zilongwang/ReadingBank huggingface dataset:
Where were the flying-foxes in February? The heat maps below show the distribution of the different flying-fox species across the region of the NFFMP. The darker the colour the greater the abundance of flying-foxes in an area, black shading refers to GHFFs, blue to BFFs, green to SFFs and orange to LRFFs. Red dots indicate visited camps NFFMP data in use In the November report we described how the data collected as part of the NFFMP formed a key component of a number of submissions to the House of Representatives Standing Committee on the Environment and Energy’s “Inquiry into flying-fox management in the eastern states”. The committee has now published its report and this is available at ). The Inquiry led to four major recommendations: The establishment of a Working Group to the Council of Australian Governments to coordinate and harmonise the approach to flying-fox management and conservation across the country. The establishment of a dedicated funding pool for flying-fox research and conservation actions, and specifically calling for ongoing support for the NFFMP. The development of tools to assist councils in their decision making processes. The development of educational materials regarding flying-foxes and their management, and the promotion of these materials in areas impacted by flying-foxes. The recommendation that continued support be made available for the NFFMP is an indication of the important role it this program is playing in the conservation and management of flying-foxes in Australia and clear recognition of the impact of your efforts in participating in the program. LRFF The NFFMP A map of the camps covered in the NFFMP surveys can be viewed at Clicking on a camp icon will show a plot of species composition and numbers recorded at that camp during NFFMP surveys. The aim of the program is to establish a reliable baseline estimate of the flying fox populations and over time to estimate trends. This will take a number of years since each quarterly count will be subject to
Table 1: Protective Factors Individual Factors Family/Social Factors School Context Life Events and Situations Community and Cultural Factors Easy Temperament Adequate nutrition Attachment to the family Above average intelligence School achievement Problem solving skills Internal locus of control Social competence Social skills Good coping skills Optimism Moral Beliefs Values Positive self-related cognitions Supportive caring parents Family Harmony Secure and stable family Small family size More than two years between siblings Responsibility within the family (for child or adult) Supportive relationship with other adult (for a child or adult) Strong family norms and morality Sense of belonging Positive school climate Pro-social peer group Required responsibility and helpfulness Opportunities for some success and recognition of achievement School norms against violence Involvement with significant other person (partner/mentor) Availability of opportunities at critical turning points or major life transitions Economic Security Good physical health Sense of connectedness Attachment to and networks within the community Participation in church or other community group Strong cultural identity and ethnic pride Access to support services Community/Cultural norms against violence Table 2: Risk Factors Individual Factors Family/Social Factors School Context Life Events and Situations Community and Cultural Factors
Monitoring Area 6, IDEA Part B: Fiscal Monitoring Criterion Number Description Noncompliance identified? Applicable Requirement Criterion 6.1 The SEA has a reasonably designed system to monitor subgrantees to ensure compliance with applicable Federal fiscal requirements. No 34 CFR §§80.26, 80.40, 300.149, 300.600 Finding: None.
Table 8. Published manuscripts reporting 18F-FMISO human imaging studies Year Clinical Condition N mCi injected MBq injected Reference 2012 Glioma 2 12.2 450 Narita (Japan 2012) 2012 Head & Neck Cancer 7 10 370 Toma-dasu (Belgium 2012) 2012 Glioma 23 10.8 400 Hirata (Japan 2012) 2012 Glioma 30 0.1 mCi/kg Max 7 3.7 MBq/kg Max 260 Yamamoto (Japan 2012) 2012 Skull Base Chordoma 7 0.14 mCi/kg 5 MBq/kg Mammar (France 2012) 2012 Head & Neck Cancer 40 10.8 400 Yasuda (Japan 2012) 2012 Head & Neck Cancer 12 0.2 + 0.05 mCi/kg 7.3 + 1.7 MBq/kg Chen (USA 2012) 2012 Head & Neck Cancer 25 6.8-8.1 250-300 Zips (Germany 2012) 2012 Various cancers 17 0.1 mCi/kg <10 3.7 MBq/kg <370 McKeage (New Zealand 2012) 2011 Glioma 10 5.3-9.4 Median = 8.3 197-348 Median = 308 Kawai (Japan 2011) 2011 Non-Small Cell Lung Cancer 5 0.05 mCi/kg 2.0 MBq/kg Vera (France 2011) 2011 Sarcoma 10 7 259 Eary (USA 2011) 2011 Head & Neck Squamous Cell Carcinoma 17 13.7-19.4 Mean 16 510-718 Median=592 Kikuchi (Japan 2011) 2011 Head & Neck Cancer 10 0.1 mCi/kg Max 7 3.7 MBq/kg Max 370 Hendrickson (USA 2011) 2011 Glioma 1 8.3 307 De Clermont (France 2011) 2011 Renal Cell Carcinoma 53 0.14 mCi/kg 5 MBq/kg Hugonnet (France 2011) 2011 Head and Neck Cancer 23 6.9 256 + 37 Abolmaali (Germany 2011) 2011 Head & Neck Squamous Cell Carcinoma 13 13.7-19.4 Mean 16 510-718 Median= 592 Yamane (Japan 2010) 2010 Head & Neck Cancer 8 20 740 Choi (Korea 2010)
If you would like to participate please contact: New South Wales – Mike.Roache@environment.nsw.gov.au Queensland — Pauline.Fitzgibbon@ehp.qld.gov.au If you know of additional camps or have questions about the counts please contact: david.westcott@csiro.au or adam.mckeown@csiro.au Additional information about the program can be found at: www.environment.gov.au/biodiversity/threatened/species/flying-foxes-monitoring-program.html The National Flying-fox Monitoring Program is collaboration between the Australian Government, the South Australian, Victorian, New South Wales, Australian Capital Territory and Queensland governments, CSIRO, local governments and volunteers in New South Wales and Queensland. The CSIRO was contracted by the Rural Industries Research and Development Corporation to undertake this research project. This research was funded by the Commonwealth of Australia, the State of New South Wales, the State of Queensland and RIRDC under the National Hendra Virus Research Program.
