zilongwang/ReadingBank huggingface dataset:
provide for students experiencing difficulty in mastering academic standards? based on the errors made on the assessment. Students are provided skill based interventions in small group instruction with the classroom teacher. They are also provided skill based interventions through small group instruction with another certified teacher in the building. Students with disabilities are provided skill based interventions through certified Special Education teachers. ESL endorsed teachers provide additional support to ELL students. How will the school evaluate the effectiveness of the chosen interventions and make adjustments as needed? At the end of the reteaching cycle, an assessment is given to determine whether or not the student has mastered the skill. If so, they move onto the next skill. If not, they continue with skill development until the certified teacher determines skill level attainment is satisfactory. Strategies are continually reviewed to determine if another or an additional strategy will help the students acquire the needed skills. PLC and Deep Data Dives offer an opportunity for the teacher to reflect on instructional strategies and change course, if needed. 10. Coordination of Budgets (Federal, State, Local funds) ESEA 1114 (b)(1)(J) Program Funding Source Allocation Describe how the funding sources will support the schoolwide plan. Local Funding 25,000 Supplies 30,000 Textbook 20,000 Equipment 25,000 Technology 1,000 Enrichment 20,000 PLC
Documentation Required: See above. Evaluation Question: None MPR 4 Where follow-up treatment is required, the local health department shall assure that a written statement indicating necessary course of action is provided to the parent or guardian of the child. Reference: PA 368 of 1978, 333.9305(1). Indicator 4.1 Documentation exists that written statements indicating the necessary course of action has been provided to parents or guardians of children whenever follow-up examination or treatment is necessary as a result of hearing screening. This indicator may be met by: The local health department maintains on file parent letters indicating confirmation of the process for follow-up of children referred from Stage II screening. Documentation Required: See above. Evaluation Question: None Indicator 4.2 Documentation demonstrates that children referred for examination or treatment have received the recommended services. This indicator may be met by: The local health department maintains on file otology clinic reports, documentation from physicians (-0381 or letter), or confirmation from parents that children have received treatment. Documentation Required: See above.
ENTRY FORM CLUB NAME……..…………………………………… CLUB CODE………….. NAME & SASA No. m/f Age at 14/05/17 DoB FLY BACK BREAST FREE Only fill this form in If you are not sending Hi-Tek files SQUADRON RELAY: We will be entering a team for the Squadron Relay …..…….. YES / NO PLEASE RETURN by email to:
FEMALE ENTRY TIMES – Conditions per Male entry time comments above Age 11 to 13 14 15 16 and over Event 100m Freestyle 01:05.7 01:04,1 01:02.0 00:59.9 200m Freestyle 02:22.1 02:18.4 02:14.7 02:11.3 400m Freestyle 05:02.3 04:51.5 04:42.1 04:38.0 100m Backstroke 01:13.3 01:13.8 01:11.0 01:08.6 200m Backstroke 02:38.6 02:35.3 02:33.0 02:28.6 100m Breaststroke 01:26.5 01:23.9 01:20.0 01:18.3 200m Breaststroke 03:06.1 03:00.9 02:54.6 02:49.1 100m Butterfly 01:16.2 01:13.8 01:09.9 01:07.8 200m Butterfly 02:52.3 02:44.2 02:38.2 02:35.8 200m I.M. 02:40.8 02:36.9 02:31.4 02:28.7 400m I.M. 05:42.2 05:30.2 05:26.9 05:19.8 www.swimhearts.com
Total Female Entries: ….. @ £5.00 each: £.......... Total Male Entries .….. @ £5.00 each: £.......... Number of Coaches Passes: …… @ £5.00 each: £.......... Number of Coaches Meals: …… @ £8.00 each: £.......... Total Amount Enclosed: £.......... Signed: ....................................…………. Position in club: ...................................... Please make cheques payable to: HMASC Return this form with appropriate cheque no later than Noon Thursday 28th January 2016 to: Susan Liddle 9 Rullion Road Penicuik EH26 9HS e-mail: susan.liddle@googlemail.com Heart of Midlothian Amateur Swimming Club SNAGs LAST CHANCE AGE GROUP MEET Sunday 28th February 2016 Entry Files Request Form Please send the entry files for the above meet to: Club ___________________________________________________________ Contact Name ______________________________________________________ Address ____________________________________________________________
Heart of Midlothian Amateur Swimming Club Mercat Gait Centre, Prestonpans Saturday 7th / Sunday 8th October 2017 Heart of Midlothian Amateur Swimming Club invite you to their annual PREMIER AGE GROUP MEET (Under S.A.S.A. Laws and Licence Number L2/ED/036/OCT17
Section 7 Communication assessment and clinical rationale Please provide a detailed description of the specific environments where the client has functional communication requirements. For each environment, please include the following (please attach an additional page if required): The client’s motivation to improve communication The presence/absence of background noise and the type of background noise The presence/absence of reverberation The number of noise sources and whether noise sources are moving or stationary The proportion of time the client is in that communication environment The degree and nature of difficulty in the communication environment Communication goals Please provide specific functional communication goals
