zilongwang/ReadingBank huggingface dataset:
Developed high school to college credit programs in computer technical programs increasing enrollment from local high schools by 35% Online course coordination, curriculum and course development for Blackboard online platform using Quality Matters rubrics Developed templates for Blackboard learning to give students seamless transitions between courses Developed new courses and redesigned older courses (CIT105 Intro Computers, CIT155 Web Design, CIT291 Capstone – IT) Developed transfer agreements with local universities for student transfer options increasing transfer rates Created and integrated service learning principles and projects into classroom learning Increased student pass rate in CIT105 from 65% to 80% by incorporating learning style assessments which makes the learning environment inclusive for auditory, kinesthetic and visual learners. SACS/QEP ACCREDITATION: Co-Coordinator of Division SACS accreditation and reaffirmation process for division and university resulting in successful process QEP Committee member created advising modules for new incoming students Developed new advising procedures and database program which made it easier for students to understand what courses are needed and how long it will take to graduate. Created statistical reports showing university enrollment development, minority achievement, FTE, financial aid changes over a five-year period Supervised promotion process for KCTCS professors to Assistant, Associate and Professor levels increasing promotions to 100% in college Served as Faculty representative for university at state level developing new programs Statistical studies on student retention, development and course development resulting in development of new courses to meet student needs (development education) Created new rules and regulations for the state community college system by collaborative and team building efforts which changed the way the Kentucky Community College System works with students, businesses and other four-year institutions. DeVRY UNIVERSITY CINCINNATI, OH 2008 – PRESENT VISITING PROFESSOR – BUSINESS & INFORMATION TECHNOLOGY and ENGINEERING DIVISION Computer Applications for Business, Cybersecurity Introduction Introduction to Networking – CISCO, Programming Logic, Router Configurations and Switching Configurations, Introduction to Computer Systems Provide instruction on eCollege platform FUNDING Downing Grant for Teaching and Learning (2018) Research/Travel Grant $ 1,000 Wheeler Grant Cybersecurity Curriculum (2018) Curriculum Research $ 16,860
GH CHITIMA S ARCHAEOLOGY RSSB 1 CHIWARA D ARCHAEOLOGY RSSB 1 MUKONI M GENDER RSSB 1 MOYO M CHEM TEC RSSB 2 MAVENGERE W ADULT EDUCATION RSSB 2 TSHALIBE R FSN RSSB 3 MUZIRI T HORTICULTURE RSSB 3 MUTSIWEGOTA C GES RSSB 4 SIBANDA T GSBL RSSB 4 MASIYIWA S IRM RSSB 5 CHIPEPA F MATHEMATICS RSSB 5 MUGANDANI R LWRM RSSB 6 TAKAWIRA A LAW RSSB 6 T MHLANGA MEDIA RSSB 7 MADEBWE V GES RSSB 7 KAURO P FSN RSSB 8 MARUZANI N GENDER RSSB 8 SHOKO E MEDIA RSSB 8 CHINOFUNGA D FSN RSSB 9 MAUNGA P SVG RSSB 9 NGEZI T THM RSSB 10 P VINGIRAI AGRIC PRACTICE RSSB 10 MAGADZIRE JD EDU FOUNDATION RSSB 11 CHIOTA W HORTICULTURE RSSB 11 MURINZI T CHEM TECH RSSB 12 MAKAKA C BIO RSSB 12 NDAWANA T MEDIA RSSB 13 BARE J BIOL RSSB 13 CHIVIZHE J AGED RSSB 14 CHANDIPOSHA M AGRONOMY RSSB 14
GWIKS WORKSHOP SCHEDULE Date: May 23 – 24, 2017 Location: 1957 E Street NW, Washington DC, 20052, Suite 503, Conference Room Tuesday, May 23 9:20 AM - 9:50 AM: Breakfast 9:50 AM - 10:15 AM: Introductions 10:15 AM - 12:00 PM: Social and Cultural Approaches to U.S.-Korea Relations Presenters: Dajeong Chung, The College of William and Mary, “From Dependency to Self-Sufficiency: American Relief Food to the Korean Peripheries, 1964-1968.” Jeong Min Kim, New York University, “South Korea’s Wartime Black Market: Sexual Exchanges and the Everyday Economy during the Korean War.” Commentary: Arissa Oh, Boston College 12:00 PM - 1:00 PM: Lunch 1:00 PM - 2:45 PM: Politics, Security and U.S.-South Korean Relations Presenters: Jooeun Kim, Georgetown University, “The Vietnam War and U.S. Credibility on the Korean Peninsula.” Khue Dieu Do, Seoul National University, “The Carter Zeal versus the Carter Chill: U.S. Policy towards the Korean Peninsula in the Carter Era” Commentary: Ji-young Lee, American University Mitchell Lerner, The Ohio State University 3:00 PM - 4:45 PM: Security and Development in South Korea Presenters: Patrick Chung, Brown University, “From Supply Lines to Supply Chains: Busan, the Korean War, and the Rise of Global Logistics” Peter Banseok Kwon, Harvard University, “Korea’s Search for Defense Autonomy: Park Chung Hee’s Defense Industry Development and South Korea’s Challenges to U.S. Arm Policies, 1968-1979.”