employee is responsible for any costs associated with the completion of the medical certification. Employees who fail to submit a valid medical certification may not be approved for FMLA. Coordination of Accrued Leave Family and Medical Leave runs concurrently with the use of any type of paid leave, unpaid leave, or worker compensation time loss. While paid accruals are to be used first and concurrently with Family and Medical Leave, employees may retain a balance of up to forty (40) hours of vacation or alternative leave accruals prior to the use of unpaid leave. If the employee fails or is unable to provide notice of the intent to retain up to 40 hours of leave, the county will charge the available accrued paid leave for the absence. Once accrued leave has been used for an FMLA-covered absence it cannot be returned to the employee. If compensatory time off (comp time) is to be used for Family and Medical Leave, it must be designated as such by the employee. Compensatory time that is not designated by the employee as Family and Medical Leave will not be counted against the twelve (12) week entitlement. Leave Reporting for Overtime-Exempt Employees Overtime-exempt employees using accrued leave for partial-day, absences will use leave in increments of fifteen (15) minutes. As provided by the FMLA, this will not alter an overtime-exempt employee’s status under the Fair Labor Standards Act. Returning To Work Employees on Family and Medical Leave are required to provide their supervisor with a return to work date. If the leave was due to the employee’s own serious health condition, the appointing authority may require medical certification from the employee’s health care provider verifying his or her ability to return to work, with or without restrictions. The appointing authority may reasonably delay the employee’s return to work until the employee has provided the appropriate return to work certification. The employee will be reinstated to the same or equivalent position and benefits held prior to the period of FMLA leave. If the employee does not return to work, or returns to work for less than thirty (30) days and terminates employment, the county will require the repayment of any healthcare insurance premiums paid on the employee’s behalf. Military Caregiver Leave covered
The aim of the program is to establish a reliable baseline estimate of the flying fox populations and over time to estimate trends. This will take a number of years since each quarterly count will be subject to various factors which will influence the results, making assessment of population size more difficult. A report reviewing the data from the first phase of the program can be viewed at the Australian Government Department of the Environment’s website at This analysis suggests that while the GHFF population appears to be at approximately 700,000 individuals, the population of the SFF has declined by as much as 50% over the last decade to approximately 100,000 individuals. In order to achieve the best possible estimate it is important that surveys are performed using the methods correctly. We are continuing to conduct training sessions and the CSIRO urges any counters who have any questions or concerns about count methodology to contact David Westcott at or Adam McKeown at Thank you to all the counters who put in the hours to assist the program. Your effort is greatly appreciated. If you would like to participate please contact: New South Wales – Queensland — If you know of additional camps or have questions about the counts please contact: or Additional information about the program can be found at: The National Flying-fox Monitoring Program is collaboration between the Australian Government, the South Australian, Victorian, New South Wales, Australian Capital Territory and Queensland governments, CSIRO, local governments and volunteers in New South Wales and Queensland. The CSIRO was contracted by the Rural Industries Research and Development Corporation to undertake this research project. This research was funded by the Commonwealth of Australia, the State of New South Wales, the State of Queensland and RIRDC under the National Hendra Virus Research Program.
