zilongwang/ReadingBank huggingface dataset:
SECTION 1 Course Prefix and Number: HUS 3650 Semester Credit Hours (Credit): 3 Contact Hours (Workforce): Course Title: Administration in Human Services SECTION 2a (To be completed for General Education courses only.) TYPE OF COURSE (Place an “X” in the box next to those that are applicable.) General Education Core (If selected, core discipline area will be identified in Section 4.) General Education (If selected, you must also complete Section 4, Section 5, and Section 8) SECTION 2b TYPE OF COURSE (Place an “X” in the box next to those that are applicable.) A.A. Elective A.S. Required Course A.S. Professional Elective A.A.S. Required Course A.A.S. Professional Elective Technical Certificate PSAV/Clock Hour/Workforce Development Education Apprenticeship X Upper Division/Bachelors Other: If selected, use this space to title “other” option. SECTION 3 INTELLECTUAL COMPETENCIES (Place an “X” in the box next to those that are applicable.) X Reading X Speaking Critical Analysis X Qualitative Skills Scientific Method of Inquiry X Writing X Listening X Information Literacy Ethical Judgement X Working Collaboratively SECTION 4 (To be completed for General Education courses only.) GENERAL EDUCATION DISCIPLINE AREA (Place an “X” in the box next to those that are applicable.) Communications Humanities Mathematics Social and Behavioral Sciences Natural Sciences SECTION 5 (To be completed for General Education courses only.) GENERAL EDUCATION LEARNING OUTCOME AREA (Place an “X” in the box next to those that are applicable.) Communication Critical Thinking Information Literacy Scientific and Quantitative Reasoning Global Sociocultural Responsibility SECTION 6 LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Students will be able to identify dimensions of leadership and key factors of each. Course Discussions or quizzes or tests or research projects or presentations Students will be able to describe and discuss human services supervisory skills Course Discussions or quizzes or tests or research projects or presentations Students will be able to research, describe and discuss funding strategies. Course Discussions or quizzes or tests or research projects or presentations Students will be able to discuss the differences between not for profit and for profit organizations. Course Discussions or quizzes or tests or research projects or presentations SECTION 7 Faculty name(s): Rebecca Ford Date: August 2017 CS20150615
SECTION 6 (Continued) LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Students will be able to discuss 3 external and internal resources. Course Discussions or quizzes or tests or research projects or presentations Students will be able to identify 5 community resources utilized by Case Managers. Course Discussions or quizzes or tests or research projects or presentations SECTION 7 Faculty name(s): Rebecca Ford Date: August 2017 CS20150615
SECTION 6 (Continued) LEARNING OUTCOMES TYPE OF OUTCOME (General Education, Course or Program) METHOD OF ASSESSMENT Students will be able to describe the philosophies and policies of health care systems. Course Discussions or quizzes or tests or research projects or presentations SECTION 7 Faculty name(s): Susana Barsky, Rebecca Ford, Lindsay Webster, and Barbara Yankowy Date: 04/04/2012 CS20150615
Student will be able to define and identify legal and ethical issues in mental health treatment and referral. Course Discussions or quizzes or tests or research projects or presentations Student will be able to identify and define appropriate interventions and referrals for various mental health issues. Course Discussions or quizzes or tests or research projects or presentations Student will be able to complete an initial clinical assessment and a mental status exam. Course Discussions or quizzes or tests or research projects or presentations Student will be able to define and identify appropriate psychopharmacological interventions and medication management. Course Discussions or quizzes or tests or research projects or presentations Student will be able to identify and describe various community services, community support, and resources. Course Discussions or quizzes or tests or research projects or presentations Student will be able to define and explain relapse potential after intervention and referral. Course Discussions or quizzes or tests or research projects or presentations SECTION 7 Faculty name(s): Rebecca Ford Date: August 2017 CS20150615
Publicity, marketing Photography/photocopying Travel, transportation Phone, postage Printing Supplies, materials Hospitality Other (list) TOTAL * Applicants must match the funding requested at least on a 1:1 basis. The match can consist of cash, or a mix of cash and in-kind contributions. At least 50% of match must be cash. **In-kind contributions are donated goods and services for which the organization does not pay cash, but which have documentable cash value. You may include the value of volunteers’ time. CHPP History Grant Application GENERAL OPERATING SUPPORT (GOS) GRANT BUDGET APPLICANT ORGANIZATION ORGANIZATIONAL INCOME (this form is available in Excel format: ) Description Cash In-Kind TOTAL Memberships Admission fees, ticket sales, registrations Store/shop income Fundraising activities, events Business contributions Foundations
Select the variable that contains the values of the columns going downstream. Now, move to the Input Columns Tab. In this tab, select the columns that you want to shuffle. These columns are the ones in the source and will be mapped to the same set held in memory, using a library variable. They will shuffle as a monolithic tuple, so if you want to shuffle values in each column separately, you will have to repeat this process as many times as you want to shuffle columns. In the example below, the columns 0, 1, 2, and 5 will be shuffled together. In the next tab, map the input columns to the library variable columns, one to one: Make sure that column 0 matches column 0, column 1 matches column 1, etc. There will be masked columns created for each mapped column: The metadata will contain both unmasked and masked values: Configure your error output. There is a currently known bug where the null values are re-directed into error output – out of which you can further merge them back to the pull. The ETA for bug to be fixed is in the next release. Map values to their destination, and run the package. Mask Generic Shuffle component
FYE Husky BINGO We’re going to be a small community this semester, helping each other succeed in all areas of our lives. So it’s important to get to know one another. Find at least one person in your FYE section who has done what’s listed in each box, or who will answer the question listed in the box. Have your new friend initial in that box to indicate that you found them. Try to fill all of the boxes with at least one initial. I have eaten at the Diary Bar. I went to high school in the United States. I have plans to do something fun this weekend. I love writing. I’m wearing a UConn t-shirt. I love tea. I’m taking Calculus this semester. I’m an Engineering major. This is the first time I’ve lived away from home. I’m a Business major. In CLAS (College of Liberal Arts and Sciences). I love coffee. Say hi to your FYE Mentor. I have more than one 8:00 AM class this semester. I ate breakfast in McMahon this week. I have ridden a UConn bus. I can name every person in this class. I forgot to bring something important (toothbrush, shower shoes, etc.) I love animals. Ask someone what’s their favorite movie. Ask someone what’s their favorite late night snack. I love math. I’m undecided (ACES). I’m taking First Year Writing this semester. (English 1003/1010/1011) I had an 8:00 AM class this morning.