Commentary: Gregg Brazinsky, The George Washington University 6:30 PM: Dinner Rasika West End Restaurant Wednesday, May 24 9:45 - 10:15 AM: Breakfast 10:15 AM - 12:00 PM: Domestic Politics and Globalization in South Korea Presenters: Steven Denney, The University of Toronto, “The Micro-Foundations of Democratic Support in Contemporary South Korea.” Darcie Draudt, The Johns Hopkins University, “Multiculturalism as State Policy and Citizenship Practices in ‘Global Korea’.” Commentary: Ji-young Lee, American University Harris Mylonas, The George Washington University 12:00 PM - 12:45 PM: Lunch 12:45 PM - 2:30 PM: North Korea and the World Presenters: Benjamin Young, The George Washington University, “A Microhistory of the Korean Conflict: North and South Korean Students at the Tehran Foreign School, 1983” Thomas Stock, University of California, Los Angeles, “Under Attack: Fraternal Criticism and the Development of North Korean Ideology.” Commentary: Mitchell Lerner, The Ohio State University James F. Person, Woodrow Wilson International Center for Scholars 2:30 PM - 3:30 PM: Wrapping Up and Future Plans
Bore WRK-304 Lithology Depth From Depth To LITHOLOGY Sample No 0 2 Red clay 2 6 Red sand 6 9 Clay & sand 9 10 Red sand 10 21 Yellow sand 21 26 Coarse sand 26 30 Decayed basalt 30 33 White shale DATE 4/1/14 BORE WRK-302
GDE Type Hydrology Position of Water Table Soils and Peat Depths Oxygen conditions Water movement within wetland Water Chemistry Vegetation Springs Minerogenous; completely At ground surface Mostly mineral soils; rarely accumulation of peat Oxygenated Standing or flowing water Highly variable; from acidic to basic, temperatures vary, can be thermal Graminoids, forbs, shrubs and trees; rarely qualifies as wetland vegetation Peatlands (dependent on groundwater) Minerogenous; always At ground surface Accumulation of peat up to several meters; little or no mineral soil Anoxia develops slightly below the surface, leading to the accumulation of peat Water table usually slightly below the surface, so no water movement detectable Minerotrophic, acidic (poor fens) to basic (circumneutral or strongly alkaline), can be iron-rich or calcareous Bryophytes, graminoids (sedges and grasses), low shrubs; lichens, sometimes trees. Always wetland vegetation Other wetlands (dependent on groundwater) Minerogenous; depend on groundwater, precipitation and sometimes stream inflow At, above, or below surface; fluctuates dramatically; periodic standing water Usually little or no peat accumulation; sometimes wood-rich peat Temporary soil anoxia during times of high water table Periodic standing or flowing water Highly variable; from acidic to basic; Tall woody plants and forbs (swamps) or emergent graminoids and floating aquatic macrophytes (marshes) Wetland types Not Covered by the GDE Inventory Field Guides Certain groundwater-dependent ecosystems are not intended for protocols described in the GDE Inventory Field Guides, such as: Groundwater-dependent lakes; Base-flow streams; and Phreatophytic systems (including some riparian areas). Because of the distinct characteristics of those systems it was not practical to include them in these protocols. It is hoped that other protocols will cover those systems. Protocols do exist, or are in development, for inventorying and monitoring those systems, although they focus on surface water and not groundwater conditions and processes. Wetland systems that look similar to some GDEs, but that are not dependent on groundwater may be inventoried using the Field Guides or some protocols included in the Field Guide. These include:
GARY WALDEN TRUST GRANT APPLICATION 2017 Please complete by 2 December 2016 and return by fax to 9820 3127 or by email to SCHOOL: PRINCIPAL’S NAME: PRINCIPAL’S EMAIL ADDRESS: CONTACT PERSON’S NAME: (if not principal) CONTACT PERSON’S EMAIL ADDRESS: Project Description Existing School Strategies Please describe what your school is currently doing. Requested additional school support required Please indicate: what you want to use the funds for; the monetary value for each aspect; and the numbers of students involved. Anticipated timeframe and outcomes Total amount requested: $
PINE RIVERS INLINE HOCKEY CLUB 2016 UNIFORM ORDER FORM TO BE RETURNED TO CLUB BY MONDAY 8/2/16 PLAYER: NAME: __________________________________________________________ DIVISION: ________________________________________________________ POSITION: _______________________________________________________ JERSEY NUMBER PREFERENCE: 1ST ________ 2ND ________ 3RD _____________ NAME ON JERSEY: _________________________________________________ ITEM SIZE (AD/CH) QTY PRICE TOTAL JERSEY Sizes:- Child S, M, L, Adult S, M, L, XL, XXL, XXXL 0 $95.00 $ 0.00 COVERPANTS Sizes:- 0 $95.00 $ 0.00 TOTAL $ 0.00 UNIFORMS RECEIVED: __________________ PARENT’S SIGNATURE: ____________________________________ PRILHC TO COMPLETE FORM RECEIVED: _____________________ ORDER PLACED: ______________________ORDER RECEIVED: ____________________
ASSESSMENT SUB-GROUP Organisation Representative Email Phone Mobile Carers Australia Anne Muldowney (03) 9396-9500 0425 743 015 Occupational Therapy Australia Jan Erven (02) 4223-8389 0401 711 344 National Rural Health Alliance Pauline Wardle (08) 8921-4971 0439 335 790 LASA Judy Gregurke (03) 9805-9400 0427 046 487 Catholic Health Australia Lana Ramsay (07) 3728-9155 0419 021 660 ACSA Lisa Ralphs (02) 8754-0400 0419 017 091 UnitingCare Fonda Voukelatos (03) 9239-2619 0412 468 422 Alzheimers Australia Samantha Blake (02) 62544233 0414 336 375 Office for the Ageing SA Health Alice McDonald Dept of Family & Communities Services, Ageing, Disability & Home Care James Wilson (02) 9407 7702 0422 000 254 DoHA Michelle Roffey Susan Hunt (02) 6289-5071 AMA Peter Ford? TBA (08) 8396-2522 0419 999 943 University of QLD Prof Gerard Byrne (07) 3365 5148 NACA Secretariat Pat Sparrow Nina Bowes (03) 9909 7911 (03) 9909 7912 0410 294 235 0432 129 207