Deem, S.L., Donachie, P.L., Norval, R.A.I. 1996.Colostrum from dams living in a area influences calfhood immunity to Cowdria ruminantium. Veterinary Parasitology 61: 133-144. Deem, S.L., Norval, R.A.I., Donachie, P.L., Mahan, S.M. 1996. Demonstration of vertical transmission of Cowdria ruminantium, the causative agent of heartwater, from cows to their calves. Veterinary Parasitology 61: 119-132. Mahan, S.M., Smith, G.E., Kumbula, D., Burridge, M.J., Barbet, A.F. 2001. Reduction in mortality from heartwater in cattle, sheep and goats exposed to field challenge using an inactivated vaccine. Veterinary Parasitology 97: 295-308. Norval, R.A.I., Donachie, P.L., Meltzer, M.I., Deem, S.L., Mahan, S.M. 1995. The relationship between tick (Amblyomma hebraeum) infestation and immunity to heartwater (Cowdria ruminantium infection) in calves in Zimbabwe. Veterinary Parasitology 58: 335-352. Yonow, T., Brewster, C.C., Allen, J.C., Meltzer, M.I. 1998. Models for heartwater epidemiology: practical implications and suggestions for future research. Onderstepoort Journal of Veterinary Research 65: 263-273. Shkap, V., De Vos, A.J., Zweygarth, E., Jongejan, F. 2007. Attenuated vaccines for tropical theileriosis, babesiosis and heartwater: the continuing necessity. Trends in Parasitology 23:
This is my route back to the liver, taking Oxy along. I am so tired of getting pushed and shoved, I think I will just drop oxy off and stay there and retire to the recycle plant. Can you guess the name of the pump? The heart F. 1. Label the figure that illustrates the conduction system of the heart. The labels are as follows: sinoatrial valve (SA node) atrioventricular valve (AV node) AV bundle/Bundle of His Purkinje fibers 2. What is the cardiac cycle? The cardiac cycle comprises one complete heartbeat with both atrial and ventricular contractions. The following sentences illustrate the actions that occur during the cardiac cycle. Complete the blanks using the words provided. Words may be used more than once. atria contraction aorta pulmonary veins open ventricles pulmonary artery relaxed semilunar bicuspid tricuspid closed Depolarization 1. The SA node stimulates the contraction of both atria. Blood flows from the atria into the ventricles. The ventricles are relaxed, the semilunar valves are closed, and blood cannot enter the pulmonary artery and aorta. 2. The AV node receives the impulse from the SA node and stimulates the contraction of both ventricles, which pumps blood into the pulmonary artery and aorta. The atria are relaxed and the tricuspid and bicuspid valves are closed. Repolarization 3. The ventricles are relaxed and the semilunar valves are closed, which prevents blood from flowing back into the ventricles. The heart rests. 4. On an electrocardiogram: A. What action of the heart does the P wave and QRS wave represent? The P wave and QRS wave represent the depolarization of the heart. B. What action of the heart does the T wave represent? The T wave represents the repolarization of the heart. C. What information does an EKG give the physician? By observing the size, shape, and location of each wave, the physician can analyze and interpret the conduction of electricity through the cardiac cells, the heart’s rate, the heart’s rhythm, and the general health of the heart.
CONTINUE TO GIVE HEARTWORM PREVENTION EVERY MONTH DURING TREATMENT. Throughout the recovery period, please watch your pet for coughing, gagging, vomiting, diarrhea, or loss of appetite. Excessive sluggishness, respiratory distress, and coughing up blood are signs of a serious problem that require immediate veterinary attention. Many of these side effects can be prevented with medications sent home and constant rest. If the rescue group declines doing the first injection of Immiticide and decides to only do two injections 24 hours apart we will have them sign a release understanding that this may cause more side effects or a slightly less chance of effectiveness. Worksheet for cost for patient: Weight:_________ Number of Immiticide bottles needed $90 per bottle, treats 40lbs, 3 injections needed: _______ total cost Doxycycline $20 for whole treat $20 Tramadol $20 for whole treatment $20 Overnight stay (1 only) $10 $10 Gabapentin $20 for whole treatment $20 Prednisone $20 for whole treatment $20 Bloodwork and Urinalysis $90 20LB DOG WITH ALL INCLUDED (2 BOTTLES OF IMMITICIDE) $360 WITH LEFT OVER IMMITICIDE
________________________________________________________ 24. Which blood vessel sends oxygen-rich blood from the heart to the rest of the body? ________________________________________________________ 25. How do the valves control the flow of blood through the heart? ___________________ ____________________________________________________________
Ingredients 10 serves 15 serves 25 serves Olive oil 20mL 30mL 50mL Red onion, finely chopped 175g 250g 375g Garlic, crushed 15g 20g 35g Sweet potato, diced into small cubes 300g 450g 750g Red capsicum, chopped 300g 450g 750g Ham, chopped (lean, reduced salt) 100g 150g 250g Text Broccoli, chopped 300g 450g 750g Mushrooms, sliced 200g 300g 500g Spinach leaves 200g 300g 500g Eggs (large) 12 18 30 Milk, low fat 125mL 175mL 300mL Cheddar cheese (reduced fat), grated 100g 150g 250g Method Preheat oven to 200°C. Lightly grease a large oven proof dish. If making in larger quantities, you may need more than one dish. Heat oil in a large saucepan, and add the onion, garlic and sweet potato then sauté until the onion is transparent. Add capsicum, ham, broccoli and mushrooms and cook until the broccoli and the sweet potato are soft. Add the spinach and stir to combine. Transfer vegetable mixture to a bowl and allow to cool slightly. Using your hands, gently squeeze the vegetable mix and discard any excess water. Place mixture into the prepared oven proof dish. Whisk the eggs and milk in a large bowl. When combined, pour over the vegetable mixture and sprinkle with cheese. Bake for 60 minutes, or until the egg is cooked through and golden brown on top.