The following is a tentative schedule of topics and assignments. The instructor reserves the right to make changes and will advise the students of any such changes. Week Topic Assignment/Reading 1 1/25 Introduction and Welcome Review Syllabus/Overview of coursework/texts Video Clip: Disorders: Introductory Video (SAMHSA, 2012) Klott, Ch. 1: An Examination of the Guiding Principles for Treating Co-Occurring Disorders Order Texts, download BH Meds with phone app Order/download TIP 42 online Log into and peruse course website (TITANIUM) Readings: Klott text, Chapter 1 and PowerPoint slides (Titanium) 2 2/1 Overview: Substance Abuse Treatment and Prevention track Klott, Ch. 2: Definition for Co-Occurring Disorders: All Behaviors Are Purposeful CAADE, Counselor Regulations, Scope of Practice, Ethical Obligations (CFR 42, Part II) Readings: Klott text, Chapter 1, Chapter 2 and PowerPoint slides (Titanium); DSM-5 Basics Guest speaker: Dr. Lori Phelps (tentative) 3 2/8 DSM-5 Overview: History, comparison with DSM-IV-TR, Classifications Differential Diagnosis Episode – Killer in the Family: The Firestarter Readings: DSM-5 Table of Contents; PowerPoint slides (Titanium) on DSM-5 History, Differential Diagnosis In-class Activity 1 today 4 2/15 Substance-Related Disorders and Other Addictions Working with Substance Abuse/Dependence Readings: Substance-Related Disorders in DSM-5; PowerPoint slides on Substance-Related Disorders 5 Anxiety Disorders Obsessive Compulsive Disorders Readings: DSM-5 related sections; PowerPoint slides on
3/22 Dissociative Disorders What are COD Treatment Centers? Where to find them. Readings: DSM-5 related sections; PowerPoint slides on Dissociative Disorders 10 3/29 Spring Recess – No Class Reminder: Paper #2 COD Treatment Centers due next week (4/5) 11 4/5 Somatic Disorders, Factitious Disorders, Malingering Episode – Killer in the Family: The Baby Killer Readings: DSM-5 and PowerPoint slides on related sections Paper #2 due today (COD Treatment Centers review 12 4/12 Gender Dysphoria, Paraphilic Disorders, Sexual Dysfunctions Film Clips (TBD) Readings: DSM-5 and PowerPoint slides on related sections 13 4/19 Personality Disorders Film: TBD Readings: DSM-5 and PowerPoint slides on related sections In-class Activity 3 today 14 4/26 Klott, Ch. 3: The Core Task of Therapy Klott, Ch. 4: The Therapy Alliance Intro to Case Studies Paper Readings: Klott Ch. 3, 4, and related PowerPoint slides Review: Case Studies 15 5/3 Klott, Ch. 5: Case Conceptualization Klott, Ch. 6: Suicide Risk Assessment Case Studies Paper: continued discussion Readings: Klott Ch. 5, 6, and related PowerPoint slides Review: Case Studies, cont. Reminder: Case Studies Paper due Next Week (5/10) 16 5/10 Common Medications for Disorders Klott, Ch. 7: Putting It All Treatment Readings: BH Meds booklet/app; Klott, Ch. 7 and related PowerPoint slides
Week 9 Mar 20-26 Midterm (Chapters 1-5) and videos, class lecture/discussions Complete Midterm due by Sunday at midnight Week 10 SPRING BREAK Mar 27-Apr 2 Week 11 Apr 3- Apr 9 Review Buprenorphine and Naltrexone documents and watch the Medication Assisted Therapies webcast for the TIP quizzes. Take online quiz TIPS 40 and 28 (Buprenorphine and Naltrexone) Due April 11 Discussion Board: The pros and cons of narcotic replacement therapies or “harm reduction.” Due Sunday at midnight Week 12 Apr 10-Apr 16 1. All Arounders: Psychedelics, LSD 2. Physical Effects 3. Mental Effects 4. Video: Club Drugs, Raves & Marijuana Read Chapter 6 and supplemental materials Watch and review videos by Sunday at midnight Week 13 Apr 17-Apr 23 1. Mushrooms, Marijuana 2. Video: In Pot We Trust 3. Video: Should I Smoke Dope? 4. Inhalants, Nitrites, Sports and Drugs 5. Gambling 6. Eating Disorders NOVA: Dying to be Thin Chapter 7 and supplemental materials Discuss Medical Marijuana in forum on Discussion board after watching the video “In Pot We Trust” (discussion and 2 replies to classmates due by Sunday at midnight) Week 14 Apr 24- Apr 30 1. Drug Use and Prevention: From Cradle to Death Video links are available under the Assignments area in TITANium Read Chapter 8 UDAA / Phelps Chap. 13 Watch videos and review by midnight Sunday Week 15 May1- May 7 1. Current Issues in Treatment 2. Treatment Efficacy 3. Diagnosis 4. Medical Interventions Chapter 9 Phelps, chapters 3, 4, 5 Watch chapter videos/webcasts Due by midnight Sunday Week 16 May 8- May 14 Mental Health and Drugs 1. Dual Diagnosis/Co-Occurring Disorders 2. Epidemiology 3. Psychiatric Disorders 4. Psychiatric Medications Webcast: Examining the Care of People with Co-Occurring Disorders Chapter 10 Journal Articles due on or before midnight May 14 for full credit Watch videos and review by midnight Sunday.