1 24/8/2016 Dr Mark Southwell, Assoc. Prof Darren Ryder Dr Paul Frazier 2 25/11/2016 Dr Mark Southwell, Assoc. Prof Darren Ryder Dr Paul Frazier Item Details ELA Project Number 2427 Project Director/s Dr Paul Frazier, Assoc. Prof Darren Ryder Project Manager Dr Mark Southwell Prepared by Dr Paul Frazier, Assoc. Prof Darren Ryder, Dr Mark Southwell, Dr Gavin Butler, Dr Peter Hancock, Nathalie van der Veer, Linden Burch, Ben Martin, Lindsey Frost
THE GATEWAY ADVISORY GROUP Updated 3/3/15 Organisation Representative Email ACSA Peta Braendler 08 83387077 0409 098 913 Alzheimers Australia Samantha Blake 03 9815 7807 0457 343 490 AMA Dr Richard Kidd 07 3266 8488 0411 191 433 AMLA Jeff Cheverton 07 3630 7352 0437 544 366 Anglicare Australia Jeremy McAuliffe 03 8823 7959 ANZSGM Glenise Berry 07 3240 2515 0408 767 561 Australian College of Nursing Tracey McDonald 02 9739 2280 0408 954 801 Carers Australia Anne Muldowney 03 9396 9500 0425 743 015 Catholic Health Australia Lanna Ramsay 07 3728 9155 0419 021 660 COTA Australia Ian Yates 08 8232 0422 0418 835 439 Diversional Therapy Judy Nolan 07 5555 4888 0412 915 321 FECCA Voula Messimeri AM 03 9388 9988 0414 532 529 LASA Kay Richards 02 62301676 0438 270 454 National Seniors Australia David Carvosso 08 9368 4645 0409 889 334 National Rural Health Alliance Pauline Wardle 08 8921 4971 0439 335 790 Occupational Therapy Australia Jan Erven 02 4223 8389 0401 711 344 Uniting Care Australia Fonda Voukelatos 03 9521 5914 0412 468 422 Department of Social Services Craig Harris Angus Algie 02 6289 5182 02 6146 6051 0419 218 729 0404 142 144 DSS Clinical Reference Group Dr Eddy Strivens 07 4226 7423 0419 380 593 NACA Support Corey Irlam Judy Gregurke 03 9909 7909 03 9909 7911 0401 738 996 0408 694 317 CC: Sarah Saunders National Seniors Heather Witham ACSA Liz Pugh FECCA Nicole Humphry AMA Dr Ian Holland UnitingCare Previous Proxys: Stacie Murphy ACN Helen Hopkins NRHA
Gwynedd Outdoor Learning Wales Network Group Annual General meeting Treborth Botanic Gardens 10th November 2015 at 9.30a.m Minutes Welcome, introductions and apologies: Present: Catrin Owen (NRW - Secretary), Tom Cockbill (Wild Elements - Chair), Bob Griffiths (OPAL), Anna Williams (NWWT), Gerry Downing (Treborth Botanic Gardens – Treasurer), Peter Walton (Wild Elements), Anna Story (Treborth Botanic Garden & Coed y Gwerin) Apologies: Jon Steele (Wonderwoods), Angharad Harries (SNPA). Annual General Meeting: Chairman Report – Tom Cockbill. See appendix 1. Treasurer Report – Gerry Downing. There’s £5,794 in the bank account, with £4,270 allocated towards the CPD project. The group is in a healthy situation with approximately £1,300 available to spend on projects if needed. Election of officers. Chairperson – Gerry proposed Tom, and Anna seconded. Treasurer – Tom proposed Gerry, and Bob seconded. Secretary – Catrin from NRW is happy to continue as Secretary. Main Meeting Matters arising from the last minutes: Pete proposed the minutes were correct and Anna second them, and signed by Tom. Action: Tom to circulate the CPD report to members, and send photos for Catrin to upload on the website.
Third submission (if required): Training arrangements which are in place for employees. First submission: Second submission (if required): Third submission (if required): Training arrangements/requirements for contractors. First submission: Second submission (if required): Third submission (if required): The mechanism for passing information about the location and condition of ACMs to those who need it. First submission: Second submission (if required): Third submission (if required): A procedure for the review of the plan, including a timetable. First submission: Second submission (if required): Third submission (if required): First submission:
How work on the fabric of any buildings or services will be controlled. Second submission (if required): Third submission (if required): How contractors will be selected to undertake asbestos removal/repair work. First submission: Second submission (if required): Third submission (if required): How consultants/laboratories will be selected for undertaking asbestos surveys, asbestos testing and air monitoring, including four-stage clearance testing. First submission: Second submission (if required): Third submission (if required): 4. Additional items Marking criteria Section complete? Marker feedback Your response (if required) Your asbestos management plan should: a) Refer to up-to-date legislation and/or other documentation. First submission: Second submission (if required): Third submission (if required): b) Be written by you and not include the work of another person. First submission:
Third submission (if required): p) Health and safety legislation requirements relevant to the incident. First submission: Second submission (if required): Third submission (if required): 4. Additional items Marking criteria Section complete? Marker feedback Your response (if required) Your report should: a) Refer to up-to-date legislation and/or other documentation. First submission: Second submission (if required): Third submission (if required): b) Be written by you and not include the work of another person. First submission: Second submission (if required): Third submission (if required): 5. General marker feedback