Recent data: Year 2013 2014 2015 Number of HI learners educated within Northumberland 288 339 335 In 2013 the government reformed the education funding system. The new policy is that all SEND learners who require less than £6000 per year additional support shall be considered ‘school support’. Those with higher levels of need who require more than £6000 per year of additional support are called ‘High Needs’. Decisions about degrees of need for hearing impaired children and young people are made on an individual basis, reflecting their ability to learn within a classroom. There is no concrete rule that e.g severe/profoundly deaf students are ‘high need’, and those with lesser degrees of loss are not. 2014 2015 HI learners in mainstream education with high needs funding 26 24 HI learners in mainstream education with no high needs funding 313 311 Northumberland has/supports the following education provision for HI learners. The table names the provision with the number of HI learners supported in 2014-2015 in brackets: Education Pre school to 4 School-age to 16 Post 16, to 18 years Adult, 18-25 years Mainstream with ‘regular’ SSS support In homes, childcare and nurseries countywide (23) Schools, academies and private schools (via SLA) countywide (38) School 6th Forms (2) Northumberland College (via SLA) Northumberland FE College (via SLA) Mainstream with ‘monitored’ SSS support Childcare and Nurseries countywide (14) Schools, academies and private schools (via SLA) countywide (164) School 6th Forms (7) Northumberland College (via SLA) (1) Northumberland FE College (via SLA) County Special Schools with SSS support Special Schools eg The Grove, Barndale, Priory, Special Schools eg The Grove, Barndale, Priory, the Dales (26) Special Schools eg The Grove, Barndale, Priory, the Dales (4)
Bread and pastry RED AMBER GREEN Focaccia Turkish bread, wholemeal and wholegrain bread, rolls and wraps Puff pastry (regular fat) Shortcrust pastry Puff pastry (reduced fat) Filo pastry Sauces, dressings and seasonings RED AMBER GREEN Tomato sauce, BBQ sauce, Worcestershire sauce (regular salt/sugar) Tomato sauce, BBQ sauce, Worcestershire sauce (reduced salt/sugar) Asian style sauces (regular salt/sugar) e.g. soy, satay, oyster, kecap manis, sweet chilli Asian style sauces (reduced salt/sugar) e.g. soy, satay, oyster, kecap manis, sweet chilli Chutney, relish, cranberry sauce (regular sugar/salt) Chutney, relish, cranberry sauce (reduced sugar/salt) Pesto (regular fat/salt) Pesto (reduced fat/salt) Tomato paste (regular salt) Tomato paste (reduced salt /no added salt) Gravy (regular fat, regular salt) Gravy (reduced fat, reduced salt) Creamy sauce (regular fat) e.g. mayonnaise, aioli, tartare Creamy sauce (reduced fat) e.g. mayonnaise, aioli, tartare Natural yoghurt (reduced fat), mixed with garlic, herbs or lemon juice Creamy salad dressing e.g. Caesar or coleslaw dressing Oil-based salad dressing e.g. French dressing Citrus or vinegar-based salad dressing e.g. balsamic vinegar or lemon/orange juice Stock (regular salt) Stock (reduced salt) Salt Herbs and spices (no added salt/sugar) Sugar Artificial sweetener Healthier cooking methods Cooking methods can have a big impact on the healthiness of the meal. Where possible, avoid deep-frying as this adds unnecessary energy (kilojoules) to the meal. Boiling or braising food can cause the loss of valuable nutrients. To keep the meal as nutritious as possible, try the following healthy cooking methods: grill
stir-fry roast or bake with minimal oil (e.g. use spray or lightly brush with oil) steam or blanch in boiling water microwave. Remember – all deep-fried foods and meals containing deep-fried ingredients are classified as RED. Additional tips Swap this... For this... Baking trays greased with butter/oil Baking trays lined with baking paper Extra fat (butter or oil) to prevent food from sticking to cookware Non-stick cookware or a light spray of oil Pastry cases for pies Ramekins (individual crockery pie dishes) with a pastry lid for pies Quiches (with pastry) Frittatas (without pastry) Deep-frying commercial crumbed and coated products Oven-baking commercial crumbed and coated products Large amounts of sugar, fat or salt in recipes Reduced amounts of sugar, fat and salt in recipes (use some of the healthier ingredient swaps in the section above for ideas) All white flour in recipes Half wholemeal flour and half white flour in recipes
Identify areas for improvement in your organisation. Then use this template to plan what needs to be changed and how you will do it, list required resources, create a timeline and allocate responsibilities. Issue Why How How much When Who What needs to be addressed, or changed? Why does the issue need to be addressed? What can be done to address this? Outline the steps required What resources are needed/costs involved? When will this be achieved? Who is responsible for this?