GENERAL Remember to keep copies of all papers, discussions, articles, etc. so that any discrepancies can be easily and fairly straightened out. TITANium has been known to “lose” assignments due to server crashes, etc. Except in cases of actual error, final grades are permanent. If you need to drop this course, refer to the class schedule for the deadlines and requirements for dropping or withdrawing from courses. Dates Readings Assignments Week 1 August 22-28 Introduction to course, syllabus, textbooks Two (2) Discussion Board forums Week 2 August 29 – September 4 Chapter 1: An Introduction to Drug Education Video review and/or Discussion Board Week 3 September 5-11 Chapter 2: Drug Abuse Problems: Background and Setting Video/webcast reviews and/or Discussion Week 4 September 12-18 Chapters 1-2 Quiz Quiz, Chapters 1-2 due next Monday by midnight Week 5 September 19-25 Chapter 3: Alcohol and Tobacco: Fugitives from the War on Drugs Instructor readings on Electronic Cigarettes Video/webcast reviews and/or Discussion Week 6 September 26 – October 2 Chapter 13: Needs Assessment and Program Evaluation Samhsa’s National Registry of Evidence-Based Programs http://www.nrepp.samhsa.gov/ Video/Webcast reviews and/or Discussion Week 7 October 3 -- October 9 Chapters 3-13 quiz Quiz, Chapters 3 & 13, due Monday at midnight Week 8 October 10-16 Chapter 4: Other Drugs, Mostly Legal Video Reviews and/or Discussion
Curriculum Vitae Mohamed E. Hussein Professor of Accounting Accounting Department Head University of Connecticut Work: 860-4863087 School of Business Cell: 860-331-6207 Accounting Department Fax: 860-4296982 2100 Hillside Road, Unit 1041 mohamed.hussein@business.uconn.edu Storrs, CT 06269-1041 Education Ph.D., Business Administration, 1977 University of Pittsburgh Graduate School of Business Major: Accounting Minor: Finance MS in Accounting, 1968 The State University of New York at Albany BS, Faculty of Economics and Social Studies, 1965 University of Khartoum Major: Economics Minor: Business Administration. Languages: Arabic (native speaker), English Academic Work Experience 1978Present School of Business, University of Connecticut, Storrs, CT Accounting Department Head Jan 2008 - Present Interim Dean School of Business May 2006 - Dec 2007 Accounting Department Head Dec 2003 - Apr 2006 Faculty Director Office of Diversity Initiatives 1996 - Present Director, Center for Transnational Accounting and Financial Research, University of Connecticut. September 1990 - Aug 1995 Interim Department Head Jan 1989 - Aug 1990 Resident Director, Program in European Studies, Maastricht University, the Netherlands. Aug - Dec 1988 Adjunct Professor, Institute of Public Service-International University of Connecticut. Teach courses in budgeting in the public sector, fund accounting, cash management, financial management and operations auditing to participants from developing countries. 1978 19761978 University of Pittsburgh at Johnstown, Johnstown, PA Assistant Professor of Business Administration Non-Academic Work Experience Jun Dec Sudan Development Corporations (SDC), Khartoum, Sudan 1984 Finance Director
LIST OF ACRONYMS MFI - Micro Finance Institutions PRESTO - Private Enterprise Support, Training and Organization Development MF - Micro Finance COWAN - Country Women Association of Nigeria FI - Financial Institutions PEAP - Poverty Eradication Action Plan SPSS - Special Package for Social Scientists UWFT - Uganda Women Finance Trust FT - Finance Trust NGOs - Non Governmental Organizations ABSTRACT The study was carried out under the topic loan performance and profitability with a case study of Finance Trust Uganda Micro Finance Institution. The study to establish challenges facing the
4.1.3 Marital status of the respondents The following table present marital status of the respondents as illustrated below in table 4.3 Table 4. 3: Marital status of the respondents Marital status Frequency Percentage Single 15 37.5 Married 25 62.5 Divorce 0 0 Widow 0 0 Total 40 100 Source: Primary data From the table above, 37.5% of the respondents were single 62.5% of respondents were married while no responses was registered on divorce and separated. Majority of the respondents were married and thus through to be responsible to not only their females but also in their respondents department/office in DFCU Bank. 4.1.4 Level of education of the respondents The following table presents level of education of the respondent to established during the study. Table 4. 4: Level of education of the respondents Level of education Frequency Percentage Primary 4 10 Secondary 6 15 Certificates 10 25 Diploma 4 10 Degree 16 40 Others 0 0
beginning to advanced student as well as the seasoned Husserlian scholar who would like to have a brief historical introduction to the life and work of Edmund Husserl and his phenomenology. Moreover, throughout this article I have tried to touch upon some of the most decisive phases of Husserl’s phenomenological development beginning with: 1) his early student years; 2) Husserl’s life and work in Vienna; 3) the impact of Franz Brentano upon Husserl’s thought as a former teacher and friend; as well as introducing the reader to the various “periodizations” of Husserl’s intellectual evolution as exhibited by, 4) the Halle period; 5) the Göttingen period; 6) the Freiburg period; and 7) the later “Jewish Retirement” period of his phenomenological development. Also, in this very short introduction to Husserl ‘s thought we have attempted to rounded off this present study by taking the student on a “guided tour” to Husserl’s personal