Sequencing of Information /10 Information is in a clear, logical way. It is easy to the type of that might be on the next card. Most information is in a clear, way. One card or item of information seems out of place. Some information is logically sequenced. An occasional card or item of information seems out of place. There is no clear plan for the organization of information. Text/Font /10 There are no more than 6 lines on each slide. Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content. Font formats have been carefully planned to readability. Font formatting has been carefully planned to complement the It may be a little hard to read. Font formatting makes it very difficult to read the material. Spelling and Grammar /10 Presentation has no misspellings or errors. Presentation has 1-2 misspellings, but no grammatical errors. Presentation has 1-2 grammatical errors but no misspellings. Presentation has more than 2 grammatical and/or spelling errors. Graphics (x 2) /20 All graphics are (size and colors) and support the theme/content of the presentation. A few graphics are not attractive but all the theme/content of the presentation. All graphics are but a few do not seem to support the theme/content of the presentation. Several graphics are unattractive AND from the content of the presentation. Name: ______________________________________ Per: ______ Rubric: Animal Farm/Russian Revolution Presentation Quiz Questions Score: /50 CATEGORY 10-9 Points 8-7 Points 6 Points 5 Point Content (x3) /30 Shows a full of the topic. Questions are focused: clear and concise and thoroughly address the topic. Ten total. Shows a good of the topic. Questions are mostly clear and concise and generally address the topic. Ten total. Shows some of the topic. Questions are not very clear and concise and do not necessarily the topic, and/or fewer than ten Does not seem to the topic very well. Questions are not clear and concise and do not stick to the topic and/or fewer than ten
GY305 Global Geophysics: Lab 1 Problem 1: Given the below information, calculate the linear velocity and azimuth of relative plate motion for point X on the plate boundary between the Pacific and Antarctic plate: λP -64.3̊ φP 96.0̊ λX -56.7 φX -140.0 ω 9.1x10-7 deg/yr R 6371 km You will solve this problem with an Excel spreadsheet. Print out your solution on a single sheet of paper, and turn in the spreadsheet on a jump drive. Problem 2: With the attached tectonic map (Figure 1) of the North American – Juan de Fuca – Pacific plate triple point, calculate the linear rate and orientation (azimuth) of the velocity vector of the North American plate relative to the Juan de Fuca plate. Use the method of vector addition (circuit diagram). This problem should be worked graphically on a separate sheet of paper with a north arrow for reference. What is the rate of subduction of the Juan de Fuca ? Velocity of the NA plate relative to the Juan de Fuca plate (cm/yr):____________ Azimuth of the velocity vector: ___________________ Rate of subduction of Juan de Fuca plate: ________________
OKLAHOMA CORPORATION COMMISSION PETROLEUM STORAGE TANK DIVISION (405) 521-4683 FAX: (405) 521-4945 LICENSING INFORMATION FOR GROUNDWATER MONITORING WELL TECHNICIAN Application and supporting documents need to be submitted to the Oklahoma Corporation Commission (OCC) Petroleum Storage Tank Division (PSTD) along with a $50.00 check or money order made out to the OCC / PSTD for the application fee. All application fees are DO NOT INCLUDE THE LICENSING FEE OR YOUR APPLICATION AND ORIGINAL PAYMENT WILL BE RETURNED. If your application is approved, you will be invoiced for your license fee. If your application is denied or more information is needed we will send you a denial letter or request more information. Your license will be mailed out as soon as we receive the license fee. All examinations and licensing procedures must be completed within one (1) year of approval of the application. Failure to complete will result in forfeiture of fees and will require a new application and appropriate fees. The OCC’s General Rules and Regulations Governing Vapor and Groundwater Well Monitoring can be found on the OCC website at under the "Commission Rules" link, Chapter 25, rule citations: OAC Testing or monitoring for vapors, OAC 165:25-3-6.24, Testing or monitoring for liquids on the groundwater, and OAC 165:25-1-103, Licensing procedure for Monitoring Well Technician. “Guidelines For The Use of Monitoring Wells For Monthly Release Detection” is a document found at the OCC website, under the “Petroleum Storage Tank” link, "Classes, Forms and Guidance" tab, followed by “Compliance Forms” link. The guidance document and OCC forms for both vapor and groundwater monitoring can be found under the Release Detection heading. FEES Application Fee - $50.00 License Fee - $100.00 Annual License Fee - $100.00 OKLAHOMA CORPORATION COMMISSION Petroleum Storage Tank Division, Room 480 – APPLICATION FOR GROUNDWATER MONITOR WELL TECHNICIAN (PLEASE TYPE OR PRINT)
2008 “Application of Argon in Steel Industry & Scope of Instrumentation”, Gyan Ranjan Biswal and Ramesh Kumar, Int. Conf. on CONIAPS-X, IT-GGU, Jan 12-14, 2008, Bilaspur. “PLC based Automation Software for Augmentation of Argon,” Gyan Ranjan Biswal, Nat. Conf. on Advances on Information Comm. Technologies, 2008, BIT, Durg. “Matlab based analysis of M-array Digital Modulation Systems with or without trellis Coded Modulation for its suitability in Commercial Applications,” Gyan Ranjan Biswal, 6th Young Scientist Congress, Chhattisgarh Council of Science & Technology (CGCOST), 2008, Bilaspur. 2007 “Performance analysis of modulation Systems used in wireless (AWGN) Channel,” Gyan Ranjan Biswal and Anil Kumar Mishra, National Seminar on Technology for Sustainable Development perspective & Strategies, 2007, Bilaspur. 12. Extra Responsibilities/Administrative Experience Coordinator of program for introducing two specializations, viz., “Power and Energy” and “Industrial Automation” in Dept. of Electrical Engineering, Shiv Nadar University, Noida, India. Faculty I/C of the “Measurement and Control Systems Lab” at Shiv Nadar University, Noida, India and the “Communication Engineering lab” at Bhilai Institute of Technology, Durg, India. (Gyan Ranjan Biswal)
