zilongwang/ReadingBank huggingface dataset:
of Accounts and internal controls. Fund External Auditor Grant Thornton To provide an external audit of data quality and integrity to comply with legislation on the accuracy of member data. Controller Printing solutions Place Partnership Adare To facilitate the printing of outgoing mail and receipt of incoming mail Processor Pensions software provider Aquila Heywood To facilitate creation and maintenance of member, beneficiaries, and employers records and accounts Processor Overseas payments provider Equiniti To transmit payments to scheme member with non-UK accounts Processor Regulators, the government and law enforcement authorities: Type of regulator, government or law enforcement Name Reasons for sharing the data DP role - Processor or Controller National Fraud Initiative Cabinet Office For the purposes of the prevention and detection of fraud against the Fund and organisations within the public sector Controller Actuary Assessment Government Actuary’s Department (GAD) for the calculation of the triennial assessment of the cost of the Local Government Pension Scheme on a national basis as per the Public Service Pensions Act 2013 Controller Her Majesty’s Revenue and Customs Required by law to monitor our performance and ensure that public funds are safeguarded Controller Department of Work and Pensions Required by law to monitor our performance and ensure that public funds are safeguarded Controller
EMERGENCY USE RESPIRATORS INSPECTION RECORD, SHOP _number/name_ Name of manufacturer Type of respirator respirator, TC _number_, model _number_ The emergency respirator will be stored location of emergency respirator . Date Inspection Findings Repairs/ Comments Inspector’s Signature
INSPECTION OF BREATHING-AIR COMPRESSORS CARBON MONOXIDE MONITOR, CARBON MONOXIDE, AND HIGH TEMPERATURE ALARMS, FILTERS, DESICCANT & SORBENT BEDS SHOP _number/name_ Date CO/High Temp. Alarm Operational? Calibration? CO Monitor Condition of Air Purifiers Air Purifiers Changed (date) Signature
CARTRIDGE CHANGE OUT SCHEDULE WORKSHEET Operation: Location: Respirator Model: Cartridge: Chemical Exposure Limit Concentration Boiling Point* *Chemicals with boiling points less than 65o C (149o F) may be desorbed from sorbent during periods of non-use. OPERATION PARAMETERS: Frequency per week: Duration of respirator wear: Estimated work rate: [ ] Light [ ] Moderate [ ] Heavy ENVIRONMENTAL DATA: Highest temperature: Highest humidity: CALCULATE BREAKTHROUGH TIME OF COMPONENTS BASED ON THEIR PROPORTION OF THE MIXTURE Mixture Component UTL95%, 95% Concentration (ppm) Mole Fraction1 Cartridge Service Life Calculator Estimated Breakthrough Time for Single Component (Hours) Breakthrough Time of Components Based on Mixture (Hours) 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 Total ppm 0 1Mole Fraction = ppm contaminant / total ppm of the mixture components Change out schedule including safety factor of ten percent: [ ] Every hours [ ] After each shift [ ] Weekly [ ] Other (specify):
Risk Assessment document for (insert LSP) This risk assessment considers the potential for harm to come to children whilst they are in (insert LSP)’s care. This risk assessment precedes the Child Safeguarding Statement (Section 11 (1b) Children First Act 2015) which is developed following this risk assessment process. In accordance with the requirements of Section 11 (1) of the Children First Act 2015 the risk is of abuse and not general health and safety risk (covered under a separate H&S policy and risk assessment). Section 11 (1) of the Children First Act 2015 states that where a person proposes to operate as a provider of a relevant service, he or she shall, within 3 months from the date on which he or she commences as such a provider— Undertake an assessment of any potential for harm to a child while availing of the service (in this section referred to as a “risk”). Potential risk of harm to children Likelihood of harm happening L-M-H Required Policy, Guidance and Procedure document Responsibility Further action required … LSP & COACHING PRACTICES Lack of coaching qualification H Coach education policy Recruitment policy Proof of qualification to be confirmed Supervision issues Supervision policy Coach education policy Ongoing review Unauthorised photography & recording activities Photography and Use of Images policy Ongoing review Behavioural Issues Code of Conduct Safeguarding Level 1 (min) Complaints & Disciplinary policy Ongoing review Lack of gender balance amongst coaches Coach education policy Supervision policy Ongoing review No guidance for travelling and away trips Travel/Away trip policy Child Safeguarding Training Ongoing review
COMMUNICATIONS AND SOCIAL MEDIA Lack of awareness of ‘risk of harm’ with members and visitors H Child Safeguarding Statement Training policy LSP DLP CCO Communicate Child Safeguarding Statement No communication of Child Safeguarding Statement or Code of Behaviour to members or visitors Child Safeguarding Statement – display Code of Behaviour - distribute Board DLP Children’s Officer Communicate Child Safeguarding Statement Distribute Code or Sections as appropriate Unauthorised photography & recording of activities Photography and Use of Images policy Ongoing review Inappropriate use of social media and communications by under 18’s Communications policy Code of conduct Ongoing review Inappropriate use of social media and communications with under 18’s Communications policy Code of conduct Ongoing review GENERAL RISK OF HARM Harm not being recognised Safeguarding policy Child Safeguarding Training Ongoing review Harm caused by child to child coach to child volunteer to child member to child visitor to child Safeguarding policy Child Safeguarding Training Ongoing review General behavioural issues Code of Conduct Take disciplinary action where necessary Sign code of conduct
Service: Regiment, branch, corps: Service No: Rank: Date enlisted: Date discharged: Reason for discharge: Were you an Early Service Leaver (ESL)?: If yes, were you given an ESL briefing: Navy R.A.F. Army Merchant Navy T.A. Other
Agency Named Worker/Contact Tel No. E-mail Primary Care services: GP Health Visitor Midwife District Nurse Homeless service Hospital Adult Social Services Day Centre(s) Children’s Social Services Sure Start/Children’s Centre Sexual Health Service Family Support/Family Centre Connexions Police Probation Youth Offending Service Drug & Alcohol Treatment services Mental Health Services/Community MH Team Continue….