It is called an ENDOTHERMIC REACTION when the temperature decreases. More energy is needed to break the bonds in the reactants than is released when the new products are formed. ENDO = Inside or Internal Thermic = thermal/heat ENDOTHERMIC= The heat energy goes INTO breaking the bonds of the reactants. Does an endothermic reaction get hotter or colder when it is complete? Colder Two types of thermal change: Endothermic: energy is taken in or absorbed. (The matter being changed absorbs the heat so it feels cold.) Exothermic: energy is given off or released. Combustion is an example. (The matter feels warm or hot.) Label the diagrams below! Endothermic Exothermic During the 4 min video on endothermic and exothermic reactions, make sure you write down at least 1 real-world example of each type of reaction:
(1) where u = u(x, t) is a function of two variables x and t. Here x is the space variable, so x ∈ [0, L], where L is the length of the rod. t is the time variable, so t ≥ 0. We assume the initial condition (2) where the function f is given, and the boundary conditions . (3) Let us attempt to find a solution of () that is not identically zero satisfying the boundary conditions () but with the following property: u is a product in which the dependence of u on x, t is separated, that is: (4) This solution technique is called . Substituting u back into equation (), Since the right hand side depends only on x and the left hand side only on t, both sides are equal to some constant value −λ. Thus: (5) and (6) We will now show that nontrivial solutions for () for values of λ ≤ 0 cannot occur: Suppose that λ < 0. Then there exist real numbers B, C such that From () we get X(0) = 0 = X(L) and therefore B = 0 = C which implies u is identically 0. Suppose that λ = 0. Then there exist real numbers B, C such that X(x) = Bx + C. From equation () we conclude in the same manner as in 1 that u is identically 0. Therefore, it must be the case that λ > 0. Then there exist real numbers A, B, C such that and
From () we get C = 0 and that for some positive integer n, This solves the heat equation in the special case that the dependence of u has the special form (). In general, the sum of solutions to () that satisfy the boundary conditions () also satisfies () and (). We can show that the solution to (), () and () is given by where Generalizing the solution technique The solution technique used above can be greatly extended to many other types of equations. The idea is that the operator uxx with the zero boundary conditions can be represented in terms of its . This leads naturally to one of the basic ideas of the of linear . Consider the Δu = uxx. The infinite sequence of functions for n ≥ 1 are eigenvectors of Δ. Indeed Moreover, any eigenvector f of Δ with the boundary conditions f(0) = f(L) = 0 is of the form en for some n ≥ 1. The functions en for n ≥ 1 form an sequence with respect to a certain on the space of real-valued functions on [0, L]. This means Finally, the sequence {en}n ∈ N spans a dense linear subspace of L2((0, L)). This shows that in effect we have the operator Δ. Heat conduction in non-homogeneous anisotropic media In general, the study of heat conduction is based on several principles. Heat flow is a form of flow, and as such it is meaningful to speak of the time rate of flow of heat into a region of space. The time rate of heat flow into a region V is given by a time-dependent quantity qt(V). We assume q has a , so that
Conduction, Convection, Radiation Energy Foldable Student Name: ________________________________________ CATEGORY Weight for Each Category 4 3 2 1 Labels X1(up to 8 points available) All sides of the pyramid have appropriate labels Two sides of the pyramid have appropriate labels One side of the pyramid has appropriate labels No sides of the pyramid have appropriate labels Drawing - general X1 (up to 4 points available) At least 3 colors are used to enhance the drawings. Overall, the quality of the drawings are excellent. At least 2 colors are used to enhance the drawings. Overall, the quality of the drawings are good. At least 1 color is used to enhance the drawings. Overall, the quality of the drawings are fair. Drawings are used. Overall, the quality of the drawings are fair. Knowledge Gained X1 (up to 12 points available) Demonstrates all of the concept. Demonstrates most of the concept. Demonstrates some of the concept. Does not demonstrates the concept. C) Copyright 2014 - all rights reserved
The heat loss from a tank with a volumetric capacity > 700 L can be estimated in three steps. First, the heat loss from a tank with the insulation covering the entire tank surface area is calculated. In the second step the heat loss is increased to allow for imperfections and heat bridges in the tank insulation. In the final third step the heat loss is further corrected for extra heat losses from openings in the insulation (e.g. from attached pipes and valves). Figure 1 shows an idealised cylindrical tank with flat top and base that is covered with insulation of thickness and thermal conductivity. The tank with flat top and bottom may approximately represent an actual tank with curved dome (see Appendix 1 for a drawing) when the insulation thickness for the tank top and bottom is set to the average insulation thickness of the actual tank (see Appendix 2 for calculation). Note the values for and may be different for the various tank surfaces (cylinder, top and base). The heat loss from the tank can be estimated by assuming the insulation material provides the only significant resistance to heat flow, i.e. by neglecting the relatively small convective resistances on the inside and outside tank surface and the minor conductive resistances provided by the tank wall and the tank cladding. Figure 1. Cross sectional view through an idealised cylindrical tank of inner diameter and height covered with insulation of thickness ∆x. Step 1 Using the tank insulation mid diameter and mid height for the calculation of the heat loss area (dashed line in Figure1), the steady-state heat loss rate from the tank cylinder wall (index 1 in eq 1), the tank top (index 2 in eq 1) and the tank base (index 3 in eq 1) can be expressed with Fourier’s law of conduction as: [W] (1) = Heat loss or heat flow rate where [m2] [m2] [m] [m] [m] [m] [K] In the above equation denotes the temperature difference between the inside tank water and the outside ambient air (55 K for the standing tank heat loss of AS/NZS 4692.1:2005). Note in the
Practices of Highly Effective Schools Green Dots Already Implementing Yellow Dots Implementing, but not well Red Dots Not Implementing Total Score: Providing daily collaboration and planning time for teachers 34 25 17 120 Increasing instructional time in core classes (reading/math) 28 35 11 107 Structuring interventions critical for students who need additional support 16 36 26 106 Providing job-embedded professional learning for staff 16 41 20 85 Implementing an inclusion model for students with disabilities 53 24 1 79 Encouraging more students to enroll in rigorous courses/programs (e.g. advanced placement, dual enrollment, advanced courses, international baccalaureate) and providing the structures and support necessary for students to be successful 36 22 17 73 Making time to address social/emotional growth through health and wellness activities and/or an advocacy or advisory program 11 41 23 70 Accommodating blended and online learning opportunities 10 24 42 51 Providing more opportunities for activities or internships or apprenticeship programs 22 50 25 52 Offering students course work that prepares them for success in high-growth industries 14 57 11 53
Instructions: Complete this form and submit it to the serving electric utility. Retrofits are eligible for incentives. New construction applications are not eligible. BUSINESS AND SITE INFORMATION Customer Name Installation Address (Street, City, State, Zip) Customer Phone Number EXISTING EQUIPMENT INFORMATION Existing Equipment Information Was area conditioned by heat pump previously heated with electric resistance heat? Yes No (If “No”, project is not eligible for incentives) NEW EQUIPMENT INFORMATION New Equipment Information Heat Pump 1 Heat Pump 2 Heat Pump 3 The heat pump installed meets BPA’s Heat Pump Tier 1 or Tier 2 Specification available at: Yes No (If “No”, project is not eligible for incentives) Yes No (If “No”, project is not eligible for incentives) Yes No (If “No”, project is not eligible for incentives) The heat pump installed is an air-to-air heat pump system, 20 tons or less of cooling capacity Yes No (If “No”, project is not eligible for incentives) Yes No (If “No”, project is not eligible for incentives) Yes No (If “No”, project is not eligible for incentives) Heat pump manufacturer Heat pump model Tons of cooling capacity INSTALLER INFORMATION Company Name Installer Signature Total Installed Cost (before rebate) including equipment, labor, and purchase date. Please include invoice with this project form. Date By signing this form, I confirm that the above information is correct to the best of my knowledge.