If you wish to talk to us about anything in the policy or the information we hold about you please contact us by email at or contact any of our Committee members details of whom can be found on our website. Other websites Our website contains links to other websites. This privacy policy only applies to this website so when you link to other websites you should read their own privacy policies. Your Rights Data Protection Law means that you have extensive rights regarding the collection, storage and use of your data. Under the GDPR (General Data Protection Regulation) you have the following rights as an individual regarding your data: The right to be informed The right of access The right to rectification The right to erasure The right to restrict processing The right to data portability The right to object Rights in relation to automated decision making and profiling How to contact us Please contact us if you have any questions about our privacy statement or information we hold about you by email: or by post to Grampian Yoga Association, c/o 22 Glen Gardens, Dyce, Aberdeen AB21 7FD If you would like to find out more about these rights, or if you would like to report a breach of them then you can contact the ICO. or call their helpline o 0303 123 1113 Further contact details for the ICO can be found here: This document was last updated: May 2018
c. Any adult who physically assaults an official, coach, PYFCO volunteer or other spectator will be banned from PYFCO and their child removed from the program for one year from the date of the offense. The child/children may not participate in any association in PYFCO during the sanction period. After one year, the parent may apply for re-instatement of his or her child. Any time the adult commits a similar offense, he or she will be permanently banned from PYFCO along with their children. The term physical assault includes, but is not limited to, hitting, slapping, pushing, spitting, kicking or striking in any way with any part of the body or any physical implement. League Name:_________________________________________________________________ Name of Child/Children: ___________________________________________________ Agreed to by Parent/Guardian: ___________________________ _____________________________ _______________ (Signature) (Print Name) (Date) Witnessed by League Representative: __________________________ _____________________________ _______________ (Signature) (Print Name) (Date)
D. Educational Background University/School Name* Degree/Diploma/Other Qualifications Year of Study* E. Knowledge of Languages Please select (X) to indicate your English proficiency with 1 being lowest and 6 being highest. English* 1 2 3 4 5 6 Native Language F. Family Particulars Family Member 1* Name* Relationship with Applicant* Occupation* Contact Number* (Country Code – Area Code – Phone Number) Family Member 2* Name* Relationship with Applicant* Occupation* Contact Number* (Country Code – Area Code – Phone Number)
DECEMBER 2015 - Monday Tuesday Wednesday Thursday Friday Saturday 1 7 – 8:30 Agility 3:15 – 5 5- 6:45 6:45-8:30 2 7 – 8:30 Agility 3:15 – 5 5- 6:45 6:45-8:30 3 7 – 8:30 Agility KODIAK KLASSIC 4 7 – 8:30 Agility KODIAK KLASSIC 5 KODIAK KLASSIC 7 7 – 8:30 Agility 3:15 – 5 5- 6:45 6:45-8:30 8 7 – 8:30 Agility 3:15 – 5 5- 6:45 6:45-8:30 9 7 – 8:30 Agility 3:15 – 5 5- 6:45 6:45-8:30 10 7 – 8:30 Agility 3:15 – 5 5- 6:45 6:45-8:30 11 7 – 8:30 Agility 3:15 – 5 5- 6:45 6:45-8:30 12 14 7 – 8:30 Agility 3:15 – 5 5- 6:45 6:45-8:30 15 7 – 8:30 Agility 3:15 – 5 5- 6:45 6:45-8:30 16 7 – 8:30 Agility 3:15 – 5 5- 6:45 6:45-8:30 17 7 – 8:30 Agility 3:15 – 5 5- 6:45 6:45-8:30 18 7 – 8:30 Agility 3:15 – 5 5- 6:45 6:45-8:30 19 21 22 23 24 25 26
JANUARY 2016 - Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 FEBRUARY 2013 - Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 EXAM WEEK 5- 6:30 SB 3 EXAM WEEK 5- 6:30 SB 4 EXAM WEEK 5- 6:30 SB 5 EXAM WEEK 5- 6:30 SB 6 7 – 8:30 Agility 3:15 – 5 9B 5:00 – 6:45 JB 6:45 – 8:30 7:30 SB @ Pitt 7 8 9 7 – 8:30 Agility 3:15 – 5 5:00 – 6:45 9B 6:45 – 8:30 SB 10 7 – 8:30 Agility 3:15 – 5 9B 5:00 – 6:45 JB 6:45 – 8:30 SB 11 7 – 8:30 Agility 3:15 – 5 5:00 – 6:45 JB 6:45 – 8:30 9B Districts @ Pinetree 12 7 – 8:30 Agility 3:15 – 5 5:00 – 6:45 6:45 – 8:30 9B Districts @ Pinetree 13 7 – 8:30 Agility 3:15 – 5 5:00 – 6:45 6:45 – 8:30 JB 9B @ Pitt Tourney 9B Districts @ Pinetree 14 9B @ Pitt Tourney 15 16 17 18 19 20 21 22 23 24 25 26 27 28
ATHLETE’S FIRST NAME ATHLETE’S LAST NAME Gender DOB M/D/YY USAG# TRAMPOLINE Current Level/ Mobility? TUMBLING Current Level/ Mobility? DMT Current Level/ Mobility? Mobility = Extra Event Page 2 Athletes Subtotal Note: If your athlete is attempting Mobility, please mark Yes(Y) in the appropriate event above, otherwise, just enter the current level only. Number of Athletes X 1 Event: x $60 = Number of Athletes X 2 Events: x $65 = Number of Athletes X 3 Events: x $70 = Number of Athletes X 4 Events x $75 = Total Page 2 = Total Pages 1 & 2 =
Figure : WRP areas with proposed groundwater SDL changes Table : Proposed Groundwater BDL and SDL changes Resource unit Basin Plan BDL (GL/y) Proposed BDL (GL/y) Basin Plan SDL (GL/y) Proposed SDL (GL/y) SDL change (GL/y) State Plan Limit Western Porous Rock WRP Area (NSW) (GW6) Western Porous Rock SDL (GS50) 63.1 No change 116.6 226.0 +109.4 530.5 Eastern Porous Rock WRP Area (NSW) (GW16) Gunnedah – Oxley Basin SDL(GS17) 22.1 No change 114.5 127.5 +13.0 205.6 Sydney Basin SDL (GS41) 3.12 No change 17.2 19.1 +1.9 60.4 Goulburn-Murray WRP Area (Vic) (GW2) Goulburn-Murray: Sedimentary Plain SDL (GS8) 203.5 No change 203.5 223.0 +19.5 223.0 Goulburn-Murray Highlands SDL (GS8) 38.3 No change 50.5 68.7 +18.2 41.6 Wimmera-Mallee (groundwater) WRP Area (Vic) (GW3) Wimmera-Mallee: Sedimentary Plain SDL (GS9) 68.9 No change 190.7 190.1 -0.6 68.9 Wimmera-Mallee Highlands SDL (GS9) 1.26 No change 2.14 2.75 +0.6 1.26 SA Murray WRP Area (SA) (GW4) Mallee (Murray Group Limestone) (GS3) 65.7 63.6 65.7 63.6 -2.1 63.6