VII. PESTICIDE APPLICATIONS: MANDATORY NOTIFICATION, POSTING, RECORD KEEPING, AND REPORTING REQUIREMENTS…………………… 21 A. Notification and Posting for Non-emergencies……………………………………... 21 B. Notification and Posting for Emergencies………………………………………….. 23 C. Documenting and Record Keeping of Pesticide Applications……………………… 23 D. Annual Report of Pesticide Applications…………………………………………… 24 VIII. APPROVED LIST OF PESTICIDES FOR (NON-EMERGENCY) USE…………. 25 Risk Assessment………………………………………………………………………... 25 APPENDICES……………………………………………………………………… 27 Appendix 1: Monitoring for Pest Insects…………………………………………… 27 Appendix 2: Annual IPM Inspection Review Form………………………………... 30 Appendix 3: Notification of Pesticide Application Form…………………………... 42 Appendix 4: Recommendations on Hiring a Pest Management Contractor………... 43
Reported pests Observed pests Use of rodent bait Correct Incorrect N/A Use of insect baits Correct Incorrect N/A Use of sticky monitoring traps Yes No Use of pest-sighting log Yes No Annual training for staff and faculty provided Yes No Any student IPM education Yes No Record keeping Yes No Description of sanitation standards Environmental management committee Yes No School IPM newsletter Yes No Other comments Building Exterior Item Location Condition Good Fair Poor Sanitation Good Fair Poor Pests Follow-up Windows screens
Kitchen: Room # ____________________________ Item Location Condition Good Fair Poor Sanitation Good Fair Poor Pests Follow-up Pantry Under counters & appliances Trash cans Stored food bins Dishwashing area Floor drains & sinks Cookware storage area Garbage disposals Ceiling tiles Backdoor & exterior cafeteria
Item Location Condition Good Fair Poor Sanitation Good Fair Poor Pests Follow-up Mops, buckets, & brooms clean? Cleaning supplies Sink Pesticides? Clutter? Racks for brooms and mops? Shelving adequate? Cardboard boxes used as storage containers? Classrooms: Name/room # _____________________________
Access to chemicals? OTC Pesticides? Pest accessible food? Teacher’s lounge: Room # ________________________ Item Location Condition Good Fair Poor Sanitation Good Fair Poor Pests Follow-up Under furniture & cushions Sinks Under & behind vending machines Overhead lights Cupboards Microwave (inside and underneath)
Oven (inside and underneath) Refrigerator (inside and underneath) Counters Pesticides? Other questions: Pests behind bulletin boards, in furniture, on window sills? Are floor to wall junctures and corners clean? Is a pest monitoring log available? IPM newsletters available? Any water marks on ceiling tiles? Nurse’s office: Room # _______________________________ Item Location Condition Good Fair Poor Sanitation Good Fair Poor Pests Follow-up Under furniture & cushions Examination beds
Appendix Five Return to (insert sport action) Stage Functional Exercise at each stage of rehabilitation Objective No activity Physical and cognitive rest Recovery Light aerobic exercise Walking, swimming or stationary cycling keeping intensity 70% of maximum predicted heart rate. No resistance (weights) training. (insert light activities that can be associated with the sport and keep the player involved) Increase heart rate (Sport) specific exercise Running, jumping or bounding type aerobic exercise that replicates the (movement of sport) Add movement Low impact training drills Low risk (play/action), preferably under parental or coach supervision,(include specific parameters if possible). Helmet use compulsory. Heart rate, movement, and cognitive load Higher impact training drills Higher risk (play/action), preferably under parental or coach supervision, using the techniques of (include specific drills). Increase duration & intensity of (play/action) slowly during this period. Helmet use compulsory. Movement, coordination and cognitive load with more difficult tasks. Restore (player) confidence. Normal pre-injury (sport/action) Return to (insert sport)events Full return to (name sport)
Dogs outside of the home Happy / Neutral Fearful / Anxious Bark or Growl Snap or Bite Unfamiliar dogs, on leash     Unfamiliar dogs, off leash     Playing with unfamiliar dogs off leash     People outside of the home Happy / Neutral Fearful / Anxious Bark or Growl Snap or Bite Unfamiliar people reaching toward dog while on leash     Unfamiliar people reaching toward dog while off leash     Unfamiliar people walking by while dog is on leash     Unfamiliar people walking by while dog is off leash     Stranger approaches when dog is inside car     Stranger staring at dog     Children reaching for dog     Children in general     Response to corrections Happy / Neutral Fearful / Anxious Bark or Growl Snap or Bite Grasping collar, restraining dog     Verbal reprimand     Physical reprimand     Leash correction     Have anyone ever suggested euthanizing or re-homing your dog because of the behavior problem? YES NO Have you ever considered euthanizing or re-homing your dog because of the behavior problem? YES NO I, have read the policies and procedures put forth above and understand them fully. I agree to adhere to these policies as a client of the San Francisco SPCA Veterinary Hospital. Signed: Date:
EARPLUG AND CARRYING CASE REQUISITION INFORMATION STANDARD ITEMS: Type & Size Nomenclature NSN Fitting Requirements Triple-flange (small) $3.88 / package Earplug, hearing protection, triple-flange 24 ea. / package (12 pair) Small size fits (~10%) Size fitting REQUIRED (contact fitting POC below) Quad-flange (regular size - fits most) $69.97 / box Earplug, hearing protection, quad-flange, 100 pair / box Reg size fits most (~90%) Size fitting REQUIRED (contact fitting POC below) Triple-flange (large) $3.93 / package Earplug, hearing protection, triple-flange 24 ea. / package (12 pair) Large size fits (~5%) Size fitting REQUIRED (contact fitting POC below) Foam Earplugs Hand-formed $29.58 / box Earplug, hearing protection, Foam, 200 pair / box (orange/green color) Orange color must not show after insertion Disposable “back-up” use Earplug Carrying Case $7.61 / package Earplug carrying case 20 / package 6515-01-100-1674 OPTIONAL ITEMS: Combat Arms (medium - yellow) $476.50 / package Combat Arms Earplug, (single-sided, dial settings) 100 ea. / package (50 pair) Requires user instruction sheet Optional Item Reg size fits most (~55%) Size fitting & Instruction sheet REQUIRED Combat Arms (small-brown) $553.00 / package Combat Arms Earplug, (single-sided, dial settings) 100 ea. / package (50 pair) Optional Item For smallest ears (~25%) Size fitting REQUIRED Combat arms (large – red) $425.82 / package Combat Arms Earplug, (single-sided, dial settings) 100 ea./ Optional Item For larger ears (~20%) Size fitting REQUIRED Example of Standard requisition:
14. Abstract for Complementary Use (2,250 word limit). In the Complementary Use section of your online application form, please make sure to indicate that your proposal is intended for combined use of SACLA, J-PARC MLF or the K computer. Specify research goals, why you require complementary use of facilities, expected results from complementary use of facilities, etc. In addition, please make sure to also state the following information regarding SACLA, J-PARC MLF or the K computer applications. (a) If you have already carried out experiments at SACLA, J-PARC MLF or the K computer, please state relevant information such as the facility’s name(s), dates of research, the proposal number(s), titles of the experiments, name/affiliation of project leader(s), and the research group name(s). (b) If you plan to apply for use of SACLA, J-PARC MLF or the K computer at the same time as SPring-8, please state application information such as facility's name(s), dates of research, titles of experiments, name/affiliation of project leader(s) or research group name(s) (including those which are scheduled). [PAGE 7: Attachments] 15. File Upload (up to 3 files). Acceptable file formats are JPEG (.jpg/.jpeg), GIF(.gif), PNG (.png) only. Do not upload files without file extensions. Each image should be no larger than 1MB in file size.
700 240 1050 1440 Layer Cakes Sales Ret & Allow Sales Discount Purchases 500 80 7 250 700 950 Wages Expense Office Supplies X Decorating Supplies X Baking Supplies X 500 125 40 250 250 48 88 Depreciation Expense Bad Debt Expense 175 150 100
ensure that safe, environmentally acceptable working methods and practices are implemented and that equipment is properly operated and maintained, to facilitate proper access and enable any operation to be carried out safely; attend on site meeting(s) prior to the commencement of construction activities to confirm the construction procedure and designated activity zones; ensure that contractors’ staff (or sub-contractors) repair, at their own cost, any environmental damage as a result of a contravention of the specifications contained in the Environmental Management Programme, to the satisfaction of the ECO. contractor Environmental Officer (cEO) Role Each Contractor affected by the EMPr should appoint a contractor Environmental Officer, who is responsible for the on-site implementation of the generic EMPr (or relevant sections of the generic EMPr). The Contractor’s representative can be the site agent; site engineer; a dedicated environmental officer; or an independent consultant. The Contractor must ensure that the Contractor’s Representative is suitably qualified to perform the necessary tasks and is appointed at a level such that she/he can interact effectively with other site Contractors, labourers, the Environmental Control Officer and the public. As a minimum the cEO shall meet the following criteria: The cEO ensures that all Sub-contractors working under the Contractor abide by the requirements of the generic EMPr. The Contractor is answerable to the Project Manager for all environmental issues associated with the project. Contractor performance will, amongst others, be assessed on health, safety and environmental management criteria Their primary role is to coordinate the environmental management activities of the Contractor on site. Responsibilities Be on site throughout the duration of the project and be dedicated to the project; Ensure all their staff are aware of the environmental requirements, conditions and constraints with respect to all of their activities on site;