residence (along with his family members) located at No. 40 Lorattostrasse, in Freiburg im Breisgau, Germany by way of W. R. Boyce Gibson’s personal diary and article entitled: “From Husserl to Heidegger: Excepts from a 1928 Freiburg Diary” which provides the reader with a personal of Husserl’s “later” Freiburg period of development from a personal standpoint of view. At the conclusion of our study we also touch upon the controversial subject-matter of Husserl’s appointment of Heidegger as his successor to the Chair of philosophy, the break, the rise of Adolf Hitler and the “Nazification” of Germany, the Nazi ceremonies, Husserl’s subsequent forced “Jewish Retirement” period, as well as, the rescue of Husserl’s Nachlass from Nazi-Germany, in 1938, by Father Hermann Leo van Breda. These will be some of the major themes and topics presented in my article on Edmund Husserl: A Very Short Introduction to his Phenomenology. Robert A. DeGray American University of Prague / Prague Humanities Institute Czech, Republic. view”
HUSTLE YOUTH BASKETBALL ASSOCIATION 2014-2015 PARENT/PLAYER RESPONSIBILITY AGREEMENT The following is a brief summary of the responsibilities that the Hustle and the head coach would like each player and parent to review. PLAYER ATTITUDE / BEHAVIOR / GRADES: Players should maintain a positive attitude at all times. Players are to be respectful toward coaches, teammates, opposing teams, referees, and fans. Profanity, rude behavior, or inappropriate talk will not be tolerated. Players are not to argue or talk negatively with referees. Schoolwork is the priority. Players should maintain good grades and positive conduct in school. Players can be removed from the program for violent and/or repeated violations of the rules. PARENT EXPECTATIONS: The Hustle Youth Basketball Association and its programs ask the parents and spectators to refrain from inappropriate conduct from the stands. It makes it very difficult on everyone involved. We do encourage parents to cheer positively for their team. Parents are asked to refrain from making negative comments concerning your players and coaches, opposing players, opposing coaches, opposing program personnel, and referees. If a problem arises, the program director and/or the head coach of that program will address the issue with the individual involved. Parents who choose not to follow the above guidelines could lose their privilege of attending games. END OF YEAR TOURNAMENTS: At the end of the regular season, the teams will play in the Dayton Metro Tournament. Our program will have the opportunity to host a grade level tournament depending on our facilities and ability to properly staff the tournament. The expectations of players, parents, and coaches will be the same for the tournament as it is for the regular season. HUSTLE YOUTH BASKETBALL ASSOCIATION 2014-2015 PARENT / PLAYER RESPONSIBILITY FORM I HAVE READ AND UNDERSTAND THE PARENT/PLAYER RESPONSIBILITY FORM. Parent Signature Date Player Signature Date
On-line Forming a Group Initial Stage of a Group Chapters 4 and 5 5 On-line 2/8/17 Moving Right Along Transition Stage of the Group Chapter 6 6 On-line 2/15/17 Let’s Get to Work Working Stage of a Group Final Stage of a Group Chapters 7 and 8 Review 7 On-line 2/22/17 Mid-Term Exam 8 In Classroom 3/1/17 Individual Facilitation Group Research 9 In Classroom 3/15/17 Facilitating Groups for Children/Individual Facilitation Chapter 9 10 In Classroom 3/22/17 Facilitating Groups for Adolescents, Elderly/Individual Group Facilitation Chapter 10 11 In Classroom 3/29/17 Group Project Presentation Chapter 11 12 In Classroom 4/5/17 Facilitating Group for the Elderly/Group Project Work Chapter 12 13 In Classroom 4/12/17 Individual Group Facilitation/Group Project Work Chapter 13 14 In Classroom 4/19/17 Individual Group Facilitation Chapter 14
Heather L. Hutcheson Code Switching: Spanish Immersion, English Instruction, and Social Service Fall 2012 18 March 2013 Abstract In Fall 2012 I had the opportunity to focus on my own Spanish language acquisition in formal classes through the Instituto Cultural de Oaxaca (ICO – www.icomexico.com). I began at the intermediate level and progressed to advanced by the end of my stay. In addition to expanding
1116 (9th Cir. 2011); Fisher v. Oklahoma Health Care Auth., 335 F.3d 1175, 1181 (10th Cir. 2003) (noting that “nothing in the Olmstead decision supports a conclusion that institutionalization is a prerequisite to enforcement of the ADA’s integration requirements”); Haddad v. Dudek, 784 F. Supp. 2d 1308, 1326 (M.D. Fla. 2011) (denying defendants’ motion to dismiss where plaintiff in community sued to prevent unnecessary institutionalization). Thus, the ADA’s protections are not limited to those individuals who are currently institutionalized. See also Order, ECF No. 77; Order ECF No. 113. As the Tenth Circuit Court of Appeals reasoned in Fisher v. Oklahoma Health Care Auth., the protections of the ADA would be meaningless if plaintiffs were required to segregate themselves by entering an institution before they could challenge an alleged discriminatory policy that threatens to force them into segregated isolation. 335 F.3d at 1181. Instead it is sufficient for a plaintiff to show that the challenged state action creates a serious risk of institutionalization. M.R., 663 F.3d at 1116; Pashby v. 2013 WL 7911829, at *10 (“individuals who must enter institutions to obtain Medicaid services for which they qualify may be able to raise successful Title II and Rehabilitation Act claims because they face a risk of institutionalization.”)
