrative Experience :- S. No. Name of Institution Position Held Task/ responsibilities assigned Duration Duration in year Remarks if any From To Research Experience:- S. No. Name of Institution Position Held Research details Duration Duration in year Remarks if any From To Special achievement:- S. No. Name of Institution Position Held Period Detail of special achievement
ANNEXUARE-A Accounting Year 2017-18 Name of the State/Region:- The name of the Association where you belong:- Name of the Tea Estate:- Postal Address :- Phone No:- Email Id:- For The Month of:- Fertiliser (In M.T) Nutrient (In M.T) Coal (In M.T) HSD/Diesel (In LT.) Sl. no. Name of the fertiliser Opening Stock Purchased during the month Quantity Utilised Closing Stock Opening Stock Purchased during the month Quantity Utilised Closing Stock Opening Stock Purchased during the month Quantity Utilised Closing Stock Opening Stock Purchased during the month Quantity Utilised Closing Stock 1 2 3 4 5 6 7 8 9 10 Total Progressive Total Sign. Of Authorised Signatory Office Seal Date
[3] E. P. Wigner, “On a modification of the Rayleigh–Schrodinger perturbation theory,” (in German), International Journal of Computational Intelligence Studies, vol. 53, p. 475, Sep. 1935. [4] W. Rafferty, “Ground antennas in NASA’s deep space telecommunications,” IEEE Transactions on Antennas and Propagation, vol. 82, no. 3, pp. 636-640, May 1994. Important: Editing of references may entail careful renumbering of references, as well as the citations in text.
All information to be completed on this form and is a mandatory requirement- please contact the Safeguarding Adults Team if you require assistance INTERNAL USE ONLY Date received FORM NAME: DOB: ADDRESS: CONTACT DETAILS: DATE ISSUE CONFIRMED BY SAM: (AS DOCUMENTED ON CONCERN FORM) PERPETRATOR CASSRS, NHS OTHER KNOWN TO INDIVIDUAL (IF THE ADULT AT RISK KNOWS THEIR NAME) OTHER UNKNOWN TO INDIVIDUAL (IF THE ADULT AT RISK DOES NOT KNOW THEIR NAME) LOCATION OF ABUSE (Please refer to policy and procedures for definitions) CAPACITY AND CONSENT THE TO AND ASSESSMENT AND AND OR THAT OR OF THIS OR THIS FOR SAFEGUARDING CAN (THIS ENQUIRY REFERS OR EG ORGANISATIONS
1. Biografic data Application Personal information Last name, first name Academic degree Nationality Birthdate Actual position Employment status status as a civil servant contract of employment under private law other limited unlimited Business address Privat address Higher education Beginning End University Subject Degree Approbation Year Doctorate/PhD Beginning End University Subject Title Beginning End University Subject Title Habilitation Beginning End University Subject
Curriculum Specification: Early Childhood Teaching Qualification Subject 1 Title Subject 2 Title Subject 3 Title Psychology and child development learning, development and care X language development X social and emotional development child health, wellbeing and safety X early intervention diversity, difference and inclusivity X learners with special needs transitions and continuity of learning (including transition to school). X Teaching pedagogies alternative pedagogies and curriculum approaches play based pedagogies guiding behaviour / engaging young learners teaching methods and strategies X X children with diverse needs and backgrounds X working with children who speak languages other than, or in addition to, English X contemporary society and pedagogy. Early childhood professional practice leadership management and administration professional identity and development advocacy research.