RESPIRATOR SELECTION CRITERIA SHOP _number/name_ Air sampling has revealed contaminant concentrations of number times the number (mg/m3 or ppm) Navy Occupational Exposure Limit (OEL) during the type of operation operation. Name of contaminant causes biological effect . The physical and chemical properties of contaminant include incompatibilities with names of incompatible chemicals_. This particular hazard will be corrected by implementing appropriate engineering controls, which will include an exhaust ventilation system. As an interim measure until the system can be installed, respiratory protective equipment will be used. (or Engineering controls are not feasible and respiratory protection is required during this operation. or Despite engineering controls, respiratory protection is still required during this operation.) For less than IDLH or non-oxygen deficient atmospheres, the minimum protection factor needed will be calculated by the hazard ratio, which is determined by dividing the time-weighted average (TWA) exposure concentration, which is TWA concentration of contaminant by the OEL for the contaminant value of the OEL . For contaminants with a ceiling or short term limit, divide the contaminant concentration by the ceiling or short term limit. The required protection factor is value of protection factor . Respirators approved by either NIOSH or NIOSH/MSHA must be used. _Class of respirators_ respirators were selected based on their assigned protection factor of number as set forth in Table 9-1 of reference (c). This will provide protection up to number times the PEL. Name of manufacturer_ and/or name of manufacturer respirators were selected based on successful employee fit testing. The respirators available to employees for the type of operation operation are as follows: Name of manufacturer Type of respirator respirator, TC _number_, model _number_ (Small) (Medium) (Large) Name of manufacturer Type of respirator respirator, TC _number_, model _number_ (Small) (Medium) (Large) Example: North N95 respirator, TC84A 1099 , model 7706N95 (Medium)
EMERGENCY USE RESPIRATORS INSPECTION RECORD, SHOP _number/name_ Name of manufacturer Type of respirator respirator, TC _number_, model _number_ The emergency respirator will be stored location of emergency respirator . Date Inspection Findings Repairs/ Comments Inspector’s Signature
Key Risk: Pandemic Illness Speed of Development Impact Maximum Tolerable Period of Disruption Estimated Disruption Period Critical Incident Management Plan Response Post Incident Continuity /Recovery Actions Responsibility Quick Major Disruption will increase with time and response will be dependent on availability of staff 4 Months Head of Department or Director of Service (HOD) monitors department sickness absence. HOD implements plans for managing high staff absence. When absence levels prevent delivery of key services, HOD informs Dean and Chief Operating Officer, and liaises with the Emergency Management Team. Observe Management Of A Flu or Other Contagious Disease Pandemic Plan BCM 010 Department Incident Management Team co-ordinate available staff to cover shortages, cancel classes/research close areas as required. Liaise with Occupational Health to monitor staff wellbeing. Students: Amend timetabling for extra classes to cover missing sessions or put alternative teaching methods in place. Extend submission deadlines. Staff: Consider missed classes and adjust timetable. Consider alternative teaching/assessment methods (online teaching) to allow for recovery. Consider longer term recovery arrangements i.e. exam board dates and graduation implications.
Fill out any useful information regarding the transactions or incident when checking “Other”. Structuring Alters transaction to avoid BSA recordkeeping requirement Alters transaction to avoid CTR requirement Customer cancels transaction to avoid BSA reporting and recordkeeping requirements Multiple transactions below BSA recordkeeping threshold Multiple transactions below CTR threshold Suspicious inquiry by customer regarding BSA reporting or recordkeeping requirements Other: Terrorist Financing Known or suspected terrorist / terrorist organization Other: Fraud ACH Business loan Check Consumer Loan Credit / Debit Card Mass-marketing Pyramid scheme Wire Identification / Documentation Changes spelling or arrangement of name Multiple individuals with same or similar identities Provided questionable or false documentation Refused or avoided request for documentation Single individual with multiple identities Other: Money Laundering Exchanges small bills for large bills or vice versa Funnel account Suspicion concerning the physical condition of funds Suspicion concerning the source of funds Suspicious designation of beneficiaries, assignees or joint owners Suspicious EFT/ Wire transfers Suspicious exchange of currencies Suspicious receipt of government payments or benefits Suspicious use of multiple accounts Suspicious use of noncash monetary instruments Suspicious use of third-party transactors (straw-man ) Trade Based Money Laundering / Black Market Peso Exchange Transaction out of pattern for customer (s) Other: Other Suspicious Activities Account takeover Bribery or gratuity Counterfeit instruments Elder financial exploitation Embezzlement, theft or disappearance of funds Forgeries Human smuggling Human trafficking Identity theft Little or no concern for product performance penalties. fees, or tax consequences Misuse of “free look” / cooling off / right of rescission
BSA REFERRAL FOR MORTGAGES Initial Report Continued Activity - Last Report Date: Name: Address: SSN or EIN: Passport #: Work Phone: Home Phone: Date of Birth: DL State & #: Account Owner? Yes No If No, Explain: Account Number(s): 1: 3: 2: 4: Date: Amount: Description: CTR Filed? Yes No Date: Date: Amount: Description: CTR Filed? Yes No Date: Date: Amount:
bureaus. The Adviser will produce monthly reports for the State Minister and Team Leader, QESSP. The Adviser will conduct her/ his work in accordance with the QESSP TA management guidelines. PROFILE OF THE ADVISER Essential Desirable Assessment stage Behaviours Creating Shared Purpose ( Inspiring others to want to take a specific role as part of a shared purpose) Being Accountable (Showing real dedication to the long-term mission of the team.) Making it Happen (Achieving stretching results when faced by change, uncertainty or major obstacles) Interview only Skills and Knowledge Excellent analytical skills Skill of synthesizing information and excellent report writing skills Good understanding of the Ethiopian education system* Knowledge of other donor programme priorities Expertise in either teacher education or curriculum development Short-listing and interview Experience Previous experience of providing strategic advice in education* Experience of managing teams* Experience of developing strategic plans* More than 10 years of professional experience in education* Experience of coordinating Government – donor partnerships Short listing and Interview Qualifications Masters degree or equivalent in education* A PhD in a relevant discipline is preferred. Short Listing Those marked with * are to be reviewed during shortlisting. DELIVERABLES
Construction, erecting, alteration, renovations, refurbishment, repairs, demolishing or dismantling of building and structures. Site clearance Site hoarding, demarcation and demolition works excavations, filling, compaction, evening surface Piling (by drilling, excavating,) Temporal works Construction, erecting, alteration, renovations, refurbishment, repairs, demolishing or dismantling of any bridge, dam, canal, road, railway, runaway, sewer, or water reticulation system or any civil engineering structure or type of work Construction of a new two storied Administration building. Preparation of site by leveling, compaction etc. Excavations for parking areas/services 9. PREPARING A HEALTH & SAFETY PLAN The level of detail required for a H&S plan will depend on how complex the workplace is (in particular, the number of contractors at the workplace at any one time) and the risks involved in the work. The plan must be easily accessible in a construction site and it must be clearly understood by management, supervisors & workers on construction site. The plan must be implemented, maintained and kept up to date during the construction of the project. The principal contractor should prepare a H&S plan that includes project information; client requirements for H&S management on the project; Environmental restrictions and existing on-site risks arrangements, imposed by others or developed by the principal contractor, to control significant site H&S risks; H&S file & project H&S review. The H&S plan should include the following information: details of the client, that is the person commissioning the construction work, for example their name, representative and contact details; details of the principal contractor;
Is the customer a professional service provider? Yes or No Is this account an IOLTA account? Yes or No Internet gambling questions Does your company have any games or financial activities on its website? Yes or No Do you provide services to companies who provide internet gambling? Yes or No If legal in your state, provide licensing. Otherwise have company sign certification that it is not engaged in unlawful internet gambling. MSB Questions Does your company cash checks over $1000? Yes or No Does your company issue cashier’s checks or money orders over $1000? Yes or No Does your company exchange currency over $1000? Yes or No Do you transmit currency even virtual currency at any dollar amount? Yes or No Do you provide prepaid cards? Yes or No If so you must register as an MSB with fincen.gov Excludes: HSA, HRAs, FSAs, closed loop under $2000, cards that are over $1000 but are not reloadable, cards that do not allow international transactions Do you sell prepaid cards? Yes or No If so, provide: • Copy of AML Policy • Copy of Registration with FinCEN • Previous Bank Statements. Privately Held ATMs (Complete when customer has an ATM on premise not owned by a bank) Does the business have any private ATM machines located on the premises? Yes or No If so, does your business own or lease from another contractor? We will need: Copy of the ATM agreement with sponsoring entity Exact physical location(s) of the ATM(s) Copy of state registration (if required by state) Copy of three months ATM activity statements Description of currency servicing arrangements including how is cash being replenished (store proceeds, armored car, etc)
LEGAL ENTITY LOAN PROFILE (Check one) (Check one) New Customer Existing Customer Exempt In Person Other Name of Legal Entity: Physical Address: Mailing Address: Phone number: Fax number: Email Address: Website: Signer Name: CIF Number: Is any Authorized Signer a Politically Exposed Person (PEP)? Yes or No If “Yes,” Signer’s Name: Country Affiliation: and Position: Type of Legal Entity Corp LLC Partnership Sole Proprietorship Non-profit Agent LLP Estate Other NAICS: What does the business do?
Is the customer local? Yes/ No If “No,” why did customer choose the Bank? Please check and specify type of business: Domestic Foreign – Name of Country: Foreign Registration ID: Retail: Wholesale: Manufacturing: Service Provider: Import/Export To/From Country(ies): What is the Average Monthly Revenue? Name of Major Suppliers/Vendors: Name of Major Customers: Where is customer currently banking? What counties does the business operate in? What states does the business operate in? Where are your customers located? What is the purpose of loan? Which bank is the money coming from? Other Bank Services Customer is Interested in: (Armored Service, Loans, Letters of Credit, Cashier’s Checks, etc.)