Name Empl ID Date of Hire (state) Leave Balances Sick Other – Annual Other – Request Requested Dates # Hours Requested Eligibility Findings Employed with state of gov’t for 12 months as of FMLA start date YES NO Work status for at least 1,250 hours during 12 months preceding FMLA start date YES NO Scheduled Hours - Hours - Leave/Comp Taken - Suspen/Furlough Hrs = Hours Worked Reason for leave Birth of child (within 12 months of birth) Adoption or foster care of child (within 12 months of placement) Care of family member with serious health condition Spouse Child Parent Employee’s serious health condition Qualifying exigency – Spouse Child Parent deployed to foreign country Care of family member with serious injury/illness from active military duty Spouse Child Parent Other (Employee is nearest blood relative) # Hours of FMLA used in 12-mo pd # Hours remaining FMLA eligibility Determination Eligible for Requested FMLA YES NO Dates in Pay Status Dates on LWOP Comments
Workers Compensation will receive pay as provided under current university policy. All paid time off runs concurrently with FMLA. Will the employee receive university benefits while on FMLA protected leave? The university will continue to pay the cost of the university provided insurance coverage for employees for the 12 weeks of FMLA protected leave. The employee will continue to be responsible for payment of premiums for any elective coverage. It is the employee's responsibility to contact Employee Services to determine premium payment requirements. Am I still covered under FMLA if I run out of paid leave? Yes, as long as you have not exhausted your 480 hours of FMLA for your qualifying event year, you would still be covered under FMLA. What does the employee need to know before returning to work from a FMLA leave for their own serious health condition? The employee will be required to obtain a medical release from the attending physician, and possibly a Fitness for Duty certificate before returning to the workplace. An employee returning from FMLA job-protected leave is restored to the same benefits eligibility, seniority, position or equal position including the same shift, skill level, effort requirements and responsibility. If a University holiday falls during a week when I am on continuous FMLA, is that day counted toward my FMLA leave entitlement? Yes. The University does count a holiday towards an employee’s FMLA leave entitlement when the employee is on continuous FMLA leave. This includes all of the days during winter break when the University is scheduled to be closed. What types of leave are available under the FMLA? The FMLA provides for different types of leave depending on the situation. Leave may be taken in continuous, full-time periods or may be taken intermittently or on a reduced schedule when medically necessary or for a qualifying exigency due to a call to covered active duty. When intermittent or reduced schedule leave is needed to care for an immediate family member or the employee’s own condition, and is for planned medical treatment, the employee must consult with the supervisor and make a reasonable effort to schedule treatment so as not to unduly disrupt the department’s work. Leave for birth or adoption of a child or placement of a foster child must be taken in one continuous period and must be concluded within one year of the birth, adoption or placement of the child. Either parent may ask the department to consider a reduced schedule rather than one continuous leave, but that decision is discretionary with the supervisor based on department needs and employee equity.
Experiential learning that concentrates on developing knowledge and abilities through the experiences of the participants; Practical techniques that can be used on the job; The encouragement of learning from the knowledge and experiences of the workshop leader and participants; Employee handbook that provides reference material based on workshop concepts and techniques; FLMA 15-minute video DVD that can be shown as an introduction to, or to further emphasize workshop content; and A PowerPoint presentation that can be shown during the workshop and can be printed in handout format for participants to take away. Optional PowerPoint Presentation To use the PowerPoint presentation included with this kit, you will need: A computer with PowerPoint or a PowerPoint viewer installed; and A projector connected to the computer being used for the training session. Note: It is important to test the functionality of your equipment before using the presentation to prevent delays. How to Customize the Workshop Customizing the workshop greatly enhances its value to participants. The following suggestions may be helpful: Before conducting the workshop, obtain information about the organization and the participants; Consult colleagues about FMLA issues to help build a larger base of knowledge and understanding of the topic; Customize the employee handbook for the organization and the particular participants attending; Alter the workshop outline and/or timing to reflect the needs of the audience. Use examples to which the audience can relate; and If it seems useful and time permits, allow discussion to continue beyond the recommended time frame. Always remember to process each activity thoroughly as it is important that participants are able to fully experience each activity.
Request for Approval Of Leave Employee’s Name (Print or Type): This is to request approval of the following leave: From: Thru: Amount of Leave Type of Leave Approved (Initials) am pm am pm : Date Time Date Time Hrs Mins am pm am pm : Date Time Date Time Hrs Mins am pm am pm : Date Time Date Time Hrs Mins am pm am pm : Date Time Date Time Hrs Mins am pm am pm : Date Time Date Time Hrs Mins Leave Balance Before Requested Leave: Annual Sick Personal Leave Codes AL Annual Leave CL Court Leave* SL Sick Leave LWOP Leave Without Pay** ASSL Annual to Supplement Sick FLSA FLSA Compensatory Time PL Personal Leave SCT State Compensatory Time FUL Furlough FML/A Family Medical Leave/Annual BDL Blood Donation Leave FML/S Family Medical Leave/Sick ML Military Leave* FML/P Family Medical Leave/Personal * Copy of orders or subpoena must be attached ** Personnel Action Request form must be submitted REQUESTED BY: APPROVED BY: Employee’s Signature Supervisor’s Signature Date Date HR-03431A (Rev. 7/8/2013)
Dog Profile Form Owners Name: Contact Numbers: Address: Email Address: Dogs Name: Age/DOB: Dog/Bitch Neutered? Yes/No Breed: Where did they come from? Insured? Yes/No Microchipped and wears name tag? Yes/No How old were they when you got them? What is your dog’s usual exercise regime daily/weekly? Feeding times: Brand and variety of food: Amount: Any extras: Does your dog have any medical problems or medications? Does your dog have any fears or phobias? Please specify: Any behaviours you would like to address or teach (if any): Has your dog ever shown aggression or reactivity? Please specify: Are you happy for me to take pictures of your dog/s for advertising use (and so you can see what they have been up to)? Yes/No Is your dog crate trained and/or used to being left? Yes/No Date: Signature: How did you find out about us?