internal heat-conduction coupling that can be approximate or just a high-enough value to force the same temperature for the two half-plates). Radiation heat rates are obtained in terms of exitances Mj at each surface i, in the following way. At a surface Aj, if there is any radiation heat-rate, , it must be equal to the net radiation input, (input radiation power minus output), which can be set in these different forms: Choosing the system interface a little bit inside the surface (when absorption and reflection of incoming radiation, have already taken place), net heat input equals absorption minus emission: Choosing the system interface a little bit outside the surface (when absorption and reflection of incoming radiation, have not yet taken place), net heat input equals irradiance minus exitance (times the area): Eliminating the irradiance from equations and : which may be interpreted from an electrical analogy as ‘a flow directly proportional to a and inversely proportional to a resistance of value It is cumbersome to extrapolate equation to the blackbody limit, since both, and tend to zero, but the blackbody case is much simpler, as explained below. Let consider now the interaction among surfaces. The net radiation heat received by surface i from surface j is , where we keep to the tradition of naming (shortly ) the ‘heat from j to i’, as a shorthand for ‘the net radiation flux received by surface i from surface j’; notice however, that with this naming, that ≠0 with Ti=Tj, contrary to the definition of heat as energy flow by temperature difference). From all the enclosure: where radiative fluxes () have been put in terms of exitances (M) and view factors (Fij), ), and the reciprocity relation applied: . Another way to get equation is: . The equations to solve to get the intermediate variables Mi (and finally the and Ti) are the energy balance at every node, , where dHi=micidTi/dt is the enthalpy change rate (equal to the internal energy change rate, dEi, in incompressible systems), and the network system can be cast as:
This condition results from loss of fluid through sweating when a worker fails to drink enough fluids, replace mineral loss, or both. The worker still sweats but experiences extreme weakness/fatigue, intense thirst, dizziness, giddiness, nausea, and/or headache. The skin is clammy and moist, the complexion is pale/flushed, and the body temperature is normal or slightly higher. Prevention/First Aid: Move the affected individual to a cool location such as a shaded area or building. Have them lie down with their feet slightly elevated. Loosen their clothing, apply cool wet cloths, or fan them. Remove as much clothing as possible. Have them drink water or electrolyte drinks. Try to cool them down and have them checked by medical personnel. Victims of heat exhaustion should avoid strenuous activity for at least a day and continue to drink water to replace lost body fluids. Call 911 immediately if the person becomes refuses water, vomits, or loses consciousness. Contact your supervisor immediately. Heat Syncope (Fainting) Description: Heat syncope, or fainting, can occur if a worker is not acclimatized to heat and if the worker stands still rather than moving around. Prevention/First Aid: Victims usually recover after a brief period of lying down. Moving around, rather than standing still in the heat, will reduce the possibility of fainting. Call 911 and your supervisor immediately if the person becomes ill. Heat Stroke Description: Heat Stroke is a potentially life-threatening illness. It is caused by the failure of the body’s internal mechanism to regulate its core temperature. A heat stroke victim may first suffer heat cramps and/or heat exhaustion before progressing into the heat stroke stage, but this is not always the case. Heat stroke is sometimes mistaken for a heart attack. It is therefore very important to be able to recognize the signs and symptoms of heat stroke and to check for them anytime someone collapses while working in a hot environment. Symptoms include a high body temperature (106 degrees or higher), hot dry skin which may be red, mottled, or bluish, mental confusion, delirium, loss of consciousness, convulsions, coma, and absence of sweating.