A collaborative research project in which students read multiple sources on one science topic, discuss the readings with students in their groups, write summaries of the readings, and then collectively create a poster presentation and present an oral report to other students in your course. You could prepare packets of materials for each group in advance. A research report in which a student reads multiple sources on one controversy in a science or applied science field, analyzes the controversy, and reports on the controversy in a documented essay with references to multiple sources. ENGL 21007 Recommended Writing Assignments Low-stakes, in-class and online assignments (optional assignment) Formal Letter of Introduction (optional assignment) Memo (optional assignment) Lab Report (required assignment) Technical Description (required assignment) Final Project Engineering Proposal (required assignment) Presentation (required assignment) Digital Portfolio (required assignment) Flexible Core Level I Creative Expression (CE) recommended in the 1st or 2nd semester of study Examples of writing assignments AES 23202 Survey of World Architecture I Formal analysis of buildings involving description and analysis, culminating in short, thesis driven three-part papers AES 24202 Survey of World Architecture II ART 10000 Introduction to Visual Arts of the World Visual in-depth analysis of two works of art based on observation and integration of references to published sources; includes a thesis statement and a working bibliography. MUS 10100 Introduction to Music Reports, concert reviews involving description and analysis, compare and contrast essay MUS 10200 Introduction to World Music MUS 14500 Introduction to Jazz Concert review involving description and analysis THTR 13100 Introduction to Theatre Performance review involving summary/description and analysis through applying knowledge; possibly argument and critique PHIL 14300 What Is Art? 4 short essays and 2 longer essays that build on the short essays. Students critically and analytically evaluate and explain core concepts of the discipline by writing arguments based on interpretation and assessment of evidence gathered from multiple sources and points of view URB 20010 Introduction to Urban Studies Two short 1,500-word essays in which students make an evidence-based argument and evaluate your experience in
IDENTIFY ASSESS CONTROL Step 1 Enter risk description Step 2 Select hierarchy of control and describe the existing control Step 3 Level of risk with existing controls Step 4 Select hierarchy of control and describe your proposed treatment Step 5 Who is responsible and due date Step 6 Level of risk after treatment Risk Description (Hazard) Existing Controls Hierarchy of Control Eliminate, eg: eliminate task, remove hazard Substitute eg: replace with less hazardous process Isolate eg: enclosures, restricted access Engineering eg: guarding, separation, redesign Administrative eg: SWP, training, schedule Personal Protective Equipment (PPE) eg: gloves Consequence Likelihood Risk Score New/Additional Controls Select the hierarchy of control and describe your proposed treatment Who is responsible for implementing the control(s) Due Date Consequence Likelihood Risk Score
Is the control documented? Is the control up to date? Is the control effective? If you answered ‘Yes’ to 2 or 3 questions, the control may require some improvements (the control text should be Blue). If you answered ‘Yes’ to 1 or less questions, the control may require significant improvements (the control text should be Red). This risk assessment has been developed through consultation with our employees and has been read, understood and signed by all employees undertaking the works Print Names: Signatures: Position: Dates: Review No 01 02 03 04 05 06 07 08 09 Initial: Date:
Task, event or scenario Hazard/s Consequence/s e.g. what could go wrong? what could be the impact? Existing Risk Controls Current risk rating [Use the Risk Matrix] Additional Risk Controls? TREATMENT PLAN Residual risk rating [Use the Risk Matrix]
Funding is available for: Tutor Fees (as a general rule, minimum of 75% of grant allocated should be spent on tutor fees. The maximum amount claimable for tutor hours from the grant must not exceed the current ETB tutor rate) Some materials required for an activity or class. Rent of a venue for the duration of educational activities funded by community education only. Insert or delete Insert or delete Funding is not available for: Insert or delete Groups that are not part of the target groups of the Community Education Programme as listed above. Repeat funding of groups for the same activities for the same target group; such groups need to identify progression routes for participants and encourage new people to participate in programmes. Community centre assets or materials such as cookers, tables, computers, tools, machinery, sports equipment or any other office or building items. Christmas parties, social functions, meals or entertainment at social events or outings. Day trips. Donations to charities or other community organisations. Payment for training for individuals within a group. Applications from an individual proposing to carry out training with a group themselves. Recommendations: Insert or delete It is advisable that tutors who work with learners with special needs, addiction issues or who are on probation, should receive appropriate induction and support. Groups should liaise with ETBs’ Literacy and Guidance services. This can be arranged through the CEF. Insert ETB name and logo Community Education Grants Scheme ___________________________________________________________________________ Application Form
SLO #2 Degree-level SLO addressed: Institutional SLO addressed: Assessment Method(s) to be used to evaluate the SLO Criteria to be used to measure individual student achievement of the SLO Criteria to be used to measure overall student success in achieving the SLO SLO #3 Optional Degree-level SLO addressed): Institutional SLO addressed: Assessment Method(s) to be used to evaluate the SLO Criteria to be used to measure individual student achievement of the SLO Criteria to be used to measure overall student success in achieving the SLO
• may harm / kill foetus / embryo / baby / mother allow could affect the baby • immoral / unethical / religion ignore playing God ignore references to unnatural ignore wrong unqualified ignore expense / prejudice unqualified ignore lack of permission ignore results are unreliable 1 [7] M11. (a) protection / defence ignore insulation or rolls into a ball ignore camouflage 1 from predators / from being attacked / from being eaten 1 (b) looks like snake / looks scary 1 deters predators or has large eyes to spot predator or camouflage or warning colouration from predator or prey allow two separate adaptations for 2 marks 1 (c) (i) natural selection 1 (ii) Darwin 1 (iii) simple life forms 1 (d) believe that God created all organisms or humans there from the beginning 1 [8]