Dressing May need assist with details (buttons/zippers) Assist with clothing adjustments Toileting Watch for signs of decreased thoroughness with hygiene Communication Strategies Place toiletries in the same location and in plain sight Watch for signs of decreased thoroughness with hygiene Simplify selection by having fewer choices of clothing or group into outfits on the hanger 3/4 Resident: Date Completed: ACL: 4.4 – Green Goal: Resident to maintain abilities with eating
Project Action Plan and Timetable Table - Project Action Plan and Timetable Project Action Plan and Timetable Week Date Week Beginning Activity / What you are intending to do - including independent study Resources / What you will need to do it - including access to workshops 24th April Start FMP Portfolio. Make sure all research from unit 12 is complete and add anything if necessary. Start first article draft. Access to college computers and internet. Access to internet and computers at home. Microsoft Word. 1st May Continue with FMP Portfolio. Finalise all research. Finish first article draft. Seek feedback Access to college computers and internet. Access to internet and computers at home. Microsoft Word. 8th May Continue with FMP Portfolio. Conduct surveys and questionnaire Start second draft Access to college computers and internet. Access to internet and computers at home. Microsoft Word. Recording equipment (phone) 15th May Continue with FMP portfolio. Conduct personal interviews Finish second draft Seek feedback Access to college computers and internet. Access to internet and computers at home. Microsoft Word. Recording equipment (phone) 22nd May Continue with FMP portfolio. Conduct more personal interviews Start third draft Access to college computers and internet. Access to internet and computers at home. Microsoft Word. Recording equipment (phone) 29th May Continue with FMP portfolio. Finish third draft. Seek feedback. Start Final Piece Access to college computers and internet. Access to internet and computers at home. Microsoft Word. 5th June Continue with FMP portfolio. Finish final Piece Seek feedback. Access to college computers and internet. Access to internet and computers at home. Microsoft Word. 12th June Finish FMP portfolio Upload all work. Access to college computers and internet. Access to internet and computers at home. Microsoft Word. 17
Production Requirements Location: Name the person you need to contact to get access to the location Parking: Outline any parking Catering: Name your caterers Toilets: Specify toilet facilities if there are any. Props: What props you need and name of person in charge of props. Equipment: What equipment do you need? Preliminary Schedule – Subject to change Time Action 12:00 13:00 14:00 15:00 15:30 16:00 16:30 17:30 18:30 20:00 Unit Call & Setup Scene 20 Shoot Scene 24 Shoot Pack up Lunch Leave for Restaurant Location Set up for scene 34 Scene 34 Shoot Scene 35 Shoot Wrap & Packup Unit Wrap Time: 20:00 Travel Name Travel Method Departure time + any additional information Return time (plus any additional information) Peter Peterson Train Depart: Portsmouth 11:42 Arrive: Guildford 12:45 Depart: Guildford 12:50 Arrive: London Waterloo 13:30 Changes: 1 Depart: London Waterloo 21:00 Arrive: Portsmouth 22:40 Changes: 0
Answer the following questions (answer YES or NO) for the proposed FMP site(s) only. Make sure that you complete the correct column. FMP Site #1 FMP Site #2 FMP Site #3 FMP Site #4 FMP Site #5 1. Does the entry to the FMP site have signage that clearly identifies it as an FMP site? YES NO YES NO YES NO YES NO YES NO 2. Does the residency program director have control of the educational activities in the FMP site? YES NO YES NO YES NO YES NO YES NO 3. Does the residency program director have control of the activities of the support personnel in the FMP site? YES NO YES NO YES NO YES NO YES NO 4. Does the director of the FMP site report to the program director? YES NO YES NO YES NO YES NO YES NO 5. Does the appointment system ensure maximum accessibility of the resident to his/her patients in the FMP site? YES NO YES NO YES NO YES NO YES NO 6. Is there a business office or business function area in the FMP site? YES NO YES NO YES NO YES NO YES NO 7. Is there a conference room at this FMP site large enough to accommodate the residents, faculty members? YES NO YES NO YES NO YES NO YES NO 8. Do FMP site patients have convenient access to imaging services? YES NO YES NO YES NO YES NO YES NO 9. Do FMP site patients have convenient access to a diagnostic laboratory? YES NO YES NO YES NO YES NO YES NO 10. Do FMP site patients have access to a program physician after hours? YES NO YES NO YES NO YES NO YES NO 11. Do family physician faculty members see patients without residents in the FMP site? YES NO YES NO YES NO YES NO YES NO Explain any NO responses. Describe in detail any activities that take place in the FMP site that are not family medicine If other specialties are located on the same floor of the facility, explain and indicate on the floor plan how the FMP is a discrete unit that is separate from these areas. Specify any other space that is not part of the FMP site that is currently allocated for administrative offices, conferences, etc., for residents/faculty members assigned to this FMP site.
Attachment 1 COMPLIANCE ELEMENTS OPR # Compliance Question How to Verify Compliance Discrepancy Write-up How to Clear Discrepancy OPR (for example XX Sq/AEO or simply PA) Primary question pertaining to the compliance requirement. For example, "Are crew members managed IAW XX Unit Supplement # to CAPR X-X?" a) Optional related question. For example, "When assigning crew members, are individual experience levels considered?" a) How compliance is verified. For example, "Crew member experience levels are verified in XXXX." a) Detailed write-up of the discrepancy, for example "(A-Discrepancy): [xx] (Question 1) Unit failed to consider crew member experience IAW XX Unit Supplement # to CAPR X-X, para 8.3." a) Attach a copy of the to the discrepancy in the Discrepancy Tracking System (DTS). b) Additional related question (optional) b) How to verify additional related question b) Detailed write-up of the discrepancy b) Attach a copy of the to the discrepancy in the Discrepancy Tracking System (DTS). OPR (for example XX Sq/AEO or simply PA) Primary question pertaining to the compliance requirement How compliance is verified Detailed write-up of the discrepancy. NOTE: Use sub-bullets to identify sub parts leading to overall noncompliance. Attach a copy of the to the discrepancy in the Discrepancy Tracking System (DTS).
