zilongwang/ReadingBank huggingface dataset:
Coloring a selection: Method 1 To apply the selected color, choose the Paint Bucket Tool Click inside the selected areas Use Select>Deselect (Or Ctrl-D) to clear the marching ants To undo: Series of Ctrl-Z’s, or Select>Deselect or History Window: Or Edit>Step Backwards Drag the actions to the trash can Get back to where the roman soldier’s sky was selected, but not colored Coloring a selection: Method 2: Use Brush Tool to color Use History to delete some steps I reduced to: Select the brush tool:
Hue:193 Saturation: 100 Lightness -18 Control-D to deselect the sky Questions? So far saw Magic Wand and Quick Selection Additional selection tools The Rectangular Marquee Tool Making rectangular selections Select the Rectangular Marquee Tool Try to select the “house” Not very good job…Ctrl-Z There is an elliptical marquee tool to select circular objects The Lasso Selection tools Try regular Lasso Tool: You control everything
(Double-click to close the selection and see marching ants) Deselect Try Magnetic Lasso Ctrl-z to get back to original picture…unselected version Or File>Revert to reload the psd Quick Selection Tool…again. This time try to select only the small building First, make sure “brush” is small…I used size 13 Simply click on the building…not bad… may need to add the window to the selection, may need to delete a selection Deleting part of a Selection Use alt-click to delete part of a selection Adding to a selection Shift-click to add to a selection Samples:
Image>Adjustments Use Quick Select to select the grass, choose brush size of 50, use Alt-click to remove portions of your selection Change the brightness/contrast to suite you . View Menu View>Gamut warning . Recall CMYK can’t print all the colors we can create on the monitor If you View>Gamut warning, parts of your image will turn gray…mean’s can’t print that color exactly View>Print Size View>Fit to screen Close the documents Questions? That’s it for the introduction
Lasso Crop Others as needed Lasso …skip to lasso The Rectangular Marquee Tool Making rectangular selections Select the Rectangular Marquee Tool Try to select the “house” Not very good job…Ctrl-Z There is an elliptical marquee tool to select circular objects The Lasso Selection tools Try regular Lasso Tool: You control everything (Double-click to close the selection and see marching ants) Deselect Try Magnetic Lasso
Image>Adjustments Use Quick Select to select the grass, choose brush size of 50, use Alt-click to remove portions of your selection Change the brightness/contrast to suite you . View Menu View>Gamut warning . Recall CMYK can’t print all the colors we can create on the monitor If you View>Gamut warning, parts of your image will turn gray…mean’s can’t print that color exactly View>Print Size View>Fit to screen Close the documents Questions? That’s it for the introduction
Clone images or areas in an image The Clone Stamp tool paints with an image sample, which you can use to duplicate objects, remove image imperfections, or paint over objects in your photo. Original photo (top), after adding two starfish with the Clone Stamp tool (center), and after removing a person with the Clone Stamp tool (bottom). In the Editor, select the Clone Stamp tool . (Optional) Set options in the options bar: Brushes Sets the brush tip. Click the arrow next to the brush sample, choose a brush category from the Brushes popup menu, and then select a brush thumbnail. Size Sets the size of the brush in pixels. Drag the Size popup slider or enter a size in the text box. Mode Determines how the source or pattern blends with existing pixels. Normal mode lays new pixels over the original pixels. Opacity Sets the opacity of the paint you apply. A low opacity setting allows pixels under a paint stroke to show through. Drag the popup slider or enter an opacity value. Aligned Moves the sampled area with the cursor as you begin to paint, regardless of how many times you stop and resume painting. Selecting this option is useful when you want to eliminate unwanted areas, such as a telephone line across the skyline or a rip in a scanned photo. If Aligned is deselected, the Clone Stamp tool applies the sampled area from the initial sampling point each time you stop and resume painting. Deselecting this option is useful for applying multiple copies of the same part of an image to different areas within the same image or to another image. Sample All Layers To sample (copy) data from all visible layers, select Sample All Layers. To sample data from only the active layer, deselect this option. Position the pointer on the part of any open image you want to sample, and Alt-click. The tool duplicates the pixels at this sample point in your image as you paint. Drag or click to paint with the tool.
ROTARY DISTRICT 9600 2015/16 INBOUND Hannah BINDER AUSTRIA D 1920 Sponsor Club – Ried HOST CLUB – Alexandra Headlands Ditte CHRISTENSEN DENMARK D1480 Sponsor Club - Dianalund-Stenlille HOST CLUB – Kingaroy Einar DAHLBERG SWEDEN D2370 Sponsor Club – Nykoping-Oster HOST CLUB – Brisbane Planetarium Antonia ESST SWEDEN D2360 Sponsor Club - Ockeroarna HOST CLUB – Kippa-Ring Gaetan GAMBA SWITZERLAND D1990 Sponsor Club - Fribourg HOST CLUB – MITCHELTON Elia HELWIG GERMANY D1841 Sponsor Club – Fribourg HOST CLUB – BRIBIE ISLAND Maurice LENZ AUSTRIA D1920 Sponsor Club - Bregenz HOST CLUB – Caboolture Marie MEURIN FRANCE D1520 Sponsor Club – Bethune-Brunehaut HOST CLUB – Brisbane Highrise Frederike PAUL GERMANY – D1850 SPONSOR CLUB – HOST CLUB - Toowong Seri-Anna SCHROH CANADA Sponsor Club – Cranbrook Sunrise Host Club - Sandgate Clara WEIGAND GERMANY – D1940 SPONSOR CLUB – HOST CLUB - Brookfield
14. For each condition in the table below, circle the predicted change in biomass after ten days. Explain why you predict a decrease (↓), no change (→), or increase (↑) in biomass. Condition for each batch of seeds Light, no water (seeds didn’t sprout) Light, water (seeds sprouted) Water, no light (seeds sprouted) Predicted change in biomass ↓ → ↑ ↓ → ↑ ↓ → ↑ Reason for predicting decrease, no change, or increase in biomass 15. Your teacher will show you the results of the experiment. Enter the observed results in this table. For each condition, circle the observed change in biomass after 10 days. (1.46 grams of biomass is not significantly different from the 1.5 g of total mass in each initial batch of seeds.) If any of the observed results differ from your predictions in question 14, explain the biological reasons for the observed results. Condition for each batch of seeds Light, no water (seeds did not sprout) Light, water (seeds sprouted to produce plants) Water, no light (seeds sprouted to produce plants) Observed biomass at 10 days (grams) Observed change in biomass ↓ → ↑ ↓ → ↑ ↓ → ↑ If any result did not match your prediction, explain a possible reason for the observed result. Bonus Question
AN OVERVIEW OF CYCLIC AND NON-CYCLIC PHOTOPHOSPHORYLATION Comparison of cyclic and non-cyclic photophosphorylation Cyclic Non-cyclic PS involved Takes place in… Requires water? Enzymes involved? Involves chemiosmosis? ATP produced? NADPH produced?