HUNTING TROPHY MEET 11 June 2017 – Aberdeen Aquatics Centre OFFICIALS SHEET CLUB Name _______________________________ Email Address_________________________________ STO Contact ______________________________ Tel. Number _________________________________ Name & Current Qualification Mentoring Timekeeper Signatures Required? Sessions Available (Please Tick) Officials Name Qualified Level Required (Y/N) Trainee Level Any Specific Duties Required (e.g. CIT, Finish Order) Time keeper (Y/N) Chief Time keeper (Y/N) 1 2 Please ensure that our Technical Official Convenor is updated if mentor signatures are no longer required. Please return this form with your entries or return it by 1st June 2017 to: Iain Alexander –
Contract between …………………………………………….. and …………………………………………………………. Date: …………………………………….. Objectives (what is to be achieved) Learning Resources/Strategies (link to learning opportunities) Time scales Evaluate achievement of objectives together
STUDENT COUNCIL CALENDAR: ***Each event below is mandatory for all Officers, Representatives, and Executive Committee Members. May Officer Training Day Senior Recess / Senior Week Graduation Day Leadership Day July Back to School Meetings (possible) August Officer Training Day OHS Open House Sept/Oct Tennessee Assoc. of Student Councils Fall Conference (Siegel HS) School pep rallies and CLEAN UP after pep rallies Pre-game tailgating and CLEAN UP after pep rallies Homecoming and Homecoming planning committees November Activities as assigned December Service Project January Basketball Homecoming March Spring Service Project Weekly Student Council Meetings, StuCo committee mtgs., etc. *Other activities as assigned by Advisors Dates may be subject to change. STUDENT COUNCIL OFFICER / REPRESENTATIVE APPLICATION Please type or print neatly Name____________________________________________________________ (First) (Middle) (Last)
Season Date Total Bag Limit Ducks (Regular Season) Oct. 28 – Nov. 8 Nov. 21 – Nov. 26 Dec. 9 – Jan. 28 Mon., Wed., Fri., & Sat. State of Delaware Limits Snow Goose Conservation Order To Be Determined Conservation Order Limits if Announced Scout Dates Saturdays & Sundays prior to the Oct. 28 Opening Day __ Youth Waterfowl Hunt Oct. 22 & Feb. 11 State of Delaware Limits NO SUNDAY HUNTING Waterfowl Hunting Regulations 2016-2017 Prime Hook National Wildlife Refuge Milton, Delaware
Waterfowl Hunting Regulations 2017-2018 Prime Hook National Wildlife Refuge Milton, Delaware Season Date Total Bag Limit Ducks Regular Season Oct. 27 – Nov. 7 Nov. 20 – Nov. 25 Dec. 8 – Jan. 27 Mon., Wed., Fri., & Sat. State of Delaware Limits Snow Goose Conservation Order To Be Determined Conservation Order Limits if Announced Scout Dates Saturdays & Sundays prior opening day --- Youth Waterfowl Hunt Oct. 21 & Feb. 10 State of Delaware Limits NO SUNDAY HUNTING
WATER – REFERENCES WHO Technical Report Series, No. 929, 2005. Annex 3 - WHO Good Manufacturing Practices: water for pharmaceutical use. http://apps.who.int/prequal/info_general/documents/trs929/who_trs_929.pdf TRS 970 Annex 2 WHO good manufacturing practices: water for pharmaceutical use. 2012 ® http://apps.who.int/medicinedocs/en/m/abstract/Js19832en/ TRS 937, Annex 4 Supplementary guidelines on good manufacturing practices: validation. 2006. -Appendix 2: Validation of water systems for pharmaceutical use ® FDA GUIDE TO INSPECTIONS OF HIGH PURITY WATER SYSTEMS.1993. http://www.fda.gov/ICECI/Inspections/InspectionGuides/ucm074905.htm ASME BPE-2009 (Revision of ASME BPE-2007) Bioprocessing Equipment. ISPE Baseline – Pharmaceutical Engineering Guide for New and Renovated Facilities – Vol. 4 – Water & Water Systems.2001 ISPE Baseline Guide, Volume 5, Commissioning and Qualification. 2001. USP <1231> WATER FOR PHARMACEUTICAL PURPOSES. ® PI 009-X Inspection of Utilities- Aide Memoire- PICS (PI 009-3, September 2007). ® Practical guidelines for qualifying purified water systems. Dec 01, 2007. A. Hultqvist. Pharmaceutical Technology Europe. Vol. 19, Issue 12. ® HVAC - REFERENCES WHO Technical Report Series, No. 937, Annex 4. Supplementary guidelines on good manufacturing practices validation. 2006. –Appendix 1: Validation of heating, ventilation and air-conditioning systems. ®
Season Date Total Bag Limit Per Weapon Type Archery/ Crossbow Sept. 1 – Jan. 31 State of Delaware Limits Lottery Headquarters Hunt Nov. 18th & Jan. 20th State of Delaware Limits Muzzleloader Oct. 6 – 14 Jan 22 – 27 State of Delaware Limits Shotgun Nov. 10 – 19 Jan. 13 – 20 State of Delaware Limits Youth/Non-Ambulatory Disabled Nov. 4 State of Delaware Limits Scout Days Aug.27; Sept. 3; Oct. 29; Nov. 5; Dec. 3 Jan. 8, 2017 Headquarters Lottery: Nov. 12 & Jan. 14 Closed for October Antlerless & January Handgun Seasons NO SUNDAY HUNTING Deer Hunting Regulations 2017 – 2018 Prime Hook National Wildlife Refuge Milton, Delaware
Parameter OK Not OK Notes L M H Profile Checklist Some profile data may be entered prior to walkthrough Chemical treatment: Last treatment date: _____. OK? Walkthrough checklist Sump: Clean, no slime or algae? Baffles: Clean, no slime or algae? Water: Condition normal. No signs of slime or algae? Mist eliminators: Clean, no carryover? Leakage: No water leakage or overflow? Nearby receptors: Mist not migrating to inappropriate receptors? Noise: No unusual noise or vibration? Dirt separator: Working? Biocide treatment: Working and effective? A2.22 EMERGENCY GENERATORS Building _________________ Location__________________ Prepared by_________ ____Date______ Equipment ____________ Manufacturer _________________Other ID _________________File # _____ Condition Priority Parameter OK Not OK Notes L M H Walkthrough checklist Machine room: No odors? Room pressure: Negative? Exhaust: Exhaust stack in good condition?