NORTH CAROLINA DEPARTMENT OF HEALTH AND HUMAN SERVICES DIVISION OF PUBLIC HEALTH ORAL HEALTH SECTION SCHOOL BASED WEEKLY FLUORIDE MOUTH RINSE MANUAL April 2016 Revised May 2016 State of North Carolina Roy Cooper, Governor Department of Health and Human Services Mandy Cohen, MD, MPH, Secretary Division of Public Health Daniel Staley, Director Oral Health Section Sarah Tomlinson, DDS, Chief SCHOOL BASED WEEKLY FLUORIDE MOUTH RINSE MANUAL
NCOHS FMR Guidance for Schools Fluoride Mouth Rinse Program Order Blank for Forms School Fluoride Mouth Rinse Coordinator Duties Suggested Items for School Coordinator Notebook Annual Mouth Rinse Information for Parents - English Annual Mouth Rinse Information for Parents – Spanish Mouth Rinse Information for Parents of Students Entering Kindergarten – English Mouth Rinse Information for Parents of Students Entering Kindergarten – Spanish School Fluoride Mouth Rinse Program – Coordinator Supply Order Form Safety Assessment Instructions for (Form 3898)– School Fluoride Mouth Rinse R2 Safety Assessment - School Fluoride Mouth Rinse Program (Form 3898) Ingredients for the Premixed Unit Dose of Fluoride Mouth Rinse and Fluoride Mouth Rinse Misuse Protocol Fluoride Mouth Rinse Consumption Amounts Suggestions for School Success Suggestions for Classroom Success Permanent Permission Form for FMR – English Permanent Permission Form for FMR – Spanish Annual Permission Form for FMR-English Annual Permission Form for FMR-Spanish Teacher Checklist for FMR School Program – Permanent Permission Forms Teacher Checklist for FMR School Program – Annual Permission Forms Suggested Items for Principals and Classroom Teachers SCHOOL MONITORING AND COLLECTION OF INFORMATION Fluoride Mouth Rinse Roster Fluoride Mouth Rinse Participation Worksheet School FMR Inventory Reporting Form-Instructions School FMR Inventory Reporting Form Sample FMR Roster Collection Memorandum FMR Evaluation 100 Percent Recognition Certificate Participation Recognition Certificate Instructions to Discontinue the Fluoride Mouth Rinse Program
Prayers for Lighting the Advent Candles First Week O Emmanuel, Jesus Christ, desire of every nation, Savior of all peoples, come and dwell among us. Second Week O King of all nations, Jesus Christ, only joy of every heart, come and save your people.
companions because they bothered me a lot. They told me that I was an idiot, that I had to go back to preschool. Sometimes my school mates beat me even though I wasn’t doing anything to them. Thank goodness I had two friends that protected me! The teachers also frightened me telling me that, if I didn’t learn to read, I would be taken to the “Bienestar familiar” far away from my family. At the beginning of this year, I told my sister and my aunt that I didn’t want to go back to my school because children bothered me and I was afraid. They told this to my mother and looked for another school. That is where I am studying now. At the beginning I was afraid because I didn’t know anybody. Now I feel fine because my companions and teachers treat me well and I am finally starting to learn how to read, write and count!”. Article 37: Torture and deprivation of liberty No child shall be subject to torture, cruel treatment or punishment, unlawful arrest. Both capital punishment and life imprisonment without the possibility of release are prohibited for offenses committed by a child. Any child deprived of liberty shall be treated in a manner which takes into account their needs. Article 38: Armed conflict State parties should take steps to ensure that children under 15 years of age have no direct part in hostilities. No child below 15 shall be recruited into the armed forces. Children in war zones should receive special protection. 24th December 2011 – Christmas Eve Saturday, Fourth Week of Advent Readings: 2 Sam 7:1-5, 8-12, 14, 16; Lk 1:67-79 My father favours my sister who is one year older than me. He always shows his love to her and never gets angry when she does wrong. But when I do wrong, he always punishes me. When I fail my exams he beats me, but when she fails he only talks to her.