Heat Illness Prevention Plan Company name Purpose The purpose of this plan is to protect our employees from the hazards of hot working environments. Work activities that could potentially expose our employees to these hazards include: Scope This plan implements efficient and safe work practices that will prevent both indoor and outdoor heat-related illnesses among employees at our workplace. It will be used for training new employees and for the annual refresher training of employees. All employees potentially exposed to hot working environments are subject to his plan. Background Heat-related illnesses can happen if workplace activities in a hot environment overwhelm the body’s ability to cool itself. This becomes more likely if any of the risk factors are present. Examples include working in a hot environment without adequate access to water for rehydration, working in protective gear that does not allow air circulation across the skin, or working where the humidity is too high for sweat to evaporate. Risk factors The following are environmental risk factors for heat illness (see heat index on Page 4): Air temperature above 90 degrees F. Relative humidity above 40 percent Radiant heat from the sun and other sources Conductive heat sources such as dark-colored work surfaces Lack of air movement Physical effort needed for the work Use of nonbreathable protective clothing and other personal protective equipment The following are personal risk factors for heat illness: Lack of acclimation to warmer temperatures Poor general health Dehydration Alcohol consumption Caffeine consumption Previous heat-related illness Use of prescription medications that affect the body’s water retention or other physiological responses to heat such as beta blockers, diuretics, antihistamines, tranquilizers, and antipsychotics. NIOSH
IMPACT AND CUTTING INJURIES Can anyone be crushed/cut/struck etc. due to: Material falling off the plant? Y N Uncontrolled/unexpected movement of plant/load? Y N Lack of capacity to slow, stop or immobilise plant? Y N The plant tipping or rolling over? Y N Parts of the plant disintegrating or collapsing? Y N Contact with moving parts during testing, inspection, operation, maintenance, cleaning or repair? Y N Being thrown off or under the plant? Y N Contact with sharp or flying objects? (e.g. work pieces being ejected) Y N The mobility of the plant? Y N Inappropriate parts and accessories being used? Y N Other Y N Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level
NOISE Can anyone using the plant, or in the vicinity of the plant, suffer injury due to exposure to noise? Y N VIBRATION Can anyone be injured or suffer ill-health from exposure to vibration? Y N FRICTION Can anyone be burnt due to contact with moving parts, materials or surfaces of the plant? Y N SUFFOCATION Can anyone be suffocated due to lack of oxygen, or atmospheric contamination? Y N CONDITION Is a hazard likely due to the age and condition of the plant? (Consider how hard the machine has been worked, and whether it is used constantly or rarely). Y N Damaged parts may pose a hazard. Inspect heat gun for damage prior to use. Ensure heat gun is serviced at regular intervals as prescribed by the manufacturer. Restrict access to heat guns that are rarely used. Ensure machines that are rarely used are inspected and tested by a supervisor before use. Ensure appropriate isolation procedures (e.g. lock out tags) are in place when equipment requires servicing. Can anyone be injured as a result of the plant not serviced appropriately and/or maintained in line with manufacturer’s recommendations? Y N Major Possible High
Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level SLIPS/TRIPS/FALLS Can anyone using the plant, or in the vicinity of the plant, slip, trip or fall due to: Poor housekeeping by allowing the build-up of waste materials or failure to immediately clean up spills could result in a slip hazard. Inappropriate placement of objects (e.g. spare materials, bags etc.) in the immediate vicinity of the plant equipment may result in a trip hazard. Ensure appropriate cleaning and housekeeping practices are maintained to minimise the risk of a slip, trip or fall. Uneven, slippery or steep work surfaces? Y N Poor housekeeping, e.g. spillage in the vicinity? Y N Minor Possible Medium Obstacles being placed in the vicinity of the plant? Y N Minor Possible Medium Inappropriate or poorly maintained floor or walking surfaces (i.e. lack of a surface, unprotected holes, penetrations or gaps?) Y N If operating or maintaining plant at height can anyone slip, trip or fall due to: Use of work platforms, stairs or ladders? Y N Lack of guardrails or other suitable edge protection? Y N Other Y N Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level FIRE AND EXPLOSION Can anyone be injured by fire? Y N
Where there is a concern that the child may be suffering or is at risk of suffering significant harm, the child’s safety and welfare must be the overriding consideration. Staff adhere to the school’s confidentiality policy. Any child protection concerns must be kept strictly confidential and shared on a ‘need to know’ basis only. The importance that children place in confidentiality is recognised and the need to make sure it is not breached where the child is not at risk must be considered. However, confidentiality has never been absolute and staff must balance this against the need to safeguard children at all times. The safety, well-being and protection of children is the paramount consideration in all decisions staff make about confidentiality. 5.9. Student Information The school will endeavour to keep up-to-date and accurate information in order to keep children safe and provide appropriate care for them. The school requires accurate and up-to-date information regarding: names and contact details of persons with whom the child normally lives names and contact details of all persons with parental responsibility (if different from above) emergency contact details (if different from above) details of any persons authorised to collect the child from school (if different from above - this applies to the Primary school setting) details of persons specifically NOT authorised to collect the child from school any relevant court orders in place including those which affect any person’s access to the child (e.g. Residence Order, Contact Order, Care Order, Injunctions etc.) if the child is or has been on a CP, CIN, CAF, TAF or any other related plan name and contact detail of G.P. details of any private fostering arrangements made for a child any other factors which may impact on the safety and welfare of the child The school will collate, store and agree access to this information in accordance with Data Protection. CP/safeguarding records are kept securely and separate from children’s regular school records/file. 6. ROLES and RESPONSIBILITIES