CV – cardiovascular pt – patient Resp – respiratory ECG - electrocardiogram GI – gastrointestinal LPM – liters per minute GU – genitourinary RPM – rotations per minute Neuro – neurological Hct - hematocrit Psych – psychiatric SN – serial number Rheum – rheumatologic ICD – implantable cardioverter defibrillator ID – infectious disease ECHO - echocardiogram WNL – within normal limits LVEF – left ventricular ejection fraction BP – blood pressure RHC – right heart catheterization Cuff – blood pressure cuff PAP – pulmonary artery pressure Palp – palpable CVP – central venous pressure HR – heart rate NYHA Class – New York Heart Association Classification RR – respiratory rate ACC – American College of Cardiology Temp – temperature AHA – American Heart Association F – Fahrenheit mins - minutes C – Celsius MVO2 – myocardial venous oxygen saturation or Wt – weight myocardial oxygen consumption Lb – pounds ml - milliliters Kg – kilograms HEENT – head, ears, eyes, nose, and throat Abd – abdomen Ext – extremities Musc/skel – musculoskeletal
participants to consider their answers or thoughts to such a question. Share in groups to promote discussion and active learning. 6 Talking Stick This can be used with a wicked question or any provocative idea. Organize groups into a circle/round tables. Have a physical stick to pass from one person to another. During the first round, each member of the group gets one minute to share thoughts and then passes the stick to another member (facilitator times it). For the second round, each person gets two minutes to comment on the collection of what’s already been said. After the second round, put down the stick and facilitate an inclusive discussion. 7 Pre-Session Work (Flipped Classroom) Assign work before the session that may include reflecting on an interesting question, bringing a case/problem to discuss, or completing a worksheet on topic. Faculty Toolbox This toolbox includes a retrospective, pre-post survey that you can ask your residents to complete to assess the effectiveness of the curriculum. In addition, tools to help faculty and program directors assess competence in high value care milestones are provided. Examples include a high value care educational prescription, a framework for fellow audit and feedback in high value care, a high value care conversation guide, and a tool to assess high value care teaching on rounds. Other Important Resources: Consider joining the Teaching Value in Healthcare Learning Network available on the Google plus platform. This is a community of medical educators who share tools and experience in teaching value to students, residents and faculty. In addition to online sharing of tools there are periodic Google hang outs where innovators in this field are interviewed live. Choosing Wisely is a national campaign started by the American Board of Internal Medicine Foundation in collaboration with the Robert Wood Johnson Foundation and Consumer Reports to charge professional medical societies with identifying lists of 5 medical interventions that patients and providers should question doing routinely. The publically available, evidence-based lists and resources from over 72 medical specialty societies are available at The Do No Harm Project aims to use clinical vignettes written by trainees to improve recognition of harms that may result from medical overuse and to drive a needed culture change in the practice of medicine.
Appendicitis Abdominal CT LR(+) 24.0 LR(−) 0.06 Ascites Fluid wave present LR(+) 5.0 LR(−) 0.6 Breast cancer Mammogram LR(+) 8.7 LR(−) 1.4 Breast cancer Clinical breast examination LR(+) 3.8 LR(−) 0.69 Clostridium difficile colitis C. difficile toxin–positive LR(+) 19.6 LR(−) 0.02 Heart failure Estimated central venous pressure >12 cm H2O on examination LR(+) 10.4 LR(−) 0.1 Iron-deficiency anemia Serum ferritin <60 ng/mL (60 µg/L) LR(+) 24.4 LR(−) 0.15 Dementia Mini-Mental State Examination score <26/27 LR(+) 2.5 Strep throat Positive result on rapid strep antigen detection test LR(+) 15.2 SLE Antinuclear antibody LR(+) 4.5 LR(−) 0.125 SLE Anti–double-stranded DNA antibody (>1:80) LR(+) 73 LR(−) 0.27 SLE = systemic lupus erythematosus Adapted from: McGee, Steven. Evidence-Based Physical Diagnosis. Philadelphia: Elsevier Saunders; 2012.