Things get more interesting when you let the lines cross by reversing the order on one of the axes. TO STRINGART REPEAT 10 [ PENUP SETXY (REPCOUNT * 10) 0 PENDOWN SETXY 0 (110 - REPCOUNT * 10) ] END Activity: Now it's your turn. Come up with an interesting set of points and connect them using SETXY. For example, try connecting points along a "Y" shape or an "X" shape. You can also take an example that uses FORWARD, BACK, LEFT, and RIGHT and rewrite it to use SETXY, instead. Sample Programs TO CYCLE :INDEX :LAST SETXY :INDEX 0 SETXY :LAST :INDEX SETXY (:LAST - :INDEX) :LAST SETXY 0 (:LAST - :INDEX) SETXY :INDEX 0 END TO SQUAREART REPEAT 10 [ CYCLE REPCOUNT * 10 100 ] END SQUAREART TO CYCLE :INDEX :LAST PENUP SETXY :INDEX 0 PENDOWN SETXY 0 (:LAST - :INDEX) SETXY -:INDEX 0 SETXY 0 (:INDEX - :LAST) SETXY :INDEX 0 END TO PLUSART REPEAT 11 [ CYCLE ((REPCOUNT - 1) * 10) 100 ] END PLUSART TO SPIKEDSQUARE ; left-right lines REPEAT 20 [ HOME SETXY (100) (REPCOUNT * 10 - 110) SETXY (-100) (110 - REPCOUNT * 10) HOME
"but "went "on "with "a :adjective1 "but :adjective2 "pace.\ "The :loser "laid "down "and "fell "asleep.\ "When "the :loser "woke "up,\ "he "went "as :opposite1 "as "he "could, "but "the\ :winner "had "already "won "the :contest "\ "and "was "comfortably "dozing.\ "\ "The "moral "of "the "story "is\ :adjective1 "and :adjective2 "wins "the :contest ".\ ) END There are some commands in the Mad Libs program that we have never seen. Here's what they do. Command Example What Happens LOCALMAKE name value LOCALMAKE "length 100 Creates a variable named :length and assigns it the value 100. PRINT list PRINT [Hello World!] Displays "Hello World!" in the Commander window. LIST value1 value2 ... (LIST "Hello "World!) Creates a list from whatever follows it. Each element is evaluated before being put into the list. Activity: Write your own Mad Libs using the program above as a model. You can use a story or make one up yourself. Just be sure to replace some of the words with blanks. When you are done, give the program to a friend and let them fill in the blanks with their own words. Lesson 10: English Sentences In this lesson, we are going to teach the turtle to write English. The turtle already knows how to write every letter in the alphabet, so all we have to do is each him English.
Summer Term 2014 Thursday 30th April 2015 16.00 – 18.00 Oxfordshire FMSP Network meeting – theme tbc Matthew Arnold School tbc Please sign up at: Summer 2015 tbc time tbc CPD – A level Active! Approaches and resources for engaging all students in A level mathematics learning, Ideal for those new to teaching A level and for those who want to consider fresh approaches Berkshire/Surrey – venue tbc Friday 5th June 2015 time tbc CPD – Topics in A2 Further Pure This course will cover a number of key topics from all the exam boards. Exact options will depend on the number of delegates using each board. Alton College Hampshire event: contact for details. Student Support Events Spring term 2015 Wednesday 25th February 2015 13.30 – 17.00 Study Afternoon for A2 FM students++ Introduction to Hyperbolic Functions Note that this course will also be extremely useful enrichment for any student not requiring this topic for their exams! Fitzharry’s School, Abingdon 21st March 2015 time tbc Core Revision – all boards Mathematical Institute, Oxford University Summer term 2015 9th April 2015 time tbc Further Pure Revision – MEI and Edexcel Mathematical Institute, Oxford University April/May 2015 tbc time tbc Further Pure Revision – AQA and Edexcel Reading University April/May 2015 tbc time tbc Edexcel Core Revision Days Wycombe High School Enrichment Events Spring term 2015
For immediate release: March 22, 2018 The National Junior Honor Society is the nation's premier organization established to recognize outstanding middle level students. More than just an honor roll, NJHS serves to honor those students who have demonstrated excellence in the areas of scholarship, service, leadership, character, and citizenship. On Wednesday, March 21st, Faubion Middle School inducted 39 students into our school’s chapter of the NJHS. Congratulations to the newest inductees of the Faubion Middle School National Junior Honor Society! Alex Gortych Alexis Palenzuela Alyssia Simmons Antonella Tovar Ashley Peek Cadence Culbertson Caitlyn Nease Cara Tyson Caroline Kelley Chloe Tyson Dakota Poehler Daniel Scudder Dat Hong Delavar Hafizi Dylan Perry Elaina Simonsen Ellie Hassler Elly Docsa Gage Adair Gavin Henderson Jahnelle Meza Jenna Shakotko Kaitlyn Daniels Kennesen Johnson Kinley James Lucy Oden Madison Metcalf Maya Henry Mia Humphries Michael Lozano Parker Poehler Piper Curry Regan Young Ruby Allen Ruhi Patel Sarah Bolin Sydni Waidelich Tanner Jaynes Taylor Garton
Main Appendix: Appendix 1: Glossary Clostridium difficile infection (CDI) - Symptomatic infection caused by the spore-forming, bacterium, Clostridium difficile. It is the most common cause of antibiotic-associated diarrhoea, and symptoms include watery stools, fever, nausea, and abdominal pain. Refractory CDI – Failure of an episode of CDI to respond to metronidazole and oral vancomycin, although no uniform definition. Recurrent CDI – Defined in ESMID guidelines as ‘when CDI re-occurs within 8 weeks after the onset of a previous episode, provided the symptoms from the previous episode resolved after completion of initial treatment’[4]; however, defined more variably within the reviewed literature within this guideline. Faecal microbiota transplant – A procedure in which faecal matter (stool) is collected from a healthy screened donor, homogenised, strained, and introduced into the gastrointestinal tract of a patient. Donor – In the context of FMT, this is a healthy screened individual that provides stool for the use in preparation of FMT. Nasogastric – A means of reaching/ supplying the stomach via the nose for the purpose of treatment or investigation. This is usually achieved by the insertion of a tube. Enema – A procedure in which liquid (or gas) is infused into the rectum as means for treatment or investigation. Gut microbiota - Population of microorganisms that live in the gastrointestinal tract including bacteria, viruses and fungi. Inflammatory bowel disease – Describes a group of chronic disorders (ulcerative colitis and Crohn’s diseases) in which the gastrointestinal tract becomes inflamed. The exact cause is unknown but it is thought to result from a combination of factors that trigger the body’s immune system to produce an inflammatory reaction in the gastrointestinal tract. Medicines and Healthcare Products Regulatory Agency - An executive agency of the Department of Health in the United Kingdom which is responsible for ensuring that medicines and medical devices are efficacious and are acceptably safe.