SDL resource unit code changes There are currently nine groundwater SDL resource units that have a single GS code (Schedule 4, Column 1) that refers to separate SDL resource units with separate BDL and SDL volumes. The Authority proposes to revise the coding by adding a second order letter (a, b or c) to individual GS codes, thereby distinguishing between individual SDL resource units. Amended GS codes are shown in Table 6 and Figure 6. Table : Proposed groundwater SDL resource unit codes Item SDL Resource Unit Existing GS code Proposed GS code 2 Goulburn-Murray: Shepparton Irrigation Region GS8 GS8a 3 Goulburn-Murray: Highlands GS8 GS8b 4 Goulburn-Murray: Sedimentary Plain GS8 GS8c 5 Goulburn-Murray: deep GS8 GS8d 6 Wimmera-Mallee: Highlands GS9 GS9a 7 Wimmera-Mallee: Sedimentary Plain GS9 GS9b 8 Wimmera-Mallee: deep GS9 GS9c 9 Mallee (Pliocene Sands) GS3 GS3a 10 Mallee (Murray Group Limestone) GS3 GS3b 11 Mallee (Renmark Group) GS3 GS3c 12 Peake-Roby-Sherlock (unconfined) GS5 GS5a 13 Peake-Roby-Sherlock (confined) GS5 GS5b 16 Angas Bremer (Quaternary Sediments) GS1 GS1a 17 Angas Bremer (Murray Group Limestone) GS1 GS1b 19 Marne Saunders (Fractured Rock) GS4 GS4a 20 Marne Saunders (Murray Group Limestone) GS4 GS4b 21 Marne Saunders (Renmark Group) GS4 GS4c 26 Lower Murray Alluvium (shallow; Shepparton Formation) GS27 GS27a
person taking part in any way whatsoever in the event nor liable for any damage resulting from any acts or omissions of any participants or spectators. It is the responsibility of those taking part, or their legal guardians in the case of minors, to ensure that participants have appropriate and adequate insurance cover for personal injury and third party liability cover and that they take all reasonable steps to ensure their own safe participation in the events. In particular in relation to equestrian events, they are advised to ensure both they and their mount are both suitable and competent and that riders wear appropriate protective clothing, including headgear. Please note that the organising committee reserve the right to refuse any person from participating in the event
Gymnastics Routine You and your team are required to perform a gymnastics routine lasting 20 – 30 seconds. Throughout the routine you will be required to perform basic gymnastics skills correctly. The routine should feature rolls, cartwheels, synchronisation and creativity all being performed as skillfully as possible. There are no limits to what you can achieve in this short period of time so work hard and fast to come up with a routine that is a sure winner! CRITERIA: Think of a name for your team Every team member must start the routine, as well as finish off the routine in a static position Every team member must perform at least 1 forward roll and 1 cartwheel throughout the routine Some form of synchronisation must be shown Other skills such as handstands, are optional due to higher difficulty Props are also optional TIPS: Scoring will be based on degree of difficulty, positioning, synchronisation and execution of skills Think outside the square - creativity is key!
Sauna Turkish bath Spa World Class Olimpiyskiy Prospect 16, building 2 Prospekt Mira metro station Training Area Personal Training Cardio Equipment Free-weights & Machines Boxing Group Exercise Classes Yoga Pilates Kid's Club Dance classes Indoor Pool Water Polo Sauna Turkish bath Outdoor programs: Marathon school Running Jogging Nordic Walking Football Roller Skating ***** Volk Bolshaya Pereyaslavskaya Ulitsa 46, building 2 Prospekt Mira metro station Training Area Personal Training Cardio Equipment Free-weights & Machines Boxing Sambo Kickboxing ** Colibri Women's Fitness Club Protopopovskiy Pereulok 40 Prospekt Mira metro station Training Area Personal Training Cardio Equipment Machines Yoga Pilates Dance classes Tennis Turkish bath * Skalatoria Letnikovskaya Ulitsa4, building 2 Paveletskaya metro station Bouldering Moonboard Training Area Yoga ** HSE Guesthouse at Ulitsa Vavilova Gym Address Features Price Category
Thank you for being willing to make a difference in your community and take on the responsibility of teaching this course. You are about to begin a journey that can have an everlasting effect on those who come to your presentation. The Life Hope Center is dedicated to helping people improve their lives through gaining knowledge and applying that knowledge to their lives. Below are the steps, as well as some helpful hints, to make your presentation a success. Presenter’s guide PowerPoint slides Pens or pencils Paper Computer (for your presentation) Projector and screen Tables and chairs Sound system (for large classes) This course Leader’s Guide is designed to enable people to teach this course effectively regardless of their experience level. You may be a Human Resources expert or a volunteer who is interested in community education. Use this guide in the way that is best for you and your experience level. You may read it word-for-word or go off notes if you would like. The method and requirements of grant writing differ greatly across disciplines. This short manual attempts to provide a general guide to the grant writing process. In this manual we focus on the first half of the process, covering the steps that lead to the submission of your grant proposal. In addition, we provide web resources that, although may not specifically apply to your organization, can be useful in understanding the general TO OBJECTIVES