Genesis: Foundation Book of the Bible Intro. – Review 2 Basic Points I. Authorship 3 Main authorship explanations about how Genesis was produced. Group of Writers “Higher Criticism” ________________________________________________________ Documentary Hypothesis Moses as the Author Three possibilities Moses as Compiler & Editor II. Division of Genesis Overview Division ________________________________________________________________________
God and the world – Gen. 1-11 God and His people – Gen. 12-50 General Divisions. Divided by generations. 10 Generations: Generations of heaven and earth – 1:1-2:4 Generations of Adam – 2:4b-5:1 Generations of Noah – 5:1-6:9 Generations of sons of Noah – 6:9-10:1 Generations of Shem – 10:1-11:10 Generations of Terah – 11:10-11:27 Generations of Isaac – 11:27-25:11 Generations of Ishmael – 25:11-25:18 Generations of Jacob – 25:19-37:1 Generations sons of Jacob – 37:2-Ex. 1:1
Chapter 18 Choose the correct answer: God appeared to Abraham in ( –Terebinth trees of Mamre- Canaan ) Who appeared to Abraham? ( The Holy Trinity-3 angels-the Lord and 2 angels) “All the nations of the earth shall be blessed in him ” was intended to refer to (Abraham-Jesus-Isaac) Mention a situation from Abraham’s life that proves: Hospitality to strangers Respect of visitors The intercession Who is he or she? The son of laughter They asked Abraham “where is Sara your wife?” He bowed down before his guests She laughed within herself He said, “I will not destroy it for the sake of ten”. _______________________________________________________________ Chapter 19
Answer the following question: 1. What is the reason for repeating Pharaoh’s dream twice? 2. What is the meaning of 7 cows and 7 good heads of grain? 3. What is Joseph’s plan to save the countries from famine? Give the reference. 4. Provide evidence that Pharaoh realized that Joseph has the spirit of God. Give the reference. 5. There were five stations in Joseph’s life in this chapter, explain? Meaning of: Joseph 2. Zaphnath Paaneah 3. Manasseh 4. Ephraim Genesis 42, 43 Provide evidence to prove the following:
P P w Pw Pw w Pw Pw Pea plant with purple flowers (P) and another Pea plant with white flowers (w) Purple color(P)-Dominant gene White color(w)-recessive gene F1 generation will have all purple flowers as purple is the dominant gene. Genotype-heterozygous; Phenotype-Purple F2 generation ¾ will have purple flowers and the ¼ will have white flowers (which skipped a generation). Genotype (1:2:1) 1 Homozygous dominant 2 Heterozygous 1 Homozygous recessive Phenotype (3:1) 3 purple, 1 white F1 Generation P w P PP Pw w Pw ww
INVOICE ALL FORMS MUST BE TYPED AND NOT HAND WRITTEN. THEY MUST ALSO BE COMPLETED IN FULL. FAILURE TO DO THIS WILL RESULT IN PAYMENT DELAYS OR NON PAYMENT Title Invoice Number (completed by LETB) First Name IN FULL Invoice Date / / Middle name IN FULL PO Number XXRHOLLAND Surname FAO Address Line 1 Code Address Line 2 Address Line 3 Town/City Post Code Invoice To: Health Education England – T73 East of England LETB T73 Payables F485 Phoenix House Topcliffe Lane Tingley Wakefield WF3 1WE NOTE: PLEASE ENSURE BANK DETAILS ARE ENTERED. FAILURE TO ENTER THESE DETAILS WILL RESULT IN PAYMENT DELAYS. Total Value of the Claim £ Please fill in the breakdown of the claim on the following page Details of the claim Travel Expenses
Genetic Practice From your book complete “Apply the Concept” on page 155 (1-3). If you access this question using the ebook online, it’s on page 153. There is a misprint so you really only have to answer 1 and 5. What looks like questions 2, 3 and 4 is really just data you use to answer #5 From your book answer “Do you understand the concept 8.2 all 4 questions From your book answer “Apply the concept” on page 158. Explain your answers. If you access the book online, it’s on page157. From your book answer’Do you Understand Concept 8.3” on page 160 (159 if using online text) Answer just the 1st and 3rd bullet point, skipping the middle one.
adult version of ALD. This diagnosis would have been disclosed, facilitating screening of the wider family, prompting earlier diagnosis and potentially better outcomes for the claimants. A conundrum is posed by genetic information. Parents impart genes – the fundamental unit of hereditary – to their children. Consequentially, descendants from a common gene pool share a percentage of their genetic heritage, which can include deleterious genetic traits. Thus ‘faulty’ genes can promulgate through generations of a family, though it is important to recognise genetic information it is not a unitary class of information. This shared heritage is significant when an individual undergoes genetic testing. A person’s results simultaneously reveal information about them and their family. For example, if a patient possesses BRCA1 gene mutation – increasing their risk of breast cancer by 50-80 per cent – the chance of their parents, siblings and children also possessing the mutation is one in two. Huntington’s disease likewise has a one in two chance of transmission and is almost 100 per cent penetrant; ALD is an X-linked disorder, also with a one in two chance of transmission. The presence of a deleterious gene in a patient is therefore indicative of the prospective health of blood relations. A clinician possessing genetic information is thus aware of risks pertinent to both their patient and that patient’s family. The question is: how should this information be treated? A paradigm of confidentiality is problematic; confidentiality is traditionally premised on information being relevant only to the patient, which is categorically not true of genetic information. Confidentiality is not absolute, a breach can be justifiable if it is in the public interest, but the traditional paradigm does not recognise relatives’ interests in genetic information. It is argued these deserve recognition and an appropriate way of doing so is a common law duty to disclose. The High Court in ABC and Smith resisted attempts to use negligence to protect familial interests in genetic information, striking out both claims and confirming commentators predictions that only a ‘slim chance’ exists of English law imposing a duty to disclose. This resistance is an opportunity missed. With ABC scheduled for substantive appeal in March 2017, the Court of Appeal has an opportunity to accept the claimant’s application and allow full consideration of a duty to disclose at trial. The position of blood relations is an important issue with genetic testing increasingly part of mainstream healthcare and further incorporation of genomic medicine within the NHS inevitable. Increasingly inexpensive methods of