SECTION I - USER INFORMATION User’s Name Legal Name as recorded with Human Resources Job Title Work Street Address Work City, State, and Zip Code User’s Country Code User’s Email Address FMMI Role Assignment Method – How should your FMMI roles be assigned? Please see your FMMI Contact/Supervisor for additional information. If “Copy” was selected above, please provide the Legal Name of an existing FMMI user as the source for your profile. Please do not enter your name. Please ensure the user has an active profile. SECTION II - REGISTRATION AND TRAINING Response Requirements Date Completed Notes FMMI Registration This step creates the FMMI ID. Access/Roles cannot be provided without a FMMI ID. If you do not receive a ‘Successful Registration’ message, the registration is not complete. If you already have a FMMI ID, DO NOT complete the registration process a second time. This causes an issue with creating the profile. Required from every AMS, APHIS, FAS, and GIPSA user who is requesting a new FMMI account be created. Note: Indicating when this step was completed is helpful to the Security Team and will ensure your access is granted as soon as possible. 1. Go to 2. Scroll down and click the FMMI icon 3. Enter eAuth/Linc Pass credentials 4. Click OK - Click Register 5. Do not check the Accessibility Block Notes: If you get the error message ‘Access Denied’, use the following steps: 1. Go to Tools 2. Select Compatibility View Settings 3. Type usda.gov in the ‘Add this Website’ field 4. Click Add - Click Close 5. Restart Internet Explorer and FMMI
New business EM was to give report from Library, but had to cancel due to illness. Spring Newsletter FM will use last year’s spring newsletter and redo it for this year. Should come out in March, so will get done after WC sale. Material needed by March 1. Library director will be asked for a report. Photos of library spaces suggested as many will not have seen all the renovations form last summer. We have already documented the Travel grants in previous newsletter, but will ask LH if she has any reports or photos of the recipient’s talks. Other Business Student Affairs committee of USG wants to put a new water bottle filler in the library. D is here to ask how that could happen? Where would it go and how does it get done? This is not really an action for FMTL, as it is USG $ and idea. FM: Identify where you want it, tell the librarian (EM) where it would be good to have it, and be clear that USG is paying for it. EH: Suggestion of bottle signage (big water drop image?), as well as retrofitting other drinking fountains (‘bubblers’!). FM: Message to GSG reps: always be thinking of what to spend $ on. Library acquisitions: SG: proposes more recent editions of scitech books? (but reminded that the library will not purchase textbooks). Ask librarian to make collections acquisition request. What is the greatest need? Databases? Monographs? Three donations acknowledgement cards distributed and board members wrote notes of thanks. Returned to AH for mailing. Meeting adjourned at 4:50 (FM motion; HN second; unanimous).