GP GUIDELINES FOR REQUESTING GYNAECOLOGICAL ULTRASOUND Pelvis – clinical symptoms between the umbilicus and the symphysis pubis. Wherever possible the GP should examine the patient before referring for scan. Referral Criteria for Gynaecological Conditions ACCEPTED at Kingston Hospital Imaging Department: Bleeding a) Abnormal/dysfunctional b) Inter-menstrual c) Post-menopausal d) Post coital bleeding Bloating/abdominal discomfort Dyspareunia Fibroids Iliac fossa tenderness Ovarian pathology Palpable pelvic/abdominal mass PCOS ultrasound is not helpful unless clinical and biochemical results at variance (biochemical reading must be documented on request form) Pelvic inflammatory disease Pelvic pain/Lower abdominal pain/endometriosis Position of IUCD How to refer Please refer via Ordercomms Gynaecological Conditions NOT ACCEPTED at Kingston Hospital Imaging Department: Retained products of conception Miscarriage queries Refer to Jasmine Unit EPC Ovarian cancer screening Refer to research programme UCLH (0207 380 6912) Infertility queries Refer to ACU PCOS Unless biochemical and clinical diagnosis at variance PV bleeding on Tamoxifen Requires gynaecological referral (u/s cannot differentiate Tamoxifen change alone and neoplasia)
Fertility Clinic Urogynaecology Urodynamics Early pregnancy Unit Unplanned pregnancy service We hope you gain a variety of learning opportunities surrounding women’s health and by the end of your placement you will have gained experience and knowledge within those areas. We see patients experiencing a variety of gynaecological and early pregnancy issues, including miscarriage or ectopic pregnancy. If you have been affected by any of these issues and are concerned about how you may feel during your placement please discuss with your mentor. Key Personnel The gynaecology Outpatient Team consists of: ADNS - Carole Holland Lead Nurse Anne Myers Manager - Sharon Johnson Nurse Colposcopist - Debbie Cain Sister - Erica Wilson Sister - Wai pen Chan (Jackie) Staff Nurse - Naomi McNeill Staff Nurse Melissa Carney Staff Nurse Rachel Higgins ANP- Sue Lewis Support Worker- Elaine Cardall Support Worker - Jill Owens Support Worker - Mandy Goodwin Support Worker - Karen Goodwin Support Worker - Kelly Mather Ward Clerk (EPU) - Susan Dickinson Placement Philosophy
separately. Radiograph skeletal fragments in cases of suspected skeletal dysplasias. (b) Weigh (with cord and membranes removed) and gross placenta as described in placenta gross examination. For a pregnancy termination or fetal demise less than 19 6/7 weeks: In all cases, a gross examination should be performed. Photograph and radiograph fetus if received intact. Determine phenotypic gender (ask for assistance if needed). If fetus received intact and there is no clinical suspicion of fetal abnormality, and if the gross exam is normal an external examination only will be performed. If fetus is received intact and there is clinical suspicion of fetal abnormality, regardless if the patient has signed paperwork asking for fetal remains to be sent to a funeral home for burial, contact Dr. Goldstein and/or the attending on service to see if an internal examination should be performed in addition to a routine external examination. Although not legally required, preferably, an autopsy consent should be obtained for any internal dissection and microscopic examination of an intact fetus less than 20 weeks gestational age. In these instances, the fetus should be accessioned as an autopsy and a complete fetopsy performed. Measure crown-rump, crown-heel length, and estimate fetal age accordingly. Also measure foot length, biparietal diameter, chest circumference, abdominal circumference. If measurements cannot be taken due to fragmented nature of specimen, report this. Measurements of embryos: A. crown-rump length; B. crown-heel length; C. greatest length. Gross Template: Fragmented fetus with placental tissue Labeled with the patient’s name (last name, first name), medical record number (#), designated “[ ]”, and received [fresh/in formalin] is a __gram, [___x___x___cm] aggregate of pink-red soft tissue fragments [admixed with blood clot]. Additionally received within the specimen container is a(n) __gram, [___x___x___cm] [intact/fragmented] fetus. Identifiable fetal parts include [describe fetal parts]. The foot
7.3 Ethics Objectives: 1 Demonstrate an awareness of the medico-legal issues and ethical issues that arise in providing care for patients with gynaecologic malignancies, with particular respect for patient autonomy and confidentiality. Version Control Date Version No Author Location of Revisions Approved at RPC Meeting Nov 12 2012 - V2.6 CSutherland/J Dodge Nov 12 2012 V2.7 CSutherland Mar 30 2015/CS V2.8 CSutherland February 23 2017 V2.12 CSutherland Throughout Presented to RPC Mar 06 2017 March 15 2017 V2.3 CSutherland See sidebars on right margin Approved at RPC Mar 06 2017 April 26 2018 V2.6 L Gien, CSutherland See blue font / sidebars on right margin RPC April 16 2018
OR B&C Swimming ↔ MUN OR B&C Cross Country ↔ MUN OR B&C Tennis ↔ MUN OR B&C into their schedule if they are also a member of a Sports team. There are NESAC travel commitments for Basketball, Soccer and Band & Choir. Travel commitments for MUN. Students are expected to travel if they are on a NESAC team. Families should budget for trips as they range from approximately AED 2000 – 3000. Example of Season 3: One sport of (Track & Field/Swimming/Badminton {High School only for badminton}) and/or Forensics/Debate or Scholar's Cup or Play and/or Forensics/Debate or Scholar's Cup or Forensics/Debate and Scholars Cup Season 3 (Feb. 7th- Apr. 23rd) Sports/Academics Arts/Academics Notes Badminton ↔ Forensics/Debate or Scholar's Cup Play ↔ Students may only choose a Sport or the Play for Season 3 as either requires a 100% commitment.