"Its habit of getting up late you'll agree That it carries too far, when I say That it frequently breakfasts at five-o'clock tea, And dines on the following day. "The third is its slowness in taking a jest. Should you happen to venture on one, It will sigh like a thing that is deeply distressed: And it always looks grave at a pun. "The fourth is its fondness for bathing-machines, Which it constantly carries about, And believes that they add to the beauty of scenes— A sentiment open to doubt. "The fifth is ambition. It next will be right To describe each particular batch: Distinguishing those that have feathers, and bite, From those that have whiskers, and scratch. "For, although common Snarks do no manner of harm, Yet, I feel it my duty to say, Some are Boojums—" The Bellman broke off in alarm, For the Baker had fainted away. Fit the Third The Baker's Tale They roused him with muffins—they roused him with ice— They roused him with mustard and cress— They roused him with jam and judicious advice— They set him conundrums to guess. When at length he sat up and was able to speak, His sad story he offered to tell; And the Bellman cried "Silence! Not even a shriek!" And excitedly tingled his bell. There was silence supreme! Not a shriek, not a scream, Scarcely even a howl or a groan, As the man they called "Ho!" told his story of woe In an antediluvian tone. "My father and mother were honest, though poor—" "Skip all that!" cried the Bellman in haste. "If it once becomes dark, there's no chance of a Snark— We have hardly a minute to waste!" "I skip forty years," said the Baker, in tears, "And proceed without further remark
Some Computer Science Student Opportunities Here are 530 free online programming and computer science courses you can start in May (browsable list): We are , led by a group of students that want to further computer science in public schools across Chicago! Our end goal is to create a league of hackathons and code meet-ups across the city that are accessible for every CPS student. Throughout the events we will have workshops teaching students various programming languages and technologies, along with mentors to help them get started. We think that this is the best way to increase student involvement in CS, as these events would provide the community aspect necessary to make coding seem fun and approachable. Our first hackathon, , is scheduled May 19-20 at ChiTech Academy High School (1301 W 14th St). But we need your help! Student involvement is key to make our event happen. We hope you will let your students know about ways to get involved in our organization (whether it be through spending a day at one of our events or getting involved with our organization at a deeper level): How Your Students Can Attend event0: Just sign up ! We don’t care how much experience they have in computer science as long as they’re passionate. We know this will be the first hackathon a lot of students have attended, so we’ll have plenty of mentors (both college CS majors and industry professionals) on hand to offer guidance. Potential Leadership Role for an Interested Student: What we need is the contact information of a passionate student that will be able to manage the communications between us and your school — you can submit that through this . We will work with this student to get your school involved in our event's outreach as well as any of our other future endeavors! We hope to hear from you, and feel free to email us if you’re interested in talking about computer science or how you could further get involved. Thank you so much! Jack Fetsch Director of Community Development - Chicode Junior, Whitney M. Young High School BDPA BDPA wants to encourage more African Americans to to create mobile applications and we think that that
Principal: Teacher Representative: School Trustee: Chairperson: New Business: See attached Will PAC be running the Hot Chocolate Station for Winter Activity Day this year? Grade 5 Museum Sleepover is booked, not confirmed. 21 Christmas hampers assembled and delivered. Goal to increase to 22 hampers next year. Lorinda Bradley sends a thank you for the sound system purchased for Mrs. G’s classroom. Sound Systems are $1400 and currently 4 classrooms are still in need. Pre-budget meetings upcoming. Waiting for report on funding- usually end of January. Newsletter: Promote upcoming Sysco fundraiser. Peak of the Market donation amount deferred to the following newsletter Sysco: Who would like to lead? Menu suggestions- replace lasagna and meatballs with perogies and cheese. Make sure to include order forms for staff. Information and order forms to go out February 6th, due February 22nd. Orders to be picked up during Parent Teacher Conferences on March 15th. Winter Activity Day Contact Regan Myers for timing Volunteers needed 3 large tins of hot chocolate need to be purchased from Costco Coffee urns need to be set up early so water can heat up in time. Confirmed $2000 cheque to be cut Lisa to email Tim will purchase Mrs. G. Will set up. Next Meeting February 12th @ 7:00pm Adjournment At 8:15pm
1820.5 Concrete slabs outside of buildings, other than patios and pool slabs, where placed directly on the supporting soil, for minor accessory uses such as, but not limited to, walkways, driveways, minor equipment pads, etc, shall be not less than 4 inches (102 mm) thick. Such slabs shall be placed on clean, thoroughly compacted sand or crushed rock free from organics, debris or other deleterious materials. SECTION 1821 HIGH-VELOCITY HURRICANE ZONES- MONOLITHIC FOOTINGS 1821.1 Monolithic footings under walls shall be continuous or continuity otherwise provided and shall be not less than required to keep the soil pressure within that set forth in Section 1818 nor less than the following minimums: Allowable bearing capacity (Pounds per square foot) No. of Stories Minimum Depth and Width(2)(inches) 2000 2000 1 2 12 x 16(1) 12 x 24 For SI: 1 inch = 25.4 mm, 1 pound per square foot = 47.88 Pa. Based on rational analysis and soil investigation as set forth in Section 1818, the footing size or bearing capacity may vary, but the minimum width of a footing under the main walls of the buildings shall not be less than 16 inches nor less than 8 inches more than the width of the foundation wall. NOTES: (1) For single story wood frame exterior walls, the minimum size continuous footing shall be 16 inches deep x 24 inches wide. (2) Any continuous wall footing acting as a shear wall foundation shall be specifically designed for that purpose. 1821.1.1 A minimum outside finish grade of 8 inches (203 mm) above the bottom of the exterior monolithic footing shall be required, but in no case shall the outside finish grade be above the top of the finish slab surface unless sufficient means to minimize moisture intrusion into the structure have been provided to the satisfaction of the building official. 1821.1.2 Continuous monolithic footings shall be placed level and any change in the grade of such footings shall be made with a step of the same cross section and design as the monolithic footings, or the smaller of the monolithic footings, so joined. 1821.1.3 Continuous monolithic footings with eccentric loading shall be designed to limit the soil pressure at the edges to within acceptable values by means of counterbalancing or by other approved methods.