Definitions Item Definition Budget Year The year that the cash budget is developed for. The period including January – December. CASES21 CASES21 (Computerised Administrative System Environment in Schools) is the software package provided to Victorian Government Schools to support school administration, finance and central reporting. Indicative budget Budget based in indicative (predicted) enrolment figures in the SRP. SRP Student Resource Package – Main funding mechanism for schools comprising two components. Credit – used for central salaries and Cash – used for school based expenditure. Variance Analysis Investigating the budget and actual figures to determine why a variance arose. Additional resources Version and revision control record Date Version Approver Next Review 01/2019 1.2 Chief Finance Officer - Financial Services Division 01/2020
Section. 11: Expenditure Management January 2019 1.2 Chief Finance Officer – Financial Services Division January 2020 Section 12: Trading Operations January 2019 1.2 Chief Finance Officer – Financial Services Division January 2020 Section 13: Asset and Inventory Management January 2019 1.2 Chief Finance Officer – Financial Services Division January 2020 Section 14: Liabilities Management January 2019 1.2 Chief Finance Officer – Financial Services Division January 2020 Section. 15: Taxation January 2019 1.2 Chief Finance Officer – Financial Services Division January 2020 Section 16: Reporting Performance January 2019 1.2 Chief Finance Officer – Financial Services Division January 2020 Section 17: End of Year (31 December) January 2019 1.2 Chief Finance Officer – Financial Services Division January 2020 Section 18: End of Financial Year reporting (30 June) January 2019 1.2 Chief Finance Officer – Financial Services Division January 2020 Section 19: Financial Handover January 2019 1.2 Chief Finance Officer – Financial Services Division January 2020 Section 20: Opening, Closing and Merging Schools January 2019 1.2 Chief Finance Officer – Financial Services Division January 2020 Section 21: Insurance Arrangements January 2019 1.2 Chief Finance Officer – Financial Services Division January 2020 Appendix A. Glossary of terms and acronyms January 2019 1.2 Chief Finance Officer – Financial Services Division January 2020 Comparison table of content January 2019 1.2 Chief Finance Officer – Financial Services Division January 2020 Version and Revision control record January 2019 1.2 Chief Finance Officer – Financial Services Division January 2020 Version and revision control record Date Version Approver Next Review 01/2019 1.2 Chief Finance Officer - Financial Services Division 01/2020
EXTENDED ABSTRACT The extended abstract must be written in such way that the reader may identify its content and main conclusions. Format: Times New Roman 10, single paragraph. Italic, bold and underline it is not necessary. The extended abstract must have two pages. CONTENT: - Introduction - Brief Methodolgy - Result and Discussion - Conclusion - References (ABNT Standarts) - Acknowledgments
9 Accountable authority of the Department of Foreign Affairs and Trade All countries 10 Accountable authority of the Department of Human Services Austria, Canada, Czech Republic, Denmark, Finland, France, Germany, Greece, Ireland, Israel, Italy, Netherlands, New Zealand, Norway, People's Republic of China, Portugal, Singapore, Spain, Sweden, Turkey, United Kingdom, United States of America 11 Accountable authority of the Department of Immigration and Border Protection All countries 12 Accountable authority of the Department of Infrastructure and Regional Development Canada 13 Accountable authority of the Department of Veterans’ Affairs France, Papua New Guinea, Thailand, Turkey Part 3 Delegation under section 56 of the Act – Borrowing by the Commonwealth for overdraft facilities with overseas banks Division 1 Delegation
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UK TEMPLATE FIELDTRIP / TRAVEL RISK ASSESSMENT FORM TEMPLATE ONLY – PLEASE EDIT FOR EACH SPECIFIC TRIP. Risk Assessment For Assessment Undertaken By Assessment Reviewed Service / School: Name: Name: Location of Activity: UK Only Date: Date: Activity: Generic travel and low risk field trips within the UK by car, train, coach etc. Detail mode of travel, location, field work activities, etc., here This risk assessment must be read in association with Signed by Dean of School, Director of Service or nominee: This section to be used when the assessment is reviewed in academic year 2011-12 REF: Date: NOTE – This is a template for travel only and contains general precautions. It will need modification for each individual field trip activity in order to consider hazards specific to that location. Not all of the hazards or controls listed below will be relevant to intended travel - delete as appropriate. List significant hazards here: List groups of people who are at risk: List existing controls, or refer to safety procedures etc. For risks, which are not adequately controlled, list the action needed. Remaining level of risk: high, med or low? Private Car Vehicle accident Trip not to commence if staff have concerns about vehicle safety; Driver must have ‘business use’ coverage on their insurance policy; should be completed; Route will be planned in advance. Hire/University Car Vehicle accident – unfamiliarity with vehicle University approved hire car company; Trip not to commence if staff have concerns about vehicle safety;
Delays likely in communicating with tutors / others. Supplement general briefing with information about medium factors; Specific risk assessment may be required; Provision of generic workplace H&S information to students. Low Placements with no significant local risks. Letter of Expectation (signed and returned) No special measures required, generic placement risk assessment Provision of generic workplace H&S information to students Individual Student Factors High The student has relevant personal factors e.g. pre-existing medical condition, disability, linguistic or cultural, which may increase the risk of accident or illness during placement related activities even following reasonable adjustments. The student has personal factors which may require specific adjustments or support if living away from home, or makes them susceptible to episodes of illness. The student’s knowledge, understanding, and skills are low for the type of work involved. Letter of Expectation (signed and returned); Discuss activities with the student to try eliminate or reduce potential risk where possible; Engage with occupational health provider / Disability Services to develop reasonable adjustments; Confirm these in written communication with the Provider; Pre-placement visit maybe required; Provision of specific workplace H&S information to students. Placement must not commence if remaining risk is still high Medium The student has relevant person factors which may require specific adjustments or support during placement, or in social interactions at work. Letter of Expectation (signed and returned); Engage with occupational health provider / other support professionals to develop reasonable adjustments; Confirm these in written communication with the Provider; Letter of Expectation (signed and returned); Provision of generic workplace H&S information to students. Low The student has no personal factors likely to cause episodes of illness or require specific adjustment whilst on placement. The student has relevant knowledge, understanding, and skills are low for the type of work involved. Letter of Expectation (signed and returned); No special measures required, generic placement risk assessment; Provision of generic workplace H&S information to students. Insurance Factors High Locations, activities and/or circumstances are excluded from UCLan’s insurance cover. Provider’s insurance will not cover the student on placement with them. Alternative placement required; Consult University’s insurance section; Specific risk assessment required. Placement must not commence if remaining risk is still high