CL 5-106. 0.1 > 0.01: This can be shown by converting the decimals into fractions with equal denominators, and , . : This can be shown by converting the numbers into fractions with equal denominators, and , , or converting the fraction into a decimal, = 0.8, 0.8 < 0.91. Section 3.1 and Problems , , , , CL 5-107. 11 0.98 Sections 5.1, and 5.2 , , and and Problems , , , , CL 5-108. 22.5 cm Section 4.2 Problems , , , and CL 5-109. Estimations and reasoning vary. Sample solutions: or 14 , , and and and Problems , , and CL 5-110. Solutions will vary. Sample solutions: Problem CL 5-111. 3; examples will vary; sample examples: , , . Problems , , , , , CL 5112. A = 47.85 sq in., P = 34.14 in. A = 374 sq cm, P = 80 cm A = 48 sq mm, P = 36.2 mm , , , and Section 5.3 , , and , , , , and Problems , , , , , CL 5-113. Problems , , and
Collierville Schools AP Biology Scope and Sequence 1st Quarter Pacing Standards Learning Targets Supporting Text(s) Assessment Description(s) Weeks 1 – 2 Ecology, Molecules, Cells and Energy Big Ideas 1,2,3, & 4 Unit 8: Ecology Behavior Biomes Population Community Ecosystems /Energy Conservation Lab (isopods) Animal behavior Textbook Chapters 51-55 Lab report “Animal Behavior”, chapter and unit test, quizzes, free response practice Summer Assignment and Ecology Unit Review Weeks 3 – 4 Ecology, Molecules, Cells and Energy Big Ideas 1,2,3, & 4 Unit 1:Chemistry of Life Water Chemistry Carbon Chemistry Macromolecules pH/buffer lab Chemistry of food lab: (biurets, Bendedicts, Sudan) Molecular model kits- macromolecule lab Textbook Chapters Lab reports, chapter and unit test, quizzes, free response practice Weeks 5 – 9 Ecology, Molecules, Cells and Energy Big Ideas 1,2,3, & 4 Unit 2: The Cell Eukaryotic organelles Membranes Enzymes/metabolism Textbook Chapters Chapter and unit test, Lab reports, quizzes, free response practice
Math in Focus Ch. 10 CCR Standards EngageNY Modules 10.1 Addition 10.2 Subtraction 10.3 Real-World Problems NBT.2. Fluently adds and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Module 2: Place Value and Problem Solving with Units of Measure Math in Focus Ch. 11 CCR Standards EngageNY Modules 11.1 Meters and Centimeters None Identified 11.2 Kilometers and Meters None Identified 11.3 Kilograms and Grams 11.4 Liters and Milliliters MD.2. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), liters (l). Add, subtract, multiply, or divide to solve word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as beaker with a measurement scale) to represent the problem Module 2: Place Value and Problem Solving with Units of Measure Math in Focus Ch. 12 CCR Standards EngageNY Modules 12.1 Real-World Problems: One-Step Problems 12.2 Real-World Problems: Two-Step Problems MD.2. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), liters (l). Add, subtract, multiply, or divide to solve word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as beaker with Module 1: Properties of Multiplication and Division and Solving Problems with Units of 2-5 and 10 Module 2: Place Value and Problem Solving with Units of one- one-
16.3 Adding Hours and Minutes 16.4 Subtracting Hours and Minutes 16.5 Elapsed Time minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. Measure 16.6 Measuring Temperature No standards identified 16.7 Real-World Problems: Time and Temperature MD.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. Module 2: Place Value and Problem Solving with Units of Measure Math in Focus Ch. 17 CCR Standards EngageNY Modules 17.1 Understanding and Identifying Angles 17.2 Right Angles G.1 Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category. Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Module 7: Geometry and Measurement Word Problems 17.3 Perpendicular Lines No standards identified 17.4 Parallel Lines No standards identified
■Day 2: Research/Share and discuss/Complete research charts ■Day 3: Research/Share and discuss/Complete research charts ■Day 4: Thesis formation/Graphic organizer ■Day 5: Rough draft including all citations/Peer review ■Day 6: Write final draft DBQ Scoring Guide: Task Suggested Points Analyzing Documents Research Charts Graphic Organizer/Rough Draft Bibliography Speaking and Listening DBQ Final Essay TOTAL Speaking and Listening Rubric – Collaborative Conversations, 9-12 Collaborative Conversations 4 Exceeds 3 Meets 2 Approaches 1 Does Approach Standard Preparation Seeks outside sources to gain insight Readily shares resources with others When appropriate makes strategic use of digital media to enhance understanding of findings Preparation is evident, includes but not limited to: Identifies/highlights key words and phrases Has notes of main ideas Includes outside sources When appropriate makes strategic use of digital media to enhance understanding of findings No Highlighting Skims text Very few notes, Some misunderstandings of text and meaning. Unprepared with text unprepared with text does not recall or has not read text No attempt was made to understand text Questioning Has prepared several high level questions based on the text Asks several higher level Has prepared a variety of questions Asks thoughtful questions during discussion Has very few questions Asks very few questions Has not prepared questions Does not ask questions
Holistic Rubric for Social Studies DBQ – Self Evaluation Score Point 6 Exceptional clarity, focus, and control of the topic. Rich, relevant, and credible details. A strong sequence of events. Carefully chosen words and clear sentences/ideas. A strong voice from the writer that the reader can sense. Strong conventions with very few errors. Grade: Exceeds Score Point 5 Clarity, focus, and control of the topic. Balanced details. A relevant beginning and ending. A variety of words and sentences that sound natural. A good voice from the writer that the reader can sense. Good use of conventions with few errors. Grade: Exceeds Score Point 4 Adequate ideas with an order that might be ordinary. Mostly relevant details that are clear. Sequence of events may become weak. Effective word choice that is common. A sense of voice is present. Good conventions were errors don’t affect the reading of the piece. Grade: Meets Score Point 3 Simple ideas but not very interesting. Details become a little unclear. A weak sequence of events and possible out of order. Repetition of words and misused. A weak voice and little sense of audience. Many errors in conventions affect the reading of the piece. Grade: Approaches Score Point 2 Very simple and unclear ideas. Details are weak or are missing. Missing parts of the sequence of events. Repetitive words used and it becomes awkward sounding. No voice present and may sound choppy and like rambling. Many errors in conventions and it becomes hard to read. Grade: FFB Score Point 1 No purpose or clear ideas. Very little or no details. No clear sequence of events. Limited vocabulary used and very basic words. No voice present or sense of audience. Severe and frequent errors in conventions. Grade: Falls Far Below Score: FFB 1-2 APR 3 Meets 4 EX 5-6
Holistic Rubric for Social Studies DBQ-Teacher Evaluation SCORE POINT 6 Response is sophisticated and skillful in written communication, demonstrated by exceptional clarity, focus, and control in development and organization that often shows insight. in-depth and/or creative exploration of the topic using rich, relevant, and credible details. a strong, perhaps creative, beginning, and a satisfying conclusion. SCORE POINT 5 Response is excellent and skillful in written communication, demonstrated by clarity, focus, and control in topic development and organization a balanced and thorough explanation of the topic using relevant details. an inviting beginning and a satisfying sense of closure. a broad range of carefully chosen words crafted into phrases and varied sentences SCORE POINT 4 Response is appropriate and acceptable in written communication, demonstrated by ideas adequately developed with a clear and coherent presentation of ideas with order and structure that can be formulaic. relevant details that are sometimes general or limited; organization that is clear, but sometimes predictable. a recognizable beginning and ending, although one or both may be somewhat