V. Insurance: The school, school district, college, or BOCES seeking approval on this form assures that all vehicles used in the delivery of this DTSE course will be properly insured, inspected and labeled according to Section VII, 1-6 of the 2015 DTSE Guidelines. VI. MV-283 card holders: MV-283 card holders may teach classroom/lecture, behind the wheel (BTW), simulation, range, and observation. Your program(s) classroom/lecture teacher(s) must hold a valid MV-283 card AND be a direct employee of your program. If teaching in a public school, the classroom/lecture teacher must hold a valid NYS classroom teaching certificate for grades K-12 or 7-12. Name Drop/ Add/ Update (D/A/U) Classroom/ Lecture Teacher Y or N MV-283 Card # & Exp Date (or P for permanent) Drivers License # & Exp Date * Input Into School LENS Account (Y or N) OSPRA Criminal History Check Y, N, or G (grandfathered) Note: Please submit a clear copy of each listed individual’s MV-283 card, drivers’ license and New York State K-12 or 7-12 classroom teaching certificate (non-public schools excluded), and screen shot of your program’s LENS account along with this application. Note: Programs listing out-of-state drivers must include the driver’s “official” (no copies, Web print outs, or unofficial facsimiles) driving abstract within 30 days, which must also be amended via form DE-1A prior to each semester the DTSE course is taught. VII. MV-524 card holders: May teach behind the wheel and observation, must be a valid MV-524 card holder and have completed the 30 Hour Basic Instructor’s Course. Name Drop/ Add/ Update (D/A/U) Drivers License # & Exp Date * MV-524 Card # & Exp Date Completed the 30 Hour Basic Instructor’s Course (Y or N) Input Into School LENS Account (Y or N) OSPRA Criminal History Check Y, N, or G (grandfathered)
V. Insurance: The school, school district, college, or BOCES seeking approval on this form assures that all vehicles used in the delivery of this DTSE course will be properly insured, inspected and labeled according to Section VII, 1-6 of the 2010 DTSE Guidelines. VI. MV-283 card holders: MV-283 card holders may teach classroom/lecture, behind the wheel (BTW), simulation, range, and observation. Your program(s) classroom/lecture teacher(s) must hold a valid MV-283 card AND be a direct employee of your program. If teaching in a public school, the classroom/lecture teacher must hold a valid NYS classroom teaching certificate for grades K-12 or 7-12. Name Drop/ Add/ Update (D/A/U) Classroom/ Lecture Teacher Y or N MV-283 Card # & Exp Date (or P for permanent) Drivers License # & Exp Date * Input Into School LENS Account (Y or N) OSPRA Criminal History Check Y, N, or G (grandfathered) Note: Please submit a clear copy of each listed individual’s MV-283 card, drivers’ license and New York State K-12 or 7-12 classroom teaching certificate (non-public schools excluded), and screen shot of your program’s LENS account along with this application. Note: Programs listing out-of-state drivers must include the driver’s “official” (no copies, Web print outs, or unofficial facsimiles) driving abstract within 30 days, which must also be amended via form DE-1A prior to each semester the DTSE course is taught. VII. MV-524 card holders: May teach behind the wheel and observation, must be a valid MV-524 card holder and have completed the 30 Hour Basic Instructor’s Course. Name Drop/ Add/ Update (D/A/U) Drivers License # & Exp Date * MV-524 Card # & Exp Date Completed the 30 Hour Basic Instructor’s Course (Y or N) Input Into School LENS Account (Y or N) OSPRA Criminal History Check Y, N, or G (grandfathered)
2020-2021 Credit Bearing Non-Credit Bearing 2021-2022 Credit Bearing Non-Credit Bearing IIa. Number of Students Served: Estimate the number of students served each semester Summer Fall Spring III. Instruction: Summer Type Of Instruction # of Periods X Minutes Per Period = Instructional Minutes Classroom (min. 1440 minutes: equivalent to 24 hours) X = *5 hour pre-licensing course content is included within the program’s 24 hours of classroom instruction Min. 1440 minutes: equivalent to 24 hours Behind-The-Wheel (min. 360 minutes) X = In-Car Observation (min. 360 minutes) X = Simulation (no minimum requirement) X = Range (no minimum requirement) X = Total Laboratory Instructional Hours (minimum 1440 minutes: equivalent to 24 hours) Total NYS-DTSE Instructional Hours (minimum 2880 minutes: equivalent to 48 hours) Fall/Spring Type Of Instruction # of Periods X Minutes Per Period = Instructional Minutes Classroom (min. 1440 minutes: equivalent to 24 hours) X = *5 hour pre-licensing course content is included within the program’s 24 hours of classroom instruction Min. 1440 minutes: equivalent to 24 hours Behind-The-Wheel (min. 360 minutes) X = In-Car Observation (min. 360 minutes) X = Simulation (no minimum requirement) X = Range (no minimum requirement) X = Total Laboratory Instructional Hours (minimum 1440 minutes: equivalent to 24 hours) Total NYS-DTSE Instructional Hours (minimum 2880 minutes: equivalent to 48 hours) Note: * Schools, school districts, colleges, and BOCES may deliver the 5 hour pre-licensing course within the instructional framework of an approved DTSE program. Please note that embedding the 5 hour pre-licensing course leading to an MV-278 is not a requirement of the DTSE program. The 5 hour pre-licensing instructor’s manual can be downloaded at . IV. Fees & Charges: Summer Fall Spring Resident Non-Resident Resident Non-Resident Resident Non-Resident Credit Bearing (½) $ $ $ $ $ $ Non-Credit Bearing $ $ $ $ $ $