Signature member of CP team dealing with the incident/concern Date Signature of SDP or DDP Date Appendix 4b: Heath School referral/concern form CP/Safeguarding The Heath School Incident/concern/referral form 2016 -17 Student Name Form Date and Time incident/concern raised Member of staff raising the incident/concern Member of CP staff the incident/concern passed to Please circle : Anne Preston : : Paula Talbot : : Rachael Jenkins : : Steve Brinkley : : Sam Jones : : Liz Rowlands : : Ric Dance: : Debs Gwynn: Details of the incident/concern who, what, where, when... Please be as clear as possible with dates and times and record in the third person. (Third person eg Joe Blogg came to see Mrs Mary Jones at 11.20am on 21/5/13 and disclosed that the
CONTENTS Introduction 4 A Date of admission to school 5 B Deferred entry to school 5 C Admission of children outside their normal age group 5 D Oversubscription criteria 6 E Expressing a preference for admission to the Relevant Year Group 6 F Late applications 7 G Waiting lists 7 H False information 7
HEATHFIELD ACADEMY APPLICATION FOR ADMISSION OUTSIDE NORMAL AGE GROUP This is not an application for admission – it is an application to the Governing Body for their agreement in principle to the child being admitted to any year group other than the child’s normal year group. The completed form and any supporting documentation must be submitted to Heathfield Academy for consideration by the Governing Body as soon as possible. Regardless of the outcome of this application, a separate application for admission will need to be made in the usual way, and will be considered with all other applications received, applying the oversubscription criteria as appropriate. In the case of children born between 1 April and 31 August (known as “summer born children”) whose parents want them to start Reception Year one year later than usual (i.e. in the September following their fifth birthday, rather than the September following their fourth birthday), the application should be made well in advance of the application deadline for the child’s admission to Reception Year with their normal age group, to keep all options open. Where the Governing Body agrees an application in principle, their letter confirming this should accompany the subsequent application for admission. This form should be completed by the parent with whom the child lives for more than 50% of their time from Monday to Friday during term time. Please complete in block capitals using black ink. All names provided must be formal names, as stated in passports and other formal documents. The completed form should be forwarded to the Admissions Officer at the Academy. PART A – CHILD’S DETAILS Child’s Surname: Child’s Forename(s): Child’s Date of Birth: Child’s Main Home Address: (as defined in the Admission Policy)
Aspect EYFS Y1 Y2 Y3 Y4 Y5 Y6 Representing school (Events/ Ambassadors) Sport competitions/festivals Primary Parliament and P6P council Sports Ambassadors Spanish Ambassadors School Council Eco Team Buddies SR Play Pals KD Local Events (e.g Light Night/Big Sing) Librarians Anti-Bullying Ambassadors Whizz Kids Aspect EYFS Y1 Y2 Y3 Y4 Y5 Y6 Healthy Attitudes/ Life Skills Plant it Grow it Make it Cook it Eat it Family Service at Lunchtimes Enterprise project Swimming Summer term Autumn term Whole year Road Safety DARE GREAT Zippy & Friends School Health Eyes teeth nurse First aid SRE SRE IMPs Safety Zone
Aspect EYFS Y1 Y2 Y3 Y4 Y5 Y6 Creativity Dance afterschool club (at least 1 half term) Theatre experience Panto Film experience (cinema/Ap/Film Club) Instrument Tuition Recorders? WCET group tuition Area Band Beat Feet Drumming Choir Aspect EYFS Y1 Y2 Y3 Y4 Y5 Y6 Community Fundraising – Children in Need/Comic Relief/poppies Foodbank donations - Autumn Charity appeals Supporting the elderly Visits to the library Community Event Transition (links with other settings) Aspect EYFS Y1 Y2 Y3 Y4 Y5 Y6 Trips **As trips are linked to topics, children will access the different visits by the time they leave KS1, LKS2, UKS2. Local Landmark Vernon Park/library and shops Wollaton Hall Newstead Abbey Wollaton Hall Newstead Abbey Sneinton WIndmill Nottm Castle Sneinton Windmill Nottm Castle Galleries of Justice Galleries of Justice Cultural experience African Drumming Caribbean Market Caribbean Market Theatre visit Theatre visit Art gallery Art gallery Contrasting locality Sherwood Forest Skegness Conkers Skegness Conkers Beaumanor Hall Beaumanor Hall York London York London
( ) Using the Meter Adjust control on the new Meter Board, adjust the reading of the meter to indicate 1 Volt RMS ( ) This completes the IM-18 Distortion Mod THD Measurement We are currently working on a small PC board that will allow you to determine the approximate THD measurement of your newly modified IG-18. This board should be available in a couple of months. Please watch our listings on eBay for when these will become available. Appendix 1 IG-18 Component Replacements C1 – 1000 µF 63 VDC Electrolytic Capacitor C2 – 1000 µF 63 VDC Electrolytic Capacitor C3 – 470 µF 63 VDC Electrolytic Capacitor R1 – 56k (Green, Blue, Orange) ½ Watt Resistor (Larger than the others) C5 – 100 µF 50 VDC Electrolytic Capacitor Meter Board Components D1 – D3 1N270 Germanium Diode R1 – Meter Control 10k Potentiometer R2 – 100Ω (Brown, Black, Brown) ¼ Watt Resistor R3 – R4 100K (Brown, Black, Yellow) ¼ Watt Resistor R5, R6, R8 10K (Brown, Black, Orange) ¼ Watt Resistor R7 – 5600Ω (Green, Blue, Red) ¼ Watt Resistor (*Optional See Text) Q9 – 417-801 MPSA20 Transistor C1 – 10 µF Electrolytic Capacitor C2 – C3 100 µF Electrolytic Capacitor C4 – 220 µF Electrolytic Capacitor Contact Us Don Peterson Data Professionals