I. Processing and presenting data: Time (minutes) - Trial 1 Time (minutes) 2 Time (minutes) - Trial 3 Time (minutes) - Average High light intensity (Syringe A) 11.37 15.11 9.81 12.1 Low light intensity (Syringe B) 22.32 26.54 21.82 23.56 Transformed data: Average of the photosynthesis rate of leaf discs under high light intensity in three trials: (11.37 +15.11 + 9.81) / 3 = 12.1 Average of the photosynthesis rate of leaf discs under low light intensity in three trials: (22.32 + 26.54 + 21.82) / 3 = 23.56 Difference between the photosynthesis rate averages of leaf discs under low light intensity and the leaf discs under high intensity : 23.56 – 12.1 = 11.46 How much shorter in times does the photosynthesis of leaf discs under high light intensity took to occur compared to the leaf discs under low light intensity? 23.56/12.1 = 1.9 times ≈ 2 times J. Conclusion: 1. Was your hypothesis supported by your results or not? Explain by describing the trends or patterns of the data and discussing the results with scientific reasoning. My hypothesis was supported by my results because all of my predictions from the beginning were quite close the final data. According to my hypothesis, I clearly stated that the higher the light intensity is, the more effect it will take on the photosynthesis rate of the leaf discs, making it process faster as the light energy excites the chlorophyll molecules. As you can see from the data table and graph, there is a specific pattern involved in the results: The amount of time it took for the leaf discs to rise up in “Syringe A” is always lower than the ones in “Syringe B” for all the three trials that were recorded. For example in average, the leaf discs in “Syringe A” took only 12.1 minutes to go pass the halfway point, while in “Syringe B”, it took 23.56 minutes for the leaf disc to reach 5cc.
Biology 10th Grade Ms. Rosendo Photosynthesis Summary Photosynthesis reaction: light 3CO2 + 6 H2O → C3H6O3 + 3O2 + 3H2O Reactions that involve the photosynthesis process. Photosystems and antenna complex: Non-cyclic phosphorylation:
Photosynthesis Versus Cell Respiration How does Photosynthesis compare and contrast with Cell Respiration? Fill in the following chart using the information found in your notes, textbook, or if you scroll to the bottom of the page at: Photosynthesis Cellular Respiration Overview Who does it? Where does it happen? Where does the energy come from to drive the process? What do you have to put into it to get the process started (reactants and any other requirement)? What comes out of it (products)? What are the stages of the process? Goals Stage 1: Goals of Stage 2: Goals of Stage 3: There is NO Stage 3 in Photosynthesis
Explain your favorite assignment in this unit: Adult Portion Dear Parent/ Significant Adult: This Interactive Notebook represents your student’s learning to date and should contain the work your student has completed. Please take some time to look at the unit your student just completed, read his/ her reflection and respond to the following Ask your child to explain why plants need both chloroplast for photosynthesis and mitochondria for cellular respiration. What was the most difficult concept for your child to grasp? Please explain why. Parent/ Significant Adult Signature:
A. Stepped-Out Vocabulary Define each word. Then write two additional facts that are related to the word. WORD DEFINITION MORE INFORMATION Example ATP molecule that transfers energy from breakdown of food molecules to cell processes three phosphate groups forms cycle with ADP 1. aerobic 2. glycolysis 3. ADP 4. fermentation 5. cellular respiration 6. anaerobic 7. Krebs cycle 8. lactic acid
Photosynthesis Project Rubric 4 pts 3 pts 2 pts 1pt Source of energy and where it takes place (organelle/pigment/organism) Presentation contains relevant material describing that sunlight is needed and it occurs Missing one of these requirements or not enough description. Missing at least two of these requirements or hardly described. Missing 3 or more requirements or barely mentioned. in the chlorophyll of chloroplast and plants Reactants/Products The three reactants and two products are included correctly. Missing one component or used incorrectly. Missing two components or used more than 1 incorrectly. Missing three or more components or mentioned incorrectly. Originality Project is very creative and stylistic. Project meets requirements, but is not very creative. Project lacks creativity, but displays a sincere effort. Simply list of steps without significant effort for creativity. Presentation Presentation is well- rehearsed, appropriate, and energetic. Presentation is acceptable. Presentation has mistakes, but some effort is made. Presentation is clearly thrown together at the last minute. YOU MUST PROVIDE ME WITH A PRINTED COPY OF YOUR PROJECT!!! (4 points) Handwritten copies will lose points..
Photo Journalism (105) Unit 1 Basic photography: Types of camera — film speed — shutter speed — lens speed — four operations (viewing, focusing, exposing, processing) Unit 2 Photographic composition: qualities of a good picture (stopping power, purpose & meaning, emotional impact, graphic quality) Unit 3 News photography: Ethics — substance — aesthetics — qualities and tasks of a press photographer — examples of great news photographs. Unit 4 Photo essay: grouped pictures — thematic sequence —importance of layout — text and pictures — the classic photo essay. Unit 5 Photojournalism’s media: newspapers — magazines — company magazines — special magazines — record covers — greeting cards — posters.
Annex-V FORMAT FOR SERVICE & APPLICATION SUPPORT Sl .No Locality Name of the service person Field of expertise (service or application) Experience in this firm with same or similar instruments/field Total Work Experience 1 Kochi 1) 2) 3)….. 2 Nellore 1) 2) 3)….. 3 Bhimavaram 1) 2) 3)….. 4 Bhubaneswar 1) 2) 3)….. Signature of Bidder Name & Designation Date: Seal:
Annex VII FORMAT FOR USER'S LIST Sl.No Model No of instruments Complete Address of installed site Name, Designation, Contact no and email ID Analytical Scope (Matrix) Year of installation Quoted model: 1 2 3 .... Other models: 1 2 3 ... Terms & Conditions: Testimonial/ feedback from end users (preferably for quoted model)-minimum three users shall be attached. Signature of Bidder Name & Designation Date: Seal:
Annex-IX FORMAT FOR PERFORMACE SHEET LINEARITY, REPEATABILITY & REPRODUCIBILITY TEST A) Linearity details: Name of analyte: Chloramphenicol Date:.................. Start Time:...................End Time:.................. Concentration (ppb) Injection volume (ul) RT Ion Ratio Obtained Area S/N (Quantifier) Quantifier (specify) Qualifier (specify) Blank (solvent) CC-1-0.05 CC-2-0.1 CC-3-0.15 CC-4-0.3 CC-5-0.45 CC-6-0.6 Remarks: Furnish calibration details including chromatogram. B) Repeatability & Reproducibility Test: Name of analyte: Chloramphenicol Concentration: 0.3ppb 1st Occasion: Date:.................. Start Time:...................End Time:.................. Replicate Injection volume (ul) RT Ion Ratio Obtained Area S/N (Quantifier) Quantifier (specify) Qualifier (specify) Solvent 1st 2nd 3rd 4th 5th 6th 7th Mean (Area) SD (Area) %RSD (Area) 2nd Occasion: Date:.................. Start Time:...................End Time:.................. Replicate Injection volume (ul) RT Ion Ratio Obtained Area S/N (Quantifier) Quantifier (specify) Qualifier (specify) Solvent 1st 2nd 3rd 4th 5th 6th 7th
Example of a Suitable Photo Marking Scheme Application Criteria: Level 4 14-15 mrks Level 3 11-13 mrks Level 2 10-12 mrks Level 1 7-9 mrks Below Level 1 Used the principles, tips and knowledge about photography to take the photographs Used all principles, applied all knowledge Used most principles, applied most knowledge Used some principles, applied some knowledge Used limited number of principles, applied limited knowledge Did not complete Knowledge/Understanding Criteria: Correct use of terminology when explaining photos. Used all terminology correctly Used most terminology correctly Used some terminology correctly Used limited terminology correctly Did not complete 3 photos – at least one candid and one posed, at least one with flash, one without, indoor photos Followed all criteria Followed most criteria Followed some criteria Followed limited criteria Did not complete Followed instructions of the assignment Followed all instructions Followed most instructions Followed some instructions Followed few instructions Did not complete
2018 PHOTOGRAPHIC COMPETITION ENTRY FORM Exhibitor: ……………………………..Signed……………………. Membership No:………………..Date…………………….. Date photo taken Class no Name of animal DOB HBN Date of last calving No of calves Sire Is Sire an SSUK Bull Y/N
Photo Release Form I______________________________, hereby certify that I am the legal guardian of _____________________ and hereby give permission for images of my child to be captured during this football and cheerleading seasoning at games and event, through video, photo and digital camera to be used by the Jackson-Milton Gridiron for the sole purpose of promotional material and publication, including websites, fundraising, and any other like purpose. I further understand that by signing this release, I waiver any and all present and future compensation rights to the above stated material. Name of Participant (please print) _______________________________ Age: ___________ Name of Legal Guardian (please print) ____________________________ Parent/Guardian’s Signature____________________________________ Date: ___________ Address: ________________________________________________________________ Phone: __________________________ E-mail: __________________________
Photo Shooting Tips for Yearbook Journalism Being At the at the Right Time Be ready, be quick – carry a camera around, know how to use and adjust it Be bold - you still need to be polite, but you’ll miss the best shots if you’re not a little bit aggressive Move in close – we’re interested in people’s expressions Take several shots, especially of a group, person or event that might be hard to get again. Vary the angle, exposure etc. Watch for special moments – action, expression, emotion, tension etc. Technical and Artistic Details Steady the camera, especially indoors – use a tripod, wall, or railing, and a steady hand. Most shots you shoot in the halls are unprintable (fuzzy) if you don’t think about steadiness and lighting. Compose thoughtfully (composing means setting up the elements in your photo, by changing your shooting position and angle, and possibly rearranging objects/people in the foreground, middle and background): Subject should be dominant Background should be pleasing, not distracting (neutral, darker, not sharply in focus, not busy). Try shooting from above to use the ground as a background, or up into the sky – but beware of backlighting! Lines and other elements should lead the eye to the subject Use the and Framing (when possible) Think about balance e.g. 2 objects on either side of the image; small dark areas are balanced by larger light areas; look for complementary colours; shapes, lines or other elements repeated, maybe symmetrically Light: Beware of backlighting (silhouette) – Learn how to adjust exposure or use fill-in (forced) flash Strong sunlight is sometimes good for bright colours, but often not flattering to faces. Cloudy days with soft light are much better! Outside, keep the sun behind or beside you, but watch for squinting and harsh shadows. Avoid mid-day with full sun if you can. The hour around sunset/sunrise is magic for natural lighting Fluorescent lighting (like in our classroom) gives nasty colour tone. If that’s the only source, learn to set your white balance, and adjust “colour cast” in Photoshop (more on that later)... Flash Natural light is generally nicer, so try for illumination from a window or go outdoors (but not at mid-day!) But… a flash is often needed indoors, and to “fill in” the light on the outdoor subjects
UNIVERSITY ID CARD - ACTION REQUIRED The Plymouth University ID card photo upload facility is now available and you will now be able to use this facility now to upload your ID card photo. You MUST upload a photo before you arrive. When you enrol at Plymouth University, you will be entitled to a University ID card which will enable you to do the following: Identify yourself as a member of the University Borrow books and other materials from the Library Gain access to the Plymouth campus library Access printing/copying facilities Access various other buildings/rooms (eg certain 24/7 computing facilties, recreational facilities and rooms in some buildings) Perform various administrative tasks (eg submit your coursework) Prove your identity for examination purposes. WHAT YOU NEED TO DO To apply for your University card you will need to upload a photograph of yourself and following the online instructions. To allow time for your card to be produced, please upload your photo as soon as possible and by no later than Friday 20 February 2015. If you already have a University ID card, either because you are a Partner College student transferring to the University or were an undergraduate now starting a postgraduate course, you should not apply for a new card, as your old card will remain valid for the duration of your study. WHAT WE WILL DO Your card will be issued to you at your card collection and information session on Tuesday 24 February 2015. If your card is not available at this point, once produced it will be sent to your faculty office for collection by you.
teams will be encouraged to contribute to a programme of social media promotion of the project, and of the treasures that are revealed. Inventory Method Using existing data (print outs from Adlib), identify/find each object Update location information Review and update Adlib record Including: – dimensions, curatorial description, condition assessment, materials, inscriptions, provenance (if known) Apply a number to the object if necessary – training and materials will be provided Photograph the object, process, rename, tag and upload the photographs to Adlib and the internal photographic database (led by the photographer) Create new Adlib records for unlisted objects Resolve numbering discrepancies Curatorship, Conservation & Care The inventory teams will be expected to work independently, but will be supported locally by the Inventory Project Team Manager, the central Collections Management Team and the Curator West and Conservator West, to ensure that the teams uphold internal standards in collections care and information. The post-holder will additionally be supported by the NTS Photographer and will be expected to work to a set of pre-specified guidelines The post-holder will contribute to all aspects of inventory work Training will be provided to all project staff at the start of the project on collections handling, Adlib database, marking and labelling, and basic condition assessment and photographic processing. Risk Management Contribute to risk assessment at the start of each property inventory and abide by the mitigating measures as appropriate Work with curatorial and conservation colleagues to ensure that the team follows existing property and collections emergency procedures, including the systems for documenting loss of/damage to collections Championing and Advocacy – Stakeholder Engagement At times, inventory work will be carried out in view of the visiting public. This will be marketed by NTS as ‘Conservation in Action’ and the post-holder will be expected to engage positively with visitors and answer questions whilst working. All team members will be encouraged to contribute content for NTS social media channels, including a project blog. Health, Safety and the Environment All team members will be expected to follow procedures designed to ensure safe working and to use personal protective equipment as provided.
Record the means of each raw data table in another raw data table: Sodium bicarbonate concentration (± 0.05%) Initial dissolved oxygen concentration (± 0.01 mgL-1) Final dissolved oxygen concentration (± 0.01 mgL-1) Difference in dissolved oxygen concentration (± 0.01 mgL-1) 1.00% sodium bicarbonate 2.00% sodium bicarbonate 3.00% sodium bicarbonate 4.00% sodium bicarbonate 5.00% sodium bicarbonate The mean and the standard deviation for the increase in dissolved oxygen concentration for each of the 5 concentrations of sodium bicarbonate will be calculated and the results will be compared both statistically and graphically.
19th February Half Term 26 February Pupils in school MARCH 1 March World Book Day – Favourite book character theme 16 March 2.30pm Year 2 class assembly 19 March Focus Week 23 March Red Nose Day – Non uniform Books home 26 March Entries for Easter competition open 27 March 3.30pm – 5.00pm Parents evening 28 March 4.00pm – 7.00pm Parents evening 29 March Easter Competition judged APRIL 2nd April Easter holiday 16 April INSET Day pupils not in school 17 April Children in school 19 April Year 3 family lunch MAY 3 May Year 4 family lunch 11 May 2.30pm Year 3 class assembly 14 May SATS week 18 May Year 6 family lunch 21 May Year 6 residential week 28th May Half Term JUNE 4 June Pupils in school 7 June Year 5 family lunch 11 June Phonics week 22 June 2.30 Year 1 class assembly 25 June Focus week 29 June 2.30 Reception class assembly JULY 10 July 1.15pm Reception Graduation 11 July 1.45pm Year 6 performance 12 July 10am KS1 Sports Day Year 6 performance 6.00pm 13 July 10.00am Race for Life 12 Noon Family Picnic 1.30pm KS2 Sports Day Reports home to parents 17 July 10.00am – 11.00am Class swaps 4.00pm parents to meet new teachers 18 July 3.30pm staff available to parents to discuss reports (on an appointment basis) 20 July Year 6 Leavers’ party 7.00pm 23 July 2.30pm Leavers’ Assembly School Closes for Summer 3.15pm 24 July INSET DAY – pupils not in school
Star rating page: Description: Admin allow permission for star rating settings and manage delete options Breadcrumb settings: Description: It’s using navigation tool that allows users to see where the current page is in relation to the website Misc settings: Description: Admin manage navigation page settings and social icons settings Language dropdown settings: Description: Admin manage the settings of language drop down settings
Manage tag: Description: Admin can add and manage tag Appearance settings: Theme settings: Description: Admin can choose their theme Background settings: Description: Admin can manage settings of background color and appearance settings Widgets settings: Description: Admin can mange widgets settings
<table width="600" border="0" align="center" cellpadding="10" cellspacing="1" bgcolor="#336699"> <tr> <td bgcolor="#FFFFFF"> <h1 align="center"><?php echo $title; ?></h1> <?php echo $content; // when displaying an article show a link // to see the article list http://www.php-mysql-tutorial.com/ D:\Pc tools\Bina Laman web\Karya Cikguiti\PHP MySQL Tutorial.doc - 114 - if(isset($_GET['id'])) { ?> <p>&nbsp;</p> <p align="center"><a href="<?php echo $_SERVER['PHP_SEL F']; ?>">Article List</a></p> <?php } ?> </td> </tr> </table> </body> </html> If you click on an article link the script will fetch the article's title and content from the database, save it to $title and $content variable and print the HTML file . At the bottom of the page we place a code to show the link to the article list which is the file itself without any query string ( $_SERVER['PHP_SELF'] ) With this implementation each article request involve one database query. For a heavy load website with lots of articles using the above implementation can cause a very high amount of database - request. So we need a better cms solution to reduce the load. One feasible solution is to implement caching ( cache ) which load an article from the database only once when the article was first requested. The article is then saved to a cache directory as a regular HTML file. Subsequent request to the article will no longer involve any database request. The script just need to read the requested article from the cache d irectory. Example : article2.php Source code : article2.phps <?php include 'library/config.php';
PROUDLY SPONSORED BY 9:20 - 9:50 Registration and Arrival Perkins Seminar Room G24, The Harry Perkins Institute, 6 Verdun Street, Nedlands 9:50 - 10:00 Welcome + Welcome to Country Introduction to the symposium Paul Knight 10:00 - 10:20 Opening Speech Transitioning into research - the early years Professor Andrew Whitehouse 10:20 - 10:40 Session 1 Girls and social media: A school psychologists view Alana Papageorgiou 10:40 - 11:00 Incidence of sudden death and clinical determinants following first myocardial infarction Jia-Li Feng 11:00 - 11:20 Parents' barriers and motivators to pre-schoolers home yard play Amaarah Samnakay 11:20 - 11:40 Cardiometabolic risk factor levels in Busselton, a rural region of Western Autralia Deborah Kruger 11:40 - 12:00 Guest Speaker Working with WHO Dr Bill Kean 12:00 - 1:00 Lunch Lunch and Poster Presentation 1:00 - 1:20 Key Note Speech Journey through Public Health career - significance of research Professor Bruce Armstrong 1:20 - 1:40 Session 2 Risk of stillbirth among the migrant ethnicities of Western Australia Maryam Mozooni 1:40 - 2:00 Insulin therapy preferences among adolescent patients with Type 1 diabetes in WA using a Discrete Choice Experiment Natrisha Barnett
Has your driver’s license ever been suspended or revoked? Yes No . If yes, provide detail(s) below: Date State of Suspension Length of Suspension Reason for Suspension Have you ever been denied issuance of a driver’s license? Yes No . If yes, provide detail(s) below: Have you ever been involved in a motor vehicle crash? Yes No . If yes, provide detail(s) below: Date Location of Crash Were you found to be at fault? Citation Issued? Injuries to any party? Police Report Made? Have you ever attended a Driver Improvement Course? Yes No . If yes, provide detail(s) below: Date Location of Course Reason for taking the course (court ordered, etc.) Applicant Initials Page 5 of 22 Word Doc - Revised February 2019 4. DRIVING HISTORY (continued)
Enter all traffic summons, citations, or tickets you have received since you have been driving. This includes as a juvenile and/or adult. You must include any offense that was reduced, dismissed, and/or reclassified to a civil offense. Do NOT include parking tickets. IF YOU HAVE NEVER RECEIVED A TRAFFIC SUMMONS, CITATION OR TICKET, WRITE “I HAVE NEVER RECEIVED A TRAFFIC SUMMONS, CITATION OR TICKET” ACROSS THE CHART. Begin with your most recent summons. Offense Date Offense City & State Initial Charge(s) at time of Offense If charge is speeding, include miles over limit. Final Charge If convicted, the final charge (plea-bargained/reduced) Disposition Pled guilty, found guilty, found not- guilty, dismissed, pre-paid or complied. You may note if the conviction was reclassified to a “civil” violation in this column. Applicant Initials Page 6 of 22 Word Doc - Revised February 2019 5. EMPLOYMENT HISTORY
Have you served in the Armed Forces? Yes No . If yes, complete the following: Active Duty Date (MM/DD/Year) Branch of Service Rank Occupational Specialty Discharge Date (MM/DD/Year) Type of Discharge Reason for Discharge Are you/have you been a member of the U.S. Reserve Forces, National Guard or State Guard Organization? Yes No . If yes, complete the following: Service Date (MM/DD/Year) Branch of Service Rank Occupational Specialty Discharge Date (MM/DD/Year) Type of Discharge Reason for Discharge Status: Active Standby Inactive Discharged Reserve Obligation(s): While in the Military, were you ever: Reduced in Rank? Yes No Arrested for any offenses? Yes No Court Martialed, tried on charges, or subject of a Summary Court, Deck Court, Captain’s Mast, Company Punishment, or any other type of disciplinary action/Article 15/Non-Judicial Punishment? Yes No If you answered “Yes” to any of the questions, provide a detailed explanation below to include date of offense, UCMJ initial/final charges, disposition: Applicant Initials Page 11 of 22 Word Doc - Revised February 2019 7. RESIDENCE
do without Definition: Manage despite a lack of Examples: There’s no more , so I we’ll have to do without. Now that they have a , they should be to do without any from us. You’ll be for six ? I we can do without you for that long. catch on Definition: Become popular Examples: The Sony Walkman caught on in the 80s but it fell out of fashion in the early 90s. Taking selfies has really caught on in a big way with teenagers.
wash * up + clean If we work together, we can wash the kitchen up in a few minutes. watch out be careful Watch out - there's a rattlesnake! watch out for + be careful of Watch out for snakes while you are hiking in the desert. wear off disappear after a period of time The affects of the medicine will wear off after a few hours. wear * out use until something is not useable anymore If you wear the same shoes everyday, you'll wear them out. wear * out cause to be very tired Her three kids wore me out. wind up + finish (inf.) If he doesn't get his act together, he is going to wind up in jail. wind * up + tighten the spring of a watch or similar machine He wound up the toy dog and set it on the floor. wind * up + cause an animal or a child to behave wildly The kids always get wound up when Uncle Henry comes over. wipe * out + massacre or destroy The tidal wave wiped out the small fishing village. wipe * out cause to be very tired After surfing all day, I was completely wiped out. work * out + solve I hope you two can work out your problems. work out exercise I work out three times a week at the fitness center. work out be successful I am glad your new catering business is working out. write * down + record Write down the directions so you don't forget them. write * out + write down every word or letter He wrote out the lyrics so I could understand what the singer was saying. write * up + prepare a report He wrote up a business proposal in order to get a loan. Phrasal Verb Definition Example zero in on + discover, pinpoint I think I have zeroed in on what has been causing the problem. zip around + move quickly from place to place I zipped around town after work today. zone out stop paying attention He zoned out during class. zonk out fall asleep Jill was so exhausted after taking the TOEFL test that she zonked out before dinner. zoom in focus You need a telephoto lens to zoom in. zoom in on + focus on something, pinpoint She zoomed in on his face while taking the picture.
Phrases for the monologue part Getting started Hello and welcome to my talk about… My task is to….. I would like to tell you something about… We are here today to look at…. Structuring I have structured my talk as follows. There are …. points I'd like to make. These are the points I would like to talk about. First, …. / Second, … / Third, … / and finally… First, I would like to say a few words about… Then, I'll move on to…. Now I'd like to draw your attention to the fact that… And finally, to round it off, I'll…. Referring to the impulses on your task sheet (pictures/short quotations) I believe the pictures symbolize the following aspects of the topic. Picture …. shows us the following aspect… And this is something that shows up really well in picture… As you can see in picture….. To my mind, picture … has a clear message. The quotation given refers to the fact that… This quotation shows that… Topic sentences (to introduce a new part) Now, let's have a closer look at… Here is an argument which you often hear in discussions… This topic wouldn't be complete without a look at… OK, on to my …… point. Giving your personal opinion To my mind, this seems…. Personally, I feel / believe that… I firmly believe that… There cannot be any doubt that…. I'm convinced that… Commenting and explaining It may sound really obvious, but…. Let me be really clear about this: I would like to stress that… To me, this is the core problem of the whole issue. Then, it is a logical consequence that… Let me illustrate this with an example. Here's an example to show what I'm going on about. Rounding off / Concluding So, to come to an end…. So, all things considered, I would like… Well, let me just sum up my main points…. So, to wrap things up, ….. Thank you very much for your attention.
Incorporation of the ICESCR Part B: Question 2 Development assistance 7 Part C: Question 4 Rights of refugees and asylum seekers 9 Part D: Question 6 Equal rights of men and women 14 Part E: Question 12 Right to social security 20 Part F: Question 14 Child poverty 26 Part G: Right to Water Right to water 27 Summary of Recommendations 34 1.0 Introduction This submission is on behalf of the Human Rights Foundation of Aotearoa New Zealand. It is a shadow report to the New Zealand Government’s 3rd periodic report to the United Nations Committee on the Economic, Social and Cultural Rights.
Attachment 1: Detailed Budget Assumptions for Illustrative Purposes for New Scholars Salary 01 April – 30 01 Dec 2017 – 30 Total November 2017 Sept 2018 (10 April 2017-Sept (8 months) months) 2018 Name TBD Scholar in Role training Inst. Base Salary $ Salary Request % x mos $ $ $ Fringe % $ $ $ Total $ $ $ Travel HPTN Meetings (2) at Start and at 12 months (4 days to include 1 day mentor program retreat) Airfare: New York--DC $ / RT $ $ $ Per Diem: DC $ / Day $ $ $ Incidental travel costs $ $ (communications, etc.) $ / trip $ Airport Transfers $ / trip $ $ $ HIV/AIDS National Meeting (N=1; 3 days) Airfare: New York--Atlanta $ / RT $ $ Per Diem: Atlanta Incidental travel costs (communications, etc.) $ / day $ / trip $ $ $ $ Airport Transfers $ / trip $ $ HPTN Scholar Mid-Year Meeting (N=1; 3 days) Airfare: New York—Seattle $ / RT $ $ Per Diem: Seattle Incidental travel costs (communications, etc.) $ / day $ / trip $ $ $ $ Airport Transfers $ / trip $ $ Meetings with out of town mentor (4 trips of 5 days each) – if applicable Airfare: New York--DC $ / RT $ $ $ Per Diem: DC $ / day $ $ $ Incidental travel costs (communications, etc.) $ / trip $ $ $ Airport Transfers $ / trip $ $ $ Other Direct Costs – if applicable Telecommunication costs for monthly calls $ $ $ Photocopying of key prevention articles, manuals, etc $ $ $ General office supplies: books; software $ $ $ Total Direct Costs $ $ $ Indirect Costs (avg. 30%) $ $ $ TOTAL COSTS $ $ $ Notes: The mid-year meeting takes place in Seattle and the Annual Meeting in DC each year.
IV. Independent Practice Student to define and write key terms. Student to take notes from PowerPoint. Student to complete homework Student to complete worksheets in class Student to identify parts of the body systems using the proper medical terms Groups and independent to study to learn medical terms. Use overhead projector to present content learn V. The Closing – Classroom discussions to check for understanding. Ask students did we meet and learn the objectives for the day. Play kahoot or other games to check for mastery. Clarify misunderstanding. How will I engage my students in learning? How will I lead my students to mastery? CHECKS FOR UNDERSTANDING (I-2) Engage and Connect (30-min): Do Now: 15 minutes Hands on group activity Independent practice Online group studies. Group activity –Problem solve questions related to the body systems. Review Do Now Clarify misunderstanding Allow students to demonstrate what was learned Introduce New Learning (15-20 min): PowerPoint- Introduction to medical terminology Health Century 21 Movie “Miracle Hands” Demonstrate skill practice Explain why correct pronunciation of medical terms prevent medical errors. Introduce Prefixes, suffixes, and combining forms to make word parts. Provide case study for independent student centered learning. Student provide feedback by demonstrating skills. Student are able to voice why lesson is important during guided questions Student provide feedback on the overhead board practicing breaking down medical terms Lead Guided and Independent Practice (25 min): Guided Practice (10 min): Demonstrate How to use combing forms and word parts. Review actual malpractice cases due to misinterpreting MD orders or medical documentation. Health Century 21-lesson plans, online practice and work sheets. Independent Practice (25-30 min): Clarify misunderstanding. By asking questions and reteach material as needed. Problem solve case studies to define medical terms and abbreviations. Complete lab worksheet Complete homework Close the Lesson and Assess Mastery (10 min): Check understanding by open ended questions involving all students. Play Kohoot. Exit ticket Quizzes
Counselor Homerooms Phone extension Mr. Aguirre 11, 15, 19, 20 2125 Ms. Garcia 1, 2, 16 1008 Ms. Hartwell 12, 14, 17, 18 2221 Teacher Subject Areas Phone extension Rm 1 Ms. Borer 9th-10th Grade 2201 Rm 2 Ms. Block Lagoon, 8:10a-11:10a 2202 Rm 11 Ms. Elliott English/ELD, Art, Transition 2111 Rm 12 Ms. vanderHorst Mathematics 2112 Rm 13 Ms. Griffin SAI Teacher 2113 Rm 14 Mr. Kidwell English/ELD, Physical Education 2114 Rm 16 Ms. Soles English/ELD, Newspaper 2116 Rm 17 Ms. McCown Social Studies, English 2117 Rm 18 Mr. Hardy Mathematics 2118 Rm 19 Ms. Weatherford US History, Government, Child Development 2119 Rm 20 Mr. Barnett English, World History, Physical Education 2120 Rm 21 Mr. Zermeno Earth Science, Economics, Garden 2121
Counselor Homerooms Phone extension Mr. Aguirre 11, 17, 19, 20 2125 Ms. Garcia 1, 16 1008 Ms. Hartwell 12, 14, 18, 21 2221 Teacher Subject Areas Phone extension Rm 1 Mrs. Borer 9th-10th Grade 2201 Rm 2 Ms. Block Lagoon 2212 Rm 11 Ms. Elliott Inglés/ELD, Arte, Transición 2111 Rm 12 Ms. vanderHorst Mathámaticas 2112 Rm 13 Ms. Griffin SAI Teacher 2113 Rm 14 Mr. Kidwell Inglé/ELD, Educación Física 2114 Rm 16 Mrs. Soles Inglés/ELD, Prensa 2116 Rm 17 Mrs. McCown Vida Ciencia, ASB, Transición 2117 Rm 18 Mr. Hardy Matemáticas 2118 Rm 19 Ms. Weatherford Historia US , Gobierno, Desarrollo Infantíl 2119 Rm 20 Mr. Barnett Inglés, Historia del Mundo , Educación Física 2120 Rm 21 Mr. Zermeno Ciencia Terrenal, Economias, Jardín 2121
complete form and SIGN IN FRONT OF A NOTARY. Pasco High School has a Notary in the front office. PARENT/STUDENT ACKNOWLEDGEMENT FORM: Form must be completed and signed by both Parent and Student. CHARMS STUDENT DATA SHEET: Form needs to be filled out so we have accurate information. The charms program is where Parents/Students can get information from dates of performances to seeing what open volunteering needs need to be filled. STUDENT HEALTH INFORMATION FORM: Form needs to be filled out and put on file with the Power of Attorney form so the Band Director and Staff are aware of any Medical issues with the student. Uniform Agreement: So the student knows what is expected of him/her when it comes to the care of the band uniform. ALL FORMS NEED TO BE SIGNED & RETURNED TO MR. HERRING BY AUGUST 19TH PASCO HIGH SCHOOL BAND PARENT/STUDENT ACKNOWLEDGEMENT FORM 2017/2018 We have read this Pasco High School Band Handbook and are familiar with its contents. We agree to follow the guidelines found within this
Brock University Procedures for compliance U.S. Public Health Service Financial Conflict of Interest Regulations OFFICE OF RESEARCH SERVICES INTERNAL PROCEDURES INTRODUCTION AND APPLICATION OF THESE PROCEDURES: These Procedures apply to all Brock University research funded by the U.S. Public Health Service (PHS), including the National Institutes of Health (NIH), and other granting agencies and components of the PHS. These Procedures may also apply to Brock University research funded by other sponsors who have adopted the PHS regulations and/or standards as a contractual or regulatory requirement of funding. These Procedures and the Investigator Procedures together implement 2 U.S. regulations regarding research that is funded by the PHS and its awarding components: the Regulation on and the Regulation on (the “Regulations”), both effective August 24, 2012. The purpose of the Regulations is to promote objectivity in research by establishing standards that provide a reasonable expectation that the design, conduct, and reporting of research funded under PHS grants, cooperative agreements and contracts will be free from bias resulting from Investigator FCOIs. The Regulations provide that they apply to all institutions, both U.S. and foreign, applying for or receiving PHS research funding, including funding that is received as a sub-award from another institution, and to each Investigator participating (or planning to participate) in such research. All contracts and grants from PHS awarding components now require the University to agree to be bound by the Regulations as a condition of funding. In addition to the PHS and its components, some other U.S. sponsors of research, including some U.S. foundations, have adopted the Regulations. Where the terms of those sponsors’ funding contracts or grants require the University to adhere to the Regulations, these Procedures, as necessarily modified for context, will apply. One of the requirements of the Regulations is that the University must have a written enforced policy on FCOIs for PHS-funded research that complies with the Regulations. These Procedures and the Investigator Procedures together fulfill that requirement. DEFINITIONS:
Musculoskeletal: Arthritis □ Yes □ No Back Problems □ Yes □ No History of Gout □ Yes □ No Joint Stiffness □ Yes □ No Leg Cramps □ Yes □ No Painful Joints □ Yes □ No Swollen Joints □ Yes □ No Skin: Acne □ Yes □ No Blistering of Skin □ Yes □ No Discoloration □ Yes □ No Eczema □ Yes □ No Excessive Sun Exposure □ Yes □ No Keloid Formation □ Yes □ No Neurologic: Balance Difficulty □ Yes □ No Difficulty Speaking □ Yes □ No Dizziness □ Yes □ No Fainting □ Yes □ No Gait Abnormality □ Yes □ No Irritability □ Yes □ No Stroke □ Yes □ No Psychiatric: Auditory/Visual Hallucinations □ Yes □ No Delusions □ Yes □ No Mental or Physical Abuse □ Yes □ No Nervous Breakdown □ Yes □ No Psychiatric Condition □ Yes □ No Suicidal Thoughts □ Yes □ No
Date: 11th April, 2013 The Chairman, IRB, DUHS Subject: Request for Approval of Synopsis Respected Sir, With kind regards, I “Candidates Name” presented/re-present my synopsis in IRB meeting no. “__” dated on ____ and now submitting my synopsis titled “___” to the post graduate department with following corrections. CHAPTERS ERRORS CORRECTIONS PAGE # Introduction Literature Review Methodology References I request you to kindly forward my application for further processing. Thanking you Yours Sincerely, Candidate’s Name Enr # MPhil Scholar (Subje Institute/School/Department DUHS.
Requirement Action Steps Responsible Questions Deadline and Status Definitions (§483.5) CMS has added the new definitions of “Abuse” “Adverse event” “Exploitation”, “Licensed health professional” “Misappropriation of resident property” “Mistreatment” “Neglect” “Nurse aide” “Person-centered care” “Resident representative” “Sexual abuse”, and “Transfer and discharge” CMS also modified certain existing definitions. [Example: Revise policies and procedures to reflect and apply the new and revised language.] [Example: Develop illustrations of what constitutes exploitation.] §483.10(a) Residents Rights Amends current language re equal access to care: “The facility must provide equal access to quality care regardless of diagnosis, severity, condition or payment source.” Resident has a right not only to refuse treatment and refuse experimental research, but also the right to request treatment and/or discontinue treatment. Interdisciplinary team must determine that self-administration of medications is “clinically appropriate,” rather than “safe” as stated in the current regulation. [Examples: Revise policies and procedures to reflect and apply the new and revised language. Obtain updated Bill of Rights pamphlets, posters. Identify process changes necessary to comply with new, care planning requirements (see also 483.21) Develop procedures relating to confirmation of licensure for a
2920 Brandywine Road Atlanta, GA 30341 (NCCDPHP) Julio Lopez Contracting Officer Phone: (770) 488-2892 Fax: (770) 488-2868 E-mail: Proposals to NCHHSTP must be mailed or delivered to: Julio Lopez Centers for Disease Control and Prevention Procurement and Grants Office 2920 Brandywine Road Atlanta, GA 30341 (NCEZID) Theresa Routh-Murphy Contracting Officer Phone: (770) 488.2173 E-mail: Proposals to NCHHSTP must be mailed or delivered to: Theresa Routh-Murphy Centers for Disease Control and Prevention Procurement and Grants Office 2920 Brandywine Road Atlanta, GA 30341 STD, TB (NCHHSTP) Theresa Routh-Murphy Contracting Officer Phone: (770) 488.2713 E-mail: Proposals to NCEZID must be mailed or delivered to: Theresa Routh-Murphy Centers for Disease Control and Prevention Procurement and Grants Office 2920 Brandywine Road Atlanta, GA 30341 (NCIRD) Alan Sims Contracting Officer, Lead HIV/AIDS,