Other Significant Family & Household Members Full Name DOB Relationship Full Address / / / / / / Details of Agency Contacts Please note that is the notifying agency’s responsibility to clarify these details. Agency Name, Address & Tel No. GP Midwife/ Health Visitor/ School nurse Paediatrician Police
Short Form Investment Analysis Report for Space projects < $1M and less than 3,000 m2 (regions) / 5,000 m2 (NCA) (refer to ) Executive Project Summary Client(s) Date Proposed Location Project Type (renewal, space assignment, tender call, option, direct negotiation, etc.) Lease Number Project Number Description of recommended option: Reimbursing Status Project Approval (see Appendix X) Space m2u m2r Project Approval Amount $ Office Including GST or HST in the amount of $ Special Purpose Space Expenditure authority $ Other (compound, storage, warehouse, etc.) Including GST or HST in the amount of $ Risk Allowance $ Total Project Approval Authority Source of Funding B123 Parking B141 B143 RPSRF PWGSC Fit-up Costs $ In-Service Date RPSRF reimbursed by Client SSA $ Lease Term LCA Amount $ Options OI Term Project Information Problem/Opportunity Definition: Background & Project History: Current Accommodations: (Building Name, Address and City) OI # Expiry Date Office Utilization rate SPS Total m²u m²r (m2u / FTE) m²u m²r m²u m²r
Form F - Fatality October 2016 Edition KENTUCKY DEPARTMENT OF WORKERS’ CLAIMS 657 CHAMBERLIN AVENUE, FRANKFORT, KY40601 Workers’ Compensation Claim No. IF THIS FORM IS NOT PROPERLY COMPLETED, IT WILL BE RETURNED. Every section should be completed. If a section is not applicable, fill in the blank with N/A Decedant There are no known dependents DEPENDENTS Name Address Date of Birth Relationship to Decedent Dependent or Decedent at Time of Accident? Living with Decedent at Time of Accident? Attach the following if applicable: 1. Marriage License 2. Birth Certificate or proof of adoption 3. Court order or proof of guardianship or dependency OTHER INFORMATION If additional information is pertinent to settlement, explain: This the day of ,20 . Attorney (Signature) Claimant (signature)
8. Proposed budget Describe the high-level budgetary requirements and any current funding allocated to the project. Maximum 100 words (numbers are considered words). 9. Relevant references List the references sited above. Maximum five references. Primary author Title PubMed ID (PMID) or Digital Object Identifier (DOI)
APPLICATION FOR ADMISSION DSPⅡ 2018 Form A (2/ 2) Academic record Name of institution Official number of years Entrance and Graduation (year/month) Registered number of years Elementary From to Lower Secondary From to Upper Secondary From to Undergraduate From to Graduate From to From to Total years of academic education Research activities record Name of institution Position from (year/month) to Number of years From to From to From to Career record Name of Office Position from (year/month) to Number of years From to From to From to Name Family name First name Middle name Degree Type or name Acquired date Name of institution Have you ever visited Japan? Yes No If Yes, describe the term [Purpose of Stay (e.g. Sightseeing, Exchange programs, etc.)] What is your primary (first) language? I hereby certify that the information on this application form is true and complete. I understand that the falsification in any of the information on the form may result in admission denial. Signature: Date(year/month/day): 安全保障輸出管理 (for office use) □ 承認済み（承認日： 月 日） □ 手続不要 □ その他 （確認事務担当者氏名： ）
The perimeter is 34cm. Work out the value of x. Jowita has some sweets. Jasmine has 7 more than Jowita. Frederica has 4 times as many as Jasmine. Sukhpal has 20 less than Jasmine. Bradley has twice as many as Jowita. There are 148 sweets in total. How many sweets does each person have? Find the perimeter. Rubayya has 6 brain fizzes more than Destiny. Mr Ladak has twice as many brain fizzes as Destiny. Bradley has 3 times as many brain fizzes as Rubayya. How many does each person have if there are 87 altogether? Work out the perimeter and the area of the rectangle Steve has 3 doughnuts more than Clint. Bruce has 4 times more doughnuts than Clint. Tony has 9 times more doughnuts than Steve. How many doughnuts does each person have if there are 330 altogether? Shona has 4 more sweets than David. David has 2 more sweets than Bradley. Frederica has as many sweets as David and Bradley combined. There are 35 sweets altogether. How many sweets do they each have?
Pre-Print Checks Figure 2.3 Heating(35 degrees Celsius) and Tank filling of resin tank Finishing Procedure Remove Build Platform Figure 3.1 Remove build platform by releasing lock Remove Print Figure 3.2 Attach build platform to jig and use removal tools to release the part Wash Print Figure 3.3 Place part into rinse buckets filled with isopropyl alcohol (IPA) and leave for at least 10 minutes in each bucket Finish and Completion of Print Figure 3.4 Use flush cutters to remove any extra support from part Maintaining/Cleaning Resin Tank Inspect the empty tank Figure 4.1 When the tank is empty, use the glare from an outside light source to check the bottom surface of each tank. Clean the tank