Job Description Job Title: Faculty/Department: Plumbing & Maintenance Engineer Estates Directorate Reporting to: Head of Maintenance (through Mechanical Supervisor) Duration: Continuing DBS Disclosure requirement: Standard Vacancy Reference: ES0086 Details Specific to the Post Background and Context The Mechanical Services team forms part of the Maintenance section, which includes joiners, electricians, fitters, plumbers and grounds and gardens teams. The Maintenance section, led by the Head of Maintenance Operations, is part of the Estates Directorate, which also covers the residential accommodation management, capital projects, catering, portering and security The Mechanical services (Plumbing) team are responsible for Plumbing and Mechanical services throughout the Universities estate which also incorporates a 24 hour service provision, 365 days per year The section currently has 4 plumbers, 1 fitter, 1 Legionella Technician and 1 Mechanical Services Supervisor The section is currently implementing a new computerised Maintenance system including each trade person utilising an electronic PDA to carry out their duties as part of our commitment to a continuous improvement culture
Gontard, L.C., Dunin-Borkowski, R.E., Gass, M.H., Bleloch, A.L. & Ozkaya, D. (2009). Three-dimensional shapes and structures of lamellar-twinned fcc nanoparticles using ADF STEM. J Electron Microsc 58, 167-174. Gontard, L.C., Ozkaya, D. & Dunin-Borkowski, R.E. (2011). A simple algorithm for measuring particle size distributions on an uneven background from TEM images. Ultramicroscopy 111, 101-106. González, J.C., Hernández, J.C., López-Haro, M., del Río, E., Delgado, J.J. , Hungría, A.B., Trasobares, S., Bernal, S., Midgley, P.A. & Calvino, J.J. (2009). 3D characterization of gold nanoparticles supported on heavy metal oxide catalysts by haadf-stem electron tomography. Angew Chem Int Ed 48, 5313-5315. Guisbiers, G., Abudukelimu, G. & Hourlier, D. (2011). Size-dependent catalytic and melting properties of platinum palladium nanoparticles. Nanoscale Res Lett 6, 1-5. Hansen, T.W., Wagner, T.W., Hansen, P.L., Dahl, S., Topsoe, H. & Jacobsen, C.J.H. (2002). Atomic-resolution in-situ transmission electron microscopy of a promoter of a heterogeneous catalyst. Science 294, 1508-1509. Hansen, T.W., DeLaRiva, A.T., Challa, S.R. & Datye, A.K. (2013).S intering of catalytic nanoparticles: particle migration or ostwald ripening?. Acc Chem Res 46(8), 1720-1730. Harris, P.J.F. (1986). The sintering of platinum particles in an alumina-supported catalyst: further transmission electron microscopy studies. J Catal 97, 527-542.
Tecnai F20. The rectangles indicate the area used for tomographic visualisation in Fig. 8. Figure 8. (A) Voltex visualisation of a tomographic reconstruction of the PtPd/alumina sample after in situ heating to 850 °C in high vacuum conditions. The porosity is greater at the edge of the sample, far from the contact with the tungsten filament. (B) Orthoslice visualisation. Zone 1 (closer to the tungsten filament) is thought to be more compact than zones 2 and 3 as a result of transformation to α-alumina.
____________________________________________________________ ____________________________________________________________ Complete the table while conducting the experiment. Minutes Temperature Ice Water Temperature Warm Water Bag Start o F o F 1 o F o F 2 o F o F 3 o F o F 4 o F o F 5 o F o F 6 o F o F 7 o F o F
Heat Transfer Scenes – Scoring Guide 1. B (3 choices) 2. A (3 choices) 3. A, B (3 choices) 4. A, B, C (3 choices) 5. B, C (3 choices) 6. B, C (3 choices) 7. C (3 choices) 8. C (3 choices) Scoring Guide 8 – 4 6-7 – 3.5 5 – 3 4 – 2 3 – 1 1-2 – .5 0 – 0
providing pricing protection (in respect of heat/hot water/total energy costs), with regular price comparator review; pricing to be clearly explained and statements to set out breakdown of costs; [offer of dual fuel discounts to Domestic Customers]; associated revenue collection with customer choice of methods (including pre-payment meters) ; provision of customer query management facilities for end users to query energy invoices.] Customer Protection [To include: provision of additional services/ protections for vulnerable Domestic Customers; [compliance with the standards set out in Heat Trust Scheme Scheme Rules and Scheme Bye-Laws]; access to Domestic Customer premises only by prior arrangement or in an emergency and the obligation not to cause any damage (and any damage caused to be satisfactorily rectified); ability to challenge meter readings and request testing of meters; data protection/ limitations on use of personal data.] Fault Rectification/ Performance Regime [To include: provision of emergency call out services/response regime for fault rectification of plant and networks; appropriate standards of performance and compensation regime for breach, guaranteed minimum standards of Heat supply could be:
2004 – 2008 Adolescent Development and Outreach Program- Community-based individual psychotherapy and assessment for underserved adolescents. Biweekly group and individual supervision. 2006 - 2007 Child Therapy Practicum- Community based individual and family therapy with children aged 11-15 utilizing the Adolescent Transitions Program. Weekly group supervision and individual supervision of undergraduate consultants. 2004 – 2006 Open Door Clinic- Group psychotherapy with homeless adolescents in an outpatient community medical clinic. Weekly group supervision. 2004 – 2006 Primary Children’s Hospital- Comprehensive neuropsychological assessment with medically fragile children and adolescents. Periodic individual supervision. 2004 – 2006 Assessment Practicum - Personality and cognitive assessment of children, adolescents, and adults at the University Counseling Center, Salt Lake School District, and Primary Children’s Medical Center. Weekly group and individual supervision. SPECIALIZED CLINICAL TRANING Fall 2008 Criminal Forensic Foundations Seminar Fall 2005 Functional Family Therapy Seminar Summer 2007 Parent-Child Interaction Therapy Seminar 2006 – 2007 Motivational Interviewing Seminar Summer 2005 Rorschach Administration and Coding Seminar 2005-2007 Structural Analysis of Social Behavior (SASB) Seminar