COMPLEX INHERITANCE and COMMON GENETIC DISORDERS Fill-in-blank Notes Use your text to read and learn about each topic, filling in the blanks below. Add pictures, examples, page numbers, or additional notes as needed. p. 296-298 Recessive Disorders: most human disorders are recessive, so individuals must have two recessive alleles to show the disorder. Examples of Recessive disorders: Cystic fibrosis – Albinism Tay-Sach’s disease – Galactosemia PKU (phenylketonuria) - inability to breakdown phenylalanine in blood; tested with foot prick test shortly after birth. Can cause mental impairment and lack of normal skin pigmentation. Babies and children with it must maintain a strict diet low in this amino acid. Discuss some dangers of inbreeding – p. 298-Dominant disorders: some human disorders due to dominant alleles, some non-lethal. Just because a gene is dominant does NOT mean that there is more of it in a population. In fact, lethal dominant genes are much less common than lethal recessive genes because it affects anyone who gets it, so offspring may not survive long enough to reproduce. In this way it reduces the number of lethal genes in the population. Examples: Huntington’s disease – Achondroplasia – Polydactyly – extra fingers or toes – usually underdeveloped appendages
Genetic Disorder Research Presentation Paper Rubric Skills Meets or Exceeds Expectations Partially Meets Expectations Does Not Meet Expectations Content: (24 pts) Introduce/Define Disorder (3 pts) Description of Symptoms (3 pts) Cause of Disorder (3 pts) How disorder is inherited (3 pts) How disorder is treated ( 3 pts) How the disorder is diagnosed (3 pts) How many/type of people likely to have disorder (3 pts) Application of Research (3 pts) Student covers all the content and presents an all-around clear understanding of their genetic disorder. (3 pts per content bullet) Student provide a minimal amount or no information regarding each of the content requirements their genetic disorder. (0 pts per content bullet) Written Report (16 pts) Student individual written report covers all the content required in the presentation. The student did not plagiarize his/her partner and was no more than 2 pages doubled spaced. (2 pts per content bullet) Student plagiarized partner’s report or did not cover any of the content required. (0 pts per content bullet) Audience Appropriate Language Student vocabulary and explanations are appropriate for an audience of people that do not have an extensive understanding of biology and genetics. (3 pts) Student explanation of disorder is audience appropriate for a majority of the time, but caused some confusion. (1.5 pts) Student fails to explain their disorder at the appropriate level of understanding. (0 pts) Oral Report Student shows a clear understanding of their disorder. This should be presented in an organized sequence that makes sense to the listener. (3 pts) Student presents their disorder, but does this in a sequence that jumps around. Making their presentation quite confusing. (1.5 pts) Student presentation doesn’t demonstrate an understanding of the information and is quite confusing to the listener. (0 pts)
Visual Representation for Oral Report Student uses at least 3 clear, visual representations (pictures/graphs/ punnetts/pedigrees) that support their research and helps the audience understand their disorder. (3 pts) Student uses 1-2 visual representations (pictures/graphs/ punnetts/pedigrees) (2 pictures = 2 pts) (1 picture = 1 pt) Student has no visual representations to support their research. (0 pts) Sources Student accurately recorded every resource they used in their research on a resource page. This includes websites, books, and pictures. (Just need to website or book title listed, don’t worry about APA, MLA, Etc.) (3 pts) Student missed some sources that they used to do their paper and presentation. (1.5 pts) Student failed to record any sources. (0 pts) Spelling/Grammar 5 or less spelling and grammar errors occur in presentation and paper. (3 pts) Presentation/Paper has between 5-10 spelling and grammar errors. (1.5 pts) Presentation/Paper has more than 10 spelling and grammar errors. (0 pts)
13. Identify the steps below filling in the blank above the drawing. Then place a, b, c, d in order in which they occur in mitosis. a. __________________________ b. ____________________________ c. _____________________________ d. _____________________________ The order is _______________________ Use letters here!!! On the back use the same cell (2n=4) and draw the 8 steps in Meiosis I and II
Detroit Chapter NAASC Meeting Minutes March 11, 2018 Meeting Location: Greater Grace Temple Attendance: Lisa Davis-Patterson, Joslyn Witherspoon Lewis, Taj Watson, Bethany Watson, Ursula Gray, Pamela Berry Williams, Carla Richardson, Marsha Hightower Dickerson, Tyler Bingham, Ashley Brown, Crystal Knox, Dorothy Wilson, Sylvia Simmons, Charlotte Lusby Agenda Item Discussion Action Call to Order Meeting called to order by Lisa Davis Patterson at 3:12 pm Greetings/Introduction/ Kudos/ Alumnae Prayer Welcomed alumnae and each alumna introduced themselves and their class year. Read in unison by attendees. Kudos from Antoinette for Thameka, Dorothy, Tyler and Ariel for their participation in the college fair. Volunteers needed to assist with Scholarship selection process as well as upcoming college fairs. Email interests to Antoinette. Minutes Charlotte read the minutes from February 11, 2018 meeting. Pam motioned to accept the meeting minutes as read. Marsha seconded. Financial Secretary Report (Pamela Williams) $884.00 Dance Theatre of Harlem, $89.97 Dues, $91.35 Christmas Party --- Balance $1,064.97 Treasurer’s Report (Sylvia Simmons) Sylvia disseminated report documenting balance and money movement from 11/12/17 to 3/11/2018. Ending Balance is $1,847.16
Solve: There is a mix-up between babies at the hospital. The doctors test the baby with type O blood to see which set of parents it belongs to. On set of parents have the genotypes IAIA and IAi. The other set of parents are a heterozygous Type A mother and a heterozygous Type B father. Make the crosses of the parents below. Which parents are the parents of the O Blood baby? __________________ Punnett squares that must show females (XX) or males (XY) are what kind of complex genetics? _________________________ Solve: A female carrier for colorblindness marries a man who is colorblind. List the phenotypes of the male children and the phenotypes of the female children.