Your Association is invited to attend our annual ALL AGE CARNIVAL (10yrs to Seniors) To be held on SUNDAY 12TH August 2018 ENTRIES CLOSE Friday 3rd August 2018 VENUE: Macquarie Park, Grant Street, Port Macquarie TIME: 8:30am COST: $33.00 per TEAM CONDITIONS OF ENTRY Grading will be at the discretion of HVNA. Grades will be 10yrs, 11 yrs, 12 yrs then Div 1, Div 2, Div 3 etc (number of divisions will depend on number of entries), then over 18yrs will be senior division. All players must be registered with NNSW. Matches will be conducted as per the NNSW Carnival rules and no disputes will be entered into. No injury time will be allowed, and central timing will control the matches. All teams to be in uniform and must supply own patches and netball. All teams must supply one competent umpire and scorer. Umpires will umpire their own. Winning team to return score sheet to control room. Score sheets will determine the final result and no disputes will be entered into. There shall be no interchanging of players. Once a player has played with a team, he or she may not play with another team during the day. Boys are able to participate up to 12 years of age in a mixed team only. HVNA will not be responsible for any injuries incurred during the carnival. BBQ and Canteen Facilities will be available. Medals will be presented to Winners and Runners-up in each Division. In the event of two or more teams finishing on equal points, goal averages will decide a winner. Teams may be balloted out of the carnival due to numbers. Clubs will be notified. All entries by email only. Yours in Netball, Rosemary Miller Secretary Hastings Valley Netball Association Email: Mobile: 0407216796 (Any team withdrawing after fixtures have been completed will be fined $50) NO LATE ENTRIES WILL BE ACCEPTED ALL AGE CARNIVAL 12TH August 2018
Answer 4: Question 5: To what extent would your organisation be prepared to collaborate with other providers in this market to provide better outcomes? For example, to what extent would your organisation be able / prepared to work in consortia arrangements or participate in sub contracting arrangements in the interests of delivering new service models? Answer 5: Question 6: Commissioners are currently considering the most effective service options for the procurement exercise, what are your views on the benefits/drawbacks of each of the options below? Option A: 1 single service specification covering all elements of the 0-5 health child programme Option B: 1 single service specification integrating health visiting and school nursing Option C 1 single service specification integrating health visiting services with early years Answer 6: Question 7 Where should the future service provision be located to ensure maximum benefit to clients? Answer 7: Question 8 How will you meet the challenge of delivering services within the borough to ensure equity of access to services? Answer 8:
Name: ______________________________________ HW 2/6: Function Notation 1. Evaluate the following expressions given the functions below: g(x) = -3x + 1 f(x) = x2 + 7 a. g(10) = b. f(3) = c. h(–2) = d. Find x if g(x) = 16 e. Find x if h(x) = –2 f. Find x if j(x) = 23 2. Fill in the table for the function from the given domain. . . . x input f(x) output -2 -1 0 1 2 x input f(x) output -2 -1 0 1 2 x input f(x) output -4 -2 0 2 4 3. Evaluate the function with the following domain {-3, 0, 2} b. 4. Given this graph of the function f(x): Find: a. f(–4) = b. f(0) = c. f(2) = d. f(-5) = e. what is x when f(x) = 4 f. what is x when f(x) = -1
Name: Weekly Math Homework #2 Wednesday Thursday Find the difference. 9) Solve 2). Name 4 words that mean addition. 10) Find the sum. 3) Simplify by combining like terms. 2x + 5x + 6 + 3x + 2 11) A farmer has 113 sheep. 47 of them are males. How many more female sheep are there than male sheep? 4) Use the diagram below to solve 5 + (– 7.5) 12) The highest balance Sophie’s account has ever been was $212. The lowest balance was -36 dollars. What is the difference (range) of her high and low balance? 5) Sally made 3 2/3 pounds of fudge. She wants to share it equally with her friends. If she wants to give each friend 1/3 pound of fudge, how many friends can get a share? 13) A submarine dove 35 feet per hour for 7 hours. How deep is the submarine if it originally started at 107 ft. below sea level? 6) Simplify 14) Solve. -4 • -1 • 6 = -21 ÷ 3 • -2 = 7) Simplify. 1.7 + (–5) + (–3.27) = 15) Simplify 19 – 1.67 + (–2.4)= 8) Convert to a decimal. 16) Simplify. -12 + 5 – 14 = 20 – (-3) – 28=
10. ANALYZE TABLES The table shows the kinds of homes offered by a residential builder. If the builder offers a discount on one home at random, find the probability it will be a 4-bedroom home with an open porch. Explain your reasoning. 11. RESTAURANTS Margaret’s favorite restaurant has 3 specials every day. There are 2 choices of vegetable and 3 choices of dessert. How many different meals could Margaret have if she chooses one special, one vegetable, and one dessert? 12. TESTS Giorgio is taking a true or false quiz. There are six questions on the quiz. How many ways can the quiz be answered? Probabilities and Regions The probability of landing in either of two regions in the spinner at the right is P(A) = P(B) = Read the description of each spinner. Divide each spinner into regions that show the indicated probability. 1. Two regions A and B: the probability of landing in region A is What is the probability of landing in region B? 2. Three regions A, B, and C: the probability of landing in region A is and the probability of landing in region B is What is the probability of landing in region C?
Write the product of 7 x 7 x 7 x 7 in exponential form. 74 Simplify. 53 2.52 125 6.25 Evaluate the expression. 63 + 5( 8 + ) 257 Write an expression that equals 24. Include an exponent. 